CAREER BLUES

The usual question that has been often asked in classes is, "Why are you doing this particular course?" At all levels right from, 10+2 to post graduation and even in an MBA class the answer to the question had been equally disturbing. Indeed, perplexing. More than seven out of ten times there has been complete silence. Stark silence. What does this indicate at? That even after joining and reading in a well established branch of learning most of the recipients of the education are not sure as to where it shall lead them or what are they about to achieve out of the course they are in.

At the younger level of 10+2 it may be understandable, but what about the PG and professional classes. It is the problem faced by most of the students, being uncertain of what is that they want to achieve. A state of indecision that is widespread. The big question is that why does such a situation arise at all? Some insights are offeredin the ensuing analysis:

We are still in the society where a businessman shall want his son to be in the family business, an engineer thinks that the engineering is the best profession for his ward and the IAS considers it derogating to even think of a career other than the IAS itself for his ward. Career choice for an individual becomes more a matter of parental preference. As parents tend to seek fulfillment of their unfinished agenda through their children, the individual aspirations, potentials and inclinations take a back seat. Sometimes later, it may create a situation that the student is not able to reconcile himself with the goals set for him by the parents. He looks for satisfaction where none exists.

There is little resistance from the student, who is often forced to study in a particular discipline just because dad wanted him to be there.

The complete stratification of the courses and their learners from the early years of learning makes it difficult to make any independent and free career choice. Indeed, choosing a career becomes more painful when one considers the stratification in the already defined hierarchy. Till date, a career in commerce and arts is considered sub-standard not only by parents but also by the students themselves. A mere look at the method of allocating subjects to students in class XI is sufficient to explain the point.

Those who get the best marks in their class X exams get science (math), followed by biology, commerce and finally the arts. Nowhere is any role of personal choices seen. Thus, what one reads is what he gets and not one chooses.

A career in science is again divided in grades. When it comes to choosing in the engineering, IITs are the first choice followed by the RECs and so on.

Those who don't make it to any place take admission in the B.Sc. They always bear the stigma of not making it to the elite course.

The role of counseling is also not without questions attached to it. Counseling is not merely telling about some available career options available after 10+2 or graduation. It is a more enlarged activity involving the student and the parent, to make it a more holistic and broad based exercise. It involves use of certain scientific techniques by the trained counselor to siphon out the likes, dislikes, aptitude, potential etc. of the student and relating them to the needs of individual career types. Whatever matches best can be suggested to the student as a possible career option.

Even after the counseling session is over there should be some informational support available to supplement the understanding of student beyond what he has learnt about himself in the counseling session.

What use is any counseling of the students without involving their parents, who play such a vital role deciding the career to be pursued by the child in terms of societal norms and also in terms of bearing of expenses on learning. Understand this with the example, that an average Indian middle class parent at Lucknow will be most unwilling to send her daughter to the National School of Drama at Delhi. Even if it is within his financial capacity and the best scientific methods of counseling were employed to arrive at the results that her daughter can make a mark in the field of performing arts.

Career paranoia, that forbids most of us from thinking beyond the traditionally known avenues. Innumerable examples of parents and students asking available career options inundate any teacher 10+2 onwards. It is also equally disheartening and disturbing that many are not themselves aware of the multitude of options available in every field.

Having opted for commerce does not guarantee a success in the CA, CS or even ICWA. However, this is the first and most often the only "known" career to pupil studying this discipline. Similarly, every one in the arts stream is bound have an eye on the civil services. This is a dangerous preposition. Many spend life in oblivion and continue to remain unaware. Even if they come to know, by the time they decide to act they find that it is already too late.

Non-exposure to non-traditional careers. A city like Lucknow also adds to the disadvantage of its aspirants. Have we ever sat back to think why most of the good-doers and achievers leave this town for other cities, with bigger cities which offer much more in terms of opportunities. In metros, off beat careers like Disc Jockey and Radio Jockey are emerging and making their mark in our lives. Moving to Delhi from Lucknow is akin to moving to US from India.

The morale of the story is that if certain precautions and care is taken in making a right career choice at the earlier stages of learning it shall be of great help in shaping a proper future. The students shall also be prevented from falling prey to unawareness that largely leads to the state of indecision. The thrust should be on identifying what one wants to get and make out of oneself. There is no point in adopting any course when one does not intend to make use of the qualifications thus acquired.

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