Commodification of education
Two harvest seasons set off in April: one of wheat crop, the other of young human talent. The heavens are invoked for the bumper wheat crop while on the other side the administrations of schools and parents of students of secondary classes after the terminal exams are canvassed by the private elite colleges for new admissions to their colleges.
These colleges employ an aggressive door-to-door campaign targeting both schools and households to attract students even before the exam boards declare results. They often initiate pre-intermediate classes during the practical exams of secondary classes, undermining the significance of practicals in science education.
These institutions spare no effort in identifying and recruiting high-performing students from the ninth standard board exams. Their marketing teams, mainly comprised of teachers, aggressively pursue students’ parents, utilizing personal connections and relationships to reach them. Once students are enrolled, however, parents may feel neglected or disregarded.
A network often forms between schools and colleges to prevent the loss of students to rival institutions.
Students often find themselves constrained in their choice of college. In some cases, their alma mater exerts undue influence and compels them to join a specific college, disregarding their preferences. Paradoxically, public colleges often remain indifferent to this competition for students, leaving them with the leftovers after elite private colleges have made their selections.
Elite private colleges often overlook government schools as potential feeder institutions. They believe that students from public schools may not be able to afford the expenses of these prestigious colleges. Additionally, they perceive public schools as yielding only a small minority of high-performing students who would be assets to their institutions. This mindset further exacerbates the disparities in educational opportunities between public and private schools.
It’s unfortunate that students from less privileged backgrounds often receive no financial assistance or fee discounts from elite colleges. One principal, when asked about assistance for deserving students, bluntly stated that private colleges cater to the upper echelons of society, while government colleges are for those unable to afford elite education.
Private colleges often boast about producing students destined for careers as doctors, engineers, and other white-collar professions, highlighting their success with high-achieving students. Essentially, these colleges are seen as refining and enhancing the talents of already well-prepared students, rather than providing opportunities for those from disadvantaged backgrounds.
The true measure of success for these colleges should be their ability to transform low-performing students into high achievers at the higher secondary level. However, such instances of educational “rags to riches” transformations are rare. In reality, elite colleges tend to cater primarily to the elite, reflecting a Marxist perspective on societal class dynamics.
The presence of functional science labs and well-stocked libraries is often considered a sign of institutional professionalism in educational institutions. Unfortunately, in many cases, science labs are merely for show and are inaccessible to students. When asked about student access to newspapers, one elite college principal dismissed the idea, suggesting that newspapers, especially English ones, are only relevant for students preparing for competitive exams. This attitude further underscores the elitism and disconnect within these institutions.
Arts often receive minimal attention in these colleges, where the focus is predominantly on programs in fields such as medicine, engineering, or information technology. While science deals with tangible aspects of the world, art explores human thoughts and emotions about those aspects.
Unfortunately, artists are often overlooked as marketable products of these colleges. The contradiction becomes apparent when these institutions host musical concerts and invite artists for co-curricular activities, yet fail to include activities like storytelling or book reading sessions by renowned authors. This omission is driven by commercial interests, which prioritize activities that can attract attention and funding.
Describing these colleges as commercial enterprises would not be inaccurate. Their priorities are often driven by commercial considerations, rather than a genuine commitment to holistic education. If these institutions truly aim to contribute to the development of human talent across all domains, they must resist the commodification of education.
