India’s education system turns out millions of graduates
each year, many skilled in IT and engineering. This manpower advantage underpins India's recent economic advances, but masks deep-seated problems within
India’s education system. While India's demographics are generally perceived to
give it an edge over other countries’ economies (India will have a youthful
population when other countries have ageing populations), if this advantage is
restricted to as mall, highly educated elite, the domestic
political ramifications could be severe. With 35 per cent of the population under
the ageof 15, India’s education system faces numerous challenges. Successive
governments have pledged to increase spending on education to 6 per cent of
GDP but actual spending has hovered around 4 per cent for the last few years.
While, at the top end, India’s business schools, Indian Institutes of Technology
(IITs),Indian Institutes of Management (IIMs) and universities produce globally
competitive graduates, primary and secondary schools, particularly in rural
areas, struggle to find staff. Indian governments have seen education as a crucial
development tool. The first part of this paper provides a historical perspective
on the development of the education system in India, highlighting the changing
emphases within government policy. Since Independence, the education policies of
successive governments have built on the substantial legacies of the Nehruvian
period, targeting the core themes of plurality and secularism, with a focus on
excellence in higher education, and inclusiveness at all levels. Inreaching
these goals, the issue of funding has become problematic; governments have
promised to increase state spending while realizing the economic potential of
bringing in private-sector financial support. The second part of this paper
examines how recent governments have responded to these challenges, which have
remained largely unchanged since Nehru’s era, despite the efforts of past
governments and commissions to reform the Indian education system. Attention will
be paid to more recent policy initiatives, both those of the previous BJP-led
administration and the proposals of the current Congress-led United Progressive
Alliance. It will become clear that the same difficulties that existed nearly
sixty years ago remain largely unsolved today – for example, the need to safeguard
access to education for the poorest and most disenfranchised communities of
India. The evolution of India’s education policy Elitism, Nehruvianism and
development Traditional Hindu education served the needs of Brahmin families:
Brahmin teachers would teach boys to read and write. Under the Moguls, education
was similarly elitist, favouring the rich rather than those from high-caste
backgrounds. These pre-existing elitisttendencies were reinforced under British
rule. British colonial rule brought with it the concept ofa modern state, a
modern economy and a modern education system. The education system was
first developed in the three presidencies (Bombay, Calcutta and Madras). By
linking entrance and advancement in government service to academic education,
colonial rule contributed to the legacy of an education system geared to
preserving the position and prerogatives of the more privileged. In the early
1900s, the Indian National Congress called for national education, placing an
emphasis on technical and vocational training. In 1920 Congress initiated a
boycott of government-aided and government-controlled schools and founded several
‘national’ schools and colleges. These failed, as the rewards of British-style
education were so great that the boycott was largely ignored. Local elites
benefited from the British education system and eventually used it expel the
colonizers. Nehru envisaged India as a secular democracy with a state-led command
economy. Education for all and industrial development were seen as crucial tools
to unite a country divided on the basis of wealth, caste and religion, and formed
the cornerstones of the anti imperial struggle. Following Independence,
school curricula were thus imbued with the twin themes of inclusiveness and
national pride, placing emphasis on the fact that India’s different communities
could live peacefully side by side as one nation.
The
legacies of this Nehruvian approach to education are considerable. perhaps most
notable is the entrenchment of the pluralist / secularist perspective in the minds
of the Indian people. Subsidized quality higher education through institutions
such as the IITs and IIMs formed a major contribution to the Nehruvianvision of
a self-reliant and modern Indian state, and they now rank amongst the best
higher education institutions in the world. That's what is formation of foundation for education in India. In addition, policies of positive
discrimination in education and employment furthered the case for access by
hitherto unprivileged social groups to quality education. It has been argued that
while access for some marginalized communities continues to be limited, the
upward mobility of a few Dalit and tribal households resulting from positive discrimination
in educational institutions and state patronage has created role models that
help democracy survive in India.
Necessity for change in Education system:
The
National Policy on Education In 1986, Rajiv Gandhi announced a new education policy,
the National Policy on Education (NPE), which was intended to prepare India for
the 21st century. The policy emphasized the need for change: ‘Education in India
stands at the crossroads today. Neither normal linear expansion nor the existing
pace and nature of improvement can meet the needs of the situation. According
to the new policy, the 1968 policy goals had largely been achieved: more than 90
per cent of the country’s rural population were within a kilometre of schooling
facilities and most states had adopted a common education structure. The
prioritization of science and mathematics had also been effective. However,
change was required to increase financial and organizational support for the
education system to tackle problems of access and quality. Other problems also
needed addressing: India’s political and social life is passing through aphase
which poses the danger of erosion to long accepted values. The goals of
secularism, socialism, democracy and professional ethics are coming under
increasing strain.4The new policy was intended to raise education standards and
increase access to education. At the same time, it would safeguard the values of
secularism, socialism and equality which had been promoted since Independence. To
this end, the government would seek financial support from the private sector to complement
government funds. The central government also declared that it would accept a
wider responsibility to enforce ‘the national and integrative character of
education, to maintain quality andstandards’.5 The states, however, retained a
significant role, particularly in relation to the curriculum. The central
government committed itself to financing apportion of development expenditure,
and around 10per cent of primary education is now funded under a centrally
sponsored scheme. The key legacies of the1986 policy were the promotion of
privatization and the continued emphasis on secularism and science.6Another
consequence of the NPE was that the quality of education in India was
increasingly seen as problem, and several initiatives have been developed since
in an attempt to counter this: Operation Blackboard (1987–8) aimed to improve the
human and physical resources available in primary schools.• Restructuring and
Reorganization of Teacher Education (1987) created a resource for the continuous
upgrading of teachers’ knowledge and competence.• Minimum Levels of Learning
(1991) laid down levels of achievement at various stages and revised textbooks.•
National Programme for Nutritional Support to Primary Education (1995) provided
a cooked meal every day for children in Classes 1–5 of all government, government-aided
and local body schools. In some cases grain was distributed on a monthly basis,
subject to a minimum attendance.• District Primary Education Programme (DPEP) (1993)
emphasized decentralized planning and management, improved teaching and learning materials,
and school effectiveness.• Movement to Educate All (2000) aimed to achieve universal primary education by 2010 through microplanning and school-mapping exercises,
bridging gender and social gaps. Fundamental Right (2001) involved the
provision of free and compulsory education, declared to be abasic right for
children aged between 6 and 14 years. Other schemes specifically targeted at
marginalized groups, such as disabled children, and special incentives targeting
the parents within scheduled castes and scheduled tribes have also been
introduced. In 1992, when education policy was re-examined, the NPE was found to
be a sound way forward forIndia’s education system, although some targets were re- cast
and some re-formulations were undertaken in relation to adult and elementary
education.7 The new emphasis was on the expansion of secondary education, while
the focus on education for minorities and women continued. The development of
non-formal education Despite Nehru’s visions of universal education, and the intentions
of the Kothari Commission to provide all young children with free and compulsory
schooling, a significant proportion of India’s young population remained
uneducated by the 1970s. To address this problem, the Centrally Sponsored Scheme
of Non Formal Education was set up to educate school dropouts, working children
and children from areas without schools. It started on a pilot basis in 1979 and expanded
over the next few years to cover ten educationally backward states. 8 In the
1980s, 75 percent of those children not enrolled in school resided in these
states.
The
legacies of this Nehruvian approach to education are considerable; perhaps most
notable is the entrenchment of the pluralist/secularist perspective in the minds
of the Indian people. Subsidized quality higher education through institutions
such as the IITsand IIMs formed a major contribution to the Nehruvianvision of
a self-reliant and modern Indian state, andthey now rank amongst the best
higher education institutions in the world. In addition, policies of positive
discrimination in education and employment furthered the case for access by
hitherto unprivileged social groups to quality education. It has been argued that
while access for some marginalized communities continues to be limited, the
upward mobility of a few Dalit and tribal households resulting from positive discrimination
in educational institutions and state patronage has created role models that
help democracy survive in India.
The 1986 National Policy on Education built upon this scheme and recognized that a large and systematic programme of non-formal education was required to ensure access to elementary education. The NPE developed the system of non-formal education, and expanded it to urban slums and other areas beyond the initial ten states. It also revised the system, involved voluntary organizations and offered training to local men and women to become instructors. For instance, the Non-formal Adult Education for Women based in Lucknow (UP) opened 300 centres in rural areas with financial support from UNESCO. As a result of many such local programmes, literacy rates improved significantly between 1981 and 1991: male literacy increased from 56.5 per cent to 64.2 per cent while female literacy increased from 29.9 per cent to39.2 per cent.9Current challenges and proposals for reform Primary and secondary education: access, quality and literacy Despite efforts to incorporate all sections of the population into the Indian education system, through mechanisms such as positive discrimination and non formal education, large numbers of young people are still without schooling. Although enrolment in primary education has increased, it is estimated that at least 35million, and possibly as many as 60 million, children aged 6–14 years are not in school. Severe gender, regional, and caste disparities also exist. The main problems are the high drop-out rate, especially after Class 10, low levels of learning and achievement, inadequate school infrastructure, poorly functioning schools, high teacher absenteeism, the large number of teacher vacancies, poor quality of education and inadequate funds. Other groups of children ‘at risk’, such as orphans, child-labourers, street children and victims of riots and natural disasters, do not necessarily have access to schools.10Furthermore, there is no common school system;instead children are channelled into private, government-aided and government schools on the basis of ability to pay and social class. At the top endare English-language schools affiliated to the upscale CBSE (Central Board of Secondary Education), CISCE(Council for the Indian Schools Certificates Examination) and IB (International Baccalaureate)examination boards, offering globally recognized syllabuses and curricula. Those who cannot afford private schooling attend English-language government-aided schools, affiliated to state-level examination boards. And on the bottom rung are poorly managed government or municipal schools, which cater for the children of the poor majority. Therefore, while education for all is safeguarded bythe Constitution, and a majority of people can now access educational resources, the quality of the education that young people in Indian receive varies widely according to their means and background, which is a worrying and problematic trend. In India’s 600,000 villages and multiplying urban slum habitats, ‘free and compulsory education’ is in fact basic literacy instruction dispensed by barely qualified ‘para teachers’.11The thrust on elementary education over the last two decades and the growing aspirations of poor communities resulting from their participation in apolitical democracy have already led to a situation where most children at age six are enrolling in schools/learning centers and residential bridge courses. However, the poor quality of these schools and the irrudimentary physical and human infrastructure often lead to children dropping out of the school system without learning or continuing in it with limited learning. An emphasis on food, livelihood and health guarantees is therefore simultaneously required to level out the initial disadvantages of the poor in the educational sphere stemming from mal-nourishment, poverty, and health-related debility. The present Indian government, the United Progressive Alliance, appears to be committed to confronting these challenges, as reflected in their Common Minimum Programme (see below). The introduction of a 2 per cent education cess (surcharge)on tax, a stress on employment guarantees and the establishment of a National Rural Health Mission are thus welcome developments in this respect. India’s aim of providing basic education for all stems from the empowering and redistributive impact of education. Until recently, literacy, and the related issue of access to schooling, have taken precedence over curricular content. J. Dreze and A. Sen argue :Literacy is an essential tool for self-defenses in a society where social interactions include the written media. An illiterate person is significantly less equipped to defend herself in court, to obtain a bank loan, to enforce inheritance rights, to take advantage of new technology, to compete for secure employment, to get onto the right bus, to take part in political activity – in short, to participate successfully in the modern economy andsociety.12Dreze and Sen argue that the 1991 census indicated that about half of the adult population were unable to reader write.13 Unsurprisingly, literacy rates vary widely between states, and between genders. The northern Hindi-belt states, whose economic performance has been worse than that of western and southern states, have lower literacy rates. Female literacy varies from around 34 per cent in Bihar to 88 per cent in Kerala ;male literacy varies between 60 per cent in Bihar and 94per cent in Kerala. Rajasthan suffers the widest gender difference: female literacy stands at 44 per cent; male at 77 per cent. One of the main aims of education policy in the 1990s was to accelerate the progress of literacy and school attendance and to create an equitable system forgirls,14 as had been planned by the Kothari Commission in 1964.15In recent years, however, attention has shifted away from the provision of basic literacy skills and
The reverse occurred in the field of education. The 1999 election manifesto of the National Democratic Alliance (NDA) included a section entitled ‘ Education for all’, which appeared in harmony with the reforms implemented under Rajiv Gandhi. The preamble stated that ‘State support for education has been wholly inadequate. Quality education is fast becoming the preserve of the social and economic elite of the country. When the NDA came to power in 1999, the BJP kept control of the two most senior positions in the Ministry of Human Resource Development, which included education policy.
The former oversaw the expansion of the network of RSS schools and the appointment of RSS members or sympathizers to top national education bodies. In 2000/01, the National Council of Educational Research and Training (NCERT)17 issued a National Curriculum Framework for school education under the slogan of ‘Indianize, nationalize and spiritualize’.18 The framework called for the purging of all foreign elements from the curriculum in state schools. These included the British legacy as well as aspects of Indian culture which were seen as having been introduced by the Mogul invaders. The new policy involved a massive textbook revision. The revisions were contested by a petition to the Supreme Court brought by three activists who argued that the NCERT had not followed the correct procedures of consultation with the states and that it had tried to introduce religious teaching, which is forbidden by the Constitution. However, the Supreme Court rejected this petition.19 The new history and social science textbooks were accused of promoting an anti-minority outlook through flaws and omissions.20The BJP argued that it was correcting formerly one sided interpretations of history. Sixteen pages in three history textbooks in years 6, 7 and 11 were removed. These included a paragraph suggesting that there was no archaeological evidence of settlements in and around Ayodhya around 2000 BC. In an interview Murli Manohar Joshi explained that the changes were made following complaints from Jains, Sikhs, Jats and others who felt aggrieved by the events depicted in the old textbooks: We examined them and the NCERT made a decision to delete them. (…) Certain authors of history have tried to distort history. They have given it a purely leftist colour. They say that India had no history ofits own because they are guided by Marx. They teach the history of a nation that was mainly defeated and conquered by foreign powers. It’s travesty of facts and an attempt to kill the morale of a nation. 21Aside from accusing India’s historians of an underhand communist agenda, Joshi also denied that the RSS had been involved in the process,22 arguing that, in science books, discoveries were falsely credited to the Western world: ‘Was the invention of computers possible without the invention of the Indian binary system, zero and one?’23The changes were an attempt to increase pride inbeing Indian, but concerns were raised that Indian culture was presented as Hindu culture, ignoring India’s pluralistic roots and the contributions of Muslim and other minorities. This was a reversal of the Nehruvian view of the roots of India’s education system. The Human Resource Development Ministerres ponded to the widespread criticism from the historical profession by calling the criticism ‘intellectual terrorism unleashed by the left … more dangerous than cross border terrorism’.24The press described the moves as the ‘saffronization’ of education, and it became a national issue in 2001 when non-BJP parties within the NDA said that even if the Human Resource Development Ministry insisted on the new curriculum, they would not accept the changes in the states they ruled. There were two main criticisms of the new education policy: first, that they were directed by the communal agenda of the Sangh Parivar and were contrary to the principles enshrined in the Constitution; and, second, that education was the responsibility of the states and changes could not be centrally imposed. In Delhi, the Congress chief minister, Sheila Dikshit, said she had no problems with the old textbooks and would happily have reprinted them. However the NCERT refused permission and insisted that the new textbooks with the historical revisions be used. So, in stead, the Delhi state government created its ownbooks.25Aside from what was happening in state schools, the RSS started to expand its influence in education and health. The first RSS-backed school had been established in 1952 by some RSS members whose aim was to contribute to ‘nation-building’ through education. There are now more than 50 state and regional committees affiliated to Vidya Bharati, the largest voluntary association in the country.26 These coordinate around 13,000 institutions with 74,000
India is divided into 28 states and 7 so-called ‘Union Territories’. The states have their own elected governments while the Union Territories are ruled directly by the Central Government, with the President of India appointing an administrator for each Union Territory. As per the constitution of India, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them. The role of the Government of India (GoI) was limited to coordination and deciding on the standards of higher education. This was changed with a constitutional amendment in 1976 so that education now comes in the so-called concurrent list. That is, school education policies and programmes are suggested at the national level by the GoI though the state governments have a lot of freedom in implementing programmes. Policies are announced at the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead role in the evolution and monitoring of educational policies.
The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18). The lower primary school is divided into five “standards”, upper primary school into two, high school into three and higher secondary into two. Students have to learn a common curriculum largely (except for regional changes in mother tongue) till the end of high school. There is some amount of specialization possible at the higher secondary level. Students throughout the country have to learn three languages except in regions where Hindi is the mother tongue and in some streams. There are mainly three streams in school education in India. Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country. A number of “central schools” (named Kendriya Vidyalayas) have been established for the purpose in all main urban areas in the country, and they follow a common schedule so that a student going from one school to another on a particular day will hardly see any difference in what is being taught. One subject (Social Studies, consisting of History, Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT. In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 143 affiliated schools in 22 other countries mainly catering to the needs of the Indian population there.
The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this was started as a replacement for the Cambridge School Certificate. The idea was mooted in a conference held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for Education. The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination. In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate's Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country. The inaugural meeting of the Council was held on 3rd November, 1958. In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council was listed in the Delhi School Education Act 1973, as a body conducting public examinations. Now a large number of schools across the country are affiliated to this Council. All these are private schools and generally cater to children from wealthy families.
Each state in
the country has its own Department of Education headed by the State minister
that runs its own school system with its own textbooks and evaluation system.
As mentioned earlier, the curriculum, pedagogy and evaluation method are
largely decided by the SCERT in the state, following the national guidelines
prescribed by the NCERT. Each state has
three kinds of schools that follow the state curriculum. The government runs
its own schools in land and buildings owned by the government and paying the
staff from its own resources. These are generally known as government schools.
The fees are quite low in such schools. Then there are privately owned schools
with their own land and buildings. Here the fees are high and the teachers are
paid by the management. Such schools mostly cater to the urban middle class
families. The third kind consists of schools that are provided grant-in-aid by
the government, though the school was started by a private agency in their own
land and buildings. The grant-in-aid is meant to help reduce the fees and make
it possible for poor families to send their children. In some states like
Kerala, these schools are very similar to government schools since the teachers
are paid by the government and the fees are the same as in government schools.
Kerala was also the first state in the
country to introduce Information Technology as a subject of study at the High
School level. It was started in class 8 with the textbook introducing Microsoft
Windows and Microsoft Office. But within one year the government was forced to
include free software also in the curriculum by protests from free software
enthusiasts and a favorable stance taken by a school teachers association that
had the majority of government teachers as its members. Eventually, from the
year 2007, only GNU/Linux was taught in the schools, and all computers in schools
had only GNU/Linux installed. At that time, perhaps even today, this was the
largest installation of GNU/Linux in schools, and made headlines even in other
countries. Every year, from 2007 onwards, about 500,000 children pass out of
the schools learning the concepts behind free software and the GNU/Linux
operating system and applications. The state is now moving towards IT Enabled
Education. Eventually, IT will not be taught as a separate subject. Instead,
all subjects will be taught with the help of IT so that the children will, on
the one hand, learn IT skills and, on the other, make use of educational
applications (such as those mentioned below) and resources in the Internet
(such as textual material from sites like Wikipedia, images, animations and videos)
to study their subjects and to do exercises. Teachers and students have already
started using applications such as Dr. Geo, GeoGebra, and KtechLab for studying
geometry and electronics. Applications like Sunclock, Kalzium and Ghemical are
also popular among teachers and students.
The initiative taken by Kerala is now
influencing other states and even the policies of the Government of India.
States like Karnataka and Gujarat are now planning to introduce free software
in their schools, and some other states like Maharashtra are examining the
option. The new education policy of the Government of India speaks about
constructivism, IT enabled education, free software and sharing educational
resources. Once a few of the larger states successfully migrate to free
software, it is hoped that the entire country would follow suit in a relatively
short time. When that happens, India could have the largest user base of
GNU/Linux and free software in general.
Education opens up a world of possibilities for individuals by empowering them with knowledge. It is the cultivation of learning in various ways. One of the most common ways to obtain an education is by going to a formal school and learning from teachers, but it is not limited to that. Education in the bigger picture is the process of encouraging discovery and innovation. From the time we are born, humans keep learning, sometimes consciously and many times subconsciously. Education is an all-encompassing field of acquiring knowledge, values, skills, habits, and beliefs.
Lord Thomas Babington Macauly brought the modern form of education and the English language to India in the 1830s. The development of education in India was marked by classroom confinement, and modern subjects like science and maths were part of this curriculum. Subjects like metaphysics and philosophy were deemed unnecessary at that time.
The first education board, the Board of High School and Intermediate Education, was set up in Uttar Pradesh in India in 1921. This board’s jurisdiction included Rajputana, Gwalior, and central India. In 1929 another board for high school was established in Rajputana. Few other boards came up in different states but eventually in 1952 a central board called CBSE (Central Board of Secondary Education) was set up, which included all the schools in Delhi and a few other regions. All the schools affiliated with the CBSE board followed the curriculum, examination system, and textbooks prescribed by the board. In 1958, the ICSE board came into existence. As of today's date, there are thousands of schools in India that follow the CBSE syllabus. This syllabus is also followed in a few other countries like Zimbabwe, Kuwait, and Afghanistan.
Importance of Education in Modern India :
India is now witnessing the era of science and technology. Education in India has now reorganized itself to emphasize how essential technology is in our everyday life. Students are being trained in these spheres as per the need of the time.
A child of today is going to become an adult citizen of the country
tomorrow. And the education which is going to feed in
his mind will reflect in the future. So it should keep in mind that school education must
focus on some important aspects which contribute to their roles in the journey
of a
person through his childhood to death.
Mental aspect
We discuss many subjects in our school life such as history,
mathematics, geography, politics, etc. It
sharpens the mind of children. Because the child is taking the knowledge of
every subject which boosts the mental level of the child.
Physical aspect
The child should be encouraged for physical aspects which helps a
person to tackle emergencies. Sports are good for the physical development of a
person because, in any type of sport, the person goes from stages of fun and aggression where he learns how to
control a situation.
The social aspect of the
Importance of Education
A newborn child only knows about his family and some of his neighbors. But when he moves to his school education, he meets with the other children and interacts with people outside the home which makes him a socialistic person by making new friends. Now, we can say that school education is very much important for a child. Reasons behinds the importance of education So now, let’s discuss some reasons which will give you the idea that why education is so important:
Stability
It provides stability in our daily life. You must be heard that
everything can be divided but your education can’t. With the help of your degree and
knowledge, you can increase the chances to make your career better
than others.
Financial security
Education helps us with our financial security. In this era, the person
with higher qualifications
gets higher paid jobs which helps him to secure his
future.
Self-dependency
Education makes us self-dependence in our life. The education done by a
person belongs to him only and with the help of this the person can feel secure and
self-dependence.
Fulfill dreams
No person in this universe does not have any dreams which he wants to
be fulfilled. Education is
one of the important elements to fulfill your dreams. So,
if you want to make your dreams come true, education is a must in your life.
Equality
Every person has the right to equality. If every person got the
opportunity to take higher
education, there are more chances that every person will
earn much amount of money, and then there would be fewer gaps between the classes of
persons. It helps in the matter of equality.
Confidence
One of the best parts of being a successful person is our confidence.
Education builds confidence
in the person. You can discuss more a topic which is
already known to you. You can talk about that topic much better than others with your
knowledge which you have gained by your education.
The economic growth of the
Nation
An educated society is a reason for the economic growth of a country.
With the more education rate in a country, there will be more opportunities for jobs or
employment.
Importance of education in
society
A person who is educated can develop his moral and ethical values in a society. It helps us to spread the knowledge in society through any mode. It is known to everyone that a person with great knowledge is appreciated by all the persons in the society. It makes the bonding and relation of the person with the society. The person with a lack of education creates problems like domestic violence, poor standards of living, etc. In other ways, education allows both male and female and other educated people to create a better society.
India has made significant
progress in increasing access to education in the last few decades. Due to changes made in education policy, the literacy rate has also been
at improvised trend. However, the quality of education in Indian schools remains a matter of
concern. While the Indian education system has seen many reforms, there is
still a long way to go in improving the country’s education quality.
One of the main reasons of
poor quality of education in India is the lack of trained and qualified
teachers. According to a report by the NSSO: National Sample Survey
Organization, nearly one-third of the teachers in India do not have the
necessary qualifications to teach. This significantly impacts the quality of
education as untrained teachers are less equipped to deliver quality education
to students. Additionally, many teachers lack adequate training in modern
teaching techniques and cannot provide their students with an interactive and
engaging learning experience.
Another issue is the outdated
curriculum in many schools. The curriculum in most Indian schools is based on
rote learning, which focuses on memorization rather than understanding. This
leads to a lack of critical thinking skills and makes it difficult for students
to apply what they learn in real-life situations. Furthermore, the curriculum
is often not updated regularly, leading to students learning outdated
information. Intermittent
Changes made in syllabus and curriculum or politics in the field of education,
leads to interest is being lost in quick learning.
The Pursuit of Quality School
Education: A Key Imperative for India’s Future, 2023
A lack of infrastructure and
resources is also a significant contributor to the poor quality of education in
Indian schools. Schools in rural areas in Inda lack basic facilities such as
electricity, clean water, and sanitation. Additionally, schools in urban areas
may not have adequate resources, such as computers and libraries, to provide a
well-rounded education. This lack of resources and infrastructure also affects
the quality of teaching, as teachers may not have access to necessary teaching
aids and materials.
Students’ socioeconomic
status also plays a significant role in determining their education quality.
Children from economically disadvantaged backgrounds often attend poorly funded
schools with inadequate facilities and resources. Moreover, such students may
have to work to support their families, affecting their attendance and school
performance.
To improve the quality of education
in Indian schools, the government must take concrete steps. First, the
government must ensure that all teachers are adequately trained and qualified
to teach. Investing in teacher training programs and providing incentives to
attract the talent to the profession is essential. Secondly, the curriculum
must be updated regularly to ensure students receive a modern education to
succeed in the 21st century. Additionally, the government must invest in
improving the infrastructure and resources in schools, particularly in rural
areas. Finally, steps must be taken to provide equal opportunities to all
students, regardless of their socioeconomic status.
In conclusion, the quality of
education in Indian schools is a significant concern that needs to be addressed
urgently. The Government of India must take steps to meet the challenges of
the 21st century. Investing in teacher
training programs, updating the curriculum regularly, improving infrastructure
and resources in schools, and providing equal opportunities to all students are
essential. Only then can India achieve its goal of becoming a global leader in
education.
The quality of education in Indian schools is measured by various methods, including standardized tests, assessments, evaluations, inspections, accreditation, monitoring, reviews and surveys. These methods help identify areas where schools need improvement and provide valuable feedback for policy-makers and school authorities to take corrective measures and improve the quality of education. Quality education cannot be effective, if there is no effective planning by the Schools management or education ministries.
The National Achievement Survey
(NAS) is a standardized assessment conducted by the National Council of
Educational Research and Training (NCERT) to evaluate students’ academic
performance in India. The NAS was first conducted in 2001, and since then, it
has become an essential tool for assessing the quality of education in India.
Historical Perspective: The
history of standardized assessments in India dates back to the 19th century
when the British colonial government introduced standardized tests to evaluate
students’ performance in the education system. These tests were primarily used
to select students for higher education and government jobs.
After independence, India
established a universal education system, and various reforms were implemented
to improve the quality of education. In 1961, the Indian government established
the NCERT to develop a national curriculum and conduct research in education.
The apex institution, namely the NCERT, has played a significant role in
shaping the education system in the Country and has been at the forefront of
developing and implementing standardized assessments.
The NAS was first conducted
in 2001 to evaluate students’ academic performance in grades 3, 5, and 8. The
survey covers various subjects, including mathematics, science, social science,
and language, and assesses the knowledge and skills of students in these
subjects. The NAS is conducted every three years. The results are used to
identify areas where students need improvement and to develop policies and
programs to improve the quality of education in India.
The NAS has evolved over the
years, and in recent years, it has become more focused on assessing students’
understanding of concepts rather than just memorization of facts. The survey
has also been expanded to include assessments of students’ problem-solving and
critical-thinking skills.
The NAS has been an important
tool for policymakers and educators in India, providing valuable insights into
the country’s education quality. The survey has helped identify areas where
students need improvement and has guided the development of policies and
programs to improve the quality of education.
In conclusion, the National
Achievement Survey has a significant historical perspective on the education
system of India. It has evolved over time and has become an essential tool for
assessing the country’s education quality. The survey has played a critical
role in identifying areas where students need improvement and has guided the
development of policies and programs to improve the quality of education. The
NAS has been a vital step in the ongoing effort to provide quality education to
all students in India.
As of the cutoff of September 2021, a National Achievement Survey (NAS) has not been conducted in 2022 yet, as the survey is typically conducted occasionally. The most recent NAS was conducted in 2017, and the results were published in 2018. Education policies could have been undergone major changes.
However, it is worth noting that the NCERT conducted the NAS in India in 2017 & 2021, and the survey findings can vary from year to year based on various factors, such as changes in the education system, policies, and practices. Changes in education policy could have made effective, if it is adopted seriously.
In the past, the NAS has highlighted several areas of improvement for the education system in India, including the need for more emphasis on conceptual understanding, critical thinking, and problem-solving skills. The survey has also identified regional disparities in students’ performance and the need for targeted interventions in specific regions.
Overall, the NAS serves as an essential tool for policymakers and educators to identify areas where students need improvement and to develop policies and programs to improve the quality of education in India.
The most recent NAS for students in classes III, V, and VIII and the significant findings of the survey are as follows:
a) Student’s performance in the survey was generally better in language subjects (such as English, Hindi, and Urdu) than in mathematics and science.
b) The average performance of students in mathematics and science subjects declined as they moved from lower to higher classes.
c) The gender gap in learning outcomes favoring girls was observed in most subjects, but it was more pronounced in language subjects.
d) Students’ performance in government schools is lower than in private schools, especially in mathematics and science subjects.
e) Students from rural areas performed lower than their urban counterparts in all subjects.
f) Students’ performance in Northeastern states is found e lower than the national average in most subjects.
g) Rote learning methods were widespread among students, especially in mathematics.
h) Overall, the NAS findings highlight the need for reforms in the education system, including teacher training, curriculum development, and promoting critical thinking and problem-solving skills among students.
The progress made in the field of education, by society so far has been incredible, and it is all because of education. Education is the foundation of society; it brings reforms, gives a path for innovation, and helps overall progress. The importance of quality education cannot be underestimated in society. Thus, great leaders have extensively focused on the importance of a civilized society. Because of education, we can explore vast things in this universe and understand the mystery of its existence in atoms.
However, even in the 21st century, some countries still lag in quality education. Learning assessments show that most children in school lack the basics of literacy and numeracy, or the additional skills and knowledge important for their all-round development. Besides, much remains to be done for a child-friendly learning environment that assures all children benefit from inclusive classrooms alongside the availability of sanitation and hygiene, improved water, and midday meal practices.
In India, everyone has a fundamental right to quality education, which helps them acquire basic literacy and numeracy, where they enjoy learning while feeling valued and included, and not fearing it, irrespective of where they come from. If literacy rate of the country is going up means, economic issues will be minimized.
According to the World Bank, a year of school closures owing to the COVID-19 pandemic has deprived children of quality learning. During this period, the government took various initiatives to ensure the continuity of learning for children, yet there was a great lack of quality education.
Understanding Quality Education
According to Educational International, a Belgium-based organization, quality education is defined as education that focuses on the physical, social, mental, emotional, and cognitive development of every student irrespective of their race, ethnicity, gender, status, socioeconomic status, or geographic location. Quality learning in a school management system ensures that a child prepares for life, not just for testing.
In 2012, the United Nations involved ‘Quality Education as a part of their Sustainable Development Goals. Moreover, the modern world is dependent on and influenced by Information and Communication Technology, which has paved a long way in the education system. Educators’ technology help students both at school or higher-level education to prepare for life and attain the best knowledge. Besides, they also help in building individual personalities, teaching morals, values, and ethics for a better upbringing and creating a healthy lifestyle.
As we all know, how technology is changing the outlook of modern education, it has also reconsidered the methods of teaching students. Traditionally, education was more of a monologue, but now teachers encourage students to maintain a smooth flow of communication in and out of classrooms.
The need for leaders and experienced professionals is more now than ever, as they are the ones who can reshape the learning management system in education. To encourage leadership and power to influence the students, it is imperative to redefine the way of teaching practices. Nevertheless, with the advent of new technologies, students are just a click away from gaining endless educational resources.
Initiatives to Reform Quality Education in India
Steps required to reform the quality of education in India do not always mean policy change or a new educational policy. To build quality education, you can follow the below-mentioned initiatives that can change the outlook of Indian education-
A. Making the problem visible and working on solving the problem will go a long way in solving issues. Regular assessments help measure learning progress and make current levels of students’ learning visible. India needs to participate in international assessments regularly like Trends in International Mathematics and Science Study and Programme for International Student Assessment and third-party assessors like Educational Initiatives and Annual Status on Education Report that encourage periodic feedback.
B. Building a systematic and institutional capacity is greatly important. The problem in the educational system is a severe shortage of capacity. A lot of educational goals can be achieved by focusing on two initiatives- the Teacher Eligibility Test and the Continuous and Comprehensive Evaluation. Strengthening research on learning is the foremost step and the long-term solution to solve the crisis.
C. Assuring that at least 80% of children can read and write in any one language by the time they are 9 years old will probably solve 80% of educational problems. Reading helps focus on different areas for both action and measurement. Moreover, developing specialized training programs for teachers on reading skill development and measurement will also go a long way in implementing quality education.
D. Changing the goal post by redesigning board exams to test the understanding and learning of children rather than recalling it. The focus of students, teachers, and parents should be on increasing their learning and not gaining more marks. It is not a difficult effort, but it can change the entire education system.
E. Investing in educational research and development and upgrading the latest technological tools for students, teachers, and parents will also drive the change we focus on. High quality content, such as intelligent teaching systems and tools, will help students excel in their skills, like developing content in multiple languages or honing their basic skills like reading and writing.
In India, at present, there are numerous government schools.
However, the education one gets in government schools, specifically in rural
areas and in private schools, is way more different in quality aspects. Schools and Colleges in Rural
area are in poor condition. The Government initiatives aim to provide education to all
children despite their economic condition, status, and cast. Nevertheless,
lower quality education in government schools is majorly due to multiple factors including Government’s education policy and budget
provisions. Also, due to the lack of technological advancement of
government schools, the quality of education is differing, and equality of
education, a part of Social Equity, has not yet been achieved.
The Government has adopted and applied
the Act in the right place to provide all with quality elementary education.
Except for a handful, most schools can achieve the necessary facilities, but
they are far behind the curriculum, evaluation, teacher training, technological
advancement, and other related problems. The results of various studies show
that there has been some improvement only in terms of enrollment / necessary
infrastructure so far. However, the Nation needs to go a long way towards
ensuring quality education in the area of student learning. Politics in education fields are at
increasing trends. State Governments
can organize a one- or two-day event that can be made mandatory for heads of
all government schools. That event will show passed-out students’ statistics
reports to get a clear picture of how students are doing after school. Another
thing that can be adopted is, each government school should use one mobile
application. Before their lecture, teachers should put the topics they will
teach and post-lecture, they should have to give feedback on the response they
got from their students on that specific topic. By doing so, teachers will unconsciously
feel responsible for shaping students’ careers. Due to that, they will increase
their inputs and work with more enthusiasm for students’ betterment. They will
get motivation, which eventually leads to giving their best, and hence the
quality of education will increase at a more incredible speed. The key finding in a recent study that even
top schools in major cities in India suffer from the entrenched tendency to
impart rote learning may have some shock value to those who believe that
private educational institutions place greater emphasis on quality and holistic
education. However, for those closely observing the school education scenario,
it is a re-affirmation of a bitter truth: schools in our country are, by and
large, quite far from seeing education as a process of learning with
understanding, acquiring knowledge through self-discovery and conceptualization;
rather, education remains a mere transmission of information in a rigid
classroom atmosphere, where the emphasis is on memorization and the objective
is to rush through a pre-determined syllabus and prepare children for
examinations. While on the scholastic side the WIPRO-Educational Initiatives
‘Quality Education Study,' which covered 89 schools, shows a fall in learning
standards among students in classes 4, 6, and 8 over the last five years, it
also flags a disturbing deficit of social sensitivity on the part of a sizable
section of students. Responses to some questions relating to the education of
girls and attitudes towards immigrants, the disabled, and HIV-positive
patients, indicated biases that could, over time, grow into prejudices.
Exploring the mind of the young at a formative stage in this way, which some
might consider methodologically challengeable, is a particularly valuable part
of this study. It will be a serious mistake to ignore the broad trend that
indicates misconceptions of early years being carried on to a higher age and
the possibility of these children imbibing biases they see in their family
atmosphere or social milieu.
