The Cambridge, Matric and most Intermediate results are out, with many students out there slightly confused about their next step. No help from their parents, teachers and academic institutions in this regard will make way for peer pressure that may eventually get the better of them.
Ironically, in Pakistan, there is not much importance given to adequate guidance as schools, parents and teachers are more concerned about grades rather than acquiring knowledge and worrying about the child’s future.
Schools are selected on the basis of popularity and social status. Subjects, too, are chosen because a friend has selected a particular subject. Jobs are chosen on the basis of money and not on the basis of merit or individual fields of interest. The responsibility of a parent, teacher and academic institution to guide the student every step of the way is defeated in this entire process.
On an average, seven out of every 10 students don’t have a clue about what subjects to take and why. In fact, an independent questionnaire-based survey randomly conducted in some schools and tuition academies revealed a few of the major reasons why parents, teachers and academic institutions keep their focus limited and fail to provide relevant career guidance:
Parents • Most parents were found to be of the opinion that when they paid school and tuition fees, their responsibility towards their child’s education was over as then it was up to the schools, tuition academies, and the child to bring results.
• Some parents said that their being less educated themselves made them unqualified to guide their child about the various careers because they only knew what was brought to their attention during parent-teacher meetings.
Teachers • Some teachers were of the opinion that because they performed more functions than what appeared on their charter of duties and got paid meagre amounts, they had already fulfilled their teaching obligation.
• There were a few teachers who seemed unhappy with the workload and overtime required to be put in by them. Issues such as lack of motivation, lack of opportunities and a stagnant growth, and unnecessary management pressure to showed who was really in power seemed like the common factors derailing them from taking responsibility.
• Others were envious about the fact that there was a biased system prevailing where the senior teachers and especially those who belonged to the visiting faculty were considered superior as opposed to the permanent faculty or new breed of well-qualified regular teachers who worked to deliver successful results year after year.
• In addition to that some teachers also felt that they were getting no compensation for training and further studies, and were being run down by the politics of the management.
Academic institutions • The owner of one academic institution adamantly said that it was the grades which mattered and the cash flow generated determined the true success of the academic institutions.
• Another such example was of a particular head of school who believed that his teachers and administrative staff were replaceable as he could easily find more teachers for almost any class and subject. Hence, the focus should be on the admission of students and their passing ratio.
Similarly, a school principal was reported to have said that they had over 15 years of success with qualified teachers, extracurricular activities such as sports and competitions, and have had a school counsellor for over five years. But if the parents did not trust them or failed to take an interest in their child’s education, there was not much they, as a school, could do.
Based on these facts, it is obvious that the sense of fulfilling the responsibility of guiding a child about his/her future is missing. It is for this very reason why there is a major responsibility of having a single person assigned as the career counsellor for the entire academic institution, who is solely responsible for the best interest of the student without any biases. This position should not be assigned any other responsibility as counselling alone is a complete package.
Any issues with teachers, parents, fellow students and problems of bullying, sexual harassment and other behaviour or discipline related matters should be managed by the counsellor. To avoid any conflicts and biasness, this position should only report to the principal or director of the academic institution and be asked to document every discussion carried out with the students, teachers and parents about issues and concerns; whether study-related, discipline-related or career-related.
If the position is given autonomy to arrange or conduct need-based training about subjects, extracurricular activities, challenges and processes of applying to a post-secondary institution locally and internationally, securing employment, etc., there is no reason why academic institutions will fail to do their job right and fulfill their due responsibility towards the student and their future.
Parents should play their part by taking an active interest in their child’s education and future, and not assume that their children know what they are doing. Likewise, students should also take interest in their future and weigh their options on the basis of cost-benefit analysis to determine what subject they choose, which school they should opt for, what job they should apply for, etc.
The academic institutions must remember that if their business revolves around students and money, it is the faculty and staff who are the real strength, making every effort to ensure that everything is managed professionally. Instead of demotivating, a tiny ounce of acknowledgement, praise or a bonus will do no harm but will instead reinforce employee morale and fortify their loyalty. In conclusion, our children have everything they need to succeed except adequate guidance so let us all take responsibility and rewire for an empowered youth and a prosperous Pakistan.
The writer is a career counsellor and lecturer at Bahria College as well as teaching assistant in management at Greenwich University, Karachi.