A critical way to improve the current situation of our society is to Educate it. Education is and would always remain one of the most important facets of development for our nation. The Central Government envisions to make our nation the next budding technological and manufacturing hub of the world by the year 2030. This requires a highly skilled workforce that’s armed with the relevant qualifications. The brainchild of the same is the ‘Make In India’ and ‘Digital India’ Campaigns. These initiatives have not only led to economic benefits but have also enhanced the social well being of not only the individual but also the community as a whole. Thus, it is evident that an aggressive and influential education system is the need of the hour for driving our economic growth as well as for developing a knowledgeable society.

Digital inclusions, high-level security and other world-class amenities are required to create a conducive environment and would only come once an institution is granted autonomy. But now a big question arises, ‘Autonomy’ to what extent? The attempt should be to improve the quality of education and incorporate students from every stratum of the society. This would help in improving the language as well as the cognitive abilities and build social and emotional stability.

The efforts to accomplish the set target (i.e. to revamp the education system) are already in place but, there are still a few loopholes in the system. Not just the school education, the founding step to develop a child’s the cognitive skills, the quality of schools plays an important role. It would help in the upliftment of the nation as a whole. However, there is an evident gap between the education imparted by Indian schools and the knowledge gained by the understudies. The Indian education system is one of the largest in the world, run by both government bodies as well as private bureaucrats. Although, the provisions of the national policies bind the education sector but the states run their institutions independently due to different ownership as well as affiliating boards. Even the word ‘autonomy’ has various meanings for all stakeholders. Say for a teacher; autonomy would merely mean performing her duties without any interference. But, for a Principal, it might mean to design the school curriculum without any limitations.

The various initiatives like “Sarva Shiksha Abhiyan, 2001” and “Right to Education Act, 2009 has imposed legal obligations on both the central as well as the state governments to provide primary, elementary education to every child between the age of 6 to 14. Also, equality concerning opportunities for traditionally disadvantaged cohorts has also improved.

However, the low skillfulness of Indian students with respect to their global counterparts in spite of the presence of the most extensive school network in the world could be directly linked to the low standards of the teacher training provided. The main problem faced by the government and private schools pertains to the quality of teaching. The dismal performance of applicants in the teacher eligibility test (pass rates fluctuating between 1% and 11%) highlights the imperfect knowledge imparted to the aspirants during their teacher training programs and other educational courses.

Teachers should be trained in new age pedagogy to enable them to effectively as well as efficiently deliver quality outcomes. Existing educators should be incentivised too, to upgrade their skills. A self-development oriented appraisal system should be introduced to promote the plan in the initial phase.

 

A non-judgemental work environment primarily free from external requirements such as standardised testing, inspection and government control etcetera is a crucial ingredient for the success of schools abroad. And this is what the Indian education society is striving for! Limited alternatives are provided by the current Indian education ecosystem that is imparted through inflexible delivery models, leading to a wide mismatch between the capabilities of the students and the education imparted. The Indian school structures have to go through a complete overhaul as they still focus on teaching subjects in silos, with an aim to cover the prescribed syllabus without giving the students opportunities of deep immersion to solve real-world problems and acquire relevant skills. Moreover, the absence of continuously upgraded curriculum in line with the technological and scientific developments at the national and international levels contributes toward the low employability rates of the Indian youth. The entire paradigm of the Indian education system rests on isolation from community, memory recall, boredom and monotony, which is hampering the overall purpose of education and leading to several challenges.


The changeover phase towards a learner-centric education model requires the development of interactive learning modules. Tailored learning during the initial years would assist in the development of dynamic and agile learners capable of making more informed decisions.

The various sources of knowledge, as well as the societal resources outside the formal education domain, should be leveraged to enhance pedagogy further and build better connect between the learner and society. Good governance can bring schools out of solitude and promote the implementation of innovative ideas for tackling issues. Potential conflicts can be reduced through an open and transparent governance system that places equal importance on student rights and schools’ sustainability. The integrated school community together with its external stakeholders and favourable regulations will help students develop to the best of their potential, ensuring a minimum level of competence.

  • Spotlight on creating school initiative, Increase responsibility and straightforwardness. Simplify guidelines and controls, create segregated administration structure and encourage group commitment.
  • Questionable principles and controls ought to be supplanted, and an empowering structure must be implemented in light of self-regulation and revelations.
  • A unified archive ought to be produced to house all guidelines and directions administering the portion.
  • A swifter arrangement of looking for consents (perhaps single window freedom) ought to be actualised.
  • Expand self-rule for best performing schools. Play a guiding job for mid-performing schools. External mediation to empower low-performing schools
  • Guardians should shoulds be introduced through general school administration council gatherings.
  • Funds ought to be assembled from the network to update the school framework.
  • Customary education drills ought to be led to prepare principals.
  • Leaders ought to be chosen in light of authoritative legitimacy, not simply rank levels.
  • A training unit ought to be presented for key reasoning and managing strategy advancement.
  • School appraisals ought to be founded on understudy results.

 

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