Education is the rocket-fuel positively enhancing the capabilities of the modern nation. The key role of Education in the sustainable growth of the state is similar to what force was in the Star Wars universe; education act as the driving force for the developed country. The complex problem is stupidly we in India changed in so many ample times, the modern education system itself becomes therefore confused that it's barely leading us anywhere. The one who changes directions frequently are doing, want to go anyplace and that's us.
History of Education in this country
India is one of the ancients and culturally enormously rich civilizations. The teaching develops in the 3rd century B.C. these learning were essentially religious and the lessons were delivered orally with transcriptions was recorded in palm leaves. It is equally significant to note that apart from the religious training the traditional knowledge was in addition offered to students like mathematics, medicinal science, dance, music, astronomy and botany. Ancient Hindu texts support the claim that old Indian civilization place deep emphasis over Science and Astronomy; the famous “Chakra Sahinta” demonstrates us that ancient therapeutic methods were just unlimited to herbs, but complex practices like surgeries were also present at that time.
Gurukul
The gurukul or gurukula arrangement was more of a residual system of education in the ancient period was them or disciples have to live the teacher in the same compound with Guru or Teacher. Students have to do day-to-day chores as well as the specific task assigned to them, this was the part of traditional learning process were by performing these duties, the scholars developed humility towards the people who perform that on a daily level, it's on top made them self-sufficient. Historians identify Gurukuls as old Indian schooling system was disciples lived and treated together irrespective of their social standings.
Brahmacharya
It is a fascinating concept from old Indian schooling system, normally people attach Brahmacharya with celibacy but in practice, it was way deeper than that. In Brahmacharya, disciples had to follow a rigid code of conduct where they were unallowed to seek any pleasure or luxury; they have to exercise self-control and self-discipline. The thinking behind this was more focused on the preservation of student's energy and harnesses it towards learning. Through Upmanya a scholar is enrolled in the Brahmacharyam, and it lasts till the student is developed.
Vedas
Vedic Period represents a significant part of Indian history; from 1500 BC to 600 BC, most of the education is based on the Vedas. Sanskrit represents the language in Vedic period, generally, Vedas have been dictated to students from teachers, the Vedas consist of four principal texts:-
Rig Veda, Sam Veda, Yajur Veda, Athar Veda
These Vedas are comprised/divided into Mandalas (books) each contains the hymn for ritual, battle and narrative dialogues.
The Vedic Education is not the same as a religious teaching, Vedic education focuses beyond reciting hymn and mantras, Personality development remains an equally great deal back then. In the Vedic period, one's personality was explored through self-realisation and self-respect. The end of every exercise represents the achievement of self-awareness (Atmagyaan) i.e. knowing oneself intimately.
Vedic educators believed in character building side by side of intellectual development as well, Bramhacharayam remains an excellent example of it, where disciples from the grand background were too encouraged to accept ordinary food and high ideals. Vedic education does try to build a socially responsible citizen. In the Gurukul they all lived as equals and participated in all the tasks allocated by Gurus it's called “Karmayog.”Their jobs involved cleaning and keeping their residence livable.
Practical Education equally constitutes a part of Vedic learning where disciples were encouraged to adopt the profession that interests them.
Eligibility was not based on gender in the Vedic period. Men and Women alike studied Vedas. Various records indicated many scholarly women and even sages were women they've been called “Rishikas.”
Education under British
Indian education system witnessed dramatic change under British rule where a more centralized approach, took place, that's where the introduction of English as a language of administration. Intellectual Indian class preferred direction on English. The language was introduced as a language what they instructed to locals in Christian Missionaries, the official effort to push the language to the locals.
The reason why British injected English into Indian society is that they required a standard language as an administrative language the elite educated Indian accepted the language wholeheartedly. In 1857 three pioneer universities of Calcutta, Bombay and Madras were opened. English was accepted universally. Notable figures from Indian society acted as a crusader of English language like Raja Ram Mohan Rai whose also known as a “Father of English Literature in India.” Governor-General of India Bentinck implement the reforms suggested by Macaulay in his speech “Minute on Education” many westerners believed Macaulay reforms eventually led to civilized Indian society, another thing to note that western historian dissimilates anything positive from the ancient Indian education system. Though even they believed the effectiveness of Ayurveda and believed the ages-old concept of natural recovery.
A legendary poet like Rabindranath Tagore who was a Bengali poet translated his works in English; Political figure like Mahatma Gandhi expressed himself in English for so many times. So it is clear Indians not just embraced English, they adapt it as well. You're reading this in English.
Although British effort to educate Indians to Oriental standards didn’t concentrate on just English many historians believed, the reforms took by Macaulay followed by Wood and Charter Act of 1813 not only modernize the Indian education system but also let the Indian students pursue higher studies on foreign soil as well. But what British did is they discouraged the well established ancient system of Education which was way more advance as compared to the scheme what British bought after all they did borrow Trigonometry, Geometry and Algebra from eastern culture.
It is also not wrong to say they British setup multiple Colleges and Universities under their rule to spread higher education, the education they offered was more universal and regular. The centralized approach towards education formed much Educational institution in many places in the country.
Although it was not because of “White man’s burden” British had their ulterior intentions to do so. In the early days' Company was expanding its territory and trading in many dimensions there was a huge demand of clerks and office helper for the administrative roles, recruiting and Englishmen for these jobs was expensive for the company, employing Indians for these posts saves money and effort. Plus the less dissatisfied Indians with the foreign ruling the better.
The employee to the administration never had the guts to question the government till now.
We can see the traces of colonist ideology in their reformative action, like study in the field of technology and science was ignored, there was no concrete effort to educate women in society. The literacy rate was more than 90% under British rule.
Where Wood’s commission centralized the Education system, the following commission headed by Hunter decentralized the learning process making district and municipal boards in charge of the learning process for the schooling process.
After Hunter’s commission, multiple commissions were established many reforms were taken like the 12+3 program where 12 year of schooling and 3 years of college. The Universities Act of 1919 was also the important step taken by the British to refine Indian Education System; But the will to imply the policy of compulsory education lacked till the dusk of the British rule in India
POST INDEPENDENCE
When India got Independence the first administration had way more things in their plate than just to focus on Education, but it is very fortunate for the country that the fore-fathers of this country that they put special emphasis on Education. The entire ministry was set up to boost India’s literacy, The Central government’s Central Advisory Board established two committees one for higher education and another for secondary education.
Although the real change delivered when the National Education Commission was appointed popularly known as Kothari Commission, focusing on creating a pattern of education and advised guidance and policies for the development of the learning process in India.
In 1968 based on the recommendation of Kothari Commission then Prime Minister Indira Gandhi announced the first National Policy on Education the major attraction of this policy was the compulsory education for all. The effort for the common national language was visible as well; however, it landed as a controversial policy. In NEP 1968 for the first time, any administration included ancient Sanskrit as a language in the curriculum.
The NEP of 1986 under the Rajiv Gandhi administration bought the equalized education opportunity where, Education was offered a weaker section of the society but put special attention towards Women education and adult education, where everyone was invited to learn. Meals for children from poor families were also introduced another notable effort was Operation Blackboard to improve the condition of Primary school nationwide. The rural university program was also a successful attempt based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level.
When P.V. Narasimha Rao formed his government in 1991 he modified the NEP of 1986 introduced the common entrance examination on all India basis for professional and technical programs the main objective behind this is to reduce the physical, mental and financial burden on students and their parents due to multiplicity of entrance examinations.
The three exam scheme this NEP established is JEE, AIEEE and SLEEE for state-level institutions.
The problem is while almost every administration tried to fix the education system one way or another almost every education policy introduced something new and positive to the education system which was brutally exploited by the colonists' policy after suddenly after 1992 the political will to encourage and improve current education system dried down.
However, in 2005 former PM Manmohan Singh did introduce the Program of Action (PoA) but we fail to see any concrete result out of it the truth is for more than 28 years there were no changes in education policy while the world we live in change drastically.
The result is something we all faced one way or another complete ignorance towards the practical development and exposure, the education and learning process revolved around exams and score. Talents for music, arts, sports were toned down. Rarely any educational institution take any serious efforts in exploring other learning dimensions, while other countries were offering an enormous amount of choices in subjects and streams current education system concentrated on the stream they think was important as per the data they had in 1986 back then. This led to a similar situation when the British chose to educate Indian just to fill up the office staff.
There are dozens of new recognized carrier stream and other horizons to seek, but the Indian administrator never bothered about making education more applicable to future, instead, the same ignorance is making this system far more outdated and rusty. For instance, if we see the specialization offered to the students of B.Ed here and in the US, there’s a huge gap.
THE NATIONAL EDUCATION POLICY 2020
In 2019 Ministry of Human Resource Development issued a draft on the new education policy, after more than 20 years any administration paid any interest in reforming the current education system. Another interesting thing is this education policy was drafted based on public consultation not on the recommendation of any committee.
This education policy is far more realistic and practical, the policy seems more to the time and point like mandatory schooling from 3 years to 18 years. The existing 10+2 curriculum is replaced with 5+3+3+4 curricular structure. The new NEP is the first of its kind which gives importance to mother tongue, the medium of instruction even as it sticks to the ‘three-language formula’ but would not be imposed on anyone. The draft indicated that wherever the medium of instruction may be on mother tongue till Grade 5; preferably up till Grade 8 and beyond both public and private school is to follow this norm.
The elimination of multiplicity of higher bodies undermining each other’s authority seems devastating for students and parents, centralizing these authorities less than one umbrella make administration much easier and effective but for higher education, which is known as The Higher Education Commission of India (HEC I).
Another interesting thing about NEP 2020 is it gives more liberty to students and the watertight separation between the streams is wiped. Followed by the vocational education from Class 6 and will include internships, this shows that the administration is finally trying to put practical exposure to the front.
Last is the multiple exit option in the undergraduate program where colleges will grant the certificates and diploma to a student if they leave before completing the program they opted for this eliminates the title of dropouts. Plus the effort and money a student put before dropping out from the course won’t go in hollow.
The daring education policy of India explored some unexplored part of learning question is the educational mechanism of India which is stuck right now in the socialist-style education format and ignored any importance of practical education, will be able to adopt these revolutionary reforms or won’t be able to handle the vividness of NEP and the options it offers and what about their parents they’ve been educated in an old way there is a huge possibility that they won’t consider the practical and vocational learning important, after all, they’re not educated that way but if we think about what the public reaction would be so the same public didn’t consider woman’s education any important and how much wrong they were.
Only time will tell what positive and negative changes we witness in NEP 2020 but the positive news is somebody tried to put the education back on track.