How to attract more students to technical education? PART 1: the problems
Posted by Bert Maes on April 23, 2010
One critical challenge keeps me going daily: “How to attract more students to technical / manufacturing education?”
While, I see many action possibilities, the most important answer might be: finding something appealing to students “that’s not disingenuous and on which they can put their own creative mark”.
Technical education above all should encourage children’s’ creativity. But schools are often doing the opposite. I quote:
- “We encourage our children to be expressive and make things. Then, suddenly, we switch gears, leaving them with the impression that art class is as extracurricular as baseball and not nearly as important as, say, English or math” (Nicholas Negroponte in Being Digital)
- It’s more than ironic that a generation that celebrates the iPod, can’t live without its cell phones and share its most intimate videos on YouTube is increasingly turning away from the technological fields that enable today’s youth culture. (John Kao in Innovation Nation)
- Among 7-11 year olds, art, design and technology are favorite subjects. Children say they prefer these subjects because they enjoy the design and building element and the opportunity to be creative. But a couple of years later, between 11 and 16, only 18 % still perceives engineering as a desirable career. (EngineeringUK.com)
- Ask a class of first graders which of them thinks they’re creative and they’ll all put their hands up. Ask a group of college seniors this same question and most of them won’t. I believe passionately that we are all born with tremendous natural capacities and that we lose touch with many of them. (Ken Robinson in The Element: How Finding Your Passion Changes Everything)
So, dear Reader, what’s the problem? Why does this happen?
Sir Ken Robinson points to four reasons:
1) Parental expectations
We, as parents, are trying to do very best for our kids and provide opportunities that will help them mature into intelligent, capable adults, right? However, we often steer our kids away from their true talents on the assumption that they have to follow conventional routes to success.
There is a whole system of social roles and expectations in our local communities that is dictating our future: “Don’t take a dance program, you can’t make a living as dancer,” or “I’m not paying for you to be a philosophy major” or “You’re good at math, you should become an accountant”.
Money is the focus of many parents, whereas money is not extremely important for kids, they don’t want some lousy expensive car, they want something meaningful with their lives, they want ‘excitement’.
It seems like getting a Ph.D. or some boring job is key to being successful in life. We believe we are giving these messages for their own good, but this way we actually discourage our kids from taking a particular path. A path on which they can do what they love to do. A path on which they can do and make the things they feel born to do or to create.
Besides pressure from our parents, there is the pressure to conform to the standards and expectations of friends. Kids want to be like their peers, but just in case they have any funny ideas, their peers are quick to remind them of the penalties of being different. We often deny our deepest passions to stay connected with our peers. At school, we disguise an interest in physics because our circle finds it uncool. If you’re doing science, you’re a geek; if you’re doing art or dance, you’re effete. You’re trapped in a compulsion to conform.
3) Implicit beliefs in our culture
Beyond the social constraints we may feel from families and friends, there are others that are implicit in the general culture. The natural instinct of children is to copy and imitate, and as they grow they absorb not only the sounds they hear but the sensibilities they express and the culture they convey. In our local community, we learn ways of thinking, feeling and relating. Such constraints inhibit our passions when they seem inconsistent with the culture. That is exactly why it is so difficult to attract women to manufacturing.
4) Uncommitted teachers
Education should be one of the main processes that unleash the unlimited creativity of people. School should be the place where you discover what you love to do.
School should be the place where you can experience the “flow”; the moment where hours pass, and it feels like minutes; the moment where you ignore everything and just concentrate passionately. You forget about the rest of the world and get completely focused and intent, living in the moment.
Eric Clapton describes it as being “in harmony with time. It’s a great feeling, there’s nothing like it”.
Mathematics for instance can be an ideal subject to reach the “flow”. Math hides huge creative opportunities, but teachers often present math as an interminable series of puzzles to which someone else already knew the answers, and the only options were to get it right or wrong.
The whole process is usually so dull and repetitive. Teachers teach it the wrong way or at the wrong time.
Richard Branson for example was clearly bright, personable and capable of putting his mind to good use, but he was completely unwilling to conform to the school’s standard. He says: “In fact all the great entrepreneurs of my generation really struggled at school and couldn’t wait to get out and make something themselves.”
The current education system seems to systematically drain the creativity out of our children.
>> Dear Reader, do you see more issues related to attractive technical education??
Monday, I will be my usual practical and concrete self and come up with the post: Knowing this, how can we transform CNC manufacturing education? See you on Monday…