Issues in Education
5. Suggestions
i) Reduce Time
ii) Bring Vocationalisation
iii) Use TV Audio media
iv) Cresh and Anganwadis
v) Area planning
vi) Indu AC focus
vii) Use students for Teaching
viii) Smooth transition from non-formal to formal
ix) free the sullabus
x) Open Universities.
article synopsis
Synopsis
of my presentation titled
Education
– The way to nation-building
India
stands at a critical stage from where it is going to be catapulted
either into a ditch of complete erosion of Indian Culture and Values
or into a strong position of world- leadership. And the destiny will
depend upon whether our System of Education can enlighten and
empower the citizen for the following TOP-TEN national tasks.
Eco-Land-Hills-Forest-Rivers-Water
Conservation
Saving
Indian Languages and Cultural Heritage
External
and internal security including International Diplomacy
Research
-- from present abysmally low to a respectable level
Communication
-- Physical, Satellite, OFC
Eradicate
Corruption -- Revamp Political Administrative and Judiciary
processes.
Work
and Energy Efficiency
Make
Agriculture a part of Life-cycle and conserve Biodiversity
Revamp
system of Health
Sustainable
Development models for Rural and Urban areas.
WHAT
ARE THE OBJECTIVE OF EDUCATION?
A)
From the point of view of the SOCIETY or the NATION-
Is
the society growing richer?
Is
there enough material production and materialistic gains?
Does
the socio-economic system permit equitable distribution of wealth
and production?
Is
there a reduction in the drudgery of the common man?
Does
the environment permit pursuit of excellence?
Does
the environment permit inculcation and establishment of ethical and
personal value systems along with pursuit of freedom and
fearlessness?
Do
the people have a sense of commitment towards:
a)
the society,
b)
the cultural and philosophical heritage,
c)
the nation?
Do
people regard contentedness as a cherished value?
Does
the society uphold truth as the ultimate goal?
B)
From INDIVIDUAL’S point of view:-
The
education for an individual,
Must
make him better equipped to earn his living.
Must
encourage him to the pursuit of excellence.
Must
build up the sense of belonging towards the society and the nation.
Must
build up the sense of compassion and friendliness towards others.
Must
bring in appreciation of social harmony.
Must
inculcate dignity of human life and human labour.
Viewed for these objectives, the
present education lacks in many ways and a listing of the same also
suggests the remedial action that can be taken urgently.
Too costly – Not affordable
to a vast majority.
Too discriminatory – promotes
clitches and divisions in society among the haves and have-nots,
among the rural and urban, among the elite and the common.
Does not teach Quest of
Knowledge or Rigour of Experimetation. The country's capabilities
for research are at low ebb.
Does not teach to question the
veracity of basic assumptions. This leads to non-development of a
philosophical perspective.
Vocation and skill training is
missing – The budget, facilities and innovative ideas for
vocational training are lacking even at a concept level.
Too much emphasis on form and
procedure such as compulsory attendance.
Poor sense of dedication and
self respect among teachers – no teaching through heart.
Poor quality of teaching –
mushrooming coaching classes must be seen as its index.
Lack of facilities to develop
the attitude and skills for Sports, Art and Theater
A wall of impregnability between
Formal and Non-formal streams – No smooth transition between them.
This keeps away nearly 70 % student population from higher studies
which is a needed input to upgrade their training, skills and
knowledge.
Promotes rat-race and a
philosophy of dissatisfaction, frustration and non-compassion.
No recognition or provision for
the End-of -Spectrum students – neither for the genious nor for
the handicapped.
No recognition for experience
and expertise obtained through life-experience.
Complete wastage of the high
potential of education through TV network – No evaluation of
ineffectiveness of Dyan Darshan channel.
No proper methodology for
Value education – Values are inculcated amongst individuals
through their Role Models and amongst the society through long
standing traditions. Both the role models and the traditions have to
be re-emphasized through their dynamic interpretation relevant to
the contemporary psyche.
Utterly moved away from a
life-style compatible for a country that boasts for being 75 %
agricultural in occupation.
This analysis and more so the 3
underlined issues brings us to the discussion about the model of
development which we must choose as such a model will decide our
attitude towards the National Tasks listed above. An improper model
of development will lead to Contradictory policies that will subvert
some of those tasks. A proper model needs to have its value system
which has to be a part of educational content.
In this connection let us see how
and to what extent the Indian value system is relevant. This is how
interpret the values given and defined by Patanjal Yogsutra –
SATYAMEVA JAYATE NANRUTAM –
Satya including persuit of knowledge and Research – is the most
basic for every invention and progress. Vivek is an integral part of
it.
KRINVANTO VISHWAM ARYAM --
Non-commercial imparting of knowledge which is possible only with
Love for disciples and commitment to spread knowledge.
AHIMSA including Non erosive
techniques of development,
TYAG and SANTOSH, – Necessary
for Abhyuday that is, the progress of Society as a whole.
MA GRUDHAH KASYASWID DHANAM –
that is, Asteya -- Not taking what is earned by others, but taking
only that which is earned by yourself. This is the most basic
statement of Economic development and human progress. It is also
coupld with the Value of Dignity of Labour.
BRAHMACHARYA – a Life not
given to or carried away by bhoga,
ASANGRAH – not compelled by
the lust to accumulate or amass property.
These values go well with the 1
st Task of Eco-Land-Hills-Forest-Rivers-Water
Conservation. This
is one example of how the National tasks, the Value-system and the
Educational Philosophy are integral to each other. Similar example is
of Krishi as a sector. This is the only occupation which is capable
of returning to Dharati more than what it takes from it. Hence much
more thinking is required about it. We need to give Agriculture its
due position – without being dubbed as primary economy. We also
have to remember that unlike many other economies India is blessed
with Sun-shine for most part of the year, which makes agriculture
more profitable than in other countries. The Educational system must
not promote a student-ship that is allowed to be devoid of any
training in agriculture. This is also necessary for appreciating the
dignity of Labour. Decentralisation of Economy, means of production
and propagation of technical and applied know-how is another aspect
of development model essential for Equity of Distribution. These
examples highlight the importance of how selection of a particular
model of development will guide and be guided by the value system
chosen as a part of educational inputs.
------------------------------------------------------------------------------------------------------
