Recently I visited a college in a rural area in Uttar Pradesh for one week of ‘Personality Development Classes’. I was apprehensive how my experience at such a college would be. My apprehension grew when one of the faculties there told me “Students here are rather dumb and unresponsive.”
My classes were to begin from next morning. I determined to deliver the best of my knowledge and wished that students were benefitted by the classes. That day B.Tech. and MBA final year students had their interview with a company which had come for campus placement. So I decided to brief them about how to answer few tricky interview questions before they appeared for it.
The class opening happened well and gladly, the training was well received. At a gap of an hour I had another session of the day with B. Tech. 3rd Year and MBA students. I took 2 sessions each day of 2 hours each for 5 days. I observed certain inhibitions among the students.
- They lacked English-speaking skills
- They lacked confidence to speak in public
- They had very small or no goal in life
- Most of them did not possess pleasing personality
- And most importantly, some them were completely indifferent to the values delivered, i.e. they were not seeking towards any self-improvement opportunities
- They lacked funds. More than 90% of the students studying there were government-funded.
Hailing from rural region left them with limited vision or mind-set. Some of them were pursuing B. Tech. just for the sake of engineering degree. They were disinterested in what was taught to them for they rely on the lands and dowry they would be receiving in marriage after engineering. That’s an alarming situation for our country which is investing the hard-earned money of its large number of taxpayers in educating people who have no interest in shaping their career. It was a setback for me.
As the training progressed through the week, I could find out that the class had segregated into lots of interested/seeking individuals and disinterested ones. The interested ones were responsive, seeking, interrogative and thanked me for my efforts. On the contrary, disinterested one were disturbing, indifferent, overconfident and thankless.
There were some brilliant students who had entrepreneurial plans, and others were aspiring for reputed position in public and private sectors. One student, at such young age, was associated with an NGO which worked for women empowerment in rural areas. I even got to witness live demonstration of ‘bank operations’ case study by MBA students of the college. They students actually ran the bank for 1 month by encouraging all students and faculty to deposit money in their bank and offered great returns. They had deposit slips and passbooks printed beforehand. Their efforts and enthusiasm was remarkable.
Being there I also learned that had the college not been in the village, no girl could pursue higher studies. I instantly felt appreciation for the management of the organisation for their commendable contribution towards rural education.
The overall experience was satisfying and not as disappointing, because I knew I delivered my best performance in trying to instigate positive values in students and tried to bring their focus on their strengths and work upon their weaknesses.
Moreover, I viewed this as an opportunity to work for the welfare of the rural students. I left no stone unturned in rendering them the best possible solutions to their queries.