Row 2697

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This page contains data entry 2697 from the Axioma AXP content repository. The structured data below represents the complete record for this entry.

Raw Record

{
  "text": "# Indian Education Reformation Plan\n\n\r  \nIndian education system, comparing to other countries, are somewhat incompetent. Many problems in education also affect on labour market, making Indian workforce not really able to compete in international labour market. After careful analysis, government made a conclusion, that reformation of Indian education must be realised, and some measures should be undertaken to create a stepping stone for further labour market reforms.\r  \n\r  \n**Better for kids – better for nation!**  \n\r  \nIndian educational schooling system has many problems indeed: typically for countries with big poverty, it’s luck of funding but also more specifically for Indian context – luck of qualified teachers and the framework of system itself. First of all, Indian government will increase education expenditures to 3,3% of GDP or 143.5 billion dollars. Existing system ensuring, that students would have big enough luggage of theory, but never stands for a practice. Perhaps, government could not resolve problem altogether, especially ones that require enormous funding, but it can change the way this system works. In this sense, Ministry of Human Resources developed another approach and vision towards school years of Indian children. Some of points of this policy are recalled with National Education Policy, developed but MHR earlier. The vision states, that Indian pupils should receive less theoretical, but much more practical education. It worth noting, that all of reform plans will receive additional support from educational structure (for example, printing updated textbooks with more practical than theoretical examples). Realisation of this thesis goes with some key points:\r  \n***1)***\tUpper primary education should be reformed, but especially – it’s curricular. Today upper primary has a disease, that really affect Indian education in many aspects – too much theory. Indeed, upper primary as institution tries to teach kids with some things, that should not be taught in this age, due to parents’ pressure. New regulations, enacted by Ministry, will ensure, that curricular indeed not so broad as it should be, also regulations would have the list of school subjects with detailed content of the program and possible ways for these programs to be taught. Indian government would delegate power to regulate some incentives for schools with respect of state needs, but state’s power would be limited only by incentivizing schools with more effective or more accessible studying of some subjects, but states couldn’t pressure schools to overcome program, while the government and states cooperatively would also ensure, that schools can meet this requirements. \r  \n***2)***\tNeed of reform also quite high in lower secondary education. In lower secondary Indian pupils usually meet with their first exam – All Indian Secondary School Examination or AISSE. The problem is that this exam, with regards to its grade (10) is too difficult. MHR will make it a bit easier, based on only core material, that is needed to pass successfully through this exam. Despite thinking, that this change would not make significant changes in educational system, it would. The main purpose of making AISSE easier is to make higher enrolment rates in higher secondary education, because family income usually doesn’t allow to afford higher secondary after passing AISSE, because private school fees and private tuitions are too costly for families to afford preparation to exam and higher secondary respectively. Making AISSE easier would mean, that there is no need in private tuitions and big preparations. That would be no worsening in quality of education because majority of pupils anyway passing AISSE (91.1% in 2019, expect to have same values in 2026 lol), meaning AISSE would be passed without big financial exhaustion for families. There would also take place an informational campaign, informing people about changing of AISSE conception. \r  \n***3)***\tHigher secondary education also in a need of change. Bigger number of pupils will be gathered in this educational section, but for us it’s very needed to make right selection of pupils in higher education – to colleges or universities. Government believes that there is a need to make so called “senior” or All India Senior School Certificate Examination (AISSCE) more difficult but change it conception. That would mean, that AISSCE would be made not so much though memorisation rather than constructing more different real-life situations on exam. This concept will make exam, and respectively a preparation, more development oriented. On the other hand, this would not mean, that bad AISSCE marks closing door to next section of education – pupil still could become a student in college. Pass threshold for AISSCE would be determined by pass rates of pupil in previous year in state, making system more selective and competitive where it actually needs to be. Also new version of AISSCE would be developed not only by Central Board of Secondary Education – representatives of top uni’s (they would be chosen with multiple criteria, like international rankings, number of patents registered, number of students employed with some salary threshold in any sector except high educational and so on), like Indian Institutes of Technology will also take part in creation of new AISSCE, meeting their demands for qualified pupils. This is needed cause MHR is planning to abolish any entrance university exams, replacing it with AISSCE, making entrance to university more transparent and less corrupt. Also, MHR would delegate to Central Institute of Vocational Training a creation of more skill-based curricula with a lot more vocational subjects, also with participation of top universities representatives. It would directly strengthen our future workforce, cause more material could be learned in colleges and universities – also, many students could find job with these skills. As always, schools would have big autonomy in choosing vocational subjects to be taught, but they would be additionally incentivized by states or government with significant tax credits of subsidies, but in both cases, they would need a close cooperation with private companies. The confirmation of this cooperation could be received only by tracking, that some voluntary on-place training is taking place. Finding partners and making such deals, editing curricula is not an easy process, but government estimates, that 2 years would be enough for market to adjust.\r  \n***4)***\tBetter teachers – better education. Sadly, this is not about India – preparation of teachers often in hands of private market and this market is weakly regulated. Pre-service teachers often couldn’t become in-service teachers, because of inability to pass Teacher Eligibility Test. Complex work here required: from one hand, government will update curricula for all Teaching Education/Training Institutions (most of them are private). These curricula will become mandatory for all Institutions, but institutions still could be competitive by for example, quality of preparations or preparations speed. Institutions that don’t meet requirements would be shut down. Also, MHR will update system of in-service teachers work evaluation, based on 360‬° evaluation, specifically by classroom observations, peer reviews and random students feedback, also, but in less degree, would be considered opinion of other stakeholders – colleagues, school management, parents and so on. Important part of evaluation would be also PISA results of school, which is also a much more better criteria than results of All India exams. \r  \n\r  \n**Forging employable workforce – higher education changes**\n\n\r  \nIndian higher education is one of the most promising and quick developing in the world. Yet it has some crucial problems, and the main of them are employability and luck of efficient research activity. Indian higher education has an interesting feature – colleges in India are not independent, but they are affiliated with universities, what means that this can potentially make transition to new system more efficient and faster. To improve higher education, Indian government enacted some changes:\r  \n***1)***\tMany colleges and universities still operating on poor educational standards. It’s difficult for government to pressure on universities to establish clear, state- or national-wide curricular – this could harm universities autonomy, but government could partly do it on colleges. To make them more attractive for employers to cooperate, Regional Institutes of Education, National Council for Educational Research and Training, state governments and employer organizations and some employers themselves (in respect of their size) will participate in making some curricula requirements taking in consideration employment need. Such curricula won’t be mandatory, but it would be better for colleges to follow requirements, because they would be more competitive and that would be easier for them to cooperate with employers. Also, each state would have its own recommended curricula requirement depending on economic needs. Every college would be certificated with meeting these minimal requirements. Information about certification and curricula content would be updated each year on Regional Institutes sites, as well as on NCERT site. Some standards of certification for colleges and universities also would be reviewed to ensure that next generation of colleges and universities would be better. These changes, even if they are only recommended, could greatly influence on Indian labor market.\r  \n***2)***\tIndian higher education is free… well, formally, as Indian law is stating. In practice, private institutions making many by “capitation fees”. Such illegal market can create some disappointment for government, but, on the other hand, some possibilities for trade-off could be made. Indian government decided to make such “capitation fees” legal, which would slightly decrease cost of education, but also decided to bring some requirements to the table – all universities must create autonomous and transparent structure with clear decision-making process and meet EU requirements in academical standards and quality assurance. For state universities also would be created State Higher Education Councils, that would step by step overtaking duties of Regional Institutes of Education in matter of states education policies. Also, SHECs will be responsible for planning, quality assurance, monitoring, evaluation, and provision of high education in state. State universities with properly functionating (they must meet EU requirements) SHEC will receive additional funding from government. This will make educational policy in state more harmonized and states themselves will be more autonomous. \r  \n\r  \n\r  \n",
  "label": "r/globalpowers",
  "dataType": "post",
  "communityName": "r/GlobalPowers",
  "datetime": "2023-11-25",
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}

Entry Information

• Entry ID: 2697
• Repository: Axioma AXP
• Dataset: arrmlet/reddit_dataset_36
• Total Entries: 100,000