Improvement In Education System In India Essays

Indian Education System Essay

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India has one of the largest populations in the entire world, and with that comes the second largest education system in the word. It is estimated that around thirty percent of India's population is under the age of fifteen, thus more children in the education systems. The large education system in India has not always had the best of reputations, and still does not hold a very reputable name for itself. Though there has been strides for improvements in the system of education for India in the last decade, the fundamentals of the law on education is where the main issue lies. There have been many changes to the education system of India in the years since their independence, but there is not much to show for the changes that have been made to their system since the quality of education material, as well as the quality of educators has made little improvement.

The education system in India saw many changes shortly after colonial times, and have continued to change since then but the changes have not made as large of an impact as they should have. Many people see the education in India as inadequate, which it may certainly be. Before the British East India Company took the steps to intervene into the educational system, education had little to do with government. The education of India has an interesting history. It is believed by many historians that in the ancient days, the material that was to be taught was done so by word of mouth and was to be taught by the sages and the scholars. The information was passed on from one generation to the other. After the development of letters obviously people started to write. These ancient people were using things like palm leaves and the barks of trees as their form of our everyday paper, in doing so this also aided in spreading the written literature. Places like temples and community centers posed as schools. Some hundreds of years later, the Gurukul system of education came into existence. If accepted as a student by the "guru", which was the teacher, he/she would then stay at the guru's house and help in all activities at the home. Though, the emplacement of the caste system started to show it's face during this type of education. This form of education helped form a strong tie between the teacher and the student, as well as teaching the pupil everything about running a home. The type of tasks that were being taught to these students were usually specified by castes, though most lower caste people were excluded all together from the Gurukul system. There was nothing the guru would not teach his student. He taught the children everything they wanted to learn, from the ancient language of Sanskrit to the holy scriptures; and from mathematics to physics....

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Secondary Education process leads to further development of the subjectstaught in the primary education further is imparted till 17-18 years of age. Likethe Language skills are nurtured to develop more sophisticated skills in Grammar& Comprehension along with verbal & written communication skills. TheMathematics skills include not only arithmetic but geometry, trigonometry,calculus, logarithms, concepts of accounting as well as some other relativelymore sophisticated concept. Science is taught to develop critical thinking abilitythrough systematic examination of natural phenomenon along with technologicaladvancements of the society with knowledge of structure & composition of different states of matter, botany, zoology, physics and computer science amongothers. Social Science education dwells in geography, political science &awareness of Law, anthropology, economics with appreciation of various religion& belief systems, cultures & social phenomenon like casteism, racism etc.including history. The idea is to instil confidence in a child through realization of his inherent abilities, equip him to nurture his abilities and aptitude further, helphim understand social, cultural, regulatory, political & legal systems of thesociety with social skills like organizing in teams or groups, leading such groups,dexterity, sportsman/competitive spirit & discipline, hygiene and sensitivitytowards & appreciation of others. Tertiary education seeks to nurture & improve financial productivity of anindividual. Ideally no age limit should be prescribed for such education as itsdemand is a by-product of self-actualization endeavour of an individual. Itprepares him to recognize his/her ‘needs & wants’ and acquire skills to furtherhis abilities & aptitude to meet those needs by negotiating his space in society.Advanced knowledge of Engineering, Medicine, Science & Technology, SocialSciences including Arts, Economics, and History etc., Language &Communications skills or specialized knowledge of any subject helps him achievehis space. Also included are Vocational skills, Craftsmanship, Entrepreneurship,skills in Accounts & Trade & commerce, Technician skills in various trades &industry and ability to render services needed by the society are all part of  Tertiary Education. Knowledge & Traits that are sought to be nurtured areanalytical ability, innovation & experimentation spirit, skills to research,negotiation & management skills, with ability to understand behaviour of organizations & systems in the relevant trade; various support systems, local &global regulations guiding the development of the trade/industry; knowledge of various players & competitive postures in the trade/industry; demands of thesociety & ethical issues associate with the trade/industry; technologicaldevelopments & challenges in the industry etc. The idea of Tertiary Education isto convert a human being into a professional (ranging from skilled worker toscientist/researcher).

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Written by: Amit Bhushan & Sweta NigamAmit Bhushan is a Corporate Banking professional at DelhiSweta Nigam is a Teacher of Science/Chemistry at DelhiSuggestion /Feedback are welcome atamitbhushan@rediffmail.comorshwetan1179@rediffmail.comNote: All views are personal.

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