The term “skill” has been given a new urgency and significance by Prime Minister Narendra Modi’s Skill India programme, the purpose of which is to “align the demands of employers for a well-trained, skilled workforce with the aspirations of Indians for sustainable livelihoods”.
So far vocational courses haven’t taken off properly in India despite the best efforts of successive governments. Even 30 years ago a popular topic for school/college debates was “Our education system is not employment oriented”. One reason for vocational education not to have succeeded was the social factor. There was no parity between a “general” and “vocational” education, and even for young people to be industry-ready, the perception was that everyone should be “at least a graduate” in order to get on in life.
I believe that school education should be broad-based and not be geared only for jobs and careers. In fact, most schools profess they impart a holistic education, but in many cases it just boils down to a combination of scholastic and non-scholastic or co/extra-curricular activities. Students are, in other words, expected to do well academically and in sports or some activity of their choice, such as public speaking or the performing and visual arts. Informed parents now give far more importance to extra-curricular activities. Ironically, they have also understood the utilitarian benefits of community and social service — so much so that they ask quite unabashedly for their child to be accommodated in the school’s community service programme “as it would look good on their CV”. We realise we can’t expect everyone to have altruistic motives or insist that everyone should have a burning spirit of “service before self”. Perhaps it’s wiser to be realistic and plan for a positive outcome whatever may be the real intentions of students to serve society.
However, it is being increasingly felt that this definition of a “holistic” education is not adequate, therefore the focus on “life skills”. The Central Board of Secondary Education spells out that life skills are quite different from “livelihood” skills. The latter are linked to economic goals and income generation, while the former are defined as “the abilities for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life”. WHO has laid down 10 core life skills which I think good schools try to address. They include self-awareness, empathy (I wonder if this can be actually taught, though an attempt must be made), critical thinking, creative thinking, decision making, problem solving, effective communication, interpersonal relationships, coping with stress and handling emotions.
For some years now, educators have been talking about problem-based learning rather than information or fact-based teaching and learning. But here too we seem to be behind the times. Recently a small group of our students attended a science course for the gifted in Taiwan. They returned to tell us that they were expected to imagine problems that didn’t exist, and to find solutions for those imaginary, futuristic problems. They felt that students from Singapore and Hong Kong had an edge over them in this area. In our fast-paced life of today, it is important for our students to cultivate the ability to learn, unlearn and relearn. This is definitely a life skill that will stand them in good stead whatever they may choose to do in future — a future that no one can predict with any certainty today.
It might be productive and effective if we taught our students a range of specific, concrete and quantifiable practical skills that will help them to cope with the demands of professional and personal life after they leave the protected environs of school.
All students should be encouraged to learn, before leaving school, how to read and comprehend information and instructions given on notice boards, notices, manuals and brochures. They should be able to communicate clearly and be able to deal with emergencies seeking appropriate help from the right quarters. They should be taught how to manage their money, write cheques and draw cash from ATM machines. Many of our students wish to learn how to prepare simple meals, launder clothes and attend to simple health issues. In Britain, there is a school subject called PSHE (personal, social and health education), through which pupils develop the skills “to keep themselves healthy and safe, and prepare for life and work”; while citizenship education imparts skills to enable children to be responsible citizens and contribute meaningfully to society.
On placements, jobs and careers, students must be taught the necessary but tedious task of how to fill out forms correctly. I think I can write a whole joke book on the absurd application forms and admission forms we keep getting. This may lead to some laughter, but we also know how tragic it is that simple errors can cost one a job or a seat in college. Filling out forms is something we have to do all our lives so we should definitely impart this skill to all our students.
Drawing up a CV or resume, facing interviews and taking part in group discussions are extremely important. Taking part in group discussions is necessary because it enhances a student’s understanding of topical issues, promotes general awareness and teaches a student to both speak and listen, to agree and disagree and perhaps arrive at a consensus. With any luck, they will also learn how to wait their turn and not try to outshout one another (like those on TV talk shows) or alternatively, be forced to be silent.
Schools that claim to impart a “liberal education” deliberately refrain from preparing students for any particular career path. These skills would be extremely useful for students regardless of what they choose to do in future.
The Skill India logo depicts a hand holding a spanner and a pencil together. This symbolises the equal importance of skills and academics. The tagline “Kaushal Bharat Kushal Bharat” proclaims that a “skilled India” will lead to a happy, healthy, prosperous and strong India. This balance of skill acquisition and scholastic development is not only desirable, but also urgently needed.
