few years ago, while on a visit to Sydney, the
first author came across a young Indian cab
driver. He was a commerce graduate of a
Delhi college renowned for its phenomenally
high admission cut-offs. It was natural to be
curious about his situation as he seemed to be
a very fluent communicator and was aware
of the world around him in intelligent ways.
Asked why he was driving a cab in Sydney,
the youngster broke down and explained
between sobs that he had wasted his time
getting a commerce degree from the Delhi
college. This painful realisation dawned on
him when he repeatedly failed in his attempts
to gain employment in Sydney based on his
commerce background. He was told time and
again that he knew nothing practical or ap-
plicable. This situation prevails in this famed
institution year after year when almost half
its graduating class fails to find employment
in campus placements. We have long held the
belief, backed by a fair amount of data, that
a great deal of teaching in India is really cen-tred around the blackboard and the know-
ledge imparted is dated and disconnected
to the real world in meaningful ways. For
various reasons, we happen to have a first-
hand experience of what goes on in some of
our famed institutions of learning. Narayana
Murthy, known for his insights and wisdom
in the realm of learning and knowledge, has
often lamented the poor quality of IIT gradu-
ates. What is it that bothers Murthy? Perhaps
the following illustrations will make it clear.
Here is what a graduating student of aEDUCATION SPECIAL
Our education goals need to look beyond
enrolment figures and interconnect
knowledge with practical skills
A
DINESH SINGH & AMOGH RAIA PRACTICAL
APPROACH
Illustration by SIDDHANT JUMDE