Education Institutions have now become a psuedo-business centre; gone are the days when the teaching is thought to be reverent. Today the linkage of "business needs" to immediate use of knowledge and skills which can affect the market is a much sought after commodity. So the Students are more compelled by the market influences for employment which means "immediate employment ". Therefore, today's employable Skills or knowledge is really very uncertain and creates a backlash on the educators and educational institutions to update and upgrade with the current demands of the society. The recent Technological revolution is a classic example.

Krishnan seems to imply a viscous cycle (one of backlash) whereby failures or uncertainty in economic marketplaces have an adverse affect on (1) what is certain about what to cover in education as an institution and as a teacher and on(2) the sense of reverance one holds towards ones chosen educational institutions.

Have I got that right?

Is this at all levels or domains of education in your land: PK, elementary, secondary, tertiary, private, public, coaching or tutoring?

Yes, you have got it right... especially as i handle executive teaching and Management Subjects in higher learning institutions...

I do not have much experience in teaching below university levels (except supporting my children's learning).... which to me is a tough job

Students’ marketability has been one of the performance indicators for higher education institute in many countries. Given that graduate marketability is highly related to job markets and economic growth, this aspect is a tough one for us educators. Technology developments also play as an important factor for us in engineering education as this determines if our students have what it takes for the production industry.

In relation to the question, the current attack from the society has been on the poor English proficiency amongst the graduates and non graduates. In view of the fact that English is a second language in my country and also as the language of the multinational companies and big investors; this problem is considered serious and the government has invested a lot of money to improve this situation. They are expecting better results from time to time, in the mean time complains keep streaming in.

Ina,

Have the complaints filtered to all levels in education or only in English skills, for example, for incoming students from secondary in technical fields or from those exiting university only?

In short, how well received is education in general at the primary and secondary--as well as what you mention (tertiary levels)?

In some companies that pay for education of their employees or apprentices, in a country like Germany, the company (Siemens) require "dual degrees": one in engineering and the other is a BA in Business Management with focus mainly on English skills required to carry out (1) meetings, (2) negotiate, (3) manage, (4) communicate in writing, (5) carrying out projects, etc.

Kevin, the complains on poor English proficiency is on all levels. It is a national thing.

Treasury statistic in 2007 says Enrollment rate for Primary here was about 94.2% and for secondary level was about 81%, 382,997 enters the public universities and national literacy rate was at 92%.Perhaps taking extra credits from the social science faculty would help the engineering students. Now, they are taking a few university subjects like University English, a third language and the like.

Local public university offering dual degrees is hard to come by here. Students with dual degress would definitly be more marketable. No wonder Germany is advance.

In the case, of Germany, the company Siemens actually paid my students and trained my students in these two areas. So, perhaps a combined private corporation initiative with public an private scholarships would assist you in the short term in Malaysia.

A good example of a functioning system helps us all.