Just facilitators of learning

I REFER to the letter “Easy passage for students” ( The Star, April 30) and agree in principle with the writer’s observations.

It is only natural for a teacher or lecturer to be concerned about the level of knowledge imparted to the students, which in turn will determine the latter’s ability to be gainfully employed in future.

However, I see the point of view of the college as well. It is very true that “If your teaching is good, they will pass.” And to that I would add “if your teaching is good, they will learn.”

They may not learn precisely what you intended to teach them but they will definitely learn something which is good for them.

I recall the case of a student who didn’t improve much on the subject matter but learned from her teacher how to be tidy. Her room was usually in disarray with her books and papers scattered all over but she learned from the teacher to put everything in its place. This was a great source of satisfaction for the teacher and would no doubt benefit the student as well.

Failing a student is really not an option these days, at any level of the educational ladder. There are physical and psychological reasons to failing a student that stand in stark contrast to the very meaning and aims of education.

Ultimately, a teacher or lecturer is only responsible for delivering the lesson in the clearest and most accessible manner to the students. It is not the responsibility of the lecturer to worry about how and what the student will do after graduation. Teachers and lecturers are not job providers or moralists. They are simply facilitators – that is, they facilitate the transfer of knowledge from books and other sources to the students.

A lecturer would naturally be concerned with attendance. However, there are several reasons why a student may not be able to attend classes, including transport problems, difficulties at home and financial worries. When a lecturer sees poor attendance at his lectures, he should seriously re-evaluate his materials and how he presents it.

One should not lose sight of the fact that there are the interests of four sectors at stake: school, students, parents or sponsors, and lecturers or teachers. Unless the school has enough money to survive, the lecturers will soon be out of a job. Practically speaking, a lecturer must never forget that. For his/her own survival, it is therefore in their best interest to facilitate learning all the steps of the way.

Consider that one-third of the students will never work in the discipline or field or study they have signed up for at university. Another third will be only partial doctors, as general practitioners usually are. This leaves a 40% margin from where will come complete dropouts, good doctors and outstanding specialists.

It makes perfect sense that if the passing rate is high, then the teaching must be of a high standard too.

One advantage of employing foreign lecturers is that they understand the international scene better and they speak only one language when teaching, which is usually English. They are also less prone to involve local culture and stereotyping with teaching.

Please remember that in the present world, your customer has alternatives. If you love your job, you will find the way to make it work.

The effort a student makes to come to class, study and pass examinations is out of love – love for his parents, teachers, the subject matter, and love for himself via the realisation of what a truly worthwhile degree will contribute to the betterment of life in every sense.

Equally so, the effort a lecturer makes to impart beneficial knowledge to his/her students is out of love and not purely for monetary gain – love to see the subject matter maintained, improved and expanded, love to see his students succeed, and love for the high level of satisfaction that comes from being competent and teaching competence to others.

So, it is not true that money has the final say. Love does.