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Education Problems in India

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Education Problems in India have been in existence for quite some time now and these continue to dog the concerned. India has reached
remarkable achievement in economic sector and this has brought a lot of changes in the education sector. But these changes have not
turned to be suf cient to solve the ever-existent and ever-changing Education Problem in India. The problems of education system in India
are of grave concern and this concern has not been ignored. The budget for education has been increasing over the years, During March
2011, Pranab Mukherjee, nance minister of India (2011) announced a meaty increase of 24% towards the education sector. It is yet to be
seen if this is suf cient enough. Increase in budget allocation is not new but what doesnt increase are the effect of these efforts, which
have been far too less than compared to the western counterparts. India today is the Second Largest Higher Education Network in the
World. There are 343 Universities and 17000 Colleges which are increasing in number with every passing year. A country with more than
1 Billion population has just one third population which can read. India accounts for Worlds 30% illiterate. The literacy rate of India as per
2001 Population Census is 65.38%, with male literacy rate at 75.96% and female at 54.28%. So what is wrong and where is it wrong?

Current Educational Problems in India

Inadequate, Improper distribution of Funds or Lack of it Funds are the major reasons of the Education problem in India. If funds are
available, they are not being used effectively. At times, the lack of funds hampers education and many times, the funds are just inadequate
to solve the issue. According to a study, 30% of the total educational funds are allocated towards higher education leaving the primary
education in lurch. The situation is worse in rural areas where funding is major problem as it fuels other problems like shortage of staff,
lack of interest and motivation amongst teachers, insensitive attitude of the education department, lack of proper infrastructure and
others. Lack of funds further create a lack of books and learning materials.

Ever Increasing Population India is the second most populous country in the world. The population of India in 2011 is about 1.21 billion
and it is still increasing and by the time you have nished listening this line, it will have increased more than whats shown. And why, one
minute equals to about 51 births in India (2011). India represents almost 17.31% of the world's population, which means 1 out of 6 people
in this world live in India. With the population growth rate at 1.58%, India is predicted to have more than 1.53 billion people by the end of
2030. Indias Sex Ratio (2011) is 940 females per 1,000 males. In a country where the sex ratio favours females, it automatically translates
into more number of illiterates. More than 50% of India's current population is below the age of 25. The individual population of some of
its states is equal to the total population of many countries. Illiteracy of large population supports further illiteracy and poverty itself is a
factor which encourages illiteracy.

Demand far exceeds the Supply A classic case is that of shortage of teachers. The Student-Teacher Ratio is not balanced. Some of the
rural schools have faculty which is not quali ed enough which further degrades the quality of education. For example if a classroom has 1
teacher and 50 students, the ratio is 1:50. This ratio is improper, for a single teacher to educate 50 students collectively is ineffective
because it burdens the teacher and the every student will not get equal attention. It only defeats the objective of a school. The reason
behind shortage of teachers is that a job Indian Education System is road lled with bumps and depressions. Teaching eld is itself
challenging and if more challenges are thrown in front of the struggling teachers, they will not only fret and fume, they will advice others to
abstain from this eld. The pay scales are low in many regions which discourages even the most motivated. Why would anyone go for a
career like this? Only, the desperate ones or those whose main objective is to earn money; the objective of providing quality education
takes a back seat. Financial factor, lack or absence of incentives and opportunities keeps even the ef cient Indian educator away from this
eld. Top up these with poor or inadequate facilities at the school level breaks the spirit of the educators, making them sel sh and
restricting their creativity and talent. Also noteworthy is the inadequate funding by the government, which is only enough to provide basic
education at the primary level. A large number of teachers refuse to teach in rural areas and those that do are usually are under quali ed.
Many teachers lack enthusiasm due to their meagre salary. Another obstacle faced by the schools is that obtaining more teachers because
of state guidelines that approve of high student-teacher ratio. Lack of books and learning materials seem to be a widespread problem.

Faulty Education Policies Earlier, it was the British education policy which served the British empire, today the education policy favours
those who are rich and af uent. The majority of the Indian population is poverty stricken. Government Schools for these have a poor
management and poor quality of education. Much of the quality education is provided by private schools af liated to CBSE and CISCE
whose curriculum is advanced and in conformity with the worldwide education system. Not all are able to afford these schools and are
deprived of quality education. Education policies are also misused by Politicians who try to mould these to achieve their political motives.
A glaring example is that of the BJPs in uence to mould the syllabus of the schools. It was in 2000/01, that NCERT (National Council of
Educational Research and Training ) issued a National Curriculum Framework for school education. Under this framework all foreign
elements including those of the Britshers and moguls were removed. Textbooks were revised and these presented a distorted history. The
revision presented an outlook of India as a Hindu nation painted with Religious and regional tones. There were protest against this Hindu-
centric education and by 2004, the old books replaced the faulty books. But it didnt hamper BJP and RSSs in promoting about 13,000
institutions (RSS schools) which teaches that Hinduism is the source of all human wisdom. It has been cited in many news items that BJP
dominated states are using the funds meant for government schools to run RSS schools.

Poverty and High Fees Studies have shown that during 2004-2005, there was 58% drop-out rate amongst the students of classes - I to
VIII. The Dropout rate for classes I-X was 62-64% for girls and 60% for boys. These rates are very high. The origin of these rates largely lie
in Poverty. When earning money and taking care of family becomes a primary issue in ones life, education stands a little or no chance of
pursuance. Education for such is a luxury and it becomes useless when they see that even the educated are having tough time nding a job.
Poverty struck people pass on a negative attitude towards education which continues on with every new generation. Plus, those who start
earning money see it as the only motive of life and even after they were educated they would still be looking of work, so why not work
now? When the student has cleared 10+2, high college fees become a hurdle for a majority. Lets not forget the entrance exams which not
only require entrance fees but hefty coaching fee in this competitive world.

Approach of Educators and Higher Authorities When good results matter more than how they are achieved, it becomes clear that
education is considered a mere formality and just a quali cation. Result driven schools make it easy for students to pass the exams through
various unfair means. Assistance during examinations, revealing answers to acquire minimum pass percentage for weak students,
acceptance of bribes to favour certain students and other practices make the education system a hollow one. Add, to the fact that many
teachers have acquired the post through unfair means. For them it is money and results whereas it should have been education, results and
then money. Higher authorities too, take things casually as long as their pockets keep getting full. If acquiring employment and money are
the objectives of a teacher, they cannot go beyond these motives, leave alone the development of education.

Non-involvement of Citizens Indian citizens rarely raise their voice against issues and if they do, the motivation doesnt last long. Unity
becomes an issue when there are so many disparities amongst the Indian populace. These too are the effects of illiteracy. Uneducated
people or less educated people have a low self esteem as they dont have enough knowledge. They cannot raise their voices on things
which they themselves arent con dent about. Mass protests are more politically motivated than people motivated. Education authorities
themselves dont encourage participation of parents or common people whilst making and implementing education policies. Individual
efforts are snubbed and mass participation is not guided properly.

Sel sh and Ineffective Supervisory Bodies If everyone else in the education department is serving his/her own sel sh motive how can
the Supervisory bodies be far? Sel shness itself propagates a chain of sel shness and corruption breeds corruption. This plague operates
and propagates from higher to lower or lower to higher level. If the motives mentioned, exist at the teaching level, they can spread to
administration level and vice versa. What emerges are curriculums as mentioned in Faulty Education Policies. What also emerges are
other malpractices like inadequate supervision, obsolete education methods, misuse of funds, misuse of food items meant for children, old
methods of evaluation and so on. A distinct practice came forth, when the AICTE (All India Council of Technical Education) approved
certain undeserving private engineering colleges purportedly set up by politicians. Where as they rejected internationally acclaimed
education providers to set up their institute.

Political and Bureaucratic Involvement Majority of the Politician and Bureaucrats have age which makes them senior citizens. Some of
them are not educated, some are partially or have received ineffective education, some have reached this far because of their af uence
and not ability. Thus, we have illiterate politicians handling education department, orthodox bureaucrats who are resistant to new ideas
and experimentation. Education is Business for the Politicians and Manipulation Tool for bureaucrats. Seats are reserved for the likes of
these, leaving deserving ones biting the dust. Sel sh motives make them blind to achieve the more important nations motive. Power and
control are great weapons and if those controlling it are sel sh and corrupt, there is slim chance that they will be dethroned in short span
of time.

Indifferent attitude of Rural Population About 72.2% of the population lives in some 638,000 villages and the rest 27.8% in about 5,480
towns and urban agglomerations. Majority of the residents of these places are illiterate and severe gender, regional, and caste disparities
exist in their societies. And even when a graduation degree doesnt guarantee employment then the anti education attitude gets solidi ed.
A common sarcastic comment amongst the rural is popular - Are you going to become a DC (deputy commissioner) by studying? Children
living in rural areas receive a level of education which is very poor, the outcome is then obvious. A large percent of dropouts are female
children. They are forced by their parents to perform chores and tend the family at home. The lifestyle of villagers is largely dominated by
culture and tradition whose outlook towards education is not favourable even for the boys. Traditional forms of occupational skills receive
a higher repute as it brings income which is vital for survival. With other traditions, illiteracy also becomes a tradition.

The causes for the problems of education system in India are multifaceted and they themselves manifest more problems. It is a vicious
cycle where some factors encourage another factors or are interdependent. This makes them even more lethal than they already are. Does
this mean , that there is no solution to these problems. The answer, is No! The answer is there but it is not just the answers but what the
answers represent and the way they will be most effective by being multidimensional and self propagating just like the problems.

Solving Current Educational Problems in India

Population Control through various campaigns, awards and other incentives and increments to those who set an example in favour
of population control.
Teachers need to be professionally trained, adequately paid and well-motivated.
India's entire education system should be redesigned to favour employment, nullify the poverty aspect and improve the quality of
education on every level, especially the primary level.
Frequent curricular revisions, to remove and/or edit obsolete chapters and bring quality in education.
Accountability of Higher Authorities needs to be sensitised and effectively implemented through law and special courts which can
provide speedy decisions. An independent regulatory authority can be established to remove discrepancies in the rst place.
Aggressive Awareness Campaigns in Rural Areas to negate the negative attitude of the rural population.
Minimum Wages to Unemployed Educated Candidates.
Education Portfolio should be given to Education Experts.
The state university system should be expanded even more to provide educational opportunities to the rural people. Private sectors,
contributions from philanthropists and industry should be encouraged.
An alternate examination process in the form of internal assessment can be set up, where students are evaluated by their teachers.





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