Essay on how to improve education system in india
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Education is an important activity in society, it gives an opportunity to man to understand the world around him and his place in it In ancient times man was completely at the mercy of nature which was a complete mystery to him.
The dark forces of nature were beyond the comprehension of man and to console himself he had to depend upon the existence of supernatural powers and this led to the growth of religion and superstition.
The invention of tools, domestication of animals and growth of agriculture led to organization of society and along with this, developed social sciences.
Thus, in education we combine the study of natural laws with the laws governing the development of society- Knowledge and understanding come to us through the study of natural sciences (chemistry, physics, biology, etc.) and the social sciences (history, political science, etc.).
The acquisition, interlinking and the transmission of this knowledge and understanding is the primary function of education.
Ideally speaking, it is through education that members of society, particularly the youth, come to understand the working of society. Education should enable the youth to improve the working of the society.
Seen in this light, the purpose of education is not just to help students acquire degree and obtain jobs. If the society is not organized properly, jobs become difficult to acquire, degrees lose their meaning and education becomes a national waste as it is happening in many countries in the world today.
Education, properly speaking, should develop a spirit of inquiry and rational thinking in the youth so as to enable them to understand the society and change it wherever it is found lacking.
Ever since India attained Independence in 1947, we have been following, for inexplicable reasons, Lord Macaulay’s system of education. This system has since lost its relevance to the changed socio-economic scenario in the country.
As is well known, Lord Macaulay was an ardent champion of the British Raj. Therefore, it was natural for him to devise an educational system for India which would not foster real awareness and education.
babes’ to eater to the clerical needs of the British colonial Government of India.
But it was essential for the Indian administrators to change this educational system. A different system more suited to the requirements of an independent progressive India has to be evolved.
From time to time, seminars or symposia were held to discuss the question of educational reforms and suggest an ideal educational system. However, nothing much could be achieved in this behalf.
Syllabi continued to be theoretical in nature, and irrelevant to the socio-cultural and economic contexts. Teaching methods and system of examination continued to be obsolete.
The result was that our educational institutions and universities, Instead of being citadels of learning and enlightenment, became dens of unrest and frustration.
Our students became irresponsible and direction less mob, out to destroy the very fabric of society. Instead of contributing to the progress of the nation, they became, to a large extent, a burden on the nation’s economy and society.
The first policy document on education was adopted in 1968, by the Government after Independence.
The National Education Policy, 1968 aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national integration.
It called for radical reconstruction of the educational system and for greater attention to science and technology, the cultivation of moral values and closer relation between education and the life of the people.
However, even the Government admits that the general formulations incorporated in the 1968 policy did not get translated into a detailed strategy of implementation.
Some achievements since 1968 listed by the Government are: (a) acceptance of a common structure of education throughout the country and the introduction of the 10 plus 2 plus 3 system by most States; (b) laying down of common system of studies for boys and girls; (c) incorporation of science and mathematics as compulsory subjects; (d) restructuring of the courses at under-graduate level; (e) setting up of centres of advanced studies for post-graduate education and research.
A new draft National Policy on Education was approved by Parliament (n May 1986. The ‘Programme of Action’ to implement the new policy was adopted by the Government in August 1986.
The new education policy is broadly based on a document called “A challenge of education a perspective” laid by the then Education Minister in Parliament on 20 August 1985.
Education in India, says the new education policy document, stands at cross-roads today. Neither normal expansion nor the existing pace and nature of improvement can meet the needs of the situation.
Education is an important activity in society, it gives an opportunity to man to understand the world around him and his place in it In ancient times man was completely at the mercy of nature which was a complete mystery to him.
The dark forces of nature were beyond the comprehension of man and to console himself he had to depend upon the existence of supernatural powers and this led to the growth of religion and superstition.
The invention of tools, domestication of animals and growth of agriculture led to organization of society and along with this, developed social sciences.
Thus, in education we combine the study of natural laws with the laws governing the development of society- Knowledge and understanding come to us through the study of natural sciences (chemistry, physics, biology, etc.) and the social sciences (history, political science, etc.).
The acquisition, interlinking and the transmission of this knowledge and understanding is the primary function of education.
Ideally speaking, it is through education that members of society, particularly the youth, come to understand the working of society. Education should enable the youth to improve the working of the society.
Seen in this light, the purpose of education is not just to help students acquire degree and obtain jobs. If the society is not organized properly, jobs become difficult to acquire, degrees lose their meaning and education becomes a national waste as it is happening in many countries in the world today.
Education, properly speaking, should develop a spirit of inquiry and rational thinking in the youth so as to enable them to understand the society and change it wherever it is found lacking.
Ever since India attained Independence in 1947, we have been following, for inexplicable reasons, Lord Macaulay’s system of education. This system has since lost its relevance to the changed socio-economic scenario in the country.
As is well known, Lord Macaulay was an ardent champion of the British Raj. Therefore, it was natural for him to devise an educational system for India which would not foster real awareness and education.
babes’ to eater to the clerical needs of the British colonial Government of India.
But it was essential for the Indian administrators to change this educational system. A different system more suited to the requirements of an independent progressive India has to be evolved.
From time to time, seminars or symposia were held to discuss the question of educational reforms and suggest an ideal educational system. However, nothing much could be achieved in this behalf.
Syllabi continued to be theoretical in nature, and irrelevant to the socio-cultural and economic contexts. Teaching methods and system of examination continued to be obsolete.
The result was that our educational institutions and universities, Instead of being citadels of learning and enlightenment, became dens of unrest and frustration.
Our students became irresponsible and direction less mob, out to destroy the very fabric of society. Instead of contributing to the progress of the nation, they became, to a large extent, a burden on the nation’s economy and society.
The first policy document on education was adopted in 1968, by the Government after Independence.
The National Education Policy, 1968 aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national integration.
It called for radical reconstruction of the educational system and for greater attention to science and technology, the cultivation of moral values and closer relation between education and the life of the people.
However, even the Government admits that the general formulations incorporated in the 1968 policy did not get translated into a detailed strategy of implementation.
Some achievements since 1968 listed by the Government are: (a) acceptance of a common structure of education throughout the country and the introduction of the 10 plus 2 plus 3 system by most States; (b) laying down of common system of studies for boys and girls; (c) incorporation of science and mathematics as compulsory subjects; (d) restructuring of the courses at under-graduate level; (e) setting up of centres of advanced studies for post-graduate education and research.
A new draft National Policy on Education was approved by Parliament (n May 1986. The ‘Programme of Action’ to implement the new policy was adopted by the Government in August 1986.
The new education policy is broadly based on a document called “A challenge of education a perspective” laid by the then Education Minister in Parliament on 20 August 1985.
Education in India, says the new education policy document, stands at cross-roads today. Neither normal expansion nor the existing pace and nature of improvement can meet the needs of the situation.
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