Problems on Education system of India; Some funny cartoons

Fundamental Problems with Education System in India

1. Education System Promotes Rat Race

Our education system basically promotes rat race among our children. They have to read and mug-up entire text book without any understanding of it.

So a student who scores 90 out of 100 and comes first actually remains a rat. I mean to say he or she does not have any analytical skills that a child must have.

It is time to change our education system.

2. Education Does Not Builds Persona of a Child

Unfortunately our education system is not helping to develop persona of a child. Remember, it is personality that is more important than academic qualification.

As I said earlier, our system demands good numbers from a child in an exam not to show his personality. Hence a child is not well exposed to outer world and he or she might not be able to develop a personality.

So this is another flaw in our education system.

3. No Critical Analysis, only Following the Establishment

Our children are not able to do critical analysis of anything, for example our history, culture and religion. They take the line of establishment or the views of predominant majority.

They are simply not able to look things from their own perspective. If you want a society should become a lot better than we must develop a culture of looking at things critically.

We are simply failing at this because of our education system. Children must learn to criticize our own culture and other established narratives.

4. Too Much Parochialism Rather Global Outlook

Our education teaches too much of nationalism and it could create a negative mindset in our younger generation. Loving your country is good thing but just blind love is dangerous.

In our schools children are not able to get a global outlook. It means how to see yourself that you are actually a global citizen rather confined to a place or a country.

I myself was not able to feel that I am a cosmopolitan rather I was thought to become a jingoistic.

5. Teachers Themselves are Not Trained and Efficient

To make things worse, our teachers themselves are not sufficiently trained to teach kids. They do not have proper training that how they are going to impart values in children that are going to change the future of the country.

If they can teach properly then the government does not have enough salary to pay. Hence, to improve our education system teachers should be better trained and more importantly better paid.

You cannot imagine a country without respecting teachers.

6. Medium of Language of our Education System

This is also a big problem that needs to be addressed. We are not able to decide on the medium of language of our education system.

Still emphasize is given on English where majority of children cannot understand the language. So how does they are going to understand what teachers are teaching.

Moreover, subjects like mathematics, physics and arts have nothing to do with the medium of communication. Hence, over-emphasis on English could be wrong.

7. Education Given is Irrelevant to Job-Market

This is perhaps the most apparent failure of our education system that after completing graduation in any discipline students are not able to get jobs.

It is simply because skills that are required in a job market are simply not present in a fresh graduate. All that a student is taught in his entire school and college life is almost redundant for job markets.

Skill that is required by them is not taught in schools and colleges. Hence our education system is needed to be revamped and must be designed according to our economic policies.

8. Missing Innovation & Creation because Only Aping West

If we talk about the privileged children in India then even they are not able to innovate and create new things. Although they have everything that a child need but still they lack something in them.

What they are doing is only aping western culture and not being able to do something new. On the one hand children are not able to go to schools and on other hand, if they are going then are not able to innovate or solve the problems that the country is facing.

Hence, this is yet another fundamental problem with our education system.

9. Students Happy in Getting a Highly Paid Salary Job but Lacks Ambition to Become Entrepreneur

Now, in college campuses it has become a common thing that every young student is interested in a getting a job that pays them well. However, they would never like to become an entrepreneur.

This lack of ambition does not allow our country to excel in any field. This attitude of our children making them slaves of few multinational companies.

Therefore our education system should be designed to make our children a successful entrepreneurs rather going for a salaried job.

10. Gross Failure of Our Education System to End Social Disparity

The last but not the least failure of our education system is after so many years it has not being able to reduce social disparity in our country. In fact, social disparity has gone up.

It is such a shame that education itself has become a tool for creating divisions. A child of a rich parent would get good education and a child of poor parent cannot afford even a basic education.

Government should intervene and make education its prime responsibility.

Indian Education problems

HISTORICALLY, three systems have served the educational needs of Indians: Bureau of Indian Affairs schools, parochial or mission schools and public schools. Recently, through the Office of Economic Opportunity, the tribes themselves established a fourth school system, primarily in the Headstart Program.

These systems—still involved in attempting to better the lot of the Indian—have had much experience in providing programs to meet Indians’ needs and have been in the business of education on and off reservations for many years. In spite of what they have attempted and of what contributions they have made, acute problems exist in the Indian education field.

And Indian education will not progress, develop or evolve into a dynamic field unless the problems inherent in it are identified and solved.

In an analysis of the situation, I have categorized these problems into eight broad areas, from "lack of money" to "too many instant Indian experts."

Lack of money. By far one of the most pressing problems is the unavailability of money or inadequate funding of Indian education programs or systems. The demand far exceeds the supply, and available monies are only for the most basic educational needs of the students . . . "the traditional curriculum." Very small amounts, if any, are available for innovative programs and ideas.

Without adequate funding, the ideology and philosophy of Indian education become so many words. The concept of Indian education faces a bleak future characterized by stagnation, insensitivity, inadequate facilities and personnel. Is this what we educators wish to be contented with?

The irrelevant curricula. just what do we mean by the often-repeated phrase, irrelevant curricula? My definition is that it is schools not doing their job in meeting the needs of their students—especially Indianstudents. This area encompasses four necessary corrections.

An Indian student presently is subjected to an educational system geared to the needs of the non-Indian student without any concern to unique problems and background of the Indian. Yes, the Indian must live in the white man’s world, but if he is to become a productive member of the human race, the schools must develop programs to meet his needs.

The American school curricula stresses values in direct contrast with the values held, in varying degrees, by the Indian. Such highly esteemed values as agressiveness, competition, individual personal gain, out-smarting your fellow man, and verbal ability and agility are taught the non-Indian youngster from the time he is able to comprehend. These values become the foundations of the American educational system. Thus, the Indian student is thrown into a foreign situation—he has no experiential background comparable to it and consequently, retardation is "built into" the educational program as far as the Indian is concerned.

Another aspect is the stress of the English language in the system. If educators would recognize that the English language is not the mother tongue of most Indian students, educational programming could become more relevant, meaningful and rewarding to the Indian student,

If curriculum experts would include courses reflecting the positiveness of the Indians’ contributions to the greater society, another correction would be made. It is not difficult to understand why the average Indian student has a negative self-concept: he is taught in a foreign classroom, by a teacher who is literally a foreigner, and in a foreign language that he comes from a people who were bloodthirsty, marauding killers, and that the only good Indian is a dead Indian. Correct this image by eliminating these teachings, and replacing them with more positive characteristics.

Education has directly contributed to the destruction of the institution of the family among Indians: To illustrate this engulfment rather than bridgment of parent and child, let me give the following example.

Fifth graders are studying the atom or atom bomb and its effect on society as a whole. If the Indian child seeks to understand the concept of the atom more fully in an inquiry at home, he will discover that his parents are unable to help him gain that understanding because there is no concept paralleling the atom in the Indian language. Instead of help or clarification, the child may receive some type of scolding. In the case of the non-Indian child, the parents may not know the answer, but they have other resources to which to turn—a neighbor, a set of reference books, a nearby library. Thus, the Indian child begins to question the intelligence of his parents, and when this happens, the parental role is threatened and weakened. This weakening continues as the child progresses through school because the parent falls further behind, as he is not keeping up with his child. Destruction of the family institution is therefore hastened.

Lack of qualified Indians in Indian education. By far the most glaring problem is the acute shortage of qualified Indians in Indian education. Materialistic gains, incentives and opportunities entice the qualified Indian educator away from this challenging field. There is much hard work and many challenges in Indian education: isolation, poor or inadequate facilities, eager but academically deprived students, but one’s ingenuity, creativity, patience and forbearance are put to a real test in facing these and other challenges. If Indian education is to meet the needs of the students, if it is to have the sensitivity required, if it is to be dynamic and viable, it must have more qualified Indian educators—it must reach the stage wherein it will challenge the Indian educator to take up arms to join its ranks and to improve its lot.

Insensitive school personnel. It is tragic that this exists in the 20^th Century. Too many administrators and teachers are not knowledgeable about the American Indian. Whether it is attributable to apathy, indifference or design does not lessen the problem. If school personnel are truly educators, it behooves them to learn about the people they are teaching: To fail in this task is to fail to educate. The burden of this responsibility rests squarely on the shoulders of the educator, and the exercise of that responsibility is long overdue.

Differing expectations of education programs. As noted in the section on irrelevant curricula, the American educational system is foreign in concept, principle and objective to the Indian student. The thinking, attitudes and experiences of the non-Indian are the base of the value structure rather than the aspects of Indian culture. Thus the educational perspectives of the Indian are not considered. The Indian views education as providing him with immediate practical skills and tools, not a delayed achievement of goals or as means for a future gain.

Lack of involvement in and control of educational matters. The Indian has not been able to express his ideas on school programming or educational decision-making. When they have been expressed, his participation has been limited and restricted. If problems in Indian education are to be resolved, the Indian citizen must become involved. He needs to have more control in the programs to which his children are exposed, to have a say in what types of courses are in the curriculum, to help hire teachers, to establish employment policies and practices, and all of the other responsibilities vested in school administration—that of being on a Board of Education. There are working examples of Indian-controlled school boards. These dynamic systems point up the fact that Indians can handle school matters. It is time that more Indians became involved in such control.

Difficulties of students in higher education. Colleges and universities need to establish programs which can deal effectively with the problems and needs of the Indian student—if he is to remain in school. In general, the Indian student has an inadequate educational background as he may have been looked upon as less than college material in high school. He has unusual adjustment problems and usually inadequate financial help. It is time that more colleges and universities attempt to solve these development factors and provide a more successful educational experience for the Indian student.

Too many instant-Indian education experts. To the detriment of Indian education and its growth, each day sprouts more "instant Indian education experts," who do more damage than good. Usually, these experts have all the answers: they have completely identified the problems and have formulated solutions, but they leave it to the Indian to implement. Again, the Indian is given something to implement which he has had no part in formulating. These experts usually depend on superficial, shallow studies done in one visit to a reservation or school, or they depend on one or two conferences with Indians who have little or no knowledge of the critical problems confronting the Indian generally. Indian education can well do without these experts who cannot be reasoned with or who feel they know what is best for the Indian.

There may be other factors which contribute to the problems of Indian education, but these eight areas are, I think, contributing to the situation wherein Indian education is not realizing its full development.

Problems; Truth About Education System In India

With more than one billion residents, India has the second largest education system in the world ranking. And, education in India is a primary concern for the Indian Government. Basically, UGC (University of Grant Commission) maintains the standard of education levels. Mainly with its diversity, India fascinates one and all. Indian education system has gained the world recognition over last few years and lots of foreign countries are eyeing to access the higher education system. The foreign students are amazed with vast pool of its talent.

Recent development of education system:

It was alleged that the premier education system is not offered in India, but recent development of education sector has assured that the quality education is necessary available here. These include the changes in modern infrastructures, e-learning, cutting edge delivery system, new courses, new style syllabus and more. The unparallel progress in education system also includes the lower tuition fees comparing to the western countries. Past research highlighted the loopholes in education system methodologies, but these criticisms are chased and the new changes are much stronger than the last one.

Loopholes in our system:

But, still there has been a problem in our education system. And the interesting thing from the colonial times, just few changes are made but the truth about education system in India is not cleared to everyone. We have lot of established schools and institutions of excellence like IIT, IIM and more and students regularly score high percentage, but still they have difficulty to get into colleges with their excellent percentage. The British people only introduced our education system to create servants and official clerks, but we are running with the same pattern till today.

Criticism of our education system:

The truth about education system in India where people go for education means of climbing the economical and social ladder.  Grown up thousands of colleges and universities to mushroom is not going to solve the actual structure of our education system in India. Billions of students are the victim of this pathetic rat race, and ultimately it derives them to commit suicide at last. Our education system is unable to interpret the demand of education in a good market place with excellent services.

Drawback of education system:

The education system in India is worsening because of intrinsic reasons. Our present system only relies on score rather than knowledge. There is no scope for students to do experiment on their own, but at the end they are going to colleges or universities and having the bookish knowledge doesn’t mapping them to the real world. They are engaged with the courses with their parent choice; even they don’t bother or try to know the courses available with career options. Some schools are giving marks based on papers rather than the actual content, and students are unable to cope up with too much pressure which laid them to fill up papers instead of focusing on contents.

Necessary steps to solve issues:

Actual truth about education system in India doesn’t fulfill the needs of our education system. To overcome these issues, teachers must go ahead and encourage students to understand the concept of subjects rather than mugging up. The method of teaching strategies must modified with the career guidance, personality development and reasoning at their school level. And, government must concentrate on modifying the strategies of our present education system to provide a wonderful life for the young learners and to ensure that the system leads to a good society.  

Problems; How Good Is The Indian Education System For Students?

The Indian education system is in need of several reformations. With passing years the changes made in the education system have only proved detrimental to the cerebral as well as physical development of students. There is a huge level of difference between students from rural areas and urban areas. While it is obvious that, students from rural areas are the most deprived but it is also pretty shocking that students from private schools are also not benefiting much from the central education system.

Huge Problems in the Right to Education Act:

One of the clauses of this act is to allow students to be automatically promoted to the next grade without any test whatsoever till the 8th Grade. This has caused a huge problem in the education of students. As students who don’t get the rudimentary skills to pass the grade are promoted to the next level, they fail to understand the concepts and end up dropping out of school as they get de-motivated.  This clause has a serious flaw. If students aren’t tested, then whatever problems that they face will never be revealed as a result teachers will not be able to help them overcome their problems. With such a clause there is no point in education when the kid aims to graduate by not understanding the concepts but by simply memorizing.

Little to no attention paid to physical education:

Another serious detrimental effect on a child’s development is when the kid is not exposed to physical exercise. Many schools in India pay very little attention to Physical Education. As the main focus of every school is to ace the CBSE or the ICSE examination, the schools don’t pay any attention towards their student’s health. Schools are meant to provide overall education to their students. Physical Education is a major part of a child’s development and it should not be ignored.

Students need to be physically active as it has a direct impact of their mental capabilities. Therefore there is a strict need for reformation in this area of education as well.

Deficiency at the level of praxis:

As each school focuses on having the best Board Examination Result for its students, the overall education of the students gets completely sidelined. The method of teaching adopted by most teachers is not to help the students understand the concept but to make them memorize it. As a result many students can only recite their concepts but are incapable of applying them in everyday life.

While it is true, that the literacy rate of the country has increased at a very high rate ever since independence, however, there are still many changes to be made in the education system to also raise the IQ level of its students. This is especially true in the case of government schools which are in a situation of severe depravity. These schools need better teachers and an even better infrastructure. Therefore, one can see that the education system in India needs reformation at many levels. These changes should not be taken lightly. After all, youth is the future of the country and the future can only be bright if the youth is bright.

Problems; Why our Education System need to change

India has historically been a country of great scholars like Swami Vivekananda, Rabindranath Tagore, Rajendra Prasad, Dr. Zakir Hussain and many more. India has produced many more gems in the field of education. What made them achieve their goal wasn't because of our education system but their ability to think independently and think freely. They were not spoon-fed with texts and contents of books. They were made to think rationally, imply their logic and reasoning to what they studied. Fast forward to 21st century and you get an education system where ranks, grades and percentage are of prime importance, and learning and skills take a back seat. Education in India is seen as a means to climb the social and economic ladder and be identified as a SUCCESSFUL individual. Education is seen as a duty than a necessity.
Today we have hundreds of thousands of schools and colleges and almost around 300-400 Universities across the country that churns out thousands of Graduates and Post Graduates every year. How many of them actually get a job that justifies their skills, ability and knowledge? I would say very few. The reason behind such a sorry state of affairs is that our education system focuses more on reciting and learning the text than identifying and developing the skills of students. The brilliance and intelligence of a student is measured in terms of percentage and grades and very little emphasis is given on the interest, skills and learning ability of a student.
We believe in "one size fits all" logic which is not true at all. There is a need to personalise education. Some students are quick learners while others are comparatively slow learners. Some are visual learners; some are auditory learners, while others learn from their experience. You can't just apply same yardstick to teach and evaluate each of them and hence a need to personalise education to cater to each and every student's process and demand of learning. Establishing more schools and colleges is not going to help. An overhaul is seriously needed to the education system.
A couple of years ago a NEW SYSTEM OF EVALUATION called grading system was implemented at high school levels across India. The idea was to give students a belief that all of them are almost equal and no one is superior to other in terms of marks or percentage. While the idea appeared to be noble, it's implementation is a failure of a kind. While the CBSE board shunned away the percentage system but admission to senior secondary classes are held on the basis of Cumulative Grade Point Average (CGPA) scored in High School Exams which in no way is different from the idea of percentage and ranks. So what is the point of this whole grading and CGPA system? Where are we heading with such flawed ideas and implementation?
The other area of concern is the system and procedure followed by colleges and universities for admission to higher studies. Most of the top tier colleges comes up with cut off lists with percentages as high as 100%. I mean is this real? 100% marks in all subjects? Is it practically possible to score cent percent marks? And where do these leave students with say 70% or 75% marks? Are they mediocre? Or do they just don't deserve to be in a premium college of the country? There are whole lots of question that need to be looked into and be answered. The very idea of admission into a college on the basis of percentage doesn't seem to be logical. I am of the view that academic records alone are not the true measure of your potential and ability. Let there be a uniform system of entrance exam for admission to higher studies across all institutes in the country. That will give a fair chance to each and every student, and only those with a basic understanding of the subject along with sound logical and reasoning aptitude would get selected.
The other aspect of education should be to make students adept at life skills. Free thinking, creativity and innovating ideas should be encouraged. They should be molded on the foundation of these skills, creative thinking and innovative ideas that will serve them in the longer run. They should be taught to be socially aware of their duties and responsibilities as a citizen of the country. There is no point being educated if one doesn't know his duties and rights and is not socially aware. It's only through a sound education system that we can emerge as a strong and developed nation.