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Education represented one of the major challenges of Independent India which was teetering with massive illiteracy (89%). The colonial education policies were unsuited for the newly independent nation as they were largely oriented towards producing clerical staff for British Administration. The lack of Cultural studies focussing on rich Indian history and small number of higher education centres made Education both an incomplete idea and a luxury in Colonial India.
This was sought to be corrected post 1947. The importance of higher education in applied sciences like Engineering in the State led Industrialisation meant that a host of Centres of Excellence like IITs were set up. University system was strengthened with the incorporation of UGC which acted as the certification board for University and exercised quality control. The focus on primary education was somewhat less enthusiastic. All in all, the education sector was sought to be improved from Top-Down (Higher- Secondary - Primary) rather than bottom up.
Primary Education Conundrum
Consequently a number of Structural Issues cropped up in the first decade of 2000. While the overall literacy numbers have improved admirably (74%), relative growth pales in comparison to other developing countries which frequently have >90% literacy. This is a result of neglected Primary Education - low quality schools, untrained or staff shortage, low oversight and frequently poor outcomes (ASER report 2015). The Right to Education Act (2006) was a step in the right direction to make primary education universally accessible.
Gender Disparity - Enrolment, Course and High drop out issues
The education sector represents another case of lopsided Male-Female growth paradigm. Both in terms of enrolment and completion of education, males outnumber females due to Social stigma, poor facilities at schools (lack of toilets) and entrenched gender role identity. This persists through Primary and even Higher Education, particularly in STEM courses.
Should Education be a Centre subject?
The Federalisation of legislation put Education as a State and with 42nd amendment a Concurrent Subject. While the intention may have been to promote and execute holistic education keeping in mind the cultural diversity of India, the execution and outcome fail on most counts. Most State Boards fall behind CBSE on every parameter - quality of teachers, textbooks, evaluation etc. This leads to wastage of resources in an inefficient manner. It also presents problems of standardisation across boards for evaluation and admission to courses in Higher Education.
Rethinking Syllabi
The focus of our education represents another conundrum. This ranges from ideologically slanted textbooks in Primary schools to lack of centres of excellence in many disciplines. The result is that most graduates are churned out from Engineering while simultaneously scoring low on employability even as lack of R&D in pure sciences puts us at a disadvantage in an increasingly competitive world.
Possible Soluions The education sector needs an overhaul in terms of what is being taught, how it is taught and how to test students. This would require rethinking the allocation of Education as a Concurrent subject - a more plausible idea would be to have it as Centre Subject to enable a more uniform standard while retaining some flexibility to incorporate local learning as per needs.
There needs to be a greater push - socially and legally to increase enrolment and continuation of girl child as well as traditionally marginalised groups like SCs and STs into primary and secondary education. Measures like ‘Toilet in every school’ and financial incentive can play a big role here. For children (>14 years) that help out in family enterprises, evening classes can be scheduled so that they do not miss out.
The quality of education needs to addressed by fixing SOPs for teachers and administrators with frequent checks and balances to ensure transparency. This would include better training for existing teachers, more trained teachers and reforming teaching to utilise modern means like ICT. Programmes like Swayam can be helpful here.
The low employability of large number of graduates require that our courses are Vocationalised. This should be done in consultation with Industry to properly complement the Skill India Initiative.
Higher education needs to do a delicate balancing act by allowing high quality private institutions and at the same time retain the quality and hallmark of Government funded institutions. The proposal of a Higher Education Financing Agency envisaged in Budget 2016 can play a role here. Total privatisation would be unfeasible as India is still a low middle income country and affordable higher education makes it an attractive proposition not only for the resurgent middle class but also poor countries around the world. Greater diversity in disciplines and setting up of Centres of Excellence as PPP projects should be explored.
The burgeoning Demographic Potential can only be realised by providing direction to it in the form of high quality education lest it become a nightmare.
To be explored further :
1. Reforming UGC
2. Improving Learning outcomes at Primary and Secondary Education level
3. Vocationalisation of courses and how to go about it
By: Navdeep Jakhar ProfileResourcesReport error
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