Changing Trends and Challenges in Indian Education

Before we look at the changing trends and challenges in the current education system, we have to briefly look at the ancient education system of our country and its history.

Ancient Education System

As our Indian culture is ancient, our education system has also been around since ancient times. During this period Gurukul was the system of education. The period up to 1200 BC was the period of this education system. This period is also known as the Rigvedic period. During this period, education was open to all. Brahmin, Kshatriya, Vaishya, and Shudra had the right to get education. Women have the same right to education as men. The goals of education in the Rigvedic system of education were very broad.

The education of those days was not only for students. Nor was it purely bookish. The aim of education is to lead the individual from the darkness of ignorance to the light of knowledge and to develop the personality of the student in all aspects: truth, service, humility, discipline, patience, hard work, etc. The aim of education should be to achieve the mental and physical development of the students by cultivating qualities such as religious attitude, etc. The “Guru” used to live in the “Gurukula.” Guru was expected to be wise, full of character, and impartial. A disciple is identified by his master. The responsibility for the disciple’s good and bad behaviour is placed on the Guru.

Education in the Post-Vedic Period

This period is around AD. It is believed to date from 1200 BC to 600 BC. During this period, great changes took place in religious, political, and social life. During this period, the importance of Brahmins increased. The importance of sacrifices and religious rituals increased. The caste system was killed. The position and status of women declined. Important changes also took place in the education system.

During this period, Shudras were denied the right to education. Many restrictions were also imposed on women’s education. After that, the Gurukul system went, and the “Ashram system” developed. In the ashram, along with the Vedas, various subjects such as ethics, history, and warfare were taught. Students in the ashram study according to their varna. During this period, women’s education became progressively more hesitant. Women of the royal family are getting education. Common women, however, seem to be deprived of education.

Buddhist teaching system

This period in the development of the ancient Indian educational system is called the period of Buddhist education. It is generally considered to be from the founding of Buddhism by Gautama Buddha to the reign of Emperor Harshavardhana. This period is considered important in ancient Indian education. During this period, primary education was imparted in Buddha Math. Big universities like Takshashila, Nalanda, Vikramshila, etc. were established during this period for higher education.

The establishment of universities is considered to be the most advanced stage in the development of ancient Indian education. ‘Door Exam’ for students to get admission in this universityA very difficult test of name had to be given. The administrative sutras of the university were given to the learned and virtuous monks chosen with the consent of all in the Buddhist Sangha.

Teachings of Buddhism, philosophy, linguistics, sculpture, music, astronomy, grammar, and teachings of other religions were taught in Buddhist universities. In Hindu universities, education was given in the Vedas, astronomy, Sanskrit, grammar, theology, and arts. Apart from these subjects, handicrafts, architecture, sculpture, science and technology, medicine, and surgery are also taught. Students from home and abroad used to come to study at this university. The travelogues of some travellers of this period indicate that there were about 4000–5000 students studying in these universities.

 Medieval Period

Around AD The period from 1200 until before the arrival of the British in India is considered the mediaeval period. Education seems to have shrunk to a great extent during this period. Due to the supremacy of the Brahmins, the common man had to wallow in the darkness of ignorance. Mantra-tantra and witchcraft increased in popularity. Unpleasant customs, practices, and traditions, as well as fanatical religious rituals, led to an increase in home havans.

The restrictions on women became much tighter. They were completely shut out of education. The lives of the common people have been subjected to Aghori practises due to ignorance. It would not be wrong to call this period “the dark period.” During this period, various great saints passed away in Maharashtra. He worked to awaken a society mired in ignorance. He worked to bring the common people together through the Warkari sect. created unity among them and worked to free them from the yoke of customary traditions. Worked to organize the scattered society. It is because of his work that Chhatrapati Shivaji Maharaj The dream of establishing Hindu Swarajya came true.

British education system  

After the seventeenth century, the Portuguese, Dutch, and French empires entered India. It was these dynasties that started primary education in India. After them, the British came to India and brought the whole of India under their control through trade. He started imparting western education to Indians. His education was open to all. It helped spread education. Liberty, Equality, and Fraternity through Western Education These values became known to Indians. Religious education took a back seat as secular education developed. Indians educated in English worked to improve the society by creating awareness in the society by destroying the undesirable practices in the society. This later helped to awaken a sense of patriotism, and the freedom movement gradually took root. The British emphasised education, which produced clerks who would help them in clerical work.

Education in the post-independence era

After the independence of India in 1947, the need for literacy was strongly felt by all. The Constitution provides for free and compulsory education for children between the ages of 6 and 14. The Planning Commission also seems to have given priority to education in its five-year plans. After independence, the Government of India appointed various educational commissions for the improvement of Indian education.

In it, the Radhakrishna Commission of 1948 was appointed to bring about reforms in higher education. Then in 1964 Dr. D.S. Kothari Commission to improve the quality of primary, secondary, higher secondary and higher education in the country under the chairmanship of KothariAppointed The commission mentioned in the report some suggestions for important reforms. He designed a pattern of education with 1 to 3 years of pre-primary, 10 years of secondary, followed by 2 years of higher secondary, 3 years of graduation, and 2 or 3 years of post-graduate education. This commission made an in-depth study of all levels of education and made important suggestions. The Government of India announced its first education policy in 1968, after independence.

National Education Policy: 1968

The Government of India released its first education policy in 1968 based on the recommendations of the Kothari Commission. Recommendations on a new format of education and commercialization of higher secondary education, work experience, social service, book production, an improved salary scale for teachers, the establishment of an agricultural university, the trilingual formula, education of the weak, women’s education, the establishment of universities, etc. were implemented. Therefore, the development of Indian education took a different direction.

National Education Policy: 1986

Rajiv Gandhi’s government announced this policy. Important instructions in this policy are as follows:

1. to provide equal opportunity in education to all.
2. education to establish equality.
3. to design the restructuring of primary, secondary, and higher education.
4. Modernizing teacher training
5. to invest 10 percent of national income in education.
6. emphasis on training and continuing education.
7. Proper development and utilisation of national resources through education
8. Making the education system socially oriented
9. To include in the curriculum the ten core elements of “Freedom Struggle, Constitutional Responsibilities, National Identity, Socio-Cultural Heritage, Egalitarianism, Democracy, Secularism, Gender Equality, Environmental Protection, Eradication of Social Problems, the Ideal of Small Families, and Inculcation of Scientific Attitude.”
10. Restructuring of technical and vocational education
11. Coordination of child care and education establishment of open universities, distance education departments, rural universities, establishment of Navodaya Vidyalaya for intelligent students, separation of degree and job, etc. The education policy of 1968 was not successful. This was taken into consideration in the 1986 policy.

Revised National Education Policy: 1992

The revised National Education Policy was announced in 1992 after reviewing the implementation and results of the National Education Policy of 1986. It made the following recommendations:

1. involvement of educational experts in educational administration and planning.
2. involvement of in-service servants in educational administration and supervision.
3. to review three institutions at the national level, namely the National Council of Educational Research and Training (NCERT), the National Institute of Educational Planning and Administration (NIEPA), and the University Grants Commission (UGC).
4. Expenditure on seminars, workshops, new syllabuses, etc. is illusory and should be done for school facilities.
5. Excessive expenditure on higher education should be reduced and diverted to general education.
6. After deciding the educational policy, the financing required for it should be arranged. An action programme was set out to implement the revised education policies. It includes improving educational administration, making compulsory primary education successful, increasing the participation of girls at various levels of education, adopting the three ways of primary education, non-formal education, and training to spread literacy, maintaining the number and attendance of students in schools, revising school textbooks, etc.

National Education Policy: 2001

As mentioned in the National Education Policy of 1986 and the revised Education Policy of 1992 based on it, the education system was to be reviewed every five years. Accordingly, in November 2000, a revised syllabus was prepared in line with the National Education Policy, and this syllabus was announced in September 2001. Hopes and aspirations of the people, future challenges of the nation, constitutional issues, problems created due to globalization, changed social context, progress in science and technology etc. have been considered in this course. 

National Education Policy: 2020

# The new National Education Policy is applicable at all levels from Kindergarten, Anganwadi to Higher Education.

# An important suggestion in this is that children should get education up to class 5, preferably in their mother tongue.

# It is important that students get business education in the sixth grade. Today, a new format of 5  + 3 + 3 + 4 will be implemented instead of 10  + 2.

India had only an 18.3 percent literacy rate in 1951, but by 2011, it had reached 72.98 percent. In 2010, the central government made education free and compulsory for boys and girls up to 14 years of age. Hence, the spread of education was greatly boosted. In order to provide education to all, the government has set up a network of anganwadis, kindergartens, primary and secondary schools, colleges, universities, night schools, technical schools, industrial and vocational education centres, and training centres for spreading literacy all over the country.

From ancient times till today, knowledge acquisition, character building, social commitment, national feeling and patriotism formation, Cultivation of moral values ​​remains an important objective of education. But in the 21st century, as education has become important for the attainment of power, wealth, and employment, the above objectives are falling behind in education. Education is being pursued to fulfil the goals of getting a job, making a living, building a career, fulfilling personal ambitions, etc. The marks in the examination are considered academic merit.

Earlier education maharishis who were eager to spread education have been replaced by education emperors who collect huge education fees and donations and have created a market for education. Globalization has made education more expensive due to the reduction of government subsidies and the emphasis on privatization. In all this environment, the possibility of common students being deprived of higher education has arisen. As education becomes more important for obtaining employment, the above objectives are falling behind in education. Education is being pursued to fulfil the goals of getting a job, making a living, building a career, fulfilling personal ambitions, etc. The marks in the examination are considered academic merit.

What are the changing trends in education in the twenty-first century?

Education is changing at all levels, at different levels, and in different fields. As social and cultural changes are taking place in society, there is also a change in education. It happens in the way of receiving education as well as in the way of imparting it. Now a great revolution has taken place in the field of telecommunications. A lot of changes have taken place in radio, TV, computers, and mobile. All these media are being used in education in a big way. If we want to keep up with the pace of globalization, we need to set goals for education in the twenty-first century.

OBJECTIVES OF EDUCATION IN THE 21ST  CENTURY :

1. to make citizens with character and students aware of education.
2. Education should be the ultimate goal of education, not a career.
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3. Education should not be one-sided but multi-faceted.
4. The declining quality of education should be improved.
5.  Education should come out of the four walls. Education should move out of books and become more practical.
6.  Students should be inculcated in their education without a dose of preaching.
7. Students should be taken out of various virtual games.
8. Teachers should be created who are passionate about education and students.
9. Educationists should study whether their curriculum can appeal to today’s students.
10. Knowledge should go beyond grades or marks and become skill-based.
11. Parents, teachers, and society should be made aware that students are scoring machines and have expectations from society. Students should be freed from the burden of expectations.
12. By reducing the growing sense of insecurity among the students, they should be imparted confidence-based education and skill-based education useful for their survival.
13.  Cheating, copying, copying should be banished from education. Arts, commerce, and science should be integrated through education.
14. Awareness should be created among parents and society that education in the mother tongue is the fundamental right of students.
15. The all-round personality development of students should take place in education. The mentality of students should be considered in education.
16. Basically, the struggle for marks in education should be stopped. Children should be educated while keeping in mind their natural abilities and interests.
17. The pressure of parental expectations should be reduced. The concept of “freedom of education” should be inculcated in society.
18. Education should be created to meet the challenges of the 21st century.
19. The mere clerical education of British soil continues even after independence; it must be stopped.
20. Ten to twelve hours of education in the name of various competitive exams should be stopped.

Challenges facing Indian education in the twenty-first century

Enlightenment was once a rite of passage in Indian culture. Acquiring knowledge was considered a sacred task. Whether this is the case now is a matter for research. At present, the same situation is seen in many places; except for a few exceptions, there is no interest in imparting knowledge. The previous yearning for education is not seen in both the students and the teachers. The reasons for this should be considered. At the current rate of globalization, everyone’s living standards have improved. New technology has become known to man. The flow of huge information came to the hands of man and stopped . The mobile revolution has completely changed the world. The use of social media has become excessive.

Today’s young generation is getting carried away in this deluge of information technology. This generation is wandering in a lost state of mind in a directionless state. Generation after generation is on the verge of destruction. When this is the case, why are the country’s leaders and academicians not talking about this issue? Why can’t the generation trapped in the web of this technology be brought back into the flow by using this technology? This requires strong willpower. This will must be created both in the political and educational spheres. Now is the time to act, as the saying goes, “Fork with a thorn.” The continued education of students through Zoom, Google Meet, and Skype means that we are using a lot of technology in education. Teachers, parents, and students are satisfying themselves with this miracle. There is no alternative for him in the time of Corona.

Challenges and opportunities in career and education

After Corona, there have been radical changes in the education sector. During the competition, the future career direction has to be decided from the school level itself. A conscious effort to this effect is seen in the new education policy. Incorporating vocational education into the curriculum as early as Class 6 itself is a major change. After school, our journey towards a career truly begins. Now, during the competition, it will not be possible to depend only on one degree (college or private). The following things are very important during this period for success in life:

1. willingness to learn on your own
2. Passion for innovation
3. Choosing a good course college

While considering the changing streams in education, students also need to consider the changing industry. Choosing a career by being casual will not work. You have to think about the next fifteen years while choosing the course. We will not be outdated in a fast-changing industry. According to a survey conducted by the World Economic Forum, in the era of changing competition, knowledge from schools and colleges cannot be relied upon. They have to learn everything by themselves.

In changing times, only traditional education will not be useful for all-round development of students and facilitate their future life. That is why skill-based education has gained unique importance. If the rising unemployment rate is to be reduced, students will definitely benefit if they acquire different skills along with the curriculum. Skills and knowledge are the driving forces behind the economic growth and social development of a country. In the current era of competition, students should not only focus on engineering and medical fields but also look at other options. For example, many opportunities have arisen in various fields such as nanotechnology, hotel management, and forensic accounting. There is a lot of scope for innovation with the talents of the students in this field.

Today’s youth are constantly changing their status on mobile and social media. Actually, instead of spending time on this, you should try to change the status of your life. Children should develop their skills online and offline. Only then can the young generation sustain themselves in this new stream and climb the ladder of success.

                                                                                                                                                                                  Reference : Center for Distance Education, Shivaji University: Education and Society, M.A. Part-I, Kolhapur : Shivaji University Press.Open publish panel