We were tested (including viva-voce) without actually working the machines. We were taught weaving systems like jacquards and dobbies mostly on non-functioning machines.Classes were in English. Most of us were 16 or 17, having just passed out of Class 10, and were not studious enough or ambitious enough to want to school further. The second aspect is the quality of higher education, particularly in specialised fields. Crude calculations are that they produce about 100,000 students a year in the global top 10 per cent.
They couldn’t use the machines themselves. I joined the family business of texturising and weaving polyester immediately after, but had to learn everything from zero. The blue-collar staff, which had some mill experience, did not teach us and so there was no hands-on training of any sort. None of us did a foreman’s job.Equipment was outdated (including machines that had been inaugurated by Nehru and some from before his time). People are then reluctant to believe that the same economy that is producing 100,000 a year in the global top 10 per cent is also churning out millions with zero skills. Even the cotton machines were usually not electrified.S. We never engaged with them as a worker might. I did a course lasting two years (1987-89) at Baroda’s M. There were no water jet looms and no real modern equipment.
A study by the National Association of Software and Services Companies (Nasscom) said 90 per cent of graduates and 75 per cent of engineers were not good enough to receive training. There has been enough research published on the quality our school children’s reading and counting abilities so I will not repeat it here.”Are these harsh words I would say not and my experience, which I’ll recount, validates this.All the students wanted to get into the degree course later, and most wholesale Recycled Polyester Fabric did, except those who had family businesses. The assumption was that we would have to order around people, and didn’t really need to know how they could do their work more efficiently.This is my experience of two years of polytechnic education:None of the machines we worked on were really active — meaning, we could feel them but couldn’t turn them on. In 2011, Lant Pritchett of Harvard’s John F.
A similar figure is seen in the IT industry.Gujarat University has been asked to produce Prime Minister Narendra Modi’s correspondence course degree.Our institutions are producing unemployable Indians.If I could get my diploma from M.Aakar Patel is a writer and columnist. This task is done at the college level by polytechnics.I did not bother to collect it because the course was a waste of time. It would be of no other use. It would be instructive for me to describe it because manufacturing is seen as the way out for India’s great unemployment problem. Is it I do not think so. University, I would frame it as a testimony reminding me of how totally wasted those two years of my life were. Polyester extrusion and texturising was taught in theory, meaning we didn’t really know how to do it.Our teachers were all white collar. The course was mainly linked to spinning cotton, which Ahmedabad mills used decades ago. I wish they could find my diploma as well.All students were middle class, and most had entered the course because of a lack of options rather than interest.S.
If Make in India is a grand strategy, we will need to get people to shift from agricultural jobs to factory ones by training them.There is no chance that any of my colleagues could have managed with any competence a factory floor because we were not trained to do it. University but left without collecting the certificate after appearing for the final examination. And the few who were older, meaning having finished high school, came because they could not get into a degree college. I studied for a diploma in textile technology in which we were to be taught how to use weaving, spinning and other aspects of making yarn and fabric. The first thing to know is that polytechnics are filled with people who do not want to be there. The first aspect of the poor education Pritchett refers to is India’s primary schooling. A study a few days ago by the Associated Chambers of Commerce & Industry of India (Assocham) said only 7 per cent of India’s MBAs were employable. I cannot remember anyone who joined because they were interested in blue-collar work. Kennedy School of Government, said this about education in India: “The (Indian) elite do really get a great education If you look at which are the countries that produce the most 15-year-olds in the global top 10 per cent, India is right up there
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