One of the major drawbacks of our present system of education in India is that it gives our students the impression that their aim in life is to pass the university examinations, instead of becoming a man of good character and sound temperament.
This mentality has many socio-economic evils rooted in it. Naturally, the products of such education system do not contribute to the development of the country, but add to its woes.
The greatest drawback of present education system lies in the fact that there is a wide gap between education and its marketability. Our education system does not groom young men and women in a way that they can meet the requirement of job market. Every educated person wants to be a quill-driven, and only a few lucky ones are able to secure jobs in government or Private offices. A majority of these young educated persons have to struggle hard to fulfil their basic requirement which, obviously, brings in them a deep sense of frustration and confusion.
Sometimes these frustrated youth come into the contact of anti-social elements leading them to involve in anti- national, disruptive and destructive activities. Our secondary educational system is equally plagued with problems which have negative bearing on the education system.
It merely acts as preparation ground for university education. Besides, lack of uniformity in examination evaluation system, variation in syllabus and pattern of education, the syllabus itself is unwieldy and often redundant, not in accordance with the changing socio-economic scenario. Of course, our education system is not indigenous. It was in fact drawn by the British who actually wanted to exploit the intellectual resources of the intelligent people for their own benefits. In other words, they were merely interested in producing a class of officers who may efficiently carry on their plans and programmes and implement them with sincerity.
The Britishers, however, succeeded in their mission. This class later becomes an integral part of their administrative set-up and very loyal to the foreign forces. This privileged class had nothing in common with vast majority of illiterate people who were looked down upon by them. In course of time, they lost charm and utility, when the country was faced with unemployment problem.
But it is really an irony that the country after gaining independence did not realise the need to bring about changes in the education system in conformity with the needs of a new society which got independence after centuries of slavery. Unfortunately, it has not been changed even today. The remedial measures which are required to be taken should be started from primary level.
It should be more creative and interesting, giving more emphasis to oral and practical learning. Syllabus should be fashioned in this way that it looks enjoyable and not gruesome burden. At the secondary level a pattern of common entrance test should be introduced in which merit should constitute main consideration and everyone should be given equal opportunity.
Though this system has been started in some States, the need is to make it uniform throughout the country. This could reduce the anxiety about the unevenness of marks offered by different high-level schools. Besides, uniformity should also be followed in the examination evaluation system and in syllabus as well. An independent autonomous body should be formed to guide, monitor and supervise all these things. Furthermore, there should be a proper performance appraisal system for the faculty members.
Accountability should be laid down on the teachers in case of poor performance. The system of private tuition should be banned completely, because the teachers having secured increased pay packets from an obliging government do not take interest in performing their duties with full sincerity and devotion.
In addition, commercialisation of education should be stopped. Therefore it affects both white, black, Hispanic and Asian students from low income backgrounds. And how does class create this new gap? Students from wealthy backgrounds are privy to more educational opportunities such as the expensive private preschool programs in the United States which already puts these kids ahead of their peers right from infancy. This means that in most cases, students from wealthier homes already learn and test at a higher level than even smarter kids from poorer homes on starting kindergarten.
The next hurdle for students from low income families who manage to somehow close the learning gap encounter comes in the form of education policies in public schools. For those who inevitably attend middle school located in poor districts, a new set of challenges come up.
Statistics show that schools in poorer districts are more likely to be assigned first time teachers with little or no experience than those in wealthier districts. These teachers usually get their hand full quickly and do the bare minimum required to get students ready for tests. Other hurdles include the lack of certain important subjects students need to learn before pursuing higher education degrees due to no available teachers to teach them.
Another disturbing statistics put the number of High schools, located in poorer districts that do not offer Algebra II or chemistry as one in every four.
In conclusion, this gap truly exists and can only be closed if policies are made to equalize education achievement of every student between the ages of 0 to This policy will in turn provide students from every background with enough ammunition to enroll for and attain a college degree.
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