Education is one of the principal means of transferring information to people usually done in educational institutes like schools and universities for the purpose of learning the social setup and to sustain life and make world a better place. For a nation it’s the education which takes good care of its future a good education ensures the political social and economic well-being of a nation.
Education is surely a principal difference between a developing nation and a developed nation. For a developing nation it is a big challenge to combat illiteracy with other issues demanding the same effort to resolve. India being a developing nation has the same issues but what adds up to the problem is overpopulation and when it comes to education in India it openly is a business than anything else. Check https://applyfreshers.com/ for more details.
In India education is parted into four categories.
- Primary or elementary education which is up to class 8
- Secondary which is from class 9 to 12
- Tertiary education is first College Degree (Bachelors)
- Tertiary education is also second College Degree (Masters) and Doctorate
All these categories need different design of learning from one another to ensure the purpose of education. Talking about elementary education, it is a constitutional mandate that the children up to the age of 14 years must get free and compulsory elementary education.
The landmark Right to Education Act of 2009 guarantees every child in India between the ages of 6 and 14 free educations at a neighbourhood school. India has considerably reduced the number of out-of-school children count from 32 million in 2001 to 1.2 million in 2011 aided by Sarva Shiksha Abhiyaan launched by Govt. of India.
These are really appreciable figures but in the amid of such head long drive we are neglecting the quality of education that is been delivered in our schools, the design of syllabus, the teaching skills of teachers employed there and the implementation of mandates for a healthy education.
As a new World Bank study has found, there’s a literacy problem in Indian schools, and not just in English. A third of all grade-three students can’t read at all in their native language. Roughly half of all grade-five students cannot manage a grade-two text, which is also too difficult for a quarter of all seventh-grade pupils.
Absenteeism (the World Bank study pegs average attendance to be at least 15% to 30% lower than enrolment rates).
Another big problem is with the conduct of education and recently, about 20,000 teachers were found to have forged their degrees in the eastern Indian state of Bihar are major setbacks to the lofty dream of an educated nation and the image of being a producer of English speaking skilled doctors, engineers and science graduates in tens of thousands overseas. Despite the fact that private schools, promising world-class education in English, have been mushrooming in the country over the past few years, standards of English are also on the wane. “The average Indian adult cannot yet write business letters in English or speak spontaneously at a business meeting in English,” Minh N. Tran, director of research and academic partnerships at Education First.
Most of the Indian schools lay more prominence on exam focused learning than a practical approach towards edification. This causes a feeling of discouragement and inadequacy in the scholar turning him/her away from an interrogative and innovative personality. Also the disciple moves away from criticizing or contradicting any idea or a principle out of curiosity built by his intellectual approach to things. Artistic, cooperative, practical or inventive approach by teachers is a very rare scenario. This restricts pupil’s skills and interpretation of any idea limited to mere a paragraph about ‘boons of education’, the practical perception about education just dies a slow death as the students reach higher levels.
Moving onto tertiary education the number of available seats for students to graduate, leaves many aspirants empty handed.
The lack on the part of undergraduate institutions to provide adequate number of seats to catch up to the high output of school pass outs. For instance, more than one lac twenty thousands of students appear each year for the 2-3 thousands of vacancies available in the esteemed IITs, IISc and other reputed institutes in India.
Same is the case when it comes to Master’s Degree, there is far lesser number of seats available to graduates to pursue a master’s degree and this gradual decrease goes on to doctorate level.
Another dent in the framework of Indian education is the non-uniform syllabus. Different schools adapt different syllabus which has differences in the quality and quantity of education. Some syllabi are superior to others and makes it difficult for students to compete equally with others in an equal setup of competence for jobs or higher studies while all are educated differently and unequally.
There is so much to be mended in our education system and it cannot happen overnight. It requires a mass effort from people and the administration together to avail education for everyone equally and indifferently. Hope we have triggered the change by now. 🙂