The paper details the defects in the Indian education system right from the primary institution level to the post-graduate degree of education. These says are supported by statistics wherever possible. The paper goes on to go over a few possible remedies to these flaws citing example and reports. A lot of the observations and tips are targeted around engineering and management education. Some figures have been found from a tiny internal review.
The Indian education system has come quite a distance since self-reliance. Several renowned institutes have been set up including largely, the Indian Institutes of Technology which are ranked amongst the most notable 50 engineering institutes on the planet. The recent education increase has is a testament to how education in India has become a business today.
The full-fledged privatization of Indian educational establishments is in no way a negative thing. This model has worked quite well in the USA and UK. This model does not be as successful in India but also for the following excellent reasons:
In the united states non-college educated people can still maintain a reliable quality lifestyle. In India creating a college education is vital to ensure an above average standard of living.
A 100 % pure 10th standard graduate in India earns on the average only Rs. 40, 000 each year.
An average BE graduate makes around Rs. 2. 5 lakhs a year
In India due to a custom rooted in the school system 'blue-collar jobs' are believed demeaning. To realize a white back of the shirt job, even if, for an basic level clerk position, a bachelor's degree in arts or commerce is expected.
The aforementioned factors created a massive market for educational institutions over the last 10 years. The IT growth has led to a overflow of technicians being churned out by the system every year.
The value of 'level' today, rates above the worthiness of education
On an average a BE graduate from an above average executive college finds a job regardless of the scores, educational performance and extra-curricular activities. This is powered by the large demand for engineers produced by India's software boom.
This demand has in turn created a sizable number of engineering colleges and institutes across India. It was only with the recent monetary downturn that demand found a plunge as well as for the very first time in the last 4 years:
22, 000 car seats in the MHT-EN-CET remained empty
Students realized a degree from a 2nd tier executive institute organised limited value when the time came to take up a job.
The education 'business' in India needs to be revamped. The unfettered and uncontrolled progress of educational institutes has led to a drop in the grade of education provided.
The educational landscape
India as a culture has conventionally centered on the wrong areas of education. This style may be partly related to the 'rote' style of learning things propounded by the traditional system of 'Gurukul' from historic India. This encouragement of rote design of learning begins from the primary institution level.
Primary and supplementary school
73% of main schools are government funded and 27% are privately managed schools
As a general rule government institutions:
Have a poor teacher to university student ratio >1:40
Less give attention to extra-curricular activities
Less focus on all-round development
Private schools provide only marginally better services. But it is clear that to achieve India getting high marks through strong rote-style studying is becoming unavoidable.
Primary school and secondary institution education in India is suffering from the following obviously visible setbacks:
Focus on rote learning for everyone subjects
Logical and analytical thinking is not promoted
Students aren't encouraged to build up opinions
Students are discouraged from participating in extra-curricular activities which can assist in all round development
Broken down subject-wise following deficiencies are commonly observed:
More focus on learning up multiplication tables and swift mental calculations as opposed to theory building
Less concentrate on practical experiments
Very high concentrate on rote learning of poetry and literature as compared to words and vocabulary development
Very high focus on rote learning of times, names and events as compared to development of opinion and creation of cultural awareness
A major result of this rote-style of education is the fact students neglect their lessons by enough time each goes to college or university because the object of the studies have been examination oriented. At the same time when a person is expected to study built in circuit technology he/she may have forgotten the three orders of your lever.
In our bodies following the 10th standard plank examinations the scholar has to sign up for 2 more many years of college before getting into graduate education. Depending upon the positioning of the student he/she has three choices:
Students who intend to get into the executive stream have the following choices:
Get in to the state panel and try for local executive colleges
Get into ISC or CBSE board and try for AIEEE nationwide institutes of technology or give JEE to get into the exclusive IITs
Students who want to get into treatments have to work towards AICTE or give try for the neighborhood medical universities.
The few students who plan to avoid both are at liberty to select for any of the planks without much factor.
The excellent educational set-backs faced here assuming the student intends to go into a science stream are the following:
The student may not be able to adjust to the move of focus away from languages and cultural sciences
Students have a tendency to neglect university education and only studying for upcoming entrance examinations including AIEEE, JEE and CETs
In substance this 2 time period proves to be always a analysis leave of types. The student's studies during these two years targets scraping through the entrance examination at the end of the tunnel as opposed to the studies accessible.
The Indian education system is known for its highly competitive aspect. The very best two most difficult academic access examinations in the World today are Indian. By popularity rates:
IIT - Joint Entry Examinations with a 0. 3% popularity rate
IIM - Common Admission Test with a 0. 5% approval rate
Earlier academic performance is almost never an indication of success in the JEE.
Only 30% of 10th standard panel toppers make it through JEE
This is largely related to the addition of dialects and sociable sciences in the table results. But more significantly JEE demands a higher level of request of physics, chemistry and mathematics than the students face. Students are manufactured to answer mother board examination papers in school with repeated questions and theoretical redundancies. The JEE is an evaluation where questions are hardly ever repeated time on year and it is very hard to engineer a student to clear this evaluation.
Everyone wants to get into IITs however, not everyone can. The JEE is one of the very most difficult examinations to complete on earth ranked at #3 3.
IIT - Joint Access examinations own an approval rate of significantly less than 0. 3%
The result of this acutely low physique is the fact 99. 07% of JEE job seekers have to stay for second-rate options.
The unfortunate truth about Indian anatomist colleges is that we now have a great deal of options but very few good options.
The JEE is one of the toughest examinations to clear and a major
This is true for other areas as well.
In evaluation most American colleges provide a top quality of education when compared with an Indian institution. The fact that out of the top 100 institutes in world today 67 are American and 4 (the IITs) are Indian supports this contention.
Barring financial constraints, it is 40 times simpler to get into MIT or Stanford than it is to find yourself in the IITs
It is 30 times much easier to enter Harvard and Oxford business classes than it is to find yourself in an IIM in conditions of popularity rates.
These eye-opening statistics plainly show the bleak situation in our higher education system. A general craze among ambitious students has been to leave the united states if they don't get into the exclusive Indian institutes.
Students with economically strong backgrounds have limited motivation to stay on and go for a third tier school when they can merely go for higher education to the USA in a more world renowned and reputed school. It is barely a marvel then that
In 2010 more than 88000 students from India travelled to the united kingdom and USA for higher education.
This is a solid element in the huge amount of brain-drain that is happening through the last decade. The figures show that even the recession has not slowed down the exodus of Indian students to universities abroad. Once the students get settled there and also have paid in dollars it almost becomes an very important that they earn in dollars as well to cover up their
Recommendations for the Indian education system:
At Primary and Secondary university level:
A 'best-of' system should be released to encourage where only a certain range of subjects would be considered for the student's assessment. Other significant subject matter must enforce a nominal passing ratio requirement. This system will help a student give attention to his/her interests rather than be held back again or bogged down by his weaknesses.
There should be considered a grading system where extra-curricular and co-curricular activities should be made compulsory where every pupil may choose a location of his/her preference. This will continue to work towards the student's all-round development. The learner should be given credit for his/her extracurricular activities.
A full-fledged review must be performed to revise the whole curriculum. Education concentration needs to alter from rote-based understanding how to application founded learning.
These steps are necessary to ensure a solid base is created for advanced schooling.
At junior college(11th and 12th standard) level:
The 2 years between 10th standard planks and graduate education are critical to every university student as they help them create a compass for future years. It really is in these years that the students create a sense of these job ambitions and goals.
During this era the pupil should get exposure to all possible fields to build up a potential profession.
Extensive counseling should be provided to ensure that the pupil develops a good notion of what is a feasible course for future years.
To the farthest extent possible entrance assessment studies should be contained into elective geared towards the syllabi of the examinations
The above suggestions strike at the government policy level and are by no means easy to put into practice. Moreover while they have got an almost utopian quality, these guidelines are destined to be bogged down by bureaucratic hurdles and administrative red tape. Most significantly employing these procedures would require the kind of political will that has not been seen at the centre or status governments since freedom. These procedures are bound to raise several objections amidst people doubting their soundness. These are however nothing but an extrapolation of the more lucrative education practices integrated in the USA and the united kingdom placed in to the Indian circumstance.
Following are advice at a graduate and post-graduate degree of higher education. Higher education in India is not handled by the federal government to the extent primary and supplementary college education is.
At the graduate and post-graduate level:
The most glaring insufficiency at the graduate and post-graduate degree of education in India is the inflexibility of the system. The single-track frame of mind of Indian education has led to extreme focus on expertise and the aversion to alter streams and take electives unrelated to the stream. US universities have a highly adaptable system at the graduate level allowing someone to begin off as with a computer science major and transfer into economics through the course of his bachelor degree. The 'credit' system works greatly towards this.
Following are a few facilities a 'new age' university might provide:
Indian universities usually lack the 'University or college format' common throughout the lady. Barring a few, most Universities do not have the campus and many schools function almost as autonomous entities. Setting up 'University cities' is a remedy that may work towards this end. Real-estate in large towns is tricky to find; setting up cities with self-sustaining infrastructure could work towards this end.
Flexibility in electives can be put in place easier in the 'College or university format'. While overall flexibility is damaging at the post-graduate level it is certainly a feasible option. Credit systems prevalent in the west can be used to accomplish that end.
72 % of anatomist graduates aspire to get placements in management consultancies and banking institutions*
This is related to a higher degree of remuneration provided by these corporations. It would hence be profitable to the colleges if they offered electives relevant to economical, management and finance along with engineering.
The universities need to have a high quality of education and need to revamp their system. Most modern colleges blindly follow outdate methods to stick to recommended norms to be associated with a University or college.
Mumbai College or university has seen a distinct decrease in quality over the past decade. Colleges have a tendency to abide by non-value adding activities like maintaining lab-journals. In reality students hardly ever actually perform the experiment. A large amount of students time is put in conforming to degree requirements then actually learning something.
84% of Mumbai school engineering graduates are dissatisfied using their education*
75% of Mumbai university engineering graduates do not know how to use MS Excel*
If the procedure were consisted irrespective of how inexorably marred with red-tape and formality it were, then it might be acceptable. But the evaluations in the centralized examinations in the first and fourth years are rampant with administrative incompetence.
A Mumbai college or university professor is given around Rs. 30 paise per paper for evaluation
This shocking statistic clearly implies that the teacher rarely has any strong incentive to evaluate the newspaper sincerely. It should barely come as a wonder then that
Around 30000 paperwork are sent for reevaluation yearly despite the cumbersome process and a Rs. 500 fee
The new-age university or college needs to enough time mistakes made by Mumbai University. It includes degenerated in terms of quality of education over the years. The university must maintain a high standard to ensure that it remains economically ecological while catering to the needs of the students.
Things move gradually at the government level if the private sector received a strong motivation (financial) then certainly top notch colleges can be create. Students in India are willing to pay a big amount of money for education a good school abroad.
An average student pays off $50000 as the full total expenditure for a post-graduation degree and $80000 for a graduation degree including sundry bills abroad
Amounting to more than Rs. 300000.
It is clear that there surely is a big enough market of students from financially strong backgrounds that would be inclined to pay a huge amount of cash necessary to maintain a global standard of quality of education.
For a private university it will be difficult to develop a brand instantly. The best way for the private sector to ensure an instant brand building exercise could be:
Associated with a corporate brand like the TATA's did using their institutes. People are more likely to join institutes associated with well known corporations.
Get international brand associations with other top notch universities. Having an association with Harvard or MIT would definitely justify the high fees these institutions will probably charge
Since sundry costs in India will be significantly lower than those of foreign establishments it is undeniable that college student will wrap up spending considerably less than the expenses incurred in education overseas.
A college or university providing a world school education at prime costs but lesser than the expenses of education in another country would focus on a big untapped niche audience. There is a large prospect of such world class universities.
The recommendations manufactured in this paper are in no way easy to use. But as stated initially education has become highly privatized and become an enterprise. The tips provided in the newspaper requiring an alteration in governmental plans will be extremely difficult to put into action. It will be an unpopular move for just about any government to blend up something that has been made to be politically correct as opposed to successful. But at the college or university level strong measures can be taken to encourage private buyers into the notion of a network of world class colleges to rival the IITs and the IIMs.
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