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Study shows why it is tough to learn new language for some

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New Delhi: A study done at the McGill University in Canada revealed why it is easy for some people to learn a foreign language but not for others. The study suggested that some people’s brains are not able to retain the linguistic skills like others and it happens if there is a lack of communication between the left anterior operculum and the left superior temporal gyrus.

Scientists said that with the study of the difference, it can be predicted who will learn a language quicker and who will not.

A lot of it depends on how much communication happens between the language centers of the brain while a human is resting. This is why the amount of proper sleep is very important.

However, the researchers also said that it is not the only thing that impacts the learning skills of a person. The brain can be manipulated and shaped with the learning and experiences a person has in his life over a time period.

This study proves a socio-political thing that why the native or the local language is so important for a human. Because everyone learns their local language from the time they are in the womb of their mother. It is the first language they learn because it is what they listen first.

Now with cultural impearilism in a country like India, English replaced the mother language and that impacted the life of a common Indian. Not only it was tough to learn English but it brought a feeling of inferiorirty complex into the minds of people which unfortunately still exist.

The worst impacted are the middle-class people of the country. These people have the desire to achieve a higher social status and somehow they think that learning English can be helpful in this bid. Even if they are not comfortable with English, they would not use their mother tongue for example in an MNC restauarant or store.

The importance of local language in the development of a perosn’s life is extremely huge and it cannot be undermined to appease the imperial interests.

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Number of Students Opting for Science or Tech Are On Rise in India

India leads the world in the number of students getting bachelors degrees in science, technology, engineering and maths (STEM) subjects, according to the UN Conference on Trade and Development (UNCTAD).

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Sydney-based University of New South Wales (UNSW) has instituted 61 scholarships to attract
Representational Image, Pixabay

India leads the world in the number of students getting bachelors degrees in science, technology, engineering and maths (STEM) subjects, according to the UN Conference on Trade and Development (UNCTAD).

Of about 5 million students who received their bachelor’s degrees in 2012 in STEM subjects worldwide, 29.2 per cent were from India, UNCTAD’s Technology and Innovation Report 2018 released on Tuesday said.

China came next with 26 per cent of the STEM graduates. The EU accounted for 9.5 per cent of STEM graduates that year and the US for 6 per cent, the report said.

The report used statistics from 2012 and said the total number of bachelors-equivalent degrees awarded that year was 20 million.

The wide gulf in the numbers of students graduating in STEM explains why the US relies on such a large number of foreigners, especially Indians, to fill its technology workforce needs.

“Many countries are witnessing skills shortages in the fields of digital technologies and many employers report difficulties in filling high-skill vacancies,” UNCTAD said, citing a 2016 worldwide survey by ManpowerGroup on talent shortage that found that 40 per cent of employers reported difficulties in filling positions.

So, if your child is preparing for IIT-JEE or NEET from any of the reputed centres like Aakash Institute, as a parent, it's your responsibility to help your child find the right study time
study, representational image, Pixabay

According to India’s University Grants Commission, 10.7 million students were studying science, engineering/technology or computer science in 2016-17, although it did not give a breakdown between undergraduate and postgraduate levels or by year of study.

They made up 36 per cent of those studying in universities and colleges, UGC statistics showed.

Looking to the future, UNCTAD cautioned that “there were indications that educational institutions were not keeping pace with technological advances during the current transition period”.

It urged educational institutions to “react with agility” to the rapid pace of technology and the labour market changes and said this may require “significant transformations” in the education and training systems.

With the widespread use of artificial intelligence and robots looming on the horizon, the report said that “rapid technological progress required the labour force to develop a broader range of skills, focusing on humans’ comparative advantage, to increase employability”.

Also Read: India-Trained ‘Wrongly Educated’ Monks Banned by China

UNCTAD called for broadbasing education and said: “In the new technological landscape, there is a need for generic, core or fundamental skills such as literacy, numeracy and academic skills, together with basic financial and entrepreneurial skills and increasingly, basic digital and even coding skills.” (IANS)

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