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A Review on Indian Education System with Issues and Challenges
Ms. Falguni A. Suthar1
Ph.D. Research Scholar
Acharya Motibhai Patel Institute of Computer Studies
Ganpat University, Mehsana.
falguni.suthar@ganpatuniversity.ac.in
Dr. Bhavesh R. Patel2
MCA Department,
Acharya Motibhai Patel Institute of Computer Studies
Ganpat University, Mehsana
bhavesh.patel@ganpatuniversity.ac.in
Abstract
The Education has become as competitive as
educational institutions. In order to survive,
institutions must improve the quality of their
services. The Right to Education Act has
revolutionized the education system in India.
Although there are many issues and challenges for
the higher education system in India, there are
many opportunities to overcome challenges and
make the higher education system much better. It
needs greater transparency and accountability. In
this study, we examine the education scenario in
India and also identify emerging issues and the
challenge in education in India.
Keywords — Right to Education, quality,
revolutionized, education.
1. Introduction
This Science and technology is growing
exponentially, thus the knowledge base of all
disciplines is expanding rapidly. The educational
system invests in the responsibility of adapting and
providing new knowledge to its occupants. So
higher education has become competitive. Changes
in culture, motivation, and levels of skills required
in securing employment for students and the cost of
providing the service, and forcing higher education
institutions today to reformulate their educational
models and add value in every aspect of their
service[1-3]. Higher education becomes inputs to
the growth and development of the industry and is
also seen as an opportunity to participate in the
individual development process through a flexible
educational setting [4]. The essential to revise the
current education system are growing competition,
rapidly variations in technology, decreasing quality,
unbalanced demographics, and privatization.
Lacking of faculty in course, courses is not taught
by the experienced faculty etc. are the numerous
grievances in over current education system due to
this, parents, student and general public are not
satisfied.
The World Bank reports that between 2000 and
2017, elementary school enrolment increased by
more than 33 million: from 156.6 million in 2000–
01 to 189.9 million in 2017–18. 2 While
achievement varies greatly between India’s 29 states
and seven union territories, two-thirds of these have
claimed to have achieved universal primary
enrolment [5].
It is always a problem of discrepancy, and it
shows what society values and wants to hand over
to future generations. However, the challenge with
curriculum and evaluations begins only there. In
addition to determining what is taught in schools,
standards and content significantly affect the level
of student and teacher involvement in teaching and
learning? However, our system has been slow to
utilize technology in a useful way to improve
efficiency or effectiveness. In this study, we have
referred different reports of AISHE, UGC, British
Council, etc. for the Indian education system.
2. Literature Review
Since there was no curriculum, it was different in
different schools. Pre-school education has become
just a means of entering prestigious institutions
without focusing on learning solutions [6]. There
has been a decrease in attendance in government
schools, learning outcomes are very poor, learning
to increase the number of the poor and also
learning about the poverty gap (as the eighth
regular student cannot read a sentence in English,
and cannot do the basic addition), mainly due to the
lack of a detention policy in RTE Act. [6]
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There has been a decrease in attendance in
government schools, learning outcomes are very
poor, learning to increase the number of the poor
and also learning about the poverty gap, mainly due
to the lack of a detention policy in RTE Act. There
is no link between higher education and secondary
education, and students are not prepared for higher
education with regard to skills, because there are a
large number of training institutes for entrance
exams that exploit students [6]. Lack of awareness
regarding reservation seats to economically weaker
sections in private schools and improper
implementation of it by many schools. Lack of
computer knowledge among school children in
government schools.
As on 31.03.2019 there are 1047 Degree Awarding
Universities / Institutions (Source AISHE portal
and UGC 2(f) list of Universities) including IIMs,
41935 Colleges (Affiliated /Constituent / PG - Off
Campus Centres / Recognized Institutions) (Source
AISHE portal 2018-19) and Students Enrolment of
373.99 Lakhs in Higher Education. After
independence, there has been a remarkable growth
in all these numbers. Now, it is a recorded fact that
there is an increase of 52.35 times in the number of
Degree awarding Universities/Institutes, 83.87
times increase in the number of colleges, and the
students enrolment has gone up to over 178.09
times in the system of higher education as
compared to the figures of Independence Year of
India. (Source AISHE Report 2018-19) see in
Table 1.
“Table 1 Gross Enrolment Ratio in Higher
Education during 2012-13 to 2018-19”
Year
GER
2012-13
21.50
2013-14
23.00
2014-15
24.30
2015-16
24.50
2016-17
25.20
2017-18
25.80
2018-19
26.30
Source: AISHE Report 2018-19 & UGC Annual report
2018-19
During the year 2018-19, UGC listed 51 Central
Universities , 397 State Public Universities , 334
State Private Universities, 3 Institution established
under State legislature and 126 Institutions Deemed
to be University. During 2018-19 17 State Public
Universities, 40 State private Universities, 3
Deemed Universities and 3 Central Universities &
one State Public University to Central University
were included in the UGC list of Universities.
During the year 2018-19, 7 State Public
Universities, 23 Deemed Universities and 2 State
Private Universities were declared fit to receive
central assistance under section 12B of the UGC
Act, 1956.
The technology is growing up, but our educational
system has not been fully developed. We are not
able to list one university in the top 100 universities
in the world. Various governments changed during
these six decades. They tried to reinforce the
educational system and implement various
educational policies but they were not enough to set
an example for the universe. UGC is constantly
working and focusing on the quality of education in
the higher education sector. Here we have shown
total no. of universities in the country, see in figure
1.
“Figure 1 Total No. of Universities in the
Country as on 01.02.2020”
(Source: www.ugc.ac.in)
We have also shown state wise number of colleges,
state wise student’s enrolment, and state wise
Teacher ratio in the figure 2,3,4,5.
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“Figure 2 State-wise Number of College /
Institutions – 2018-2019”
(Source: AISHE Report 2018-19 & UGC Annual report
2018-19)
“Figure 3 All India Growth of Students
Enrolment (Higher Education) 2010-11
to 2018-19”
(Source: AISHE Report 2018-19)
“Figure 4 State-wise Students
Enrolment – Higher Education: 2018-
2019” (Source UGC Annual Report 2018-
2019)
“Figure 5 State-wise Number of Teacher:
Higher Education – 2018-2019” (Source: AISHE
Report 2018-19 & UGC Annual report 2018-19)
3. Issues and Challenges
The learning outcomes are very poor mainly
because of lack of qualified teachers; there is no
monitor tool on teacher knowledge once he/she
became a teacher. Lack of IT and vocational
courses in secondary level, Lack of connection
between higher education and secondary education
and it is not preparing students for higher education
with respective to skills, because of it there is huge
number of coaching institutes for entrance exams
exploiting students.
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Class Size: Large class sizes are widespread in the
pre-primary school education system. With
classrooms filled with students and teachers
insufficient to provide enough individual attention,
the student learning experience is scarce. Primary
school teachers try to manage classes for 50 to 60
students in some school regions across the country.
Quality of student intake: Another important factor
affecting the quality of education is the level of
students admitted to universities. Undergraduate
students in India are students who have graduated
from upper secondary school (for children from 16
to 18 years old). Central or state governments have
made no serious attempt to open any new schools
in the upper secondary level over the past few
decades. The only new such schools opened by
central government are Navodaya Vidyalaya and
Kendriya Vidyalaya (both of which are central
schools).
According to a recent British Council report on
Indian school education, the number of central
government-run secondary schools is 42,119 and
higher secondary schools are 24,808. These schools
provide education to deserving students for
nominal fees.
Gross Enrolment Ratio (GER): Gross enrolment
Ratio (GER) has increased from 21.5 in 2012-13 to
26.3 in 2018-19. The increase is more under SC
Category which has increased from 16.0 in 2012-13
to 23 % in 2018-19. In case of ST Category, the
GER has increased from 11.1% in 2012-13 to
17.2% in 2018-19. (Source AISHE Report 2018-
19).
Accreditation: As per the data provided by the
NAAC, as of June 2010, “not even 25% of the total
higher education institutions in the country were
accredited and among those accredited; only 30%
of the universities and 45% of the colleges were
found to be of quality to be ranked at 'A' level”. [9].
“Figure 6 Number of Institutions by national
Assessment & Accreditation Council Grade”
(Data Source NAAC 2017)
Faculties: The lack of teachers and the inability of
the government educational system to attract and
retain well-qualified teachers have been
challenging the quality of education for many
years. Large numbers of PhD / NET candidates are
unemployed even if there are a lot of vacancies in
higher education, and then these eligible candidates
apply in other departments that represent the
biggest shock to the higher education system.
Lack of quality education: In the top 100
universities list by ‘Times Higher Education World
Reputation Rankings’, none of the Indian
universities could be found in the list. In the 2017
rankings by the HRD ministry, only 2,995
institutions (6%) participated from around 51,000-
strong higher educational institutions in India. In
the overall rankings, of the 100 best institutions, 67
are from just eight states. Among the best 100
universities, 40 are in three states. Among the best
100 colleges, 77 are from just five states [10].
Quality of teaching and research: If we only look
at the academic reputation and ratio of faculty to
students, we can see where most of the universities
are located in India. The academic reputation as
shown in the QS classification is based on teaching
and research. Teaching and research at any
university depends on the quality of the faculty as
well as the quality of students.
The quality of teaching depends on the quality of
the teachers. For teachers to transfer knowledge to
students, they must have extensive knowledge of
their subject matter, curricula and educational
standards, as well as enthusiasm and desire to learn
throughout their careers. There are a large number
of universities in India, but 20 to 30 universities
with a high level teaching staff are rarely
considered.
Student Teacher Ratio:
“Figure 7 Student Teacher Ratios (2011-2018)”
(Data Source UGC (2018) and AISHE - various years)
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No Project Based Learning: Higher education
lacks a learning-based project. Young graduates
need to learn new skills, especially vocational skills
that can provide them with a job. So we don't focus
on project-based learning at all. The theory is just
not enough, and we also need practical knowledge
as well.
Gap between education provided and industry
required education: The industry is having trouble
finding a suitable employee because the education
provided is not appropriate to work directly in the
industry, so before that a company is required to
spend large amount on providing training for
employee.
Lack of Available Resources: The quality of
education depends directly on the learning process.
There is a less availability of learning resources in
Indian colleges. Most of the colleges have poor
quality of library building. This leads to poor
service to the library. The number of books is much
smaller, there is no magazine, and there is no
magazine that raises the level of new knowledge.
There are also poor internet facilities for accessing
online database and resources.
Examination Ridden Curriculum: In India most
universities have more than one curriculum loaded
with theoretical knowledge. This curriculum is only
concerned with passing the exam not only that, the
curriculum does not rise to the level of market
demand. Old and out-dated curriculums are still
followed by most universities as the demand for
quality and skill changes every day due to
globalization [11].
Lack of Facilities: As per 2016 Annual Survey of
Education Report, 3.5% schools in India had no
toilet facility while only 68.7% schools had useable
toilet facility. 75.5% of the schools surveyed had
library in 2016, a decrease from 78.1% in 2014.
Percentage of schools with separate girls’ toilet has
increased from 32.9% in 2010 to 61.9% in 2016.
74.1% schools had drinking water facility and
64.5% of the schools had playground [13].
Curriculum issues: There are many different
curriculum systems that confuse students who want
to achieve the same goal as engineering, medicine,
and business administration. At the higher
education level, there is no uniformity in the
curricula taught for the same program. The
curriculum is frequently reviewed without regard to
the contemporary requirements of industries. There
is a lack of subjects that one can take in colleges
[12].
Research and Innovation: There are very
distinguished scholars in our country whose
Western writers cite the book. There is not enough
focus on research in institutions of higher
education. There are not enough resources and
facilities, as well as a limited number of quality
faculties to advice students. Most research scholars
do not have fellowships or do not receive their
fellowships on time, which directly or indirectly
affects their research. Moreover, Indian higher
education institutions are not affiliated with the
research centres. So, this is another challenging
area of higher education in India [15].
4. Conclusion
We know the importance of quality education. It
directly affects the all aspects of growth of a
country and helps the country to stand high in the
overall platform. In India during the eras of seventy
years, the higher education has developed a lot in
terms of quantity. However, we are still missing of
quality education as expected. To improve the
quality of education the concerned experts have to
think on the parameters (such as enough
infrastructure, updated curriculum, skilled faculties,
learning resources, financial help, and well planned
guidelines) of quality education. The Reduce class
strengths so that teachers can give proper
attendance to each and every kid.
5. References
[1] Boyce, E. Mary, “Organizational Learning is
Essential to Achieving and Sustaining Change in
Higher Education”, Innovative Higher
Education, Vol. 28, No. 2, 2003, 119-136.
[2] Ray Land, Agency, context and change in academic
development, International Journal for Academic
Development, 6:1, 2001. 4-20.
[3] B. Robert Barr & John Tagg, From Teaching to
Learning — A New Paradigm For Undergraduate
Education, Change: The Magazine of Higher
Learning, Volume 27, Issue 6, 1995, 12-26.
[4] Barnett,R.(1992).Improving Higher Education:
Total Quality Core, Buckingham: SRHE&OU.
[5] See
https://www.worldbank.org/en/country/india/overview#3
and
https://databank.worldbank.org/source/education-statistics-
%5E-all-indicators
[6] The major problems and remedies on primary
education system in india by V S. Athawar April
To June 2015 Online : ISSN-2394-7632,
SCHOLARS IMPACT Print : ISSN-2394-7640 ,
Vol-I, Issue-3
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[7] Shreya Raman, “33% teaching posts vacant, Indian
university crisis hits ranking, research,” india spend,
August 16, 2018.
[8] Deans Summit Lab discussion, April 9, 2019.
[9] Indian higher education: The contemporary issues
by Basavarajappa UK International Journal of
Academic Research and Development , ISSN: 2455-
4197 , Impact Factor: RJIF 5.22 , Volume 3; Issue
2; March 2018; Page No. 658-660
[10] Nanda, Prashant K. 2017, NIRF rankings amplify
education inequality in India,
http://www.livemint.com/Education/jtktzCDnDYJ3
0EE2jHayLL/National-rankings-amplify-education-
inequality-in-India.html
[11] Quality Concern in Higher Education in India Jwel
Hoque, EDULIGHT Journal, Volume 7, Issue 13,
May, 2018 ISSN: 2278-9545
[12] Indian higher education: The contemporary issues
Basavarajappa UK, International Journal of
Academic Research and Development ISSN:
2455-4197, Impact Factor: RJIF 5.22
www.academicsjournal.com Volume 3; Issue 2;
March 2018; Page No. 658-660.
[13] Contemporary Issues And Challenges In The Indian
Education System, Dr. R. N. Nadar, ADMIFMS
International Management Research
Conference 2018,
[14] British Council, Understanding India: The Future of
higher education and opportunities for international
cooperation, 2014.
[15] Philip G. Altbach and Hans de Wit. Too much
academic research is being published, “University
World News.
[16] UGC Annual Report 2019
[17] AISHE Report 2018-2019.
[18] www.ugc.ac.in
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