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Limitations in the Contemporary Technical Education System and Ways to Improve them
Abstract
Ancient India had a "GuruKula" system in which a guru (“the dispeller of darkness”) trained his disciples who emanated from different walks of life. The guru knew the strengths and the weaknesses of each of his disciples. For example, the mythological Dronacharya (of the “Mahabharata” fame) made “Arjuna” the master of archery but shaped “Duryodhana” as the ace in mace-fighting. This arcane system has transformed into a commoditized and commercialized present-day education system (thanks to money) that we are witnessing. Technical education (Engineering in particular) still has the charm. Yet, in the ever-changing world of demand versus supply, it is an absolute necessity for us, educators, to prepare our students for the future of the new India and for the benefit of mankind. The students should be industry-ready by the time they graduate from college, regardless of the course they are pursuing. Unfortunately, what we witness today seems largely an “outdated school of thinking” where an instructor is complacent about his/her craft – mainly because he/she has been teaching the same subject usually the same way, for several years. This system has serious flaws. Life is all about new ways of learning and learning new ways - forever and continuously - to keep oneself intellectually motivated and satisfied. The moment we as teachers feel adequate or self-sufficient, we are heading for a slow but sure disaster and make ourselves outdated in the process, like an expired drug. So, better late than never. We, as instructors need to be emotionally closer to the students (many students still see their parents in their teachers) than we currently are, as the expectations from the new generation have changed which wants guidance, mentoring, coaching, and hand-holding. Education has been the only industry in the world where the student – your customer - pays large sums of money and never complains about the quality of the service received. Even this, is changing. We, teachers, learn from our students all the time. The students are more savvy in using modern tools and technology and new ways of thinking. It is the time we align ourselves. Keywords: Complacent; Engineering; Gurukula; Intellectual Motivation; Outdated; Modern Tools and Technology
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India has the most outstanding version of imparting education which is well known to the world , the origin can be trace back to 5000 BC .The Gurukul system has its influence left across the world , Social awareness, character building , developing personality , discipline, self-control, being spiritual and learning about Indian culture and imparting knowledge in an open ground was some of the features of Bharat, Gurukul, Bharat was an pedagogy nerve centre for the rest of the whole also , people use to come and study in India from Middle East ,Europe , Portugal , what change has come now is that Indians go to foreign countries to study as the new Modern Education system of India has made the life of students miserable by putting excess mental pressure .India has the most important of student suicide cases in India , the pressure of scoring marks , lack of practical knowledge , reservation of seats , old syllabus taking about Partition and Independence of India , imposition of English language , no skill development , just rat learning exist in today's Modern education System. Sports, crafts and all are not motivated to be taken as career options, In the Gurukul age Physical training was integral to learning along with Yoga and meditation to keep the mind and soul in peace. We need to bring a better version of the education practices in India.
Education systems have always been an issue of debate in every country. The need to find a sustainable system that provides quality education is dawning upon us. Specifically, in a country like India where the education system is highly focused on performance than development. This paper analyses the public perception towards the current education system and the challenges faced by it. It also analyses the public perception of the possibility of integration of the Gurukul system of education with the current system, using modern techniques. The study is based on a sample of 145 respondents randomly selected. The study explores the inclination of people towards change in the current system and willingness to adapt to it. The study also gives a significant insight into the awareness about various developments in the integration of the Gurukul system.
According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.
Artificial intelligence (AI) is arguably the driving technological force of
the first half of this century, and will transform virtually every industry, if
not human endeavors at large. Businesses and governments worldwide
are pouring enormous sums of money into a very wide array of
implementations, and dozens of start-ups are being funded to the tune of
billions of dollars. It would be naive to think that AI will not have an impact on education—au contraire, the possibilities there are profound yet, for the time being, overhyped as well. This book attempts to provide the right balance between reality and hype, between true potential and wild extrapolations.
Education, which is as old as humanity, has existed in various personal forms in non‐western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education, thrived in pre‐colonial South Asia for centuries before it was replaced by colonial education. This article discusses the philosophy and science behind Gurukula education, where education was a personal process involving an osmotic exchange of essences between teacher and taught, giving wide scope for the celebration of the natural diversity and variability of human behaviour and personality leading to an education that provides equal opportunity in the real sense—as an equal fit between individuals and their environment(s), giving rise to a practical democracy.
The education delivered in Bharat1 grapples with the issues of quality in terms of its content, pedagogy and the
outcomes. The colonisation of education system subsequently led to the demise of traditional institutions (like
Gurukul) of education delivery. A�erwards with the political independence, the government neither could work for
the decolonisation of the education nor could it make significant efforts to revive or learn from the Gurukul system.
However, a significant number of Gurukuls are still running in the country. This paper takes a post-colonial stance to
the education and presents an ethnographic account of one such Gurukul. The propositions are presented based on
this account for improvement in the quality of elementary education.
Gurukul: The Schools of Ancient India
- Anurodh Das
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