Synopsis of Project under "Anandam"

1. Name of the Department: ECE/EEE

2. Dedicated 'Anandam' Gmail address of Department: electronicsanandam@gmail.com)

3. Title of the Project: Education system of India

4. Location of community service: Jaipur

5. Name of the Mentor: AMIT CHAURASIA

6. Programme/Semester: ECE/EEE (Semester – 4)

7. Details of Participants:
S
Name of the Participants Mobile no. Email ID Signature
.
N
o.
1.
ARNAV GOEL (EEE) 8755870802 Arnav.goel@s
.amity.edu

2. SHAHOJ CHAKMA (ECE) 82903360664 Shahoj.chak

ma@s.amity.
edu
JOSHPHAR CHAKMA (ECE) 7454855860 Joshpar.chak
3.
ma@s.amity.
edu
4.
MAHIMA JAIN (ECE) 9079168874 Mahima.jain
@s.amity.edu

AKHIL SHARMA(ECE) 8899778712 Akhil.sharma

5.
@s.amity.edu

KARTAVYA CHANDEL(EEE) 7807147099 Kartavya.cha

6.
ndel@s.amity
.edu

Signature of Mentor
The Synopsis will contain a brief account of the project under following
heads:-

1.Introduction: What is Education system of India?

2.Objectives of the Project: To aware people about Education system of India

3.Area of the work: Social

4.Target beneficiary: All age group

5.Methodology/Procedure to be followed: Social media

6.Name of Government body/ NGO involved: NA

Blog of group members:-

1. ARNAV GOEL (EEE):- HOW CAN WE SOLVE THIS EDUCATION SYSTEM PROBLEM.
Redefine education system with practical knowledge.
Our empirical knowledge aids us in developing a mindset to act correctly when we direct our minds
and take a step toward understanding the world and people around us. Theoretical knowledge provides
a foundation for understanding the fundamentals, but practical knowledge teaches us how to put
theory into practice in our daily lives. School is one of the areas where we learn the majority of things
and begin to obtain information from the ground up. To gain information about any subject,
theoretical knowledge is the initial step. Practical knowledge is more important than conceptual
comprehension in such issues. Projects, tasks, and conducting experiments in research laboratories are
examples of practical work. For pupils, knowing about theory is meaningless if they are unable to
apply it in a practical setting.

Link and screenshot of work done by Arnav Goel is listed below

https://www.instagram.com/p/Ccz7XvMIa7g/?igshid=YmMyMTA2M2Y=

2. SHAHOJ CHAKMA(ECE):-
Education, according to my perspective is 

“Education” is such a common word which is used, if not directly but unknowingly every day, so in
that case, we must know about it very well, right? let’s see. If we define it simply it is gaining
knowledge about something unknown to increase familiarity because our brain hates to live in
unfamiliarity as it increases the risk to survival, that is the reason it weaves our whole life but what if,
what we think or gained as education from our schooling is not enough?
It's scary to even think right but unfortunately, it is true, how? It has taught you about mountains,
rivers, elements, Ashoka, Akbar, constitution but has it ever told you who is the one who is gaining
knowledge of all these things, has it ever brought you close to you? It always revolves around what is
outside but has it ever told you to go inwards? Is the math theorem more important or is the man who
is solving it? is the iPhone is important or the man who is using it?
And that is why the situation is so peculiar. Man has learnt the secret of the atom and is able to break
open the nucleus and created nuclear bombs which can destroy the earth more than a thousand times.
You will meet people who has all comforts in life but still, they have deep anguish and relentlessness
within them. Our education has given us technical advancements which is the reason for 8 billion
people and to sustain them we have killed rivers, thousands of species and have the threat to our own
existence. Shouldn’t education help us to reach our full potential? Then where are we going with this?
I am not saying the knowledge we have gained so far is waste and useless but it is actually incomplete
because just learning
Link and screenshot of work done by Shahoj Chakma is listed below
https://www.instagram.com/p/Ccz7YxfogTr/?utm_source=ig_web_copy_link

3. JOSHPHAR CHAKMA(ECE)
In today’s fast-paced world, the Indian education system is still stuck with the age-old Rote
Learning method. It plagues our education system and needs to be eliminated. Students are
introduced to this system in their initial school years which they then adopt as a habit of
learning.

Students are made to memorize information through the method of regular repetition
referred to as the Rote Learning method. They are never introduced to its evils, in fact
throughout their life, many do not realize that they have embraced this kind of learning. The
broadcast of information from teacher to student that takes place in this method prevents
any healthy discussion and leads to the blockage of creative minds. This is how classrooms
function here in India. They shut the door of cognitive capabilities and the product is a
human being that fails to do even simple tasks prudently.

Regrettably, intelligence in this country is often linked with the ability to efficiently memorize
things. Instead of analytical and reasoning skills, the speed at which a child can commit a
topic to memory and produce a copy of it when required is seen as a parameter of
intelligence. It has become a common habit among students to depend on learning by rote
when they appear for exams. They face difficulty when answering questions that are relatively
ambiguous or when critical thinking is required mainly due to a lack of comprehensive
understanding of the topic concerned. Meanwhile, the information which was memorized
earlier starts fading and a month after the exams it’s completely gone.

The curriculum itself is designed in a way that stunts a student’s ability to learn on their own.
They are required to learn from content-heavy textbooks which contain mostly irrelevant
things having no practical applications. It has long been the cry of every student that most of
 the things which one memorizes from these textbooks come out to be of no use later in life
as most of it is of no significance while what could have been useful gets mushed up with the
rest and forgotten. Recalling from a textbook is rewarded through tests involving high stakes
and not through independent reasoning.
Link and screenshot of work done by Joshphar Chakma is listed below
https://www.instagram.com/p/Ccz7Z0GI1Rx/?utm_source=ig_web_copy_link

4. MAHIMA JAIN(ECE)
Students who are actually working hard are not getting chance to get in the good college

Getting a good college itself shows your hard work .

See getting into something good doesnt matter. The only thing that matters is getting out with
something good.
So if you are hardworking you will definitely learn something, no matter where you are .
And if you work smartly, that is smart hard work , than definitely you will land up doing great
things.
Cheers

Mental pressure among students leading to suicide

College years represent a period of increased vulnerability for the development of a wide range
of mental health challenges; a lot of attention has been devoted to mental health on university
campuses in the past few years. Poor mental health has been reported widely across the world.
Survey data from a large sample of US college students revealed a high rate of multiple stress
exposures among this population, which was strongly linked to a greater risk of suicide attempts
and mental health diagnoses.

Participants of the American College Health Association-National College Health Assessment

survey reported having been diagnosed with, or receiving, professional treatment for 15 common
mental health problems, as well as any self-injury and suicidal tendencies, within the past year.
Link and screenshot of work done by Mahima Jain is listed below
https://www.instagram.com/p/Ccz7a0YIUO_/?utm_source=ig_web_copy_link

5. AKHIL SHARMA(ECE)
The National Policy on Education, 1986 and the Programme of Action (POA) 1992
envisaged free and compulsory education of satisfactory quality for all children below 14
years before the 21st Century. The government committed to earmark 6% of the Gross
Domestic Product (GDP) for education, half of which would be spent on primary
education. The expenditure on Education as a percentage of GDP also rose from 0.7 per
cent in 1951-52 to about 3.6 per cent in 1997-98.

The school system in India has four levels: lower primary (age 6 to 10), upper primary (11
and 12), high (13 to 15) and higher secondary (17 and 18). The lower primary school is
divided into five “standards”, upper primary school into two, high school into three and
higher secondary into two. Students have to learn a common curriculum largely (except
for regional changes in mother tongue) till the end of high school. There is some amount
of specialization possible at the higher secondary level. Students throughout the country
have to learn three languages (namely, English, Hindi and their mother tongue) except in
regions where Hindi is the mother tongue and in some streams as discussed below.

There are mainly three streams in school education in India. Two of these are coordinated
at the national level, of which one is under the Central Board of Secondary Education
(CBSE) and was originally meant for children of central government employees who are
periodically transferred and may have to move to any place in the country. A number of
“central schools” (named Kendriya Vidyalayas) have been established for the purpose in
all main urban areas in the country, and they follow a common schedule so that a student
going from one school to another on a particular day will hardly see any difference in
what is being taught. One subject (Social Studies, consisting of History, Geography and
Civics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya
Vidyalayas admit other children also if seats are available. All of them follow textbooks
written and published by the NCERT.
Link and screenshot of work done by Akhil Sharma is listed below
 https://www.instagram.com/p/Cc0ewtLIe-G/?utm_source=ig_web_copy_link

6. KARTAVYA CHANDEL(EEE)
Writing is a complex task involving many component skills, some of which students may lack
completely, some of which they may have only partially mastered. These skills involve, among
other things:

Reading comprehension
Analytical skills
Writing skills, including:
writing mechanics: grammar, sentence structure, spelling, etc.
planning a writing strategy
communicating ideas clearly and concisely
constructing a reasoned, demonstrable argument
effectively marshaling evidence and using sources appropriately
organizing ideas effectively
When students lack skills in these areas, their writing may be unsatisfactory in multiple ways—
from poor grammar and syntax to unclear organization to weak reasoning and arguments.
Complicating matters is that students often lack the meta-cognitive skills to recognize the areas
in which their prior knowledge and skills are insufficient—and thus which skills they need to work
to improve.
Link and screenshot of work done by Kartavya Chandel is listed below
https://www.instagram.com/p/Ccz7btDo5xu/?utm_source=ig_web_copy_link