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A View on Quality of Education in India

A View on Quality of Education in India


India, the second most populous country in the world with a population of 1.2 billion, expected to be ahead of china by 2030. Looking at that, I think we must be second most developed country or at least a developed country by now. But we are still developing. Several people may quote several reasons for this but for me quality of education has certainly a role to play in country’s development. There’s no one definition of “quality” that applies to every discipline. But in education we know quality occurs when:

  • Students are learning.

  • Schools and universities create value for those they serve and those who serve them.

There are about 567 universities in India and none of them is able to make into the list of top 200 universities of the world. Although India’s national literacy rate currently exceeds 75%, a study finds that only 53.4% children in Standard V can read a Standard II-level text, and that nationally there has been a decline in the children’s ability to do basic math. Another study by NASSCOM finds that 75% of technical graduates and more than 85% of general graduates are unemployable. The problem with the present Indian education system is that it is delivering a huge quantity of output, in the name of educated populace, with poor quality.

Statistics reveal that India produces about 3, 50,000 engineers every year. The number is great but the question is

  • How much are they contributing?

  • Can our engineer’s compete at a global level?

  • Is the quality of education adequate to make our country a developed one..!!

A bag is full of 20 bananas and no other fruit. Rajeev draws a fruit from the bag. What is the probability that he will draw a banana? An embarrassing 30 per cent of the country’s engineers cannot solve a problem as simple as the one above, a study has found. It’s worse as over one-third engineers do not possess mathematical skills needed in day-to-day life for doing simple transactions, counting and arranging.

What should be done…!!

The first step in the journey of quality technical education, however, remains getting the ILOs (intended learning outcomes) right. A standard statement of ILOs, internationally, tends to run as follows:

On successful completion of the programme/module/session, students/participants would be able to do this, this, this…classified under four subheadings, such as,

  • Knowledge and Understanding

  • Intellectual Skills

  • Practical skills

  • Transferable Skills and Personal Qualities

Knowledge and understanding signify cognitive learning and abilities such as to define, describe, discuss, explain, illustrate. Intellectual skills signify abilities such as to compare, contrast, evaluate, select. Practical skills include abilities such as to relate, apply, implement. Transferable skills signify abilities such as to apply to the new and different situations.

So there is a need to know, realize and rectify. Eliminate loopholes from present education system as soon as possible.

Remember “A quality education has the power to transform societies in a single generation, provide children with the protection they need from the hazards of poverty, labour exploitation and disease, and given them the knowledge, skills, and confidence to reach their full potential.”

Nikhil Raj

Nikhil Raj

Nikhil is confident and an extrovert pursuing his B.E at CBIT, Hyderabad. He loves meeting new people, playing cricket, listening songs and watches every movie irrespective of how it is. He hates violence and feels being good at everything is better than being perfect at something. He has been the topper since childhood and loves writing poems too.