I agree with you that mentoring skill is rare among most academics in developing countries. In my view, there are two reasons: 1) A good number of administrators do not know what mentoring means and what role does it play in improving the characters & conducts of students in their lives inside institutions & after graduation. 2) Many academics have not been prepared for the proper performance of mentor-mentee relation.

At best, you will find few academics who interact with students in mentoring with either the academic taking the initiative or the student asking for help from a particular in-arrogant scholar who is ready to give advice.

Thanks so much Dr Nisar for your explicit answer

A good answer from Nizar. Gabriel - I could be wrong and I don't want to perpetuate 'stereotypes' - but I suspect that the reason is 'traditional' i.e. organisations that exist ands mirror the academic culture many years ago in other countries. In this context, academic contracts/tenure are less 'secure'. Those that hold a senior academic position will more likely want to keep that position - and that may often mean 'not sharing' and protecting personal interests. I would also argue that this is often perpetuated with more visible and rigid hierarchical structures that can produce 'disempowering' institutions.

Thank you so much Sir, Dr Whitehead. I am highly grateful for your answer

I would surmise it to the legal ramifications of being at fault for misuse and malpractice of any given trade, and the fact that personal apprenticeships are both logistically and economically unsound. The world is a big place with several billion people, and a professional or master in any given field has a more stable source of income and outreach by working at a standardized institution. Working at a standardized/accredited institution certainly creates job security and ability to grow in that field of study/expertise on a larger and perhaps more global level.

Thanks for your response, Dr Diego

Thanks Dr Sabine. I quite agreed with you that such skill is also rare in some developed nations. However, my focus is on developing nations. Once again, thank you very much for your response.

Mentor-Mentee relationships should not only be associated with Developing or Underdeveloped countries. There are weaknesses with mentoring in Developed countries which makes this a global societal challenge.

The real challenge in the development of this relationship can be placed on the quality of the broad frame work of each country's Educational policy. When I studied at Teacher's College mentoring never arose and throughout my primary and secondary education mentoring was unknown to me.

Mentoring in my view should not be associated with Developed, Developing or Underdeveloped worlds. Mentoring should be seen as being linked to the commitment of an instructor to ensure that the learner understands and feels appreciated. Mentoring is about a mentee's ability to look back on a learner and be able to identify the progress that learner has made and how fulfilled that learner is and knowing how much you have invested and supported his/her achievements.