Indian Education System – Issues And Challenges

Education is one of the important topics in the polity section of the UPSC syllabus. It is important also from a social issues point of view for the civil services exam. This particular article talks about education in India, its issues and challenges.

The major issues and challenges of education sector and the concerned issues has been dealt under the following sub-heads- 1. Expenditure on education 2. Gross enrolment pattern 3. Capacity utilisation 4. Infrastructure facilities 5. PPP model 6. Student-teacher ratio 7. Accreditation and branding – quality standards 8. Students studying abroad A brief description of the above has been laid down in the forthcoming paragraphs.

1. Expenditure on education In terms of expenditure incurred on education, particularly on higher education, during the year 2010–11, the government spent around Rs.15, 440 crore which is about 85 per cent of the revised budget estimates for the year. The recent 66th round of NSSO survey reveals that between 1999 and 2009, spending on education in general jumped by 378 per cent in rural areas and 345 per cent in urban areas of the country. The survey further reveals that spending on children’s education underlines sharp increase – 63 per cent for rural and 73 per cent for urban families. However, if we measure the expenses on education as a percentage to GDP, India lags behind some developed/ developing nations.
2. Gross enrolment pattern At present, in India, there are about 1.86 crore students enrolled in various streams of higher education including Business Management. Despite the large number of students studying in various streams, we have not seen any major shift in the productivity as skills and talents are deficient to support economic activities and, hence, there is a serious concern on employability of these educated persons. The gross enrolment ratio (GER) for higher education in India was 12 per cent in 2010. However, the enrolment level varies across states. We also need to recognize that our enrolment level is far below several other countries. For example, according to a Report, GER is 23 per cent for China, 34 per cent for Brazil, 57 per cent for U.K., 77 per cent for both Australia and Russia and 83 per cent for the U.S. In this context, the attempt of Government authorities to increase the number of students by 2020 so as to reach GER of 30 per cent becomes a big challenge. No doubt, the launch of new institutes like JRE School of Management can play a catalyst role in addressing the challenge of increasing GER in India. As a positive step, for the remaining duration of Eleventh Five Year Plan, the Government has taken initiatives to incentivise States for setting up/expansion of existing educational institutions, establishment of 8 universities, expansion of colleges to achieve a target of 1 lakh students enrolment and schemes for setting up model colleges in regions which are below national average of GER.
3. Capacity utilisation Another challenge to be addressed in strengthening the Indian education system is to improve the capacity utilization. For example, a recent study on capacity utilization in India for higher education indicates that the capacity utilization in case of MBA is about 57 per cent in Maharashtra and 72 per cent in Haryana. In case of certain states, there are a lot of unfilled seats in institutions. On the one hand, we need to improve our GER, and on the other, we need to ensure that institutions/ colleges/schools created for providing higher education fully utilize the capacity created.
4. Infrastructure facilities One of the factors why the capacity utilization is low in upcoming/new institutions/colleges (both in private and public sectors) is their inability to provide necessary physical infrastructure to run the institutions. The infrastructure facilities desirable to rank the institutions of better quality include real estate, state of the art class rooms, library, hostels, furniture, sports facilities, transport, commercial buildings, etc. We need to ensure apolitical private sector participation in the establishment of colleges for providing quality physical infrastructure.
5. PPP model The Government is making efforts to improve the education system in terms of various parameters like GER, quality, investments, infrastructure, etc. But we need to recognize the constraints for the Government to make a big turnaround with huge investments in education. I believe that private sector has started playing a distinctive role in improving the education system in India. In this context, it is useful to explore the possibility of public private partnership (PPP) model in education. This is not only going to reduce the burden of the Government in incurring high cost of providing basic infrastructure facilities but also lead to construction of state of the art buildings, labs, libraries, hostels etc. Besides, the collaborative efforts between universities/colleges and corporates would help in organizing joint research and development, students getting exposure to industrial activities in terms of internships, corporate training during vacations and issuing of certificates by corporates for attending internship/training etc. and, thus, facilitating in image building and branding of institutions and making the students more job-worthy.

6. Student-teacher ratio Another challenge for improving the Indian education system is to improve the student teacher ratio. In India, this ratio is very high as compared to certain comparable countries in the world. For example, while in developed countries this ratio stands at 11.4, in case of India, it is as high as 22.0. It is even low in CIS (10.9), Western Asia (15.3), and Latin America (16.6). This brings the necessity to recruit quality teachers and strengthen the teachers required to handle classes. I also feel that like in developed countries where students are given part-time teaching assignments, we can also explore such possibilities in technical/higher education to handle lower level classes. It is also expected to help the students in meeting their education expenses partially.

7. Accreditation and branding – quality standards In order to improve the skills and talent of our large populace, there is a need for raising the quality and standards of our education system. It is well-known that many of our professionals (engineers/doctors/management professionals) remain unemployed despite lot of opportunities being open in the globalised world. One of the major factors is the lack of quality education resulting in qualified but not employable category. We need to introduce/activate the mechanism for rating and ranking universities/colleges. At present, there is no compulsion for institutions/colleges to get accreditation in India. Government has already mooted a proposal to introduce accreditation. We, therefore, require standard rating agencies to give accreditation to universities/colleges/schools. In a recent ranking of Business Schools by Financial Times at global level, in the top fifteen, only two of the Indian premier Business Schools appeared at rank no. 11 and 13 for the year 2011. Most of the top ranking business schools were from the U.S. In this ranking, even China was ahead of India. In the same reporting, in respect of value for money of these two Schools, it is observed that it is not that high when compared with some of the best U.S. Schools. However, a positive development is that these high ranked Indian Schools possess faculties with doctoral qualifications and of global standards who can deliver quality education to the students. In the world ranking of universities by Quacquarelli Symonds in 2010, out of 200 world renowned universities, only one Indian educational institution appears in the list, while 53 institutions are in the U.S. According to Webometrics ranking for 2011, while no Indian university appears in the list, there are 99 U.S. universities included. This essentially shows that we need to develop Centre for excellence of global standards. Given the increasing role of private sector in the recent years in the development of higher education standards, we need more such institutions that meet certain global rating standards to come up in those areas where low GER prevails. I understand that the JRE School of Management has been established in collaboration with the largest private education group in Asia-Pacific and, hence, striving for quality education of global standards would be its principal aim.

8. Students studying abroad As mentioned in the beginning, India has the largest number of higher education institutions. Despite that, we find the number of students interested in pursuing higher studies abroad is on the rise. In the year 2006, according to a Wikipedia report, 1.23 lakh students opted for higher education abroad, of which about 76,000 chose the U.S. as their destination, followed by U.K., Canada and Australia. However, in 2010–11, about 1.03 lakh students got admission to study in the U.S. In regard to Australia also, the number is on the rise. During 2004 to 2009, the number of students joining different courses rose from 30,000 to 97,000. Likewise, in the other sought after destination of U.K. for higher education, students studying abroad doubled between 1999 and 2009. In 2009, about 19,205 students were studying in U.K. Various factors encourage Indian students to seek admission abroad by taking loans from financial institutions including (a) quality of education, (b) increasing prosperity and aspirations and (c) social prestige and also exposure and experiences gained. We have to recognize these short-comings while building our educational institutions for reversal of trend.

A NOTE ON ‘PRATHAM’

Pratham is the largest non governmental organisation working to provide quality education to the underprivileged children of India. Pratham was established in 1994 to provide education to the children in the slums of Mumbai city. Since then, the organization has grown both in scope and geographical coverage. Today it reach out to millions of children living both in rural and urban areas through a range of interventions. The Pratham team comprises of educationists, development professionals, media personnel, corporates, workers, activists, PhDs, MBAs, CAs, civil servants, bankers, corporate professionals, consultants, who all bring their experiences and perspectives to the organsiation and are unified by the common vision of improving the future ofour children.

Indian Education System Problems and Solutions

WAY FORWARD

The initiatives to evolve must be centered around the following- 1. Innovations required 2. Quality of education 3. Making education affordable Description of the above has been laid down below.

1. Innovations required The challenge of educating millions of young people implies that we need to scale up our educational efforts multi-fold despite having the largest number of higher education institutes in the world. Scaling up is not possible unless the students become successful, create value in the society and contribute back to their alma-mater or, better still, start new institutes of global standards themselves. The curriculum of some of the colleges/universities is more or less obsolete and do not equip students with the necessary skills or impart latest knowledge. If a student passes out of a chosen course, he or she should be employable as a work force. Unfortunately, given the phenomenal share of lack of technical knowledge in the courses of education, students are found wanting in the desired skills and technical soundness. To address this issue, we may think of strengthening the vocational streams in schools/colleges. It is urged to the universities/schools/colleges to regularly revisit their curriculum by involving experts from different fields so that the curriculum can lead to knowledge development. Further, why can we not use the available infrastructure more intensely? For instance, why cannot a second stream of courses, say vocational, be run in the evening/night so that the available /created infrastructure is better utilized.

ETHICS IN EDUCATION

As education has to be made affordable to all deserving and poor students, there is a strong need for educational institutions not to over-commercialize education but to uphold ethics in the business of education as well. It is not anyone’s case that the business has to be run unprofitably but the business must be carried out with ethical values for the sustenance of educational institutions. Overexploitation should be avoided. Profit cannot be the sole motive for undertaking this business. It must be driven by an unflinching commitment to society which in turn will benefit the business in the long run.

Teachers are the most important factors for any innovative society because teachers’ knowledge and skills not only enhance quality and efficacy of education, but also improve the potential for research and innovation. Given the higher level of GER to be achieved by 2020, a large number of teachers would be required to educate the growing young population. Maybe, students could be used as teachers, especially good students coming from lower income groups so that they can be partly be compensated. Further, barring some leading schools/universities/autonomous educational institutions, many of the teachers of colleges/universities need to hone their skills/talent. There is a need to encourage teachers to participate by presenting research papers in seminars/workshops/conferences and receive periodic trainings for updation of knowledge/skills. It is equally important that a feedback mechanism from students is introduced in universities/colleges to assess and evaluate teachers’ role in the institutional developmental process.

2. Quality of education Given that we need to compete globally in the 21st century, our education system should adopt certain benchmarking techniques for improving instruction models and administrative procedures in universities/colleges to move forward. It is suggested that we need a thorough study and evaluation of models implemented elsewhere and work out strategies to adopt such models in our system. Benchmarking would provide benefits to our education system in terms of re-engineering, setting right objectives, etc. The country is showing consistency in economic growth pattern, leading the world in terms of information and technology, modernization various economic activities and pushing for higher share of industries and services sectors of the economy but there is one area which needs reform is “education system”. While it is true that some investments are taking place in the country’s higher education system, we are yet to establish world-class research facilities, recruiting profound academicians in universities/colleges/research institutions, etc. to sustain and forge lead in economic development. It is important to understand that countries like China, Singapore, South Korea, etc. are moving fast in investing in education system. Therefore, it is imperative that our educational institutions are equipped with the desired quality and standards which are essentials for transforming the younger workforce into productive ones. Needless to reiterate that in the higher education system focus on use of technology for effective learning by students also need to be encouraged to have cutting edge over our competitors in the globalised world.
3. Making education affordable In India, if education has to reach all deserving students, it should be made affordable. The fee structure in Government-owned/sponsored institutions is inexpensive in India. However, in some private sector institutions, which have the freedom to prescribe fee structure and despite broad guidelines from certain state governments, fees are beyond the capacity of poor and deserving students. Ideally, the fee structure should vary for such economically weaker students. It is urged to the educators to keep in mind that education should not become prohibitively expensive and ensure that no deserving candidate is denied admission just for the fact that he or she does not possess the necessary financial resources.
 
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