“Education is the most powerful weapon one may use to change the world.”

 

While that may be true, it is a well-established fact that a weapon is only as deadly, or as effective, as its wielder. Simply having a weapon in your possession does not establish your superiority. Proficiency in its use, however, does.

On that note, in this article, we delve into the intricacies of the Indian education system by exploring its traits, methods, and shortcomings. Furthermore, analyzing certain aspects of the English system India has borrowed heavily from also reveals certain fallacies in modern Indian and English education processes. At the outset, let’s explore the current situation. In India, there exists a fundamental right to free and compulsory education to all children between the ages of 6-14 years of age. That is a rather commendable constitutional decision, drawing from the guidelines and stipulations of the International Covenant on Economic, Social and Cultural Rights, effective since January 1976 (to which India is a signatory). Almost all of the countries in the world are parties to this Covenant. That being said, certain related ancillary legislations on compulsory education, in-house-meals, and access to educational facilities and infrastructure granted to underprivileged children out of the government’s pocket have been enacted in various countries. The differences in the educational systems of various countries, in this case, can be identified in the execution of the process. The ins and outs of what a particular nation considers to be an ideal system are distinguishable based on a General or National Curriculum (to act as a yardstick), regulations on testing and examinations conducted, formulating the composition of an academic year and finally, practical exposure.

 

Based on the above facets, India does follow a strict and somewhat relentless mechanism. Of course, educational institutions are allowed to amend and modify their respective syllabi; but when all of these are considered together, a discernible pattern emerges. In speaking for a vast majority of Indian students, if not the entire student body, it is justified for one to state unabashedly that the education system is one that is driven by a maddening rush to forcefully assimilate an absolutely incredible amount of information. Beginning with pre-school and all the way until 10th grade, a student is required to follow a prescribed syllabus, with certain specific subjects that the student may never find any interest or applicability for. One may argue that there are certain merits to this measure. Wielding a large amount of information in one’s mind is always an advantage. After all, isn’t knowledge power? Sure, it is; if one discovers an appropriate situation to wield that power. A sovereign cannot exercise control over an empty state; in the same manner, as a law aspirant cannot convince a bunch of his/her peers of his/her legal aptitude while wielding an arsenal of physics and botany acquired through years of studying the same. The modern system of higher education in India is a rather large-scale attempt at hammering round pegs into square holes. Putting it succinctly, a rather time-tested adage comes to mind, “Knowledge is knowing that a tomato is actually a fruit, but wisdom is knowing that one does not add a tomato into a fruit salad”. While the system arms a student with knowledge, it is also extremely crucial for the same institution to help one understand how to learn, what to learn and where to apply that relevant information.

Moving on, the linear mechanism employed by institutions across the country stymie and negatively contort each individual's unique persona. Now while that may seem to be an unnecessary variable to some, the demeanor and personality of each individual reflect their tastes, preferences, and ambitions; all of which are integral aspects to consider while grooming them for their chosen professions. The percentages on an ideal examination marks sheet seem to be the primary concern of most educational institutions. Subsequently, most students are also subtly indoctrinated into believing the same – by their teachers, peers, and family.

 

Speaking of linear, almost every institution in the country engages in some manner of pseudo-nationalist parochialism through their courses. The realm and ambit of subjects such as history, geography, civics, current affairs and others are limited to the Indian landscape. Seasoned students of history, especially, can attest to this. It is important to instill a sense of national understanding in today’s youth, but demanding their unconditional attention to only this country is very deleterious in the long run. The scope of applicability and global understanding diminishes. North Korea is an extreme example of this. Here, students, from birth, are indoctrinated against the West. This is a classic example of nationalism transitioning into blind faith and regional propaganda. India has made some strides in this regard, wherein several institutions invite and host foreign lecturers and people of interest in order to provide first-hand exposure into the world beyond our contested boundaries. Still, these are few and far between, especially since the sum total of the country’s national syllabus is just that – intimately national. Allowing for a more global outlook, in a similar manner as to the measures taken by the Ministry of Education and Culture of Finland and the free-reign methods employed by Australian universities, have the potential to ameliorate this situation.

 

It cannot be said outright that any practiced education system currently in place is ideal. But it would help India’s case to take a few pages out of the books of Australia and Finland. People assume that there are little to no differences between the British and Australian systems. That assumption is flawed. The Indian and British system are similar, in that both share the primary purpose of seeking to usher in one generation after another of brilliance by schooling students on certain facts and figures with the objective of utilizing this information later in life. As simple as that (on paper anyway). In marked contrast, the Australian system’s primary purpose focuses on promoting practical skills, life skills and independent thinking and learning. Here, students aren’t expected to know and understand everything at the drop of a proverbial hat. Rather, they’re expected to be able to acquire and research into this information as and when required. Education through circumstance, as it were. This is prevalent in higher studies. This sort of setup makes one remarkably self-sufficient and inherently smart. The spotlight shifts from unerring hard work onto smart and informed work. Finland also employs a student-friendly and globally acknowledged system. The World Education Index, published with the UN’s Human Development Index (HDI), awards Finland with a 0.993. This is essentially stating that the country has a near perfect literacy rate and amongst the highest in the world. All of this acclaim rests on the shoulders of the Finnish Ministry of Education’s brainchild of an education system. “Whatever it takes” is a popular motto. Finland teaches its youth through not simply a process of learning, but through a process of applying and doing (“learning by playing”). Vocational education and assisted practical skill development are priorities. Additionally, Finland places great emphasis on special education for those who are desperately in need of it. This practice has been incredibly effective. Ever since the first results of the Programme for International Student Assessment (PISA) of 2000, Finnish students have always stayed ahead of the global curve. This achievement, despite the absence of a rigorous examination mechanism, speaks volumes in terms of success through practice.

 

 

Left unfettered, I could carry on for a great deal of time; methodically bludgeoning the strict-assessment education system that proves to be the bane of students across India, as well as the West. Speaking unequivocally, none of the above systems are perfect – each carries certain merits and demerits in their respective categories. Imperfection is not, and never will be, a crime. However, understanding one’s imperfections and doing absolutely nothing to remedy them (when it clearly could be) is insidiously harmful. A wholesome education system is something that develops through the passage of time, in the same manner as imparted education needs to build a wholesome student community. Obtaining perfection and excellence, therefore, is an indefinite journey – there will always exist room for improvement. Perhaps it’s about time we understood that.