What Is The Problem With Indian Education System?

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What Is The Problem With Indian Education System
1. Lack Of Resources – One of the most important things that affect the work and progress of educational systems is the economic status of the country. Even though the Indian one is currently 6th in the world by nominal GDP, there is still a big lack of resources that are related to the educational sector.

  • As India represents the 2nd largest country in the world by population with over 1.2 billion residents, you can assume how tough it can be to sort all the necessary segments out.
  • That’s why some other parts take priority over education and the ones that suffer the most are students.
  • With such a huge population to cover dozens of sections for, lack of resources for the education system is kind of expected.

A poor economy is the main problem here and it results in a lack of fundamental things for the students across the country. Because of this, students get short of appropriate learning material, school libraries are rarely present, and schools are missing the newest equipment for scientific projects.
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What is the biggest problem in Indian education system?

Major Issues and Challenges of the Education Sector: – India is known for its educational brilliance. However, the Indian education system is criticized for its failure to create required employability for its students in relation to the industrial requirements.

  • Hence, there are a lot of challenges being faced by the Indian education sector that requires immediate attention.1) Teacher-Student Ratio: According to the UNESCO’s State of the Education report for India 2021, there is 11.16 lakh teaching positions that are vacant in schools.
  • It clearly shows that there is a shortage of teachers in schools.

Besides this, teachers are burdened with a lot of non-academic workloads which ultimately results in a divergence of their focus from teaching the students. According to a study done by the National Institute of Education Planning and Administration (NIEPA), teachers devote only around 19% of their time to teaching while the rest of their time is spent in non-teaching administrative work.

Apart from it, when it comes to the Government sector, the Government teachers enjoy a lifetime guarantee of job security irrespective of their performance which results in no accountability from their side.2) Allotment of Funds: Funds are provided to the schools by the Central Government to the State Government.

Every National Education Policy since 1968 has said that India needs to spend 6% of its gross domestic product (GDP) on education. The 2019-20 Economic Survey showed that in 2019-20, 52 years since that recommendation, India spent only 3.1% of its GDP on education.

  • This is the data collected from a website.
  • In addition, many corrupt mediators are there in between who keep the money aside for themselves and only a small portion of the entire fund is provided to the schools.
  • This hampers the functioning of the schools in a great way.
  • The requirements of the schools like libraries, labs, and other infrastructural facilities cannot be managed appropriately by the schools due to the lack of availability of money.3) Expensive Higher Education: According to a survey by Assocham, there has been a 169% rise in inflation in primary and secondary education from 2005 to 2011.

Specialized institutions and colleges are expensive in India. Higher education for some courses is beyond the reach of the common man. For example, IIM charges Rs.2 lakh per semester for MBA classes. Privatization of advanced education into the hands of greedy entrepreneurs resulted in high drop rates in the field of unaffordable higher education.4) Lack of Infrastructure: Lack of infrastructural facilities like poor hygiene, lack of toilets, drinking water facilities, electricity, playground, etc.

Is one of the major loopholes of the education sector. A survey was conducted in 2010 whereby approximately 95.2% of schools are not still under the complete set of RTE infrastructure indicators. According to the 2016 Annual Survey of Education Report, only 68.7%schools had useable toilet facilities and around 3.5% of schools in India had no toilet facilities.5) High-Dropout Rates: In the primary and secondary levels, dropout rates are very high.

Students between the age group of 6- 14 years leave the school before completion of their education. According to the ASER report 2012, enrollment in the 6-14 years of age is over 96% in rural India but dropout rates are very high. Various factors responsible for dropout rates are as follows- poverty, lack of toilets, long distance to school, child marriages, patriarchal mindset, and cultural factors.6) Neglect of Regional Languages: In 2017-18, 14% of students who were enrolled in private schools in India’s rural areas and 19.3% in urban areas selected a private school with the English language as the medium of instruction.

  • English is the main medium of language in education.
  • Standardized publications in Indian languages are also not available.
  • As a result, students who are from rural backgrounds, Government schools, and those who are not well versed in the English language face a lot of problems in gaining knowledge and understanding the concepts.7) Old Curriculum of Study and Lack of Practical Knowledge: Old education system in India was mainly based on bookish learning but nowadays with the use of the internet and experiential learning methods, a lot has been changed.

The use of the abacus and Vedic Maths has added new dimensions to mathematics as a subject. New doors of learning and interesting methods of study came into existence.Similarly, the old curriculum of education mainly focuses on cramming up the theories and concepts.

No exposure is being provided to the students in the practical domain. Parents and teachers also focus on guiding the students for obtaining high marks in the subjects rather than practical knowledge and usability of the concepts. As a result, education has become a rat race. But, due to the introduction of the National Policy on Education 2020 things have changed.

India had three educational policies so far. The first was in the year 1968, the second was in the year 1986 and the third one is in the year 2020. The main purpose of the National Policy on Education 1986 was to include the disadvantaged groups by providing them equal opportunities in the field of education.

  1. But the National Policy on Education 2020 is more holistic in nature.
  2. It aims at skill-based learning and providing employability to the students.
  3. All the loopholes of the previous educational policies are being catered by the New Educational Policy 2020.8) The Problem of Brain Drain: Students if they don’t get opportunities and deserving posts in the country, they travel to another country in search of employment opportunities.

This is known as brain drain. Because of it, we lose talented people of our country who could have helped in the development of the education sector or must have contributed towards the progress of our country. It was reported during 1996-2015 that more than half of the toppers of class 10th and 12th had migrated and were studying or employed overseas, mostly in the US.
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What’s wrong with India’s education system?

There are massive issues with infrastructure. There are wide disparities between private schools and government (public) schools. Even leadership is a problem. There are 14,000 teacher training institutes in India but less than 12 percent of teachers successfully complete the national qualification exam.
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What is the main problem with the education system?

18 Reasons the U.S. Education System is Failing What Is The Problem With Indian Education System Once upon a time, enthusiasts designed a formal education system to meet the economic demands of the industrial revolution. Fast forward to today and, with the current global economic climate, it seems apparent that the now established education system is unable to meet the needs of our hyper-connected society – a society that is in a constant state of evolution.

Parents are not involved enough. Of all the things out of the control of teachers, this one is perhaps the most frustrating. Time spent in the classroom is simply not enough for teachers to instruct every student, to teach them what they need to know. There must, inevitably, be some interaction outside school hours. Of course, students at a socio-economic disadvantage often struggle in school, particularly if parents lack higher levels of education. But students from middle and upper class families aren’t off the hook, either. The demands of careers and an over-dependence on schools put higher-class kids at risk too when it comes to the lack of parental involvement in academics. Schools are closing left and right. It’s been a rough year for public schools. Many have found themselves on the chopping block. Parents, students and communities as a whole feel targeted, even if school board members are quick to cite unbiased numbers. There is no concrete way to declare a winner in these cases, either. Sometimes, a school closing is simply inevitable but communities should first look for other solutions. Instead of shutting down underutilized public schools – icons of the community – districts should consider other neighborhood uses, such as a community center or adult education classes. Closing public schools should not be a short-sighted procedure. The decision should focus on the only investment that really matters: a quality public education for all our nation’s children. Our schools are overcrowded. The smaller the class, the better the individual student experience. A study by the National Center for Education Statistics found that 14 percent of U.S. schools exceed capacity. At a time where children need more attention than ever to succeed, overcrowded classrooms are making it even tougher to learn and tougher still for teachers to be effective. Technology comes with its downsides. I am an advocate for technology in the classroom. I think that ignoring the educational opportunities that technology has afforded us puts kids at a disadvantage. being said, screen culture overall has made the jobs of teachers much more difficult. Education has become synonymous with entertainment in many ways. Parents are quick to download educational games as soon as kids have the dexterity to operate a touch screen, and with the best of intentions. The quick-hit way that children are learning academics before and during their K-12 careers makes it even more difficult for teachers to keep up in the classroom setting, particularly since each student’s knowledge base and technological savvy varies. There is a lack of diversity in gifted education. The “talented and gifted” label is one bestowed upon the brightest and most advanced students. Beginning in early elementary grades, TAG programs separate student peers for the sake of individualized learning initiatives. Though the ideology is sound, the practice of it is often a monotone, unattractive look at contemporary American public schools. District schools need to find ways to better recognize different types of learning talent and look beyond the typical “gifted” student model. The national push to make talented and gifted programs better mirror the contemporary and ever-evolving student body is a step in the right direction. Real change happens on a smaller scale though – in individual districts, schools and TAG programs. That progress must start with understanding of the makeup of a particular student body and include innovative ways to include all students in TAG learning initiatives. School spending is stagnant, even in our improving economy. As the U.S. economy continues to improve, according to news headlines, one area is still feeling the squeeze from the recession years: K-12 public school spending. A report this month from the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy. If we cannot find the funding for our public schools, how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy. Now we are in a more stable place, though, it is time to get back to funding what matters most: the education of our K-12 students. We are still using the teacher training methods of yesterday. With respect to the students of the past, modern classrooms are full of sophisticated youngsters that show up with a detailed view of the world formed from more than home life experiences. Instant access to information from instant a child can press a touchscreen on a Smartphone and widespread socialization from as young as six weeks old in the form of childcare atmospheres – kids arrive at Kindergarten with less naivety than previous generations. Teachers don’t, in other words, get a clean slate. Instead, they get young minds cluttered with random information and ideas, all of which need fostering or remediating. There is a lack of teacher education innovation. It stands to reason that if students are changing, teachers must change too. More specifically, it is time to modify teacher education to reflect the demands of the modern K – 12 classrooms. There are policy and practice changes taking place all over the world – many driven by teachers – that address the cultural shifts in the classroom. Public education in America needs teachers who are better trained to meet the needs of specific student populations, understand the necessary role of distance learning, and are willing to speak up to facilitate classroom change. Without these teachers, effective reform to meet global demand is not possible. Some students are lost to the school-to-prison pipeline. Sadly, over half of black young men who attend urban high schools do not earn a diploma. Of these dropouts, too, nearly 60 percent will go to prison at some point. Perhaps there is no real connection between these two statistics, or the eerily similar ones associated with young Latino men. Are these young people bad apples, destined to fail academically and then to live a life of crime? If some of the theories of genetic predisposition are true, perhaps these young men never stood a chance at success and have simply accepted their lots in life. But what if those answers, all of them, are just cop-outs? What if scoffing at a connection between a strong education and a life lived on the straight and narrow is an easy way to bypass the real issues in K-12 learning? Students who are at risk of dropping out of high school or turning to crime need more than a good report card. They need alternative suggestions on living a life that rises above their current circumstances. For a young person to truly have a shot at an honest life, he or she has to believe in the value of an education and its impact on good citizenship. That belief system has to come from direct conversations about making smart choices with trusted adults and peers. There is a nationwide college-gender gap, and surprisingly, we are not focusing on it. If you have been following education hot button issues for any length of time, you’ve likely read about the nationwide push to better encourage girls in areas like science, technology, engineering and math (STEM). The thought is that by showing young women that these topics are just as appropriate for them as their male peers, more women will find lasting careers in these traditionally male-dominated fields. I’m all for more women in the STEM workplace but with all this focus in one area, are educators neglecting an even larger gender gap issue? I wonder how much of this trend is based on practicality and how much is based on a lingering social convention that women need to “prove” themselves when it comes to the workforce. Do women simply need a degree to land a job in any field? If so, the opposite is certainly not true for men – at least not yet. Will the young men in our classrooms today have a worse quality of life if they do not attend college – or will it be about the same? We still do not know how to handle high school dropouts. It seems that every time the issue of high school dropouts is discussed, it all centers on money.U.S. Census Statistics tell us that 38 percent of high school dropouts fall below the poverty line, compared with 18 percent of total households in every demographic. Dropouts are also 40 percent more likely to rent their residences and spend $450 less per month on housing costs than the overall population. Only around 60 percent of dropouts own vehicles and they spend over $300 less on entertainment annually than average Americans. It’s clear that a high school diploma is in fact the ticket to higher earnings, at least on a collective level. The negative financial ramifications of dropping out of high school cannot be denied, but the way they are over-emphasized seems like a worn-out tactic to me. Instead of focusing on students as earners, we really need to value them as learners so that we can encourage them to finish their high school education. We have not achieved education equity. Equity in education has long been an ideal. It’s an ideal celebrated in a variety of contexts, too. Even the Founding Fathers celebrated education as an ideal – something to which every citizen ought to be entitled. Unfortunately, though, the practice of equity in education has been less than effective. Equity, in the end, is a difficult ideal to maintain and many strategies attempting to maintain it have fallen far short in the implementation. To achieve equity, school systems need to have an approach for analyzing findings about recommended shifts in learning approaches and objectives. These approaches should also help teachers and administrators understand not what they have to avoid but what it is that they can do to achieve optimal equity moving forward. Technology brings a whole new dimension to cheating. Academic dishonesty is nothing new. As long as there have been homework assignments and tests, there have been cheaters. The way that cheating looks has changed over time, though. Technology has made it easier than ever. Perhaps the most interesting caveat of modern-day cheating in U.S. classrooms is that students often do not think they have done anything wrong. Schools must develop anti-cheating policies that include technology and those policies must be updated consistently. Teachers must stay vigilant, too, when it comes to what their students are doing in classrooms and how technology could be playing a negative role in the learning process. Parents must also talk to their kids about the appropriate ways to find academic answers and alert them to unethical behaviors that may seem innocent in their own eyes. We still struggle with making teacher tenure benefit both students and teachers. One of the most contested points of teacher contracts is the issue of tenure. Hardline education reformers argue that tenure protects underperforming teachers, which ends up punishing the students. Teachers unions challenge (among other reasons) that with the ever-changing landscape of K-12 education, including evaluation systems, tenure is necessary to protect the jobs of excellent teachers who could otherwise be ousted unfairly. It can often be a sticking point – and one that can lead to costly time out of classrooms, as recently seen in large school systems like New York City and Chicago. Now, I’m not suggesting that teachers just “give up” but I would support adjusting the expectations for tenure. It seems an appropriate step in the right direction for teachers in all types of schools. That energy then can be redirected towards realistic and helpful stipulations in teachers’ contracts that benefit the entire industry. More of our schools need to consider year-round schooling. Does it work? The traditional school year, with roughly three months of vacation days every summer, was first implemented when America was an agricultural society. The time off was not implemented to accommodate contemporary concerns, like children needing “down time” to decompress and “be kids.” The system was born out of economic necessity. In fact, the first schools that went against the summers-off version of the academic calendar were in urban areas that did not revolve around the agricultural calendar, like Chicago and New York, as early as the mid-1800s. It was much later, however, that the idea as a whole gained momentum. Overall, year-round schooling seems to show a slight advantage academically to students enrolled, but the numbers of students are not high enough to really get a good read on it at this point. What does seem clear, however, is that at-risk students do far better without a long summer break, and other students are not harmed by the year-round schedule. We are still wrestling the achievement gap. Earlier this month, the U.S. Department of Education released student performance data in its National Assessment for Educational Progress report. The data is compiled every two years and it assesses reading and math achievements for fourth and eighth graders. This particular report also outlines differences between students based on racial and socioeconomic demographics. The data points to the places in the U.S. that still struggle with inequality in student opportunity and performance, otherwise known as the achievement gap. The achievement gap will likely always exist in some capacity, in much the same way that the U.S. high school dropout rate will likely never make it down to zero. This doesn’t mean it is a lost cause, of course. Every student who succeeds, from any demographic, is another victory in K-12 education and it benefits society as a whole. Better recognition by every educator, parent and citizen of the true problem that exists is a start; actionable programs are the next step. We need to consider how school security measures affect students. In theory, parents and educators would do anything to keep students safe, whether those students are pre-Kindergartners or wrapping up a college career. Nothing is too outlandish or over-the-top when it comes to protecting our kids and young adults. Metal detectors, security cameras, more police presence in school hallways, gated campuses – they all work toward the end goal of sheltering students and their educators, protecting some of the most vulnerable of our citizens. Emotions aside, though, how much does school security really increase actual safety? Do school security efforts actually hinder the learning experience? It sounds good to taut the virtues of tighter policies on school campuses but is it all just empty rhetoric? Given the fact that state spending per student is lower than at the start of the recession, how much should schools shell out on security costs? Perhaps the best investment we can make to safeguard our students and educators is in personal vigilance. Perhaps less reliance on so-called safety measures would lead to higher alertness. We need to make assistive technology more available for students with disabilities. A key to improving the educational experience for students with disabilities is better accommodations in schools and continued improvements in assistive technology. Assistive technology in K-12 classrooms, by definition, is designed to “improve the functional capabilities of a child with a disability.” While the word “technology” automatically conjures up images of cutting-edge electronics, some assistive technology is possible with just simple accommodations. Whether high-tech or simple in design, assistive technology has the ability to transform the learning experiences for the children who benefit. Assistive technology is important for providing a sound education for K-12 students with disabilities but benefits the greater good of the country, too. Nearly one-fourth of a specific student population is not being properly served and with so many technological advances, that is a number I believe can drop. Assistive technology in simple and complex platforms has the ability to lift the entire educational experience and provide a better life foundation for K-12 students with disabilities.

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Some of these reasons are well-known and long-standing issues. However, others—such as the emergence of a screen culture—are new and even somewhat unexpected challenges. However, the nature of each issue does not matter. All of them are standing in the way of our becoming globally competitive.
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What are the causes of poor education system in India?

Schemes & Campaigns to Boost Education System in India – Given below is a list of Government schemes introduced to enhance the education system in India:

Sarva Shiksha Abhiyan – Launched in 2001 with an aim to promote ‘Education for All’, strengthening the existing infrastructure of schools and construction of new schools. To know in details about the, visit the linked article. National Programme for Education of Girls at Elementary Level – It is a focused intervention of Government of India, to reach the “Hardest to Reach” girls, especially those not in school. Read more at Mid Day Meal Scheme – It is one meal that is provided to all children enrolled in government schools, government-aided schools, local body schools, special training centres (STC), madrasas and maktabs supported under Sarva Shiksha Abhiyan (SSA). Visit the page to know more Rashtriya Madhyamik Shiksha Abhiyan – It is a flagship scheme aiming at enhancing secondary education and increasing the enrolment rate by providing a secondary school within a reasonable distance of every home. Scheme for Infrastructure Development in Minority Institutes – The scheme would facilitate education of minorities by augmenting and strengthening school infrastructure in Minority Institutions in order to expand facilities for formal education to children of minority communities Beti Bachao Beti Padhao – The scheme to promote girl child education in India. Visit the page to know more about the BBBP campaign

Aspirants can det the detailed for the prelims and mains examination at the linked article and start their exam preparation accordingly. Major Issues in the Indian Education System :- India is a country with more than one billion people, and just one-third of them can read.

Rapidly growing size of population, shortages of teachers, books, and basic facilities, and insufficient public funds to cover education costs are some of the nation’s toughest challenges. India’s improved education system is often cited as one of the main contributors to its economic development. At the primary and secondary level, India has a large private school system complementing the government run schools, with 29% of students receiving private education in the 6 to 14 age group.

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For any further updates, candidates can visit BYJU’S and get the latest study material and preparation strategy. : Indian Education System – Issues And Challenges
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What is the biggest problem facing education today?

Adapted and expanded from a paper I wrote on the prompt, “What is the biggest problem facing education today?” The only bad thing about dogs who read is they drool on the pages when excited about an idea ( credit to /u/blrghh ) The biggest problem facing education today is the lack of innovation and mobility in higher education. Because of a number of private and public factors, colleges and universities have turned into massive private businesses with multi million dollar athletic departments and multi billion dollar endowments.

Powell ) Dean’s act as global CEOs trying to improve their ever-growing balance sheets. ( Powell ) Students are seen as customers with low price sensitivity. With student loans funding irresponsible and unsustainable debt fueled growth. ( International Monetary Fund ) Universities are doing an increasingly poor job preparing students for the current workforce and adapting to the rapid rate of technological change.

( Abel, Dietz and Su ) Students leave higher education unprepared for what the workforce will look like in coming decades. If these trends continue unchecked, the continued decline of the American educational system is certain. Reform is necessary to prepare for the future.

  1. Schools are positioned perfectly to take advantage of a combination of public and private sector factors that have fueled this increase in monolithic structure.
  2. Their tax deference under Section 501(c)(3) of the Internal Revenue Code allows schools to eschew the largest drain on income traditional businesses face.

( Exemption Requirements — 501(c)(3) Organizations ) Early 21st century monetary policy and easy lending has opened the doors for a tremendous boom in student loans. Banks and organizations have access to capital at historic low interest rates ( IMF ).

  1. Access to cheap capital has subsequently increased the availability of debt.
  2. The US Federal Reserve states “Between 2001 and 2016, the real amount of student debt owed by American households more than tripled, from about $340 billion to more than $1.3 trillion.” Likewise, the demand for educated workers has risen with the increase in technology over the last century.

( Chun ) Increasing the likelihood of students being willing to take on large amounts of debt to facilitate their education. At the same time, many of the checks that are naturally imposed in free markets do not apply to educational institutions. There is no direct incentive to “create value for shareholders,” no short selling of educational stocks, no public quarterly reports.

  1. If a Dean or an administration makes poor decisions, the lack of visibility and transparency prevents free market accountability from holding them responsible in any meaningful way.
  2. Mistakes made in strategic decisions are often unaccounted for or left unchecked for years.
  3. Student loans have likewise ballooned into a $1.4 trillion market ( Federal Student Loan Portfolio ), primarily issued and insured by the U.S.

Department of Education. The actual assets are mostly held by government agencies like Sallie Mae and PHEAA making them the federal government’s largest asset. With a neigh-infinite balance sheet, the US Government is directly subsidizing a private industry with loans (IWP).

  • These conflicting incentives make it increasingly unlikely that the dean or administration will take risks or deviate from the status quo in order to stay relevant.
  • As Naseem Talib talks about in “Antifragile.” The strength of the community is often due to the strength in innovation by individual members.

Risk taken by an individual is beneficial to the whole of the community. An ecosystem is strong when there are many new organisms striving to compete and succeed.( Talib ) The reason startups can be successful when competing against companies with greater resources is that they can iterate and change quickly to adapt to changing market forces in consumer demand in a way that monolithic legacy organizations can’t.

( Eric Ries ) This is well illustrated through Facebook’s unofficial motto “move fast and break things.” Indeed the organizations that are successfully transitioning from old managerial practice is to new fast moving decentralize systems are the companies that are the most successful in today’s modern economy.

( Beauchamp, Rose, et al.) Deans and college administrators do not have the incentives in place to facilitate change or adoption of new ideas. Their bloated compensation packages incentivise safe, traditional approaches with marginal improvements. ( Sarros, et al ) In an increasingly volatile world academic institutions are continuing to present old information and seek to improve outdated metrics.

  1. This process of optimizing a legacy system that is struggling to keep up is akin to adding an air intake to a Camry.
  2. Unfortunately, the current system results in the vast majority of college degrees failing to prepare students for work in the current global economy.
  3. Abel, Dietz and Su ) More and more college graduates are working in the fields that traditionally did not require a bachelor’s degree.

This trend has risen significantly since the 2001 recession. ( Abel, Dietz and Su ) A red queen scenario of educational creep. The necessity of a college education is greater than ever but it seems that colleges are increasingly failing to prepare students for entering the workforce.

  1. Jack Ma, Chairman and founder of Alibaba, seventh largest company in the world and China’s second largest company in terms of market cap emphasizes the value of specialized education in numerous interviews.
  2. In one such interview at the World Economic Forum ( Jack Ma: You’re Supposed to Spend Money on Your People ), he emphasizes the importance of educational programs that directly apply to in demand jobs and skills.

In a rapidly changing world, this focus on developing and continuing to train employees is critical to the long term success of any private enterprise. As the current educational model fails to provide these skills and knowledge increasing amounts of employers are developing siloed educational programs to actually train their employees.

On a national level, as automation and computer intelligence increases, massive swaths of the low skill job market are at risk of being replaced by robots and computers. In Yuval Noah Harari’s book, “Homo Deus,” he discusses the potential for 40% mass unemployment leading to the rise of what he calls “the useless class”.

People with no value to industry, business, or society as a whole. While the rise of an entire “useless class” seems an unlikely scenario, change is inevitable. Economists describe these coming changes due to increases in computer processing and technology as “the Fourth Industrial Revolution.” ( World Economic Forum, The Future of Jobs Report ) Previous “revolutions” include the steam engine, the age of science and mass production, and the rise of digital technology.

( Encyclopedia Britannica ) The common parable of John Henry vs. the Steam Engine holds many similarities to modern day doomsayers of mass unemployment. While many were displaced and unemployed by these technological advances. New jobs, previously unimagined, cropped up enmasse. Train engineers, factory production workers, and computer programmers.

This trend is likely to continue. A common factor in all these previous industrial revolutions is new demands on educational institutions. The skill sets to be successful after each subsequent revolution changed. Educational systems previously unthought of emerged and thrived under the guidance of new technologies.

  • A professor from the early 1900’s would never have imagined the rise of networking or computers.
  • Pre steam engine theorists would not have considered teaching locomotion or steam engineering widely.
  • Alec Ross, previous Senior Advisor for Innovation to Secretary of State Hillary Clinton, discusses in his book ” The Industries of the Future ” the likely advent of new industries in robotics, genetics, coding and big data over the next 30 years.

Being able to train and educate populations quickly and effectively in these new domains will prove to be tremendously important. The value of a quality education system is magnified as the US fights to stay at the forefront of industry during this period.

  • The reemergence of Malthusian, Populist, Nationalist, and Socialist doctrine in modern parlance ( Galston ), and the generally pessimistic outlook ( Larry Summers ) on the American economy, one is painted a picture of England and France in the early 1800s.
  • Fixed classes, landlords, capitalists, and laborers all bicker and fight with adversarial interests.

Gary Rhodes in his paper ” Market Models, Managerial Institutions, and Managed Professionals ” discusses the worrisome trends of the American educational system at the turn of the century, “we again face the challenge of mitigating economic excesses, this time of global, hypercapitalism.

  1. The more higher education is modeled and reconstructed on a private, corporate market model, the less it can play such a mitigating role, and the more it itself contributes to the sharp polarization that promotes social upheaval.” This does not need to be the case.
  2. Education can be used to contribute to the betterment of the entire population.

However, an increase in the transactional nature of education will only deepen our growing “polarization” to the point of no return. As Friedrich List said “on the threshold of a new phase in the development of their country, statesmen should be prepared to take the long view, despite the need to deal also with matters of immediate urgency.” (Edinburgh Review) Is it a reform of policies, transparency around stewardship of trusts, realignment of incentives between student and administration, or new models of educational administration? Likely, all need to change in order to improve educational outcomes.

Changes at the college level will have ripple effect across the american educational system. The purpose of the American primary and secondary educational system is increasingly to prepare students for postsecondary education. If colleges make changes, so will primary education. A lack of mobility at the college level has second order effects across the entire American educational system.

Our elected parties must take into account the precipice at which we stand. The acceleration of technological systems, global trends towards populism, general political unrest, and growing distrust of government itself all increase the difficulty of the choices that must be made.

But necessity demands a better long term solution to education than the current model. A failure to act in a calculated and forward looking way will have dramatic consequences for all American citizens. So what’s the Solution? Adam Smith cites improved production as the key to economic betterment. ( Wealth of Nations ) Support for the expansion into the American Frontier proved immensely valuable.

Dark Reality of Indian Education System | Dhruv Rathee

(Henry Charles Carey) Similar to the way the untapped resources of the American frontier in 1835 seemed infinite, the potential of technology as we currently understand it also appears infinite. Undoubtedly it is not, but seeing that we are at the forefront of a global frontier our steering and governance would be well served to adopt similar policies.

  1. An open land grab into global cyberspace, fueled by government sponsored educational programs.
  2. Student loans are an ungainly behemoth.
  3. But, the same levels of investment into professors and the institutions themselves would be a massive infrastructural asset.
  4. Eeping the focus of investment on STEM educational programs to retrain much of the workforce into relevant growth industries would help to keep America at the forefront of the technology world for the next generation.

A decentralized educational approach would accomplish many of the goals and mitigate many of the issues presented earlier. Regional specialization of educational centers can help currently enfeebled regions regain relevance. We have already accumulated $1.4 trillion in debt to fund a multitude of educational programs with middling impact.

  1. Calculated investment can not only keep America at the forefront of this burgeoning industrial revolution, it can be used to rebuild communities left behind by the last.
  2. Detroit can be revitalized as a manufacturing and research hub for robotics.
  3. Local expertise in automotive production would provide a valuable asset to jump start American development in a burgeoning industry.

West Virginia coal mines can aid the development of new battery technology with their local deposits of Nickel, Magnesium, and other minerals. Sun drenched Arizona and New Mexico can provide an ample research and testing ground for new solar technology.

  1. Florida and the Gulf Coast can provide a central hub for developing predictive weather models and will be directly impacted by the success of that research.
  2. China and other nations have been pursuing a similar strategy since the early 2000’s to great success.
  3. Wu ) Our success as a global nation in the 21st century depends upon adopting similar policies.

The one true fuel the American Economy depends upon is growth. In every industrial revolution growth of industry has spurred prosperity to new heights. Instead of cannibalizing its own citizens with debt and burdening them with a subpar education in diminishing fields, the focus should turn to unexplored frontiers and how we can support expansion and innovation into them.

The United States needs to decide if education is a business, then it should be run like a business. With proper accounting practices, taxes, reporting, and limited oversight in a market that has transparency. Government half measures and band-aid solutions will only deepen the trench of problems that are forming around our current educational systems.

The best solution appears to be a combination of both. Stewardship and constraint on the level of national policy, and autonomy and freedom on a local level. Our current model is unsustainable and will disadvantage the United States in the future. Reform of education is necessary to prepare the United States in the coming years.

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Powell, Farran. “10 Universities With the Biggest Endowments.” U.S. News & World Report, U.S. News & World Report, 2018, www.usnews.com/education/best-colleges/the-short-list-college/articles/10-universities-with-the-biggest-endowments, Rawat, Seema and Sanjay Meena. “Publish or perish: Where are we heading?” Journal of research in medical sciences : the official journal of Isfahan University of Medical Sciences vol.19,2 (2014): 87–9.

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Is US education better than India?

How is US education is different from Indian education? And how are the overall per-capita figures for education in India and US fairly close, and US education worse off than Indian education? Education System in India vs US : – Education in India is a major employer in both rural and urban areas.

  1. On the whole, the quality of schooling in India has been getting better, with more government spending on infrastructure and more emphasis on science, technology, maths and English.
  2. To illustrate the stark difference, here is a table which shows US education against Indian education.
  3. US Education Population: 74 million Total spending on education: $9,708 per student (per year) Indian Education Population: approximately 850 million Total spending on education: $126 per student (per year) In absolute terms, the US spends around 25% more per student than India.

However, per capita education spending in the US is $11,330, which is nearly three times as much as per capita spending in India of $3,330. Indian students have a slightly better probability of getting into colleges, although the difference is small. In fact, at higher levels of education, the US and India do not show any significant difference.

Both have around 25 per cent students failing to get into higher education, in the top four levels of education. However, the share of Indians enrolling in postgraduate programmes is only marginally lower in the US than in India. How is US education different from Indian teaching? And why is US education worse than Indian teaching? US teaching is heavily oriented towards rote learning, and has very little emphasis on creative/interactive teaching.

All students are expected to be able to work out math problems by themselves. A large emphasis is placed on standardized testing, which results in an emphasis on test-taking over learning and teaching. While the US has a higher average age at entry, it is nevertheless younger and has relatively high school completion rates.

According to the Census, 77.4% of adults aged 25 or older have completed high school or college. In contrast, 74.1% of adults aged 25 or older in India have completed high school or college. Is US education worse than Indian educational infrastructure? US education infrastructure is heavily built around students sitting in classrooms all day long, and following a strict “one-size-fits-all” curriculum.

This leads to severe overcrowding in public schools and poor outcomes at school-level (see below). At the college level, this approach also leads to large class sizes and poor outcomes. The college-entrance premium also explains why the performance of students in America at the undergraduate level is very low compared to other countries.

  • India’s state schools are much better equipped.
  • On average, there is only 5% or less class sizes in state schools, and teachers spend a good proportion of their time on interactive or creative teaching and learning.
  • Indian students tend to perform better in school, but not much better than US students in higher education.

What are the policy implications for policy-makers in India? The key policy implication is for India to shift to an approach of providing quality education that is based on the strengths of students at each stage of education. The shift would involve increasing expenditure, particularly on higher education and college entrance.

On the other hand, shifting to a one-size-fits-all approach is not advisable at the early stages of school education. This means that the government and/or the school management committees should not invest in large-scale up-gradation of the existing infrastructure of schools. The focus should instead be on curriculum revision and teacher training.

What does this tell us about the importance of starting to educate children from the age of 3? One important aspect of starting early to educate children is that starting to teach them well can start from a very young age. In India, the average age at entry into primary school is just 4.7 years for girls, and 5.2 years for boys.

At the higher primary level, the average age at entry for girls is 5.2 years and 5.8 years for boys. Starting at an early age can ensure that children are exposed to a wide variety of content. This would also allow for cross-gender interaction, which is an important aspect of teaching. Another implication is that India should ensure that girls are educated as much as boys.

This is because the reasons for the higher dropout rate at the secondary level of schooling may be gender-related. Research on gender-balanced classrooms at the elementary level shows that girls excel in such classrooms. If half the classrooms in elementary schools are gender-balanced, this can help ensure that girls are equally exposed to English and maths.
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Is India good at education?

Conclusion – Not just high schools in Bangalore, but education of all levels has the true potential to reach great heights all over the country. India already has the world’s largest higher education system with over 1000 universities and its presence in the global education arena will ensure that it reaches newer heights, making education in India one of the best things for its school going children and its youth population.
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What problems do Indian students face?

Part time jobs – Another major problem faced by the Indian students is high stress levels that they experience. Between the parents expectations and peer pressure they end up losing their own choices and dreams and fall in line with the crowd. The cut-throat competitions to secure a seat in the best colleges across the country leaves many students depressed and dejected forcing them to resort to wrong means for comfort.

Being constantly monitored and their activities kept track of they become frustrated and lose interest in things soon after starting them. How to deal with a difficult roommate? Liked this article? You can find more such articles on www.jagranjosh.com/college, Also, please share it with your peer and friends.

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Why our education system is failing?

Prioritizing Investment In Education – Once upon a time, a formal education system was created to meet the demands of young citizens in need of guidance, and America made secondary education compulsory. It was unprecedented in the 1800’s, but the rigid system has failed to adjust that model in the following years as we’ve moved towards global innovation, a competitive economy, and shifting economic needs.

  1. A lack of investment in education and educators is one of the 10 reasons the U.S.
  2. Education system is failing.
  3. Simply put – educators as professionals are undervalued, and by extension, students are missing out on improved educational outcomes, predominantly affecting low-income students,
  4. Money plays a crucial role in the quality and affordability of education.

While many districts have recently offered raises to faculty, substitutes, and staff, many say it’s too little too late. These are the first small bonuses or raises teachers have received in years, and it is still not met with the extra support they need as their workload grows.

Teachers are funneling out of the profession. Local, state, and federal governments play a part in overall education funding; all constituents perpetuate some inequalities. This requires public policymakers to consider building an even playing field when it comes to spending in the poorest and wealthiest districts within a state.

Unequal finding is one of the major problems with the American education system because it leads to quality issues. As of now, instructional quality and related support are systematically unavailable to students in impoverished schools. A large body of research indicates that educators in the top 25 percentile of experience are less likely to teach in low-income areas and/or students who are Latino or Black.

Although the 2015 Every Student Succeeds Act highlights Congress’ recognition of “the need for a federal role in ensuring equal educational opportunities,” students in certain states receive only a fragment of funds that students in other states are given. Historical increases in education funds are generally associated with increased student graduation rates among other life-changing benefits.

Needless to say that school funding has the responsibility to provide significant additional resources for low-income students if we expect to overcome issues of poverty and equity, The 2019 protests were in states starved of public education that continue to cut funds: West Virginia, Oklahoma, Kentucky, Arizona, Colorado, and North Carolina,
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What country has the best education?

Table of Content

Rank Country Quality Index
1 United States 78.2
2 United Kingdom 72
3 Australia 70.5
4 Netherlands 70.3

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How Indian education system can be improved?

Teacher training – This country has a number of dedicated and good teachers but the saddest thing is that they always get very little training to teach. However, teacher training is another key of improving the education system of India. Proper training does not only explain that the teachers are updated with the changes of time but it also develops the country’s education system.
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What is one of the most challenging problem in education?

3. Lack of funding – One of the current educational issues facing teachers today is the lack of funding. Unfortunately, unless you are working at a private school, public or independent schools across the country often encounter issues with funding. When schools encounter budget issues, the first step is to reduce pupil to teacher ratio, which directly impacts the scholars’ learning.
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What is one of the most challenging problem in education?

3. Lack of funding – One of the current educational issues facing teachers today is the lack of funding. Unfortunately, unless you are working at a private school, public or independent schools across the country often encounter issues with funding. When schools encounter budget issues, the first step is to reduce pupil to teacher ratio, which directly impacts the scholars’ learning.
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What is lacking in our education system?

• Lack of Interest – 90% of the education is theoretical with minuscule scope for practical learning and research on the part of the pupils. There is no space for creative learning and thinking and students are always bound to a specific syllabus and are not really encouraged to go out and about their seems.
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