India 's Quality Of Education

In fact, there are still some countries struggling to offer education because they are still in development. Countries in Africa, such as Sudan, are primary victims. According to a research paper, “education is one of the main priorities for the people of South Sudan. As recent studies show, many communities in South Sudan view education as the most important peace dividend.” (Barnaba). After the analysis of school enrollment and completion rates in Sudan, results were rather low. Sudan, a third world country, currently is going through the state of being the most illiterate country in the world. It has placed education as its top priority and may will be finding ways to encourage families to send students.This ultimately has been caused through the poverty of the parents and thus requiring help in supporting the health of the family making education a second priority. Due to that reason, the country is still developing. A huge gap separates the developed countries from the developing countries solely based on the education systems. The paper states, “there is also concern raised on lack of attention to education quality and its failure to reach the marginalized as contributing to the learning crisis”(“Fix the Gaps in Our Education System [column]”). There is a weak management of schooling in many third world countries, which is a primary reason to why they have not developed yet. This is the reason for the gap and

2. The brief conclusions all serve to indicate cold, harsh, and impactful conclusions to his yearly cycle which further emphasize the schism between school years. Some of the conclusions serve different functions, though. For example, when he ends his third grade segment with “I’m still waiting.” it is short and impactful; but, when he ends the fifth grade segment with a rhetorical question “Oh, do you remember those sweet, almost innocent choices that the Indian boys were forced to make?” the segment seems to linger on for a moment longer, portraying that the event had a stronger impression than the previous, shorter conclusion.

Introduction: Education sector in India is today worth of trillion dollar (approximately 20,000 crores) business school (B-school) education has seen immensive growth in the last two decades. The first business program was started in 1954 by the Indian Institute of Social Welfare and Business Management in Calcutta. There were 118 B-school programs in 1989 and 744 in September 2000 (Abid Hussain Committee). Recently, industry estimates suggest that there are more than 1,300 B-schools in India. B-schools are subject to vagaries of market forces such as tough competition, demanding students, and the corporate world. World Trade Organization and General Agreement on Trade in Services are also influencing factors. If a B-school wants to grow a long-term future, consistent improvement of quality is essential. Quality has to be practicalized in various parameters like quality in inputs (faculty and infrastructure), quality in processes,(active learning time), quality in outputs, (tests and gradation scores) and quality in outcomes (gainful employment). Innovative colleges, universities and

By the beginning of the second Millennium, many countries realized the need and necessity to cope up with the rest of the rapidly developing world. As they realized this necessity, they also realized that the key to growth and development is, indeed, education. As a result, many countries around the world entered the heated race of reforming their education systems hoping that this would ensure them a foothold in the modern world.

If you think about it, how does it make sense that the people that will eventually begin running your country aren’t getting proper education? Most children in India are child laborers so when it comes time for someone else to be in charge and “call the shots” they aren’t really going to know what they are doing because they either never got an education period or didn’t get a good one. It’s not fair nor is it right that children are missing out on an education because it’s so hard to provide for their families. I can understand how sometimes a family member dies and then it cost the family a lot of money and then the kids have to start working to help the remaining family to survive. These things happen, it’s part of life however a child shouldn’t have to sacrifice ALL of their education. "It is only half past seven o'clock in the morning. Boys of his age should be eating breakfast and getting ready for school," (Mr.Coal, paragraph 5.) The working hours should be a bit more flexible. By that I mean that they shouldn’t been during school hours, or maybe at least only taking a few of hours from

Yadav , Dr. Raj, Right to Education in India: A Study (March 2, 2012). Retrieved from , SSRN: https://ssrn.com/abstract=2014933 or http://dx.doi.org/10.2139/ssrn.2014933

The past decade has been hard on teachers, especially in 2002, when President George W. Bush’s No Child Left Behind went into effect. This brought about yearly testing from 3rd grade to 8th grade. If every child was not “proficient” and was “left behind” by the the education system then the school would be subject to sanctions. The worst

Natives who have lived on this land for so long are now trying to be ¨Americanized¨ by the Americans who came and took this land from them. The places that they used to ¨civilize¨ them was a school, within these schools they did whatever they could to the Native American children to try and change they lived and how they acted. These schools began in 1887 and by 1900, thousands of Natives were studying at almost 150 schools around the U.S. Stories have been told that horrific things were done to the students at these schools. Within this paper, it will describe most of what these schools were and things you should know about them from the sources from which these details came.

There is a consensus among the concerned stakeholders that the quality of teachers is the leading factor in determination of student performance. In the case of United States, the student performance can only be given an impetus by the efforts which the state can make, under all costs, to develop and retain high quality teachers. The measures undertaken determine the level of turnover of the school teachers. Lazear (2009) similarly argues the length of employment is a critical factor in averse risks of employment a trend contrary to teachers treatment. The turnover of public school teachers will refer to the rate at which the state, which is the teacher’s

In 1969, the Special Senate Subcommittee on Indian Education released a disclosure titled, “Indian Education: A National Tragedy” that centered their observations on the alarming educational situation among these people. The report is summarized as having the lack of Indian participation or control; coursework which rarely recognized Indian history, culture, or language; and anti-Indian attitudes on the part of school administrators and teachers. Schools were discovered to be insufficiently funded, inadequate in academic performance, unacceptable in effectiveness and standards of instruction, severely lacking in programs involving guidance or counselors, and described as an impersonal environment. As a result of these finding, in 1972, the United States passed what was known as the Indian Education Act. This act established a comprehensive approach to fulfill the social and academic needs of Native American students. Though there has been succeeding legislative reauthorizing statutes, the distinctive aspects of the original act have been preserved. The Indian Education legislation is unique in the following ways:

Educational attainment in middle income countries is restrictive, for most citizens education beyond primary school is beyond their grasp. Although it is well established that one of the strongest predictors for a country’s economic growth is the education level of its population many middle income countries simply can not afford to make the necessary changes to their respective countries education systems. Education reform would require a monstrous amount of funding, with issues like infrastructure improvement, and financial market instability on these countries policy agendas, education reform isn’t the focus. (de Haan, 1996)

Every year in India, millions of children are being discriminated and even denied an education, occurring in four of their major states ("HRW"). Although, four years ago, India established a law preventing this from occurring, allowing a person in India from ages 6 to 14 a basic education; but at the same time schools are not upholding these laws ("India Needs"). This could be due to the fact that India is a third world, developing country, who do not have education on the top of their priority list, trying to solve/ improve the massive poverty rate. We as a common group of people need to stop this from occurring in India in order to uphold the common good. One of the possible solutions discussed in one of the articles I read, suggested that India create a system in which they monitor every child of every grade throughout the time they enroll to the time they complete middle school (grade eight)("HRW"). Another solution that came up, seeming to be very obvious is the proper training of the teachers. This would allow the children at a better education through the validity of their teaching. Although these projects seem difficult, at the same time it would be a worthy one as well ("International Dalit"), demonstrating our concern to those less fortunate who are in need of support.

(Man is neither mere intellect, nor the gross animal body, nor the heart or soul alone. A proper and harmonious combination of all the three is required for the making of the whole man and constitutes the true economics of education. After independence, India adopted the approach of planned development of the country. In the post – independence period, higher education has expanded fast, and it is mostly public in nature. India has one of the largest Higher Educational Systems in world with more than 320 universities, 15,000 colleges, 4.8 lakh teachers and 12 million students. Since 1991, India is having structural adjustment in every sector

Reflecting its deep commitment to universalizing access to and completion of elementary education of satisfactory quality by 2010, the Government of India (GOI) launched the Sarva Shiksha Abhiyan (SSA), the National Program for Universal Elementary Education (UEE) The program provided a comprehensive policy

In its latest report, District Report Cards 2004, DISE provides data on key education indicators for 539 districts across 25 states; for the first time, the north-eastern states have also been brought under its ambit. According to DISE, education indicators continue to be dismal across Bihar, ranked among the poorer literate states, especially at the upper primary level (Classes VI-VIII). In states such as Bihar, Orissa and Uttar Pradesh, in the rush for improving primary enrolment figures, the enrolment in the upper primary sections has been neglected. While this reflects an inability of the school system to retain