The Word China’s ‘Cockroach’ Protests Missed Can Be Found in India

The protests unfolding at Jantar Mantar in New Delhi are often described as a manifestation of frustration with India’s education system. However, they represent something more profound: the erosion of the value placed on qualifications by young people.

This phenomenon is mirrored in China, which has been grappling with it for years. The Chinese have even coined a term for this crisis – “zhongke” or “cockroach,” referring to the idea that education and employment are disconnected. In India, however, the equivalent crisis emerged suddenly and with greater urgency. Leaked questions in the National Eligibility cum Entrance Test (NEET) exam in May brought the issue into sharp focus, but they were merely symptoms of a larger problem.

China’s experience offers valuable insights into this issue. By recognizing and naming the phenomenon, China has been able to engage with it on multiple levels – intellectual, policy-making, and cultural. The Chinese term for this crisis speaks to the disconnection between education and employment, where young people are no longer assured of a job or career prospects based solely on their qualifications.

In India, there has been a hesitant response to the issue. Some have resisted the protests, while others have downplayed their significance. This reluctance is symptomatic of a deeper societal malaise – one that prioritizes short-term gains over long-term investment in education and skills development.

The implications of this crisis are far-reaching. They speak not just to the efficacy of India’s education system but also to its very fabric as a society. In an era where automation, AI, and other technologies redefine work patterns, the value placed on human capital is being eroded. India’s youth are caught in the crosshairs of this shift, unsure of what skills will remain relevant or how their qualifications will translate into meaningful employment.

The question that hangs over these protests – what kind of change do they demand? – is complex. It speaks not just to education system reform but also to broader societal values. Do we prioritize a merit-based system where skills and hard work are rewarded, or do we opt for a more pragmatic approach acknowledging the limitations of qualifications in guaranteeing employment?

China’s recognition of this crisis has led to a recalibration of priorities – one that places greater emphasis on vocational training, lifelong learning, and adaptability. India would do well to follow suit, acknowledging the limits of its current system and engaging with challenges posed by technological disruption.

As the protests continue at Jantar Mantar, it is worth asking what other unspoken crises are brewing beneath the surface. What other terms or concepts have we failed to coin for problems quietly eroding our social fabric? By facing up to these issues head-on, India can begin to build a more resilient education system – one that prioritizes the needs of its youth and equips them with the skills required to thrive in an ever-changing world.