It is difficult to compare the quality of physics graduates from different eras, as the field of physics and the demands of society have evolved over time. However, it is certainly possible to address poor practices in teaching physics and work towards producing graduates who are well-prepared to contribute to society and advance our understanding of the world.

One approach is to focus on improving the quality of physics education at all levels, from primary school to university. This could involve promoting inquiry-based learning, encouraging experimentation and exploration, and integrating technology and modern teaching methods into the classroom. It may also involve revisiting and reevaluating traditional approaches to physics education, such as lecture-based teaching, and exploring alternative approaches that engage students and foster critical thinking and problem-solving skills.

Another approach is to focus on developing a strong and diverse community of physics educators and researchers, who can share best practices and collaborate on innovative approaches to teaching and learning physics. This could involve providing opportunities for professional development and collaboration, promoting interdisciplinary research and teaching, and supporting the recruitment and retention of a diverse group of physics educators and researchers.

Finally, it is important to recognize that producing "the same level minds" as in the past may not be the best approach, as the challenges facing society have evolved and require new and innovative solutions. Instead, we should strive to produce graduates who are well-prepared to address the current and future needs of society, and who have the skills and knowledge necessary to advance our understanding of the world and make a positive impact on the world around them.

banning master's and doctor's degrees, students' energy is now spent on degrees, not for research. Do not publish papers in journals, and publishing papers in journals is like exams, which is not conducive to scientific research.

I have been in the university teaching both nationally and internationally for over 40 years. It varies from country to country and cannot be generalized. Each country has a different environment. Countries where critical thinking, questioning and searching for answers is encouraged from the school level there one can expect the students to do well. This is because Physics as a subject differs from other subjects as it requires some original thinking if one wants to produce quality work. When these very students turn up to be teachers the poor practices in teaching as you mention are not there. Fifty years back students wanted to be engineers or doctors because there was where the money was this is what I can recall from my own experience. The starting of the atomic energy program added interest to the field of physics then and few people studied physics only because of interest and curiosity. The great majority comprised of people who couldn't get admission in engineering or medical school. In today's world there are many more openings like software engineering where there is more demand. Physics as such has come out of the mainstream which it had enjoyed once with the advent of atomic model and quantum mechanics and relativity.t I think cosmology seems to be having more effect on the people now because we are in the age of information and the new telescopes are bringing to light new discoveries. I think it is the high tech software that has taken the role that physics once had.

So the good people are not coming. In some places it is how much loyal one is to the person sitting on the chair that counts. Just pass them if you want to stick to your job.