Restructuring of Indian education system WHEN India became a republic, unlike the Railways, posts and telegraphs and the three services, our Constitution makers placed education on the concurrent list. With fourteen officially recognised languages at the outset, the framework of the future of education was tacitly laid out so that while the Centre could adopt a pattern of education for all-India needs, the states were free to evolve their own systems of education to suit local conditions. It is not clear as to how the central government will co-opt the state governments into implementing the Bill on a subject, which is on the concurrent list. In India, a large number of children have to work in homes, factories and shops to fill their stomach.
Dec 10, Sadly, most institutions in India tend to mimic human mortality rather than the growing goodness of ageing wine. Amongst the exceptions is the Indian Institute of Science, the centenary celebrations of which were recently kicked-off by the prime minister.
As noteworthy as the achievements of this venerable institution is the fact that it has sustained and, in fact, taken further its success over a period of ten decades, unlike some of our older and once-great universities.
At the same time, the substantial though yet inadequate expansion at the school level has led to a huge increase in the number of potential entrants to universities.
These factors, along with the traditional desire for education, have led to vastly increased demand for higher education. Despite big increases in the education budget the Eleventh Five-Year Plan has been called an Education Plangovernment just does not have resources to fund expansion of the system rapidly enough to meet the growing demand, given other competing resource requirements.
Dependence on government funds will, therefore, exacerbate the quantitative mismatch between supply and demand for higher education. In the case of professional education, the supply gap is being met, to a large extent, by private institutions, mostly of poor quality, since the supply-demand mismatch means that there is little systemic pressure to improve quality.
In non-professional courses, inadequate resources have affected quality. The system is also non-responsive to market needs, resulting in a curriculum that is of low relevance to employment needs. Yet, even while commercialisation and privatisation of education has proceeded apace, corporatisation has been banned, stifling investments in formal university education.
It has also given rise to rampant corruption, especially in technical education. Centralisation and bureaucratic standardisation, combined with inadequate resources, have led to low salaries with no flexibility to pay more or really differentiate between performers and non-performers.
In an increasingly materialistic society, low salaries have also meant a lower social status for teachers. The course itself is neither relevant to their lives, nor does it help in getting employment. Little wonder that where a degree can be bought, many do so, since the degree certifies little and is necessary only to cross the first hurdle of screening for jobs.
Admittedly, this is a caricature, a somewhat exaggerated view of reality. Yet, even those who will be deeply offended by this picture will admit that what is portrayed is true in a large part of the educational system.
Even these, it is noteworthy, are small. The latter must include the dimensions of relevance, and topicality of curriculum, with flexibility to change and modify on a frequent basis. While the focus must be on true education, the employability factor cannot be ignored.
Attracting, retaining and creating good teachers are obviously major challenges. This will require flexibility in compensation, academic freedom, and facilities for research. Good faculty attracts good students, and vice versa. Ideally, institutions should be competing with one another to attract the best faculty and the best students, and have the autonomy to do so.
This cannot happen without systemic changes at various levels: At the apex level, there is need for only three functions: The first and last can be handled by existing independent institutions; grant-giving will require the creation of an appropriate mechanism.
It is best that they are wound up. The National Knowledge Commission has recommended an independent regulatory body. Such a body, taking further the positive experience from regulators like Trai in telecom and Sebi in the financial sector, will help to create the degree of autonomy as also competition that is badly needed in the education sector.
While access, equity and excellence are the goals, these cannot be achieved without a high degree of institutional autonomy, decentralisation, innovative structures and systems, and tapping additional resources through a public-private partnership.
Major education reforms are long overdue. Only then can India become a global educational hub, as it once was.Restructuring Of Indian Education System. of organized education. The Gurukul system of education is one of the oldest on earth but before that the guru shishya system was extant, in which students were taught orally and the data would be passed from one generation to the .
Topic: Restructuring of Indian education system. WHEN India became a republic, unlike the Railways, posts and telegraphs and the three services, our Constitution makers placed education on .
RESURGENCE: RESTRUCTURING URBAN AMERICAN INDIAN EDUCATION 3 Section II: History The Origins of U.S. Education System 1 In order to properly appraise the . Resurgence: Restructuring Urban American Indian Education By: Joe Hobot, Ed.D. National Urban Indian Family Coalition November Restructuring Education for the 21st Century By Caleb Rosado But for the most part the focus must be on what lies ahead.
Is the educational system headed into the 21st century with a rearview focus, oriented toward the past? What education needs is a restructuring according to the Principle of Inclusiveness-new wineskins to handle the.
Nov 21, · As per UDISE (Unified District Information System for Education) data, in , there were about , elementary schools with enrolment .