Imlisanen Jamir
What should education truly be? This question, as tired and old as it might seem, is a running theme that is being harped on (either intentionally or not) by leaders of the state structure. Does employability take precedence over other vital aspects of education?
Almost every new report regarding any facet of Nagaland state’s education sector these days appear to be depressing and critical. Unfulfilled demands leading to agitations and studies showing poor performances litter the entire sector.
This picture is however contrasted by the lofty calls by state officials (appointed and elected) from the state and central governments on what they feel the education sector’s true purpose should be.
Over the past decade, along with the rest of India, Nagaland state has been at the receiving end of lectures espousing the need for skill development. Employability above all else, is being seen by many as the core principle that should drive the education process.
The arguments for this line of thinking are derived from realities of the current job market in the state. From the Governor to the Chief Minister and cabinet education Ministers, the point is being driven home that the high rate of unemployment in Nagaland can be solved through skill development and entrepreneurship.
Considering these valid reasons and the dismal prospects of getting employment in an already saturated government, the rhetoric and policy towards skill based industry appears attractive.
Enticing as that may be, it is pertinent to note that jobs are not simply a function of the workforce acquiring formal skills making them employable. It is a two way street; with one fundamental aspect to job creation being a vibrant economy, in which investment and consumption fuels demand for labour, skilled and unskilled.
Another crucial point to consider involves truly holistic education that fosters critical thinking, skepticism and human values. Many brush these points as sappy in a world that is becoming increasingly competitive (a diplomatic term for narcissistic).
This is not to say that formal skilling isn’t important. But skills are mostly job-specific and acquired mostly at the workplace. Any unbalanced policy to focus solely on the employability aspect of education would be short sighted and impair a generation of young people.
The government would do a great job by equally concentrating on basic education that promotes critical thinking; while working simultaneously to bring about labour reforms and improving the ease of doing business.
Comments can be sent to imlisanenjamir@gmail.com
