Rewarding talented students
PRIYA NARAYANAN
EARMARKING OF seats for students who display excellence in sports and arts has been the norm in several educational institutions. Even as the underlying motive — encouraging dedicated extra-curricular activities — is unquestionable, the lack of effectiveness of such a policy certainly evokes concern.
Keeping in mind the students and the institutions, there are a few measures for policy-makers to look into, which could prove to be more effective, especially in the long term.
Consider a top performer in a state level arts festival. His merit in his own field is deemed good enough to earn him a place in a particular educational institution. As such, this practice, followed in many Western and other foreign universities, is laudable, as the student need not devote too much time to academic pursuits.
However, in many cases, the same student stops practising his art once college life begins. Thus, the idea of allotting a seat to a student largely on the basis of his extra-curricular merit loses its meaning when mindless academic pursuits make him forgo his other aspirations.
The reasons behind such seemingly unexpected, yet not uncommon, behaviour are not too hard to see. In many cases, despite unwillingness to admit it, the incentive of a good seat in a reputable institution is one of the factors that urge students to go through dance lessons or athletics practice.
Misplaced priorities
At first glance, this seems like a powerful motivation for extra-curricular excellence. Yet, a lack of interest in continuing with such lessons often surfaces once a seat is ensured. This is a consequence of misplaced priorities, on the part of not only the student, but also the whole system of rewarding talent.
While the aforementioned reason may draw criticism, there is another more compelling that points to the fact that the entire idea of allocating seats in educational institutions for students accomplished in extra-curricular areas is tantamount to placing a round peg in a square hole. What these students need are training facilities and financial support, along with provisions that will enable them to balance academics and arts/sports. In the absence of such support, students find it impossible to excel in their chosen area despite their talent and enthusiasm.
The best approach to this issue would involve a few feasible measures. First, greater emphasis should be laid on institutes that allow students to pursue the dual aims of academics and serious extra-curricular activities. Such institutions do exist; they need to be supported and others initiated.
Secondly, scholarships and bursaries can be awarded to talented youngsters with the specific aim of nurturing their particular abilities. Policy-makers can also chart other measures to ensure that the promise of the youth is fulfilled to the maximum extent possible. And if a few Olympic medals materialise on the way, what better inspiration can there be, for students, parents, teachers and all other stakeholders?
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