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EffectofEducationSystemonNationBuilding,SkilldevelopmentandResearchActivities

In India education means a lot of knowledge in short interval and after than a routine job. What
are we getting in return? no problem of country is solved since independence : management of
water resources, management of crops distributions, unemployed people with degrees and good
marks.
The main difference between Indian education system and foreign education system is the
innovation (creativity). They develop enough their student for innovative thinking, and the
result is research, innovative companies and their products. We Indian are taught for memorizing
things, checking mistakes, proving right or wrong, getting good scores, and if any problem
comes, search their solution in the book written by them. We are good as employees employed
and instructed by them. We are not enough grown to build our own innovative systems. There
are all knowledge in the book and we study them very well, get good scores, but from a single
needle to ships and high speed trains, they innovate they made.
We know how motor works, how compressor works, we study we scored good marks, but they
build and we buy. This is not laziness. This is training of mind in two different direction, one
leads to creativity and one leads to become just a robotic employee. One dont have so much
fear of doing mistake because they know that after doing 10000 mistakes only they can innovate
a bulb. another One leads to a critical road of being right or wrong, presenting right or wrong.
One leads to give enough thinking power to their weak students, another one leads to teach a lot
of concepts/theories to their students about what is right or wrong.
We should stop over-expectation from child since beginning, instead of putting a lot of
knowledge at once, creativity with limited knowledge should be encouraged for better future of
our country. Future India needs people with problem solving skills, people with new ideas,
people with innovation and creativity.
As you sow so shall you reap. This is very much true for our education system and current
situations of our country.

Think: Our students study more math, more science, more concepts than students of USA or
Europe, but why do they fail to deliver? Why do they fail to innovate new products when they
become engineer? Why do they fail to innovate new theories when they become scientist? Why
do they fail to solve the countrys problem when they become IAS? Why do they fail even just
giving a new idea to solve the problems? Why do our students with more knowledge and better
memory skills fail to compete with them later?
Policy of education in developed country is that to develop creativity in children, to develop
thinking power, allow them not to fear from mistakes. This resulted in excellent problem solving
skills and innovative product generation. This resulted in better economy, better management of

resources & problems in their country. Our aim is to teach them as much knowledge as possible
in little time, to test their memory power and to told them strictly through marks that the things
written in book is always right and so do not make mistakes.
How can a good student with good memory power (and so with good marks and many
degrees) benefit the country in any way?
How can a person which is fully equipped with knowledge of what is wrong and what is right
able to provide out of box ideas for any problem?
Remember Edison has failed 1000 times before he made bulb. It means he made 1000 mistakes
before he succeeded. Why are our students forced to memorize the concept of bulb? Why are
they not free to experiment with it and apply their idea in it? Are we sure that they cannot make
new bulb which is not made by anyone before?
As you sow so shall you reap. This is very much true for Indian elementary education and
current situation of India. A lot of concepts in each chapter in each book in limited time should
be grasped by student from class 1. The students having good memory power wins and later wins
with many degrees in their life. They become scientist, engineer, IAS. But the problem of
country is still there as it were 50 years back. The scientist & engineer fail to give creative and
innovative theories and machines.

The country that cannot allow to develop their child


brain efficiently, how can it become a developed
country.
See here the UN Criticism on Indian Education System, says Vietnam is better than India (thats
true, see the business, where the components of computer come from)

I have read the book How to swim many times. I can reproduce the things in
the exam if you take. But still I cannot swim. I am afraid of the people who
think every problem can be solved by writing in book and memorizing by
students.
---- https://upashu1.wordpress.com/

http://blogs.rediff.com/upashu1/

W[O] (j XM O> O> 4O IA \QNc, $K Cg XMc 4: GN[ Wg9Gc Eg,


Give me some sunshine Give me some rain.
Give me another change to grow up again.
I wanna be Newton, I wanna be Addison,
Give me some free time to make new mistakes.
I wanna learn by experiments,
I wanna to make 1000 mistakes.
Grow my creative thinking , Grow my brainstorm.
Give me another chance to grow up again.
Dont want to be judged by marks, Dont want to be learn by memory.
Give me some toys to play, to think and do research.
Give me a chance to explore the life..
SeeYashpalReport1993oneducationsysteminIndia,whichfindstheloopholesandrotelearning
andlongsyllabusasburden
http://www.teindia.nic.in/Files/Reports/CCR/Yash%20Pal_committe_report_lwb.pdf
YashPal_committe_report_lwb.pdf
Somefindingsofreportwhicharestillrelevant:

1.
Our Committee was concerned with one major flaw of our system of education. This flaw can be
identified briefly by saying that a lot is taught, but little is learnt or understood.The problem
manifests itself in a variety of ways. The most common and striking manifestation is the size of
the school bag that children canbe seen carrying from hometo school and back to home
everyday. Nevertheless the load we want to discuss is not only the physical load but the load of
learning which is there for all children irrespective of the category or type of schools where they
study.
2.
Themannerinwhichthesyllabusiscoveredintheaverageclassroomisbymeansofreadingthe
prescribedtextbookaloud,withoccasionalnotingofsalientpointsontheblackboard.Opportunitiesfor

childrentocarryoutexperiments,excursions,oranykindofobservationsarescarceeveninthebestof
schools.
3.
Onemessageofthissituationisthatboththeteacherandthechildhavelostthesenseofjoyinbeing
involvedinaneducationalprocess.Teachingandlearninghavebothbecomeachoreforagreat
numberofteachersandchildren.
4.
Muchhasbeenwrittenbyvariousofficialcommitteesontheillsofourexaminationsystem.Themajor,
wellunderstooddefectoftheexaminationsystemisthatitfocusesonchildrensabilitytoreproduce
informationtotheexclusionoftheabilitytoapplyconceptsandinformationonunfamiliar,new
problems,orsimplytothink.
5.
Boththeteacherandtheparentsconstantlyreinforcethefearofexaminationandtheneedtoprepare
foritintheonlymannerthatseemspractical,namely,bymemorisingawholelotofinformationfrom
thetextbooksandguidebooks.Educatedparents,whohavethemselvesgonethroughexaminations,
andtheuneducatedparents,whose
knowledgeoftheexaminationsystemisbasedonsociallore,sharethebeliefthatwhatreallymattersin
educationisthescoreonegetsinthefinalexamination.

6.
Thefactsorinformationconstitutethemainburdenofanexamination,thesameistrueoftextbooks.
Barringexceptions,ourtextbooksappeartohavebeenwrittenprimarilytoconveyinformationor
facts,ratherthantomakechildrenthinkandexplore,Overtheyearssomeattemptshavebeenmade
toincorporateacertainamountofreflectivewritingintextbooks.Suchwritingissoexceptionalthatits
examplescanbespottedandnamedwithoutdifficulty.
7.
Themorecommonstyleusedinthetextbooksisexemplifiedbypassagesofthefollowingkind:**
ThetermpHisdefinedasthenegativelogarithmtothebase10ofthehydrogenionconcentration
expressedingramionsperlitreormolesperlitre.(ClassX)
Underthecircumstancesthatarewidelyprevalentinourcountry,achildismorelikelytomugupthe
definitionofpHquotedabovewithoutgraspingit.Andmuggingdoesgetthechildthroughthe
examination!
8.Onsciencebooksinelementaryclasses:

Sciencetextbooksneednotwastevaluablepagesonsuchtrivialpreachingwhichispreciselywhat
theydothroughouttheelementaryclassesinplaceofusingthesegoldenYearsofchildhoodtoarouse
curiosityaboutthingsandideas.
9.
Wehardlyneedtoassertthatourtextbooksarenotwrittenfromthechildsviewpoint.Neitherthe
modeofcommunication,northeselectionofobjectsdepicted,northelanguageconveysthecentrality
ofthechildintheworldconstructedbythetext.
10.
Ahighlydisturbingtendencywediscoveredintextwriting,whichexacerbatestheproblemweare
discussing,isthatoftreatingpicturesassubstitutesforexperience.Wefoundtextbooksaskingchildren
toobserveapictureoftheobjectunderstudyratherthanaskingchildrenandtheteachertogooutand
observetheobjectitselfinnature.
11.
Theproblemofdenselypackedsyllabilikethisonecutsacrossdisciplines.Ingeography,ittakesthe
formofallthecontinentsbeingcoveredunderregionalgeographybetweenClassesVIandVIII.In
mathematicsandthenaturalsciences,thepackingofdetailsmakesanykindoflearningwith
understanding,leavealoneenjoyment