Opportunities of higher education in india essay

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they are punished. This is a good way to inculcate discipline in the students. Owing to the marking and ranking system in the Indian schools, the students are required to learn their lessons thoroughly.

They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has been criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation. Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there been any significant change in the way the education is imparted.

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students is judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They are not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

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Another problem is that the focus is only on theory. No importance is given to practical learning. Our education system encourages the students to become bookworms and does not prepare them for handling the real problems and challenges of life. Academics are given so much importance that the need to involve the students in sports and art activities is overlooked. Students are also overburdened with studies. Regular exams are held and students are scrutinized at every step.

This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.


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Many ideas and suggestions have been shared to improve the Indian education system. Some of the ways to change our education system for good include:. It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must be enhanced. In order to do so they must be involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge.

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This needs to be changed. Students must be imparted practical knowledge for better understanding and application. The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning.

Similarly, there should be classes on developing good communication skills as it is the need of the hour. In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they are not highly skilled and experienced. This approach must be changed. Good teaching staff must be hired in order to nurture the young minds well. The education system of our country must look beyond academics. Sports, arts and other activities must also be given importance to ensure the all round development of students.

While the need to change the Indian education system has been emphasized several times nothing much has been done in this regard. The STEM Summit is an annual event that attracts diverse stakeholders, ranging from teachers, policy makers, journalists, entrepreneurs, and students. And what strategies, tools and technologies will best help students achieve that success? Not a day goes by that we are not reminded of the growing gap between the preparation provided by institutions of higher education and the rapidly changing job market.

The ensuing negative press and political commentary on what to do about this gap often points to one of two possible solutions. The first is to infuse higher education curricula with vocational-skills training, an idea that often inspires much hand-wringing in university classrooms over losing sight of the critical thinking and leadership skills that are stated hallmarks of higher education.

This response can lead to a variety of defensive postures expressed in angry claims that business is taking over the liberal arts or more apologist approaches in which broad swaths of fields such as the humanities remind us of their relevance in the workplace. This approach has rightfully been viewed as having industry dictate college and graduate curricula, which—given the variability in needs across even a single sector, as well as the rapid rate of change—is an effort that has short-term benefits at best.

A second, more severe response is to view traditional higher education as an outdated remnant of the past and to focus instead on the expanding universe of micro credentials that are primarily online and significantly lower in cost than standard degrees. The various certificates, micro degrees and other assorted digital badges are far narrower in focus, either around specific skills or content objectives, and are designed to give a more granular view of learner competencies.

The pragmatic appeal of this approach, especially for employers, is somewhat offset by the reductionist view of each individual and potential employee as a simple collection of utilities. After all, we are seeking to hire human beings and not simply downloading software that performs a set of expected functions. For the time being, we still seek human intelligence rather than what currently passes as artificial intelligence.

So where does this leave us? But there is cause for hope. Arguably, all of the parts of the solution are on the table; what is required is an integrative effort that goes beyond simplistic Band-Aids in the form of changing who seems to be in charge of what education should achieve. Simply put, work must be more broadly defined with a straightforward recognition that it encompasses everything. However, the most recent education policy does not even mention the medium of instruction in higher education in its draft NEP Considering the increase in the spread of higher education in India, it is important to look at the issue of medium of instruction in higher education not only through the lens of educational efficacy but also taking into account its role in social and political determination for the following reasons.

Second, the discourse of higher education significantly impacts the conduct of primary and secondary education. Third, language determines who creates knowledge, for whom is it created and the problems it seeks to solve. This paper is an exploration of the literature on the issue of Indian languages as medium of instruction in higher education. While a lot has been written about the medium of instruction in school education, there has been little literature about this in higher education in Indian context.

The choice of language also determines the context in which knowledge is situated. The paper will lay out the broad arguments on this subject, discuss challenges, explore opportunities and point out gaps in analysis which could be useful for determining areas for further research.


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  • Fall of the bilingual intellectual. By comparing writings of famous intellectuals over time, the essay argues that in earlier generations, there was a presence of large number of Indian intellectuals who transacted ideas and thoughts in more than one language. He gives the examples of Gandhi, Tagore, Ambedkar along with others as proof. According to him, the presence of bilingual intellectuals has shrunk significantly and now there are isolated camps of intellectuals — those who communicate only in English such as himself and those who communicate only in the language of the state.

    Various responses to Guha Kalyan; Lohani have highlighted the presence of bilingualism intellectualism in performing arts and literature in a few Indian languages. It is natural for intellectuals to express themselves in their native language which reflects their engagement and commitment to their community. He criticizes the Anglophone Indian that only engages with metropolitan life, affairs of the central government, commerce and industry, the Anglophone diaspora and voices and ideas from the western world. Importantly, he reminds us that it is impossible to participate and influence political, social and cultural transformations without knowing the language of the people Kalyan.

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    There is a significant separation of discourses in English and other Indian languages. Bi-directional exchange of scholarship is limited.

    birkdotaripa.tk The broader argument about the decline of bilingual intellectuals appears true. This begs the question, if the access to higher education is guarded by a gatekeeper called English, how is a bilingual intellectual engaged with the community going to be developed?

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    Dysfunctional Aspiration. The expansion of higher education happened along with the growth of the IT industry and the urban middle class Krishnan. English medium higher education and an IT job symbolized the typical aspirations of the middle class. They see their vernacular medium counterparts struggle with English, despite their intelligence, in colleges and universities, in getting organized sector jobs, usually in the IT sector, and in prestigious central government jobs. Meanwhile, the English-speaking elite seem to do better and capture most of these opportunities. Most people mistake this correlation for causation.

    For the masses, who cannot muster the kind of social capital that the elite have, English medium education seems like the solution to access these opportunities. However, the allure of English medium is a mirage. Leading employability report concludes that no more than 7. Half the students are classified unemployable because their inability to speak English.

    While there is negligible difference between the technical skills between students from metro cities and non-metro cities sometimes they are superior in non-metro students , the ability to communicate in English is much higher in students from metro cities Aspiring Minds. It is important to note that languages are not learnt individually but in a community where it is spoken and transacted daily. The elite communities which speak English more will get the more fluent ones.

    Also, it takes years of exposure and transaction to master the capability of conducting higher education in a foreign language. This amounts to — word families for reading English Schmitt. Despite teaching and exposure, there is significant gap between receptive capacity and production capacity of foreign language learners.

    They can understand text and speech but struggle to produce original content in a foreign language.

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