Poor Quality of Education Hampering Economic Growth in India : By CA A. K. Jain
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Poor Quality of Education Hampering Economic Growth in India Author : CA A. K. Jain  -Chapter Headings- * Preamble * Growth of Literacy in India * History of Education in India * Government Agencies for Education Administration * Effect of Reservation System on Education * Reasons for Poor Quality Education in India * Economic Impact of Poor Quality Education * Solutions to Upgrade Education * Government Action Plans * Challenges and Future * Educational Systems in Other Countries * Conclusion Preamble The educational system in India faces significant challenges that contribute to its poor quality. Key issues include insufficient funding, leading to inadequate infrastructure and resources in many schools, especially in rural areas. There is a high student-to-teacher ratio, resulting in limited individual attention for students. The curriculum is often outdated and overly focused on rote learning rather than critical thinking and practical skills. Additionally, there are disparities in access to education based on socio-economic status, gender, and geographic location. Growth of Literacy in India
These factors combined result in a system that struggles to provide a high-quality, equitable education for all students. Comprehensive reforms are needed to address these issues and improve the overall standard of education in the country. Under Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The Indian education system has seen significant growth in the number of students since independence in 1947. Here is a summary of the data for different education levels, separated by gender:
While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government-run school system. While more than 95 per cent of children attend primary school, just 40 per cent of Indian adolescents attend secondary school (Grades 9–12). One of the reason for the poor quality include the absence of around 25% of teachers every day.  History of Education in India The ancient system of education in India was highly advanced and cantered around holistic development, combining spiritual, moral, intellectual, and physical education. It can be broadly categorized into two main systems: the Vedic system and the Buddhist system. 1. Vedic System (Gurukul System) : In this students lived with their teacher in the teacher's home, called a gurukul. Education was free, and students often helped with household chores. Emphasis was on oral transmission of knowledge, memorization, and recitation. Subjects included Vedas, Upanishads, philosophy, astronomy, grammar, logic, mathematics, and ethics. The aim was to develop a well-rounded personality and to prepare students for life. The curriculum in primary education focused on the basic skills of reading, writing, and arithmetic and in advanced studies included specialized knowledge in fields like medicine (Ayurveda), engineering (Sthapatya Veda), and statecraft (Arthashastra).Higher education was provided in prominent centres like Takshashila and Nalanda. 2. Buddhist System : In this education was primarily conducted in monasteries .Monks and students lived in monastic communities. Emphasis was on learning through dialogue and debate, reflecting the questioning and analytical spirit of Buddhism. Pali and Sanskrit were the primary languages of instruction. The curriculumincluded core teachings of Buddhism, including the Tripitaka and other subjects such as logic, medicine, grammar, arts, and literature. Famous universities like Nalanda, Vikramashila, and Valabhi were centres of Buddhist learning and attracted students from various parts of Asia. The ancient Indian education system laid the foundation for a rich tradition of learning and intellectual pursuits that influenced many other cultures and civilizations. 3. Islamic Influence : When Islamic rulers established their dominance in India, they brought with them a different educational paradigm. Islamic religious schools (Madrassas ) provided education in the Quran, Hadith,sayings of Prophet Muhammad, Fiqh (Islamic jurisprudence), and other religious subjects. Madrassas also included subjects like mathematics, astronomy, medicine, and literature.Pre-Mughal rulers such as Qutb-ud-din Aybak and other Muslim rulers initiated institutions which imparted religious knowledge. Scholars such as Nizamuddin Auliya and Moinuddin Chishti became prominent educators and established Islamic monasteries. Students from Bukhara and Afghanistan visited India to study humanities and science. The legacy of Islamic education in India can still be seen in contemporary institutions, curriculum content, and the continued importance of madrassas in certain regions.
While Islamic education became prominent, it sometimes led to the marginalization of traditional Hindu and Buddhist educational systems. However, it also facilitated the inclusion of diverse communities into the educational framework. The interaction between Islamic and Indian educational traditions led to a rich cultural and intellectual synthesis, influencing art, architecture, music, and literature. 4. British In fluence : British rule and the subsequent establishment of educational institutions saw the introduction of English as a medium of instruction. Some schools taught the curriculum through vernacular languages with English as a second language. British education became solidified into India as missionary schools were established during the 1820s. In 1835, the English Education Act was passed by the British in India. This act made English a formal medium of education in all schools and colleges. This act is today popularly known as Macaulayism. 5. Post Independence Change : Since the country's independence in 1947, the Indian government sponsored a variety of programmes to address the problems of illiteracy in both rural and urban India. Maulana Abul Kalam Azad, India's first Minister of Education, envisaged strong central government control over education with a uniform educational system. The Union government established the University Education Commission (1948–1949), the Secondary Education Commission (1952–1953), the University Grants Commission, and the Kothari Commission (1964–66) to develop proposals to modernise India's education system. The Nehru government sponsored the development of high-quality scientific education institutions such as the Indian Institutes of Technology. In 1961, the Union government formed the National Council of Educational Research and Trainingas an autonomous organization that would advise both the Union and state governments on formulating and implementing education policies. Up until 1976, under the Indian constitution, school education was a state subject. States possessed full jurisdiction over making and implementing education policies. After the 42nd Amendment of the Constitution of India was passed in 1976, education fell under the concurrent list. This allowed the central government to recommend education policies and programmes, even if state governments continued to wield extensive autonomy in implementing these programmes. Increased competition to get admission in reputed colleges has given rise to private coaching institutes in India. They prepare students for engineering, medical, MBA, and banking jobs' entrance tests as well as the American SAT and GRE. There are also coaching institutes that teach subjects like English for employment in India and abroad. The financial value of the education industry in India is substantial and growing rapidly. As of 2023, the market size of the Indian education sector is estimated to be around USD 205 billion (approximately INR 16.8 trillion) and is expected to reach USD 225 billion (approximately INR 18.4 trillion) by FY2025 (India Brand Equity Foundation). The sector encompasses various segments, including K-12 education, higher education, and edtech. The edtech market alone was valued at USD 2.8 billion in 2021 and is projected to grow to USD 10.4 billion by 2025. This growth is driven by several factors, including a large and young population, increasing internet and mobile phone penetration, and significant government initiatives aimed at improving educational access and quality.
This growth is driven by several factors including a large young population, increasing disposable income, government initiatives like "Skill India" and "Digital India," and rising internet and mobile phone penetration which supports the expansion of online education.
Government Agencies for Education Administration The Indian government has established various agencies to improve the educational system. Here is a critical analysis of some of the main agencies, focusing on their responsibilities, achievements, and failures : 1. Ministry of Education (MoE) : The Ministry of Education in India aims to achieve equitable access to quality education for all, enhance literacy and numeracy rates, improve educational infrastructure, and foster skill development and innovation. Key areas of focus include universalization of education, improving educational standards, integrating technology in education, teacher training, and promoting research and higher education. A. Achievements and Successes : The Right to Education (RTE) Act, 2009, ensures free and compulsory education for children aged 6 to 14. This has significantly increased enrolment rates in primary education. In states like Kerala and Tamil Nadu, near-universal enrolment rates have been achieved due to effective implementation of the RTE Act and complementary state programs. National literacy campaigns, such as the Saakshar Bharat Mission, have contributed to increasing the national literacy rate to 77.7% as per the 2011 Census, with marked improvements in female literacy. Schemes like Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) have improved school infrastructure, including classrooms, toilets, and drinking water facilities. In Rajasthan, the SSA program has led to the construction of thousands of new classrooms and additional facilities, significantly reducing dropout rates. The Digital India initiative aims to connect rural schools with broadband and enhance digital literacy among students and teachers. In Gujarat, the government has implemented digital classrooms in over 1,000 schools, leading to improved engagement and learning outcomes. B. Deficiencies and Challenges : Despite increased enrolment rates, learning outcomes remain a concern. National Achievement Survey (NAS) results indicate that many students in primary and secondary schools lack basic reading and arithmetic skills. The ASER 2020 report highlighted that a significant proportion of Grade 5 students could not read a Grade 2 level text. There is a shortage of qualified teachers, especially in rural areas. Moreover, teacher training programs are often inadequate in preparing educators for modern pedagogical challenges. In Bihar, a large number of teaching positions remain vacant, and existing teachers often lack access to continuous professional development. The implementation of educational policies is often hampered by bureaucratic red tape, leading to delays and suboptimal outcomes. Delays in the disbursement of funds under various schemes often result in stalled projects and incomplete infrastructure developments. While the Ministry of Education has made significant strides in improving access to education and enhancing infrastructure, several challenges remain. The focus needs to shift towards improving the quality of education, addressing teacher shortages, ensuring equitable access, and enhancing higher education infrastructure. Through continued efforts and targeted interventions, the ministry can better achieve its objectives and contribute to the overall development of the educational landscape in India. 2. National Council of Educational Research and Training : The National Council of Educational Research and Training (NCERT) is an autonomous organization of the Government of India. It was established in 1961 to assist and advise the central and state governments on academic matters related to school education. The prime objectives of NCERT include. Development of Curriculum and Educational Material: NCERT is responsible for designing and developing school curricula, textbooks, and other educational materials that cater to the diverse needs of students across the country. It is conducting educational research to improve the quality of education and innovative practices in teaching processes. It is also providing training to teachers and educational administrators to enhance their professional skills and capabilities. NCERT is promoting the use of technology in education through the development of digital learning resources and other technological interventions. Achievements and Successes : NCERT textbooks are widely used across the country and are known for their quality, comprehensiveness, and adherence to national educational standards. These textbooks have been instrumental in providing a uniform curriculum across various states. NCERT has developed several iterations of the National Curriculum Framework (NCF), which guides the development of curricula and syllabi in schools. The NCF 2005, for example, emphasized constructivist approaches to learning and was praised for its progressive outlook. NCERT has conducted numerous studies on various aspects of education, contributing to policy formulation and improvements in educational practices. For instance, its research on inclusive education has led to better integration of children with special needs into mainstream education. The development of ePathshala, an online portal for digital textbooks and resources, has made educational content more accessible to students and teachers, especially during the COVID-19 pandemic. B. Deficiencies and Challenges : While NCERT designs policies and frameworks, the implementation at the state and local levels often faces challenges. Inconsistent adoption of NCERT guidelines by different states leads to disparities in educational quality. There have been criticisms about some NCERT textbooks containing outdated or biased information. Periodic reviews and updates are necessary to ensure that the content remains relevant and unbiased. Despite NCERT's efforts to provide a uniform curriculum, regional disparities in educational resources and infrastructure can hinder the effective implementation of its objectives. For example, rural and remote areas may lack access to trained teachers and modern educational facilities. Introducing new pedagogical methods and curriculum changes often faces resistance from educators who are accustomed to traditional teaching methods. This can slow down the adoption of innovative practices promoted by NCERT. NCERT has played a pivotal role in shaping the educational landscape of India. While it has achieved significant successes in curriculum development, educational research, and digital initiatives, challenges remain in implementation, content updating, and addressing regional disparities. Continuous efforts to address these deficiencies can help NCERT achieve its objectives more effectively and enhance the overall quality of education in the country. 3. University Grants Commission : The University Grants Commission of India is a statutory body established by the Government of India by the UGC Act, 1956. It is tasked with coordinating, determining, and maintaining standards of higher education in India. The primary functions and objectives of the UGC include coordination of higher education, formulating policies for the growth and improvement of university education, coordinating between central and state authorities and the institutions of higher learning, setting standards for teaching, examination, and research in universities, granting recognition to universities and institutions of higher learning in India, allocating and disbursing grants to universities and colleges, monitoring the activities of universities to ensure adherence to prescribed standards. A. UGCSuccesses : UGC is credited for a significant increase in the number of universities and colleges from 28 universities and 578 colleges in 1956 to over 1000 universities and 40,000 colleges in 2023. It has also set up the National Assessment and Accreditation Council (NAAC) for accrediting higher education institutions. B. UGC Challenges : On the other side, UGC performance is questionable for significant disparities in the quality of education between central and state universities. Many institutions fail to meet the standards set by UGC, leading to issues like inadequate infrastructure, faculty shortages, and poor research output. A large number of universities and colleges remain unaccredited, affecting the overall quality of higher education. Bureaucratic inefficiencies and overlapping jurisdiction with other regulatory bodies also lead to conflicts and delays. The UGC has played a pivotal role in the expansion and development of higher education in India. However, challenges such as quality disparities, accreditation issues, and financial constraints continue to hamper its effectiveness. Addressing these challenges through policy reforms, increased funding, and enhanced autonomy for institutions is crucial for the UGC to achieve its objectives of promoting high-quality education in India. 4. National Institute of Open Schooling : The National Institute of Open Schooling (NIOS) is an autonomous institution under the Ministry of Education, Government of India. It was established in 1989 with the aim to provide education to those who are unable to attend traditional schools due to various reasons. NIOS offers flexible and open schooling systems at the secondary and senior secondary levels, as well as vocational education and training. NIOS Functions and objectives include develop and deliver courses, conduct public examinations, issue certificates, develop learning materials, provide student support services, facilitate the development of skills and competencies for employment and self-reliance, conduct research and development to use technology effectively in teaching and learning processes, train teachers and facilitators, strengthen and enhance the quality of open schooling through continuous improvement and innovation.
A. Successes : 1.NIOS has enrolled over 2.71 million learners since its inception. It offers 29 subjects at the secondary level and 30 subjects at the senior secondary level. It also offers multiple modes of learning including printed materials, online courses, and audio-visual media. For inclusivity this caters to differently-abled learners, marginalized groups, and remote area residents. NIOS also offers 100+ vocational courses in areas like IT, agriculture, and home science. NIOS certifications are recognized internationally, facilitating global education opportunities. B. Challenges and Failures : NIOS efforts are in consistin the quality of study materials and teaching support across regions. Besides results show lower pass rates (around 35% pass rate for senior secondary exams in 2021) compared to conventional schooling systems . Challenges are also felt in maintaining student engagement and motivation in the absence of a traditional school environment. NIOS plays a crucial role in democratizing education in India, providing flexible and inclusive learning opportunities to millions of learners who might otherwise be excluded from the traditional education system. While it has made significant strides in reaching out to diverse populations and offering a wide range of courses, challenges remain in ensuring the quality and perception of its education. Continued efforts to improve infrastructure, awareness, and educational standards are essential for NIOS to achieve its full potential in promoting good quality education in India. 5. Central Board of Secondary Education : The Central Board of Secondary Education (CBSE) is a national level board of education in India for public and private schools, controlled and managed by the Government of India. Established in 1929, CBSE is one of the most prominent and widely recognized boards of education in the country. CBSE performs a variety of functions aimed at ensuring standardized and high-quality education across its affiliated schools through, formulating and updating the curriculum to meet the changing educational needs, ensuring the curriculum is in line with national policies and international standards. CBSE provides, affiliation to schools across India and abroad, ensuring they meet the required standards. It conducts All India Secondary School Examination for Class 10 and the All India Senior School Certificate Examination (AISSCE) for Class 12. It is also administering other entrance examinations such as the Joint Entrance Examination (JEE) for engineering and the National Eligibility cum Entrance Test (NEET) for medical courses. A. Successes : CBSE has achieved several milestones in promoting quality education: It has over 24,000 schools in India and approximately 240 schools in 28 foreign countries, providing education to millions of students.The board is known for maintaining high academic standards and a rigorous examination system.
B. Challenges and Failures : Despite its successes, CBSE faces several challenges, which include High-pressure examination system leading to stress and anxiety among students. Adequate attention is not paid to regular revision of the curriculum. Mode of teaching is still using outdated technology. CBSE is unable to address the issue of uneven quality of education across different regions, with urban schools often outperforming rural schools. Inadequate training and professional development opportunities for teachers is also major area of concern. The Central Board of Secondary Education (CBSE) has made significant strides in promoting quality education in India. Its structured curriculum, widespread reach, and continuous efforts towards innovation have contributed to its success. However, the board must address existing challenges, such as examination stress, regional disparities, and effective implementation of policies, to further enhance the educational experience and outcomes for all students. 6. National Testing Agency : National Testing Agency (NTA) is an autonomous and self-sustained premier testing organization established by the Government of India to conduct entrance examinations for higher educational institutions. The primary aim of NTA is to improve equity and quality in education by developing and administering fair, transparent, and efficient testing processes. NTA is conducting entrance examinations for higher education institutions, such as JEE Main, NEET-UG, UGC-NET, CMAT, GPAT, and more. NTA also pportsresearch to develop testing methods and protocols that are reliable and valid.
A. Successes : NTA has successfully standardized entrance examinations, which has led to a more uniform evaluation process across the country. The use of technology and stringent protocols has increased the transparency and fairness of the examinations. NTA has set up test centers across the country, including in remote areas, making it easier for students to appear for exams. Online applications, quick result announcements, and effective grievance redressal mechanisms have improved the overall efficiency of the examination process. Large number of candidates has participated in the exams conducted by NTA,this indicates its wide acceptance. B. Failures and Challenges : Frequent instances of technical failures during online examinations have caused inconvenience to candidates. There have been occasional reports of errors and inconsistencies in question papers, leading to criticism. The high stakes of entrance exams conducted by NTA have been reported to cause significant stress among students. Despite efforts, students from extremely remote and underprivileged areas still face challenges in accessing examination centres. There have been number of instances of paper leaks and cheating, questioning the security measures in place. The National Testing Agency has played a noteworthy role in streamlining and standardizing entrance examinations in India. While it has achieved considerable success in improving transparency, efficiency, and accessibility, it continues to face challenges related to technical issues, exam stress, and security concerns. Continuous improvements and innovations are essential for NTA to fulfill its mission of promoting high-quality education in India. Effect of Reservation System on Education The reservation system in India, which provides affirmative action in education and employment to historically marginalized communities, has had a significant impact on the educational system since its implementation. This system aims to address the socio-economic disparities faced by Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), and, more recently, economically weaker sections (EWS). Here's an overview of its impact. A. Historical Background : The concept of reservations dates back to the British colonial period, with initiatives like the Poona Pact in 1932 and provisions for SCs and STs in the Government of India Act, 1935. The Indian Constitution, incorporated provisions for reservations in education and public employment for SCs and STs. In 1990, following the recommendations of the Mandal Commission, the reservation system was extended to include OBCs.
B. Impact on the Educational System : The reservation policy has significantly increased the enrolment of SCs, STs, and OBCs in schools, colleges, and universities. The Indian Institutes of Technology implemented reservations for SCs, STs, and OBCs, leading to increased diversity. Data from IIT Delhi shows that the percentage of SC students increased from 6.7% in 2008 to 15% in 2018, ST students from 2.2% to 7.5%. The Indian Institutes of Management have also seen an increase in enrolment of reserved category students. For example, IIM Ahmadabad reported an increase in SC/ST/OBC enrolment from 22% in 2009 to 27% in 2019. Tamil Nadu has one of the highest reservation quotas in India, with 69% of seats reserved for various categories. This has led to higher educational attainment among backward classes in the state. Critics argue that reservation might compromise the quality of education as merit-based selection gets diluted. While reservations have helped in social up-liftment, economic disparities within the same caste groups sometimes create inequalities. Reserved category students often face stigma and discrimination in educational institutions, which can affect their academic performance and mental health. Reasons for Poor Quality Education in India In India, while there have been significant strides in increasing enrolment rates and access to education, the quality of education remains a critical concern. A major factor contributing to this issue is the presence of poor, unqualified, and inexperienced teaching faculty in educational institutions. As per the UNESCO Institute for Statistics, India had a shortage of 1.1 million teachers in 2020, with rural areas being the most affected. A. Sub-Standard Teachers : According to the Annual Status of Education Report (ASER) 2019, a significant proportion of teachers in rural areas lacked proper qualifications and training. Data from the Ministry of Education in 2021 showed that 30% of teachers in government schools did not have the required professional qualifications. Only 20% of teachers in government schools had a graduate degree, while many had not received any professional teacher training. The National Achievement Survey (NAS) 2017 reported that only 45% of students in grade 5 could perform basic arithmetic, reflecting the impact of unqualified teaching staff. The UNESCO Institute for Statistics reported in 2020 that India faces a severe shortage of qualified teachers. High attrition rates among teachers exacerbate this problem, leading to a significant number of classrooms being handled by inexperienced educators. A study by the Azim Premji Foundation in 2021 revealed that only 50% of teachers in India had undergone in-service training programs. This lack of continuous professional development impacts their ability to effectively teach and engage students. A report by Pratham Education Foundation highlighted that in many government schools in Uttar Pradesh, a large number of teachers did not meet the minimum qualifications set by the Right to Education Act. This led to poor learning outcomes, with only 32% of students in grade 5 being able to read a grade 2 text. In Bihar, a study by the Accountability Initiative in 2018 found that nearly 40% of primary school teachers did not possess the required educational qualifications. The study also noted a direct correlation between unqualified teachers and low student performance in basic literacy and numeracy skills. The Azim Premji Foundation conducted a study in Karnataka in 2019, revealing that teachers in many rural schools lacked proper training and pedagogical skills. This deficiency contributed to high dropout rates, with students struggling to keep up with the curriculum. The presence of unqualified and inexperienced teachers directly impacts student learning outcomes. Students taught by under qualified teachers tend to have lower academic performance, reduced engagement, and higher dropout rates. The disparity in teacher qualifications between urban and rural areas exacerbates educational inequalities. Students in rural areas, who are already at a disadvantage due to socio-economic factors, suffer further due to the lack of qualified teachers. Poor quality education has long-term economic consequences. According to a World Bank report, improving teacher quality could increase GDP growth rates by up to 2%. In India, the lack of skilled and qualified teachers hinders the development of a competent workforce, affecting the country’s economic growth. B. Out - Dated Curriculum : India's education system, despite being one of the largest in the world, faces significant challenges. Two critical issues are the outdated syllabus and poor pedagogy. These factors severely hamper the quality of education, resulting in an ill-prepared workforce and a lower quality of life for many citizens. The Engineering Curriculum: The curriculum for engineering courses in many Indian universities has remained largely unchanged for decades. As a result, students are often taught technologies and methodologies that are no longer relevant in the current job market. For instance, while the global industry has moved towards newer programming languages and technologies like Artificial Intelligence, Machine Learning, and Data Science, many Indian engineering colleges still focus on older programming languages like C and Java without incorporating new advancements. A report by the ICT Academy highlighted that 93% of engineering graduates in India were considered unemployable because they lacked the necessary skills. The outdated curriculum is a significant factor contributing to this employability gap. A study by the National Association of Software and Service Companies (NASSCOM) found that only about 25% of engineering graduates in India are employable in the technology sector. One major reason is the outdated curriculum that does not cover modern technologies such as artificial intelligence, machine learning, and data science. In the medical field, a curriculum that does not keep pace with the latest medical research and technological advancements can result in graduates who are not fully prepared to provide contemporary medical care. For example, the Medical Council of India has been criticized for slow updates to the curriculum, impacting the quality of medical professionals. The National Curriculum Framework (NCF) in India is often revised every decade, but the implementation of these revisions is slow and inconsistent across different states. This results in students learning outdated scientific theories and historical perspectives that do not align with current knowledge. C. Age - Old Pedagogy : Pedagogy, or the method and practice of teaching, is another significant issue. Traditional rote learning methods, where students memorize information without understanding, dominate many Indian classrooms. This approach stifles creativity, critical thinking, and problem-solving skills. Research by the Annual Status of Education Report (ASER) has repeatedly shown that a large percentage of students in primary schools cannot read basic texts or perform simple arithmetic. This is often attributed to teaching methods that focus on rote learning and memorization rather than understanding concepts. A NASSCOM-McKinsey report estimated that by 2020, India would face a demand-supply gap of 3.5 million skilled workers in the technology sector alone. This shortage is primarily due to the mismatch between the education provided and the skills required by the industry. In higher education, the prevalence of lecture-based teaching, with little emphasis on interactive or experiential learning, hampers the development of practical skills and critical thinking. For instance, many universities rely heavily on final examinations, which encourage cramming rather than ongoing engagement with the material. Outdated syllabus and poor pedagogy are significant barriers to improving the quality of education in India. Addressing these issues through comprehensive curriculum reforms, teacher training, technology integration, assessment changes, industry-academia collaboration, and encouraging research can pave the way for an education system that prepares students for the challenges of the future and contributes to national development. By focusing on these areas, India can transform its education system into one that not only imparts knowledge but also fosters the skills necessary for holistic development. D. Infrastructure Deficiencies : Many schools lack essential facilities such as clean drinking water, functional toilets, and electricity. According to the Annual Status of Education Report (ASER) 2019, only 50% of schools had usable toilets. Poor infrastructure leads to a discouraging learning environment, reducing student attendance and engagement. Teachers are less motivated to work in poorly equipped schools, affecting the quality of education delivered. The lack of proper facilities directly affects students' academic performance and overall development. Some of the key deficiency issues Key are listed here. a. Inadequate Classrooms : Many schools, particularly in rural areas, operate in dilapidated buildings. Overcrowded classrooms with insufficient seating arrangements are common. In Uttar Pradesh, a survey revealed that more than 50% of schools did not have adequate classrooms, leading to students sitting on the floor and attending classes in shifts. b. Lack of Toilets and Sanitation Facilities : Absence of clean and functional toilets, especially for girls, leads to high dropout rates. A study by Dasra (2015) found that 23% of girls in India drop out of school due to lack of toilet facilities. In Bihar, the lack of separate toilets for girls was identified as a significant barrier to female education. c. Insufficient Drinking Water : Many schools do not have access to safe drinking water, affecting students' health and concentration. In Rajasthan, over 60% of schools surveyed did not have a clean drinking water facility, forcing students to bring water from home or drink from unsafe sources. d. Poorly Equipped Laboratories and Libraries : Science and computer labs are either non-existent or poorly equipped, limiting practical learning. In a Karnataka high school, the lack of a functional science laboratory was identified as a key reason for poor performance in science subjects. The school had outdated equipment and insufficient materials for experiments. e. Inadequate Playgrounds and Sports Facilities : Physical education is often neglected due to the absence of playgrounds and sports equipment. Schools in urban slums of Mumbai often lack any space for physical activities, leading to lower student engagement and higher dropout rates. f. Lack of Electricity and Digital Infrastructure : Many rural schools do not have a reliable electricity supply, hampering the use of digital tools in education. A school in Jharkhand had computers donated by an NGO, but they remained unused due to the lack of consistent electricity and internet connectivity. A 2017 study by the International Journal of Financial Management Research (IJFMR) on government schools in Dadra and Nagar Haveli found a lack of playgrounds, electricity, and library facilities, hindering the overall learning environment. DISE (District Information System for Education) data revealed that only 60% of schools had access to electricity, with some states like Bihar having a mere 10%. Addressing the lack of basic infrastructure in educational institutions in India is crucial for improving educational standards. Through targeted government policies, public-private partnerships, and community involvement, it is possible to create a conducive learning environment that ensures better educational outcomes for all students. Economic Impact of Poor-Quality Education Education is a fundamental pillar for the socio-economic development of any country. India has made significant efforts to expand access to education through initiatives like the Right to Education Act, 2009, which mandates free and compulsory education for children aged 6 to 14 years. Despite these efforts, the quality of education remains a significant issue. Poor quality education hampers the development of human capital, leading to a myriad of economic challenges. 1. Skill Mismatch and Unemployment : A large portion of India's population lacks access to quality education, resulting in a workforce with inadequate skills and knowledge. This leads to low productivity levels and hampers the country's ability to compete in the global market. The Indian IT sector, despite being a global leader, often faces a shortage of adequately skilled professionals. Many graduates, particularly from tier-2 and tier-3 engineering colleges, lack the practical skills and knowledge required by the industry. This skill mismatch results in high training costs for companies and limits the employability of graduates. 2. Income Disparities : Education plays a pivotal role in breaking the cycle of poverty. However, disparities in educational opportunities perpetuate income inequalities, with marginalized communities often left behind. This inequality stifles economic growth by depriving the economy of the full potential of its human capital. 3. Innovation and Entrepreneurship : A robust education system fosters innovation and entrepreneurship, driving economic growth through new ideas, technologies, and businesses. Without proper education, India may struggle to keep pace with technological advancements and miss out on opportunities for innovation-led growth. Indian Start-ups often struggle to find employees who can contribute innovatively to their growth, leading to a slower pace of development. 4. Quality of Human Capital : Education not only imparts knowledge but also develops critical thinking, problem-solving, and decision-making skills essential for a modern economy. Poor education leads to a lack of these skills among the workforce, hindering the country's ability to adapt to changing economic demands and technological shifts. The manufacturing sector in India is plagued by low productivity levels compared to global standards. A significant reason is the lack of technical skills and inadequate vocational training among workers. Poor quality education fails to equip students with the necessary skills, leading to inefficiencies and low economic output. 5. Health and Social Issues : Poor quality education has a direct impact on health awareness and outcomes. A less educated populace is less likely to adopt healthy practices, leading to higher healthcare costs and lower life expectancy. This indirectly affects economic productivity as a healthier workforce is more productive. The economic impact of poor quality education in India is multifaceted, affecting various sectors and overall economic development. Addressing this issue requires comprehensive reforms in the education system, focusing on quality enhancement, skill development, and fostering an environment of innovation and critical thinking. Investments in improving education quality will yield significant returns in terms of economic growth, reduced inequality, and enhanced national competitiveness. Solutions to Upgrade Education 1. Investment in Education Infrastructure : The government must prioritize investment in education infrastructure, including schools, colleges, and vocational training centres, particularly in rural and underserved areas. Adequate infrastructure is crucial for ensuring access to quality education for all. 2. Teacher Training and Development : Teachers are the backbone of the education system. Comprehensive training programs should be implemented to enhance teaching quality and effectiveness. Additionally, incentivizing teachers based on performance can help attract and retain talented educators. 3. Curriculum Reform : The curriculum should be updated regularly to align with industry needs and global standards. Emphasis should be placed on practical skills, vocational training, and entrepreneurship education to equip students with the abilities required for the modern workforce. 4. Promotion of Digital Learning : Leveraging technology can bridge the gap in access to education, especially in remote areas. Initiatives such as digital classrooms, online courses, and educational apps can supplement traditional teaching methods and reach a broader audience. 5. Public-Private Partnerships : Collaboration between the government, private sector, and civil society can enhance the effectiveness and reach of educational initiatives. PPPs can mobilize resources, expertise, and innovation to address various challenges in the education sector. 6. Focus on Inclusive Education : Efforts should be made to ensure that education is accessible to all sections of society, including girls, children from marginalized communities, and those with disabilities. Removing barriers to education and promoting inclusively can unlock the full potential of the nation's human capital. Government Action Plans Improving the quality of education in India has been a significant focus for the government, and several initiatives have been undertaken to achieve this goal. Here are some key efforts: 2. National Council of Educational Research and Training : The NCERT is the apex body located at New Delhi. It makes the curriculum-related matters for school education across India. The NCERT provides support, guidance, and technical assistance to several schools in India and oversees many aspects of the enforcement of education policies. 3. State Boards of Education : Most of the state governments have at least one State board of secondary school education. The boards set curriculum from Grades 1 to 12 for affiliated schools. The curriculum varies from state to state and has more local appeal with examinations conducted in regional languages in addition to English. 4. Central Board of Secondary Education : The CBSE sets curriculum from Grades 9 to 12 for affiliated schools and conducts examinations at the 10th and 12th levels. Students studying the CBSE Curriculum take the All India Secondary School Examination at the end of grade 10 and All India Senior School Certificate Examination (AISSCE) at the end of grade 12. Examinations are offered in Hindi and English. 5. Council for the Indian School Certificate Examinations : CISCE sets curriculum from Grades 1 to 12 for affiliated schools and conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE-Class/Grade 10); The Indian School Certificate (ISC-Class/Grade 12) and the Certificate in Vocational Education (CVE-Class/Grade 12). CISCE English level has been compared to UK's A-Levels; this board offers more choices of subjects. 6. National Institute of Open Schooling : The NIOS conducts two examinations, namely, Secondary Examination and Senior Secondary Examination (All India) and also some courses in Vocational Education. National Board of education is run by Government of India's HRD Ministry to provide education in rural areas and challenged groups in open and distance education mode. 7. Hindu, Vedic & Sanskrit Education : The Maharshi Sandipani Rashtriya Veda Sanskrit Shiksha Board is a national-level school education board which grants the Veda Bhushan (10th) and Veda Vibhushan (12th) certificates to students of affiliated schools. MSRVSSB certificates are accredited by the Association of Indian Universities and AICTE as the recognised qualifications for admission into other tertiary institutions for a higher degree. Along with the modern subjects, the students are also taught Hindu scriptures, Vedas, Upanishads, ayurveda and Sanskrit. Govt of India has granted legal authority to MSRVSSB to affiliate and recognise Vedic and Sanskrit schools run by other organisations. MSRVSSB is run by the Maharishi Sandipani Rashtriya Ved Vidya Pratishthan 8. Islamic Madrasah : Their boards are controlled by local state governments, autonomous, or affiliated with Darul Uloom Deoband or Darul Uloom Nadwtul Ulama. 9. Autonomous Schools : Such as Woodstock School, Sri Aurobindo International Centre of Education Puducherry, Patha Bhavan and Ananda Marga Gurukula. 10. International Baccalaureate and Cambridge Examinations : These are generally private schools that have dual affiliation with one of the school education boards of India as well as affiliated to the International Baccalaureate Programme and the Cambridge International Examinations. 11. District Education Revitalisation Programme : DERP was launched in 1994 to universalise primary education in India by reforming and vitalising the existing primary education system. 85% of the DERP was funded by the central government and the remaining 15% was funded by the states. 12. All India Council of Technical Education : AICTE reported, in 2013, that there are more than 4,599 vocational institutions that offer degrees, diploma and post-diploma in architecture, engineering, hotel management, infrastructure, pharmacy, technology, town services and others. There were 1,740,000 students enrolled in these schools. The total annual intake capacity for technical diplomas and degrees exceeded 3.4 million in 2012. According to the University Grants Commission (UGC) total enrolment in Science, Medicine, Agriculture and Engineering crossed 65 lakh in 2010. The number of women choosing engineering has more than doubled since 2001. 13. RashtriyaUchchatar Shiksha Abhiyan (RUSA) : Launched in 2013, RUSA aims to improve access, equity, and quality in higher education through funding support to states. It focuses on infrastructure development, faculty improvement, and curriculum reforms in universities and colleges. 14. Quality Improvement Programmes (QIPs) : These programs aim to enhance the quality of technical education in India by providing financial assistance to engineering colleges for faculty development, curriculum update, and modernization of laboratories. 15. Teacher Training and Capacity Building : The government has initiated various programs for teacher training and capacity building to improve teaching standards. This includes the Integrated Teacher Education Programme (ITEP) and the National Initiative for School Heads' and Teachers' Holistic Advancement (NISHTHA). 16. Technology Integration : Initiatives like the SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) platform provide online courses and learning resources to students across the country, promoting access to quality education. 17. Universal Access and Retention : NEP aims to achieve 100% Gross Enrolment Ratio (GER) in school education by 2030. GER measures the percentage of children enrolled in the age-appropriate grade. 18. Investment in Education : The government has consistently increased its budget allocation for education. In the Union Budget 2022-23, the government allocated Rs 1.04 lakh crore for the education sector, focusing on enhancing infrastructure, teacher recruitment, and skill development. 19. Skill Development Initiatives : Programs like Skill India aim to provide vocational training and skill development opportunities to youth, making them employable and contributing to the economy. 20. Samagra Shiksha : This centrally sponsored scheme aims to improve school education from pre-primary to senior secondary level. It provides funding for infrastructure improvement, teacher training programs, and learning materials. Challenges and Future While these initiatives show progress, challenges such as infrastructural gaps, teacher shortages, and disparities in access to education persist. Continuous efforts and reforms are necessary to ensure sustained improvement in the quality of education across India. Corruption in Indian education system has been eroding the quality of education and has been creating long-term negative consequences for the society. Educational corruption in India is considered one of the major contributors to domestic black money. In 2021, several private institutions are accused of selling tens of thousands of degrees for money. Educational Systems in Other Countries Let's compare the educational systems in India with those in Australia, the United States , Japan, and England across various parameters to understand the differences and why the Indian system might be perceived as weaker and less effective.
The Indian education system is often criticized for its rigid and outdated curriculum that emphasizes rote learning and theoretical knowledge over practical skills and critical thinking. The system is heavily exam-oriented, leading to immense pressure on students, often stifling creativity and practical learning. Teacher training in India is often insufficient, and there is a lack of continuous professional development, leading to a wide variation in teaching quality. Many schools, especially in rural areas, suffer from poor infrastructure, including inadequate classrooms, lack of sanitation facilities, and insufficient learning materials. There is often a significant disparity in resource allocation between urban and rural schools, as well as between government and private institutions. The emphasis on academic achievement over skill development means that students often lack essential life skills and employability skills upon graduation.
Overcrowded classrooms make it difficult for teachers to give individual attention to students, impacting the quality of education. Teacher-Student ratio in India is 1:32, compared to 1:16 in Australia, 1:15 in the USA, 1:11 in Japan, and 1:17 in England. Infrastructure Spending: India spends around 3.1% of its GDP on education, whereas countries like Australia, the USA, Japan, and England spend between 5-6%. India's literacy rate stands at 74.04%, significantly lower than the nearly universal literacy rates of 99% in Australia, the USA, Japan, and England. While Indian institutions like IITs and IISc are recognized globally, they rank much lower compared to top universities in the USA (MIT, Harvard), England (Oxford, Cambridge), and even Australia (ANU). The Indian education system is often criticized for its rigid and outdated curriculum that emphasizes rote learning and theoretical knowledge over practical skills and critical thinking. The system is heavily exam-oriented, leading to immense pressure on students, often stifling creativity and practical learning. Teacher training in India is often insufficient, and there is a lack of continuous professional development, leading to a wide variation in teaching quality. Many schools, especially in rural areas, suffer from poor infrastructure, including inadequate classrooms, lack of sanitation facilities, and insufficient learning materials. There is often a significant disparity in resource allocation between urban and rural schools, as well as between government and private institutions. The emphasis on academic achievement over skill development means that students often lack essential life skills and employability skills upon graduation. By learning from the educational practices of developed countries like Australia, the USA, Japan, and England, India can work towards creating a more effective and robust educational system. Conclusion Addressing the issue of poor education is paramount for India to realize its economic aspirations. By investing in education infrastructure, improving teaching quality, reforming the curriculum, embracing digital learning, fostering partnerships, and promoting inclusivity, India can overcome the obstacles posed by inadequate education and pave the way for sustainable economic development. As the country continues its journey towards progress and prosperity, prioritizing education must remain at the forefront of its agenda. Improving the quality of education in India is a multifaceted task, as the present policies and efforts are not sufficient and half hearted without any strong monitoring . In fact the entire educational system is required to be completely overhauled throughout the country . Here are some practical suggestions: 1. Rigorous Teacher Selection : On the lines of UPSC examination the teachers should be rigorously examined and trained before placement . They should be subject to a strict code of conduct. 2. Financial Budget : Governments should substantially increase their budget for education. At least 5% of the total budget outlay should be spent on school education. 3. Free Land For Schools : Government should provide free land for educational institutions with strict monitoring. 4. Controlling Boards : All educational institutions must be registered and supervised by Central authority on the lines of SEBI, RERA, and NFRA etc. with regards to their quality , performance and problems . Central authority should have strict control on fees charged. 5. Curriculum : This should be essentially replaced with interactive approach, based on learning and understanding rather than memorization. Author : CA A. K. Jain --------------------------------------- **********Disclaimer: The information and statistics presented in this article have been compiled from various sources deemed reliable. However, readers are advised to independently verify the accuracy and relevance of the data before making any decisions or taking action based on the information provided herein. The author and publisher do not assume any responsibility or liability or any consequences resulting from reliance on the information presented in this article. 2024/06/14 |
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