Career guidance series options and opportunities for rural students in india
CAREER GUIDANCESERIES - OPTIONS ANDOPPORTUNITIES FORRURAL STUDENTS ININDIA1By :Prof. (Dr. ) Trilok Kumar JainDean, ISBMSuresh Gyan Vihar UniversityJaipur 302017 Mobile : 9414430763Jain.firstname.lastname@example.orgThe views expressed in this article are the personal views of the author. The author is open to criticism and iswilling to proceed further in the direction, but requires support. The likeminded persons are invited to join to worktogether to help our country. The author welcomes suggestions / support / ideas from the reader.
A person can make a great career with the aid of following tools : -a. A great vision (future perspective about what a person wants to become)b. A great learning environment (group of students working together on somecommon projects so that they learn from each other and build capabilities)c. Identifying the skills that can be acquired given certain background and strengthsd. Identifying the skills required by the societye. Relating the skills to the requirements of the society and moulding those skillsfurther for the benefit of the society
When we talk about career, there are many misnomers in India, which should beunderstood. There is a rampant movement to spoil the minds of the youth today withthese ideas : -a. A mad race for degree rather than building capabilitiesb. A mad race for IITs and IIMs rather than encouraging students to learn atinstitutions which can give them better connectivity to industries / real lifeexperiencesc. A mad race to join institutions which offer campus placements rather thenencouraging students to opt for entrepreneurial options.
Whenever I talk about career, I ask the students to build capabilities. TraditionallyIndia has always been a place for building capabilities. If you ever get a chance to readold stories, you will find that there are mentions that the ancient India alwaysencouraged building capabilities. People used to send their children to Gurus to acquireskills. A prince or a princess with 64 skills would be most appreciated. The 64 skills areas under : - 1) singing, 2) instrumental music, 3) dancing, 4) painting, 5) foreheadadornments, 6) making decorative floral and grain designs on the floor, 7) home andtemple flower arranging, 8) personal grooming, 9) mosaic tiling, 10) bedroomarrangements, 11)creating music with water, 12) splashing and squirting with water, 13)secret mantras, 14) making flower garlands, 15) head adornments, 16) dressing, 17)costume decorations, 18) perfumery, 19) jewelry making, 20) magic and illusions, 21)ointments for charm and virility, 22) manual dexterity, 23) skills of cooking, eating anddrinking, 24) beverage and dessert preparation, 25) sewing (making and mendinggarments), 26) embroidery, 27) playing vina and drum, 28) riddles and rhymes, 29)poetry games, 30)tongue twisters and difficult recitation, 31) literary recitation, 32)drama and story telling, 33) verse composition game, 34) furniture caning, 35)******devices and knowledge of sexual arts, 36) crafting wooden furniture, 37)architecture andhouse construction, 38) distinguishing between ordinary and precious stones andmetals, 39) metal-working, 40) gems and mining, 41) gardening and horticulture, 42)games of wager involving animals, 43) training parrots and mynas to speak, 44)hairdressing, 45) coding messages, 46) speaking in code, 47) knowledge of foreignlanguages and dialects, 48) making flower carriages, 49) spells, charms and omens,50)making simple mechanical devices, 51) memory training, 52) game of reciting versesfrom hearing, 53) decoding messages, 54) the meanings of words, 55) dictionary studies,56) prosody and rhetoric, 57) impersonation, 58) artful dressing, 59) games of dice, 60)the game of akarsha (a dice game played on a board), 61) making dolls and toys forchildren, 62) personal etiquette and animal training, 63) knowledge of dharmic warfareand victory, and 64) physical culture.
Thus the traditional Indian wisdom always valued skills and capabilities. It is thepresent education system (the so called modern education system), which has created amad rush for degrees and institutions. How does degree or institution help a person isbeyond understanding. A person takes a degree in mechanical engineering, but doesn’tknow to prepare a machine. A person takes a degree in metallurgy, but doesn’t knowhow to convert iron ore to steel. A traditional Indian Lohar or a Sonar is better, as heunderstands the skills and capabilities required in metallurgy.The same story goes with all disciplines. A student acquires degree without acquirisingcapabilities. The mad race for degrees is so much damaging that the student wants toget a degree by hook or crook. There are many agents, who offer them such facilties.These degree holders are useless persons from the following perspectives : -a. They have a false ego and they are not willing to execute physical workb. They have no apetite to learn from practitionersc. They believe that they have learned everthing and they just need to make moneyd. They have no respect for traditional knowledge that India has built over centuriesThere are also the coaching institutions, which encourage students to take upadmissions only in IITs and IIMs and which encourage students only for campusplacement. I am not against IITs or IIMs, but I am against this mad race. Why shouldcampus placements be considered attractive? Why cant we encourage students tobecome entrepreneur in his own city or rural area and enable other people to generateemployment? Why shouldn’t we help our students in developing a vision of a smallentrepreneur rather than dreaming for campus placement?70% of India still lives in villages. There is a continuous effort to uproot this India andrelocate it to metro cities. These initiatives are based on vested interests of large
companies, MNCs and real estate companies. But the real challenge is to enable theyouth from rural areas to create entrepreneurial ventures in rural India itself. The realchallenge is to enable the students from villages to acquire skills and capabilities andwork for the development of villages. The real challenges are to present role models inthe form of rural entrepreneurs.What should a student from village do ?A student from a village must identify his capabilities, interests and put them in thecontext of his own village and identify the skills that if he acquire will be valued in thevillage. He must acquire those skills which can enable him to serve his village. If hisvillage needs a school, he should visualize opening a great school. If his village needs atractor repairing centre – he should visualize being a great tractor mechanic and anautomobile engineer with capabilities in understating automobiles for the villages. If hisvillage needs a veterinary doctor, he should visualize being a great veterinary doctor. Ifhis village needs a doctor, he should visualize himself as a doctor.
I will be very happy if a student joins IIT or IIM, but I will be more happy, if a studentfrom a village joins nearby ITI and learns skills which can be used in his own village /town and builds capabilities which can enable him to become an entrepreneur (ratherthen dreaming for a campus placement drive by an MNC). I will be more happy if thestudents from villages are given better exposure about how they can transform theirvillages.
There is a need to give better exposure to youth of villages through ICT and modernmass media. This can be done through following : -a. Present case studies on rural entrepreneurs and project them as role modelsb. Present case studies on innovators and creative youth of rural Indiac. Present rural institutions as a role model for the rural youth and enable them touse their small resources in better way to create an educational model that suitslocal requirements (rather then praising those institutons which are working forMNCs and preparing youth for the future requirements of MNCs).