From inventing the zero to zero
Our ancestors invented the zero and that's just where we might end up if we continue to be beaten in mathematics by not only East Asians, but also peoples not traditionally thought of as numerically outstanding, such as Turks and Israelis. Nor is it any comfort that Indians do considerably better than most nationalities including Americans, because of the Indian test-taker's profile.
They belong to our elite - at least economically since they can afford to go abroad - and benefit from this country's best. They are far more focussed than, for instance Americans, for a variety of reasons. Most significantly, about 60% of Indian GMAT test-takers are engineers by training as opposed to the global average of 15%. This means that Indians have the advantage of background, focus and training. Despite this they are beaten by people statistically unlikely to be engineers, relatively unmotivated and most likely not hailing from the economic elite in their own countries.
This is deeply troubling because it signals a skills deficit produced almost certainly by the shortcomings of our education system and this skills deficit threatens our development. Without highly trained engineers, it is unlikely that India will ever be able to build the massive infrastructure projects needed to lift the masses out of humiliating poverty. The goals might have changed from dams to nuclear power plants, but both still require people highly competent in maths. Do we want to wind up like the UK and US where engineering jobs are the hardest to fill because students flock to the humanities? Our poverty ensures we cannot afford such luxuries. Numerical skills are an essential complement to literacy. To be second rate in this area is to lose out on an essential ingredient of national competitiveness.
(View: No need to ring alarm bells)
They belong to our elite - at least economically since they can afford to go abroad - and benefit from this country's best. They are far more focussed than, for instance Americans, for a variety of reasons. Most significantly, about 60% of Indian GMAT test-takers are engineers by training as opposed to the global average of 15%. This means that Indians have the advantage of background, focus and training. Despite this they are beaten by people statistically unlikely to be engineers, relatively unmotivated and most likely not hailing from the economic elite in their own countries.
This is deeply troubling because it signals a skills deficit produced almost certainly by the shortcomings of our education system and this skills deficit threatens our development. Without highly trained engineers, it is unlikely that India will ever be able to build the massive infrastructure projects needed to lift the masses out of humiliating poverty. The goals might have changed from dams to nuclear power plants, but both still require people highly competent in maths. Do we want to wind up like the UK and US where engineering jobs are the hardest to fill because students flock to the humanities? Our poverty ensures we cannot afford such luxuries. Numerical skills are an essential complement to literacy. To be second rate in this area is to lose out on an essential ingredient of national competitiveness.
(View: No need to ring alarm bells)
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