The Nonexistent Convenience

Article by: Andres Cabrera

downloadLocal courses… A pain for some, a blessing for few.

Allow me to begin by stating that most of our ANS students yearn for an inclusion in foreign universities and colleges. Whether they are aspiring for the American dream, or simply visiting the wonders the world has to offer, they seek to excel academically in order to assure their entrance. Therefore, remaining in Nicaragua to continue their higher education is often seen as the last resource; it’s a stray dog merely appreciated by the indolent minority. Nonetheless, Nicaraguan courses are an essential prerequisite, stressing the many regional students into fulfilling a tiring schedule.

It’s been said that a minimum of nine semester long courses are required to graduate within the Nicaraguan diploma. Objectively speaking, it’s not a big deal, for one could take four of them in one whole year and be completely done in two and a half. The problem arrives when these young adults are induced into scrapping their interests in exchange for these hours, thus losing their grip of desire. An ideal example would be swapping, say, “Intro to Engineering” for “Cívica.” The mathematical course that bases itself on a future, global career is ignored due to the restricting bully that is local classes.

When students are required to take this type of education, interest is lowered all throughout the academic schedule. The backups take some of the time that was originally intended to feed the main focuses, consequently affecting the overall performance of the core classes. Additionally, since the Nicaraguan diploma is undervalued, its lessons are ridiculed and dismissed, contributing to the diminishing of previously recognized GPAs.

Yet the plethora of drag-me-downs doesn’t stop there. There are various cases of students who have had to participate in summer workshops, seeking a grade they didn’t gain throughout the year. Such issue arrives when students can’t resist to finish these courses and instead choose to limit their free time, decisions that often shorten family vacations and/or university visits. Not only are both of these more necessary for people this age, but they open young minds to seas of innovation and exploration. Rest assured, Nicaraguan courses are even a larger drag during summer.

It’s simple to avoid such opprobrium directed towards these required lessons. For starters, since these classes are indifferent to the academic grade level of its students, it may be fairly easy to set one period a day to solely focus on the Nicaraguan diploma (for those that may want to complete it.) Therefore, students don’t feel as if they’re missing out on a certain elective, for such time period will have no appealing electives. Additionally, those who posses premonitions that indicate that their undergraduate studies will be on foreign soil should exempt these courses. After all, they are considered electives…

There’s been an everlasting rumor that indicates there’s a particular ominous connotation to these classes, as explained all throughout the piece. Some even argue that providing a backup plan for international students (this is ultimately an American school) is a way of justifying their coarse laziness, seen in a wide variety of peculiar cases. There’s no possible method of attributing a numerical statistic to this argument, for no experiments were ran in favor of it, but one statement is irrefutable: There will always be a considerable number of students who will forever argue against the Nicaraguan certificate, regardless of their nationality.

High schools are often called “preparatory schools,” for they may be seen as sole preparation for college life. If that is their purpose, these type of courses warrant against it.

A school’s main idea is to secure a teenager’s forthcoming, not bestow severe apprehension upon them. By diverting them from a specific form of academic indulgence, some sense of innate curiosity vanishes. Therefore, the most prudent and pragmatic action would be allowing the students to decide their own fate.

At the end of the day, schools would probably want to prevent obscuring the already cryptic future of 21st century graduates.

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