Every person has the potential to be a winner; to be an authentic, alive, responsive, fulfilled human being. Right education with the right educationalist can increase the awareness of the real power one has to direct their own life, to make decisions, to develop own ethical system, and to enhance the lives of others. Education is analyzed as being an important role in society, where the structure of teaching, learning, and environment is frequently debated factor responsible for the development of people. Therefore, the education system and the structure of teaching shall be considered seriously. Regardless of children's background, parent’s income, or any other factors, it is right to say that a good education for all children is important. Educated people make an educated nation, as well as education, allow us to open our minds to improve ourselves, our environment, our world, and to make educated choices about our future. Through education, the students have more opportunities to improve their skills and to gain more knowledge in their professional field. In respect of country social and economic development; a good education system is needed.
Education System
To have a good education system the schools, institutes, and universities need to obtain a good structure of learning and teaching for children/students. The main role of the structure of teaching and learning became complex, where the great majority of society think that the school's key responsibility is for teaching and learning of students. Nevertheless, parents and society, must work, having a result to make them prepared for the society. The structure of the environment at schools given to the students should occur healthy, not just physically, but also mentally and socially. Comfort is required, and the classes must be well ventilated, large enough to accommodate the students. Even though some schools obtain smaller classes, it is essential to obtain a small group of students so that teachers will have more flexibility in teaching and give individual attention to them.
Unfortunately for millions of students the education system of India pathetically lacks processes to identify their innate skills. Since every child is born with a unique skill. That’s why some become excellent singers, others are amazing sportspersons while, yet others are writers or scientists. These successful people share one thing in common, they simply followed their innate skills. While they did attend school and college, such students gave wings to what they like best and by following their passion, they are successful. The education system of India not only lacks a structure or procedures to identify the innate skills of a child, but it is also well geared to obscure and kill these talents. The system forces students to study subjects they aren’t even slightly interested in and score high marks too. Hampering a student to study what they don’t want to be identical to child abuse.
The Problem
The real problem with the Indian education system is that we have no real rescuer left in our schools/universities/institutes who can rescue students from the scripts they have as baggage. Its full effects may not be evident at an early stage, but there will be some advance indications, allowing trained people to identify the presence of talent before exceptional levels of mature performance have been demonstrated. Our quality education has sadly focused on test-based accountability and proficiency of basic skills. This reinforces a system that continues to be based on parrot-fashion. Not only does this hamper a child’s ability to connect with real-world problems on a deeper level, in the long term it also renders an entire generation unemployable. India is also then saddled with a large population of young people who’re unable to think creatively and critically, understand and accept diversity, be open to new ideas and perspectives and communicate and collaborate effectively. Students need to be empowered by catering to their multiple intelligences, by designing an educational system based on understanding and application and not recall. High levels of teacher and school leader vacancies are a worrying concern across many states in India. It is indicative of the lack of desirability of the profession. Teachers are treated as lowly civil servants and are used as resources to collect administrative data from local communities. Many countries select school leaders through a dedicated mechanism, Indian schools mostly promote the most experienced teachers to become principals. We cannot assume that experienced teachers automatically become good school leaders. For both these professions, there are almost no professional development opportunities or mentorship. Peer learning is almost absent with most schools working in silos. Training programs are few and far in between and almost always ineffective. Teachers and school leaders are the closest stakeholders in a school to the ultimate beneficiary, the students. Student achievement levels can improve only by empowering these two stakeholders. Let’s start with efforts to make these jobs more attractive and desirable to generate a larger talent pool. We need to further decentralize education and provide most of the decision-making power to the authorities that are closest to the field. There needs to be a system of acknowledgment and reward, of greater opportunity and decision-making authority to those doing a good job in their classrooms and schools.
Role of Parents
Lack of knowledge with most parents in developing countries overestimating the academic levels of their children, without targeted support at home these first-generation learners face a high probability of falling behind in school and eventually dropping out. This prevents them from breaking out of the vicious cycle of inter-generational poverty. Education policy hasn’t closely analyzed the role that parents can play as strategic partners. Governments and non-profits need to focus on designing programs building the knowledge of parents and equipping them with skills to support their children at home. Having hardly interacted with the schooling system, they need to be trained how to partner with the schools. Most importantly, parents need to believe in their own power — that regardless of their income and education, they can play a meaningful part in their child’s education.
Need for the globalization of Indian education
International educational institutes have realized potential and are looking to set up their campuses or partner with Indian institutes to cater to this mushrooming Indian student population. Nearly, 14 percent of the students in US universities are from India. Imagine the impact of those very same universities were to come into our own country to provide us with the same education. We would save a lot on student debts and further be able to build a cohesive education system right here in our backyard. Take the case of Suresh from an upper-middle-class family. He got the best education available in the city that he lived in. Suresh has now completed his engineering graduation. His father now aspires to give him an Ivy League education towards a fruitful career and can also afford to pay for the course fee. But he now finds himself in a dilemma as the overall costs are unaffordable when it comes to sending his son abroad, taking care of his expenses, and other related costs. Add to this having to stay away from their child during his education is another scary dimension. There are millions of Indian Millennial s like Suresh who harbor dreams of studying in universities like Harvard and Stanford. However, despite having the true potential to succeed in these challenging assignments, it continues to be a dream simply because of the economic and cultural hurdles limiting them. Millennial s strongly believes that the Indian education system, the government, and other stakeholders in the market should recognize this condition and take the necessary steps to make quality education accessible, relevant and economical.
Suggestion - Breaking the Scripts
Each person has a psychological script and exists in a culture that has scripts. The psychological script contains the ongoing program for the individual’s life drama. It is rooted in the messages a child receives from parents, which can be constructive, destructive, or nonproductive, and in the psychological positions, the child eventually takes toward self and others. Positions can be related to people in general or directed toward those of sex. To the extent that the script messages are not in tune with the child’s actual potentials and negate his or her will to survive, they create pathology. Pathology has different degrees of seriousness. It can range from being very mild; rarely interfering with the person’s ability to function, to being so gross that people become absurd caricatures of their possible selves. Although all scripts are like spells, some scripts serve the function of giving the person realistic ideas about uses for her or his talents in society. Others misdirect the person to follow a star that was unrealistically or perhaps resentfully selected. Still, other scripts program the child for destruction, a tragic ending. Most people at one time or another play roles and mask them in some way. If they become aware of themselves when they are putting on a performance, their awareness gives them some freedom to reject fake roles. Playacting can be given up in favor of authenticity. Aware people can determine the course of their own life plans and rewrite their dramas in accordance with their own uniqueness. Such people can come in touch with their possible selves and redirect their compulsion to live life within one specific framework. For many, this is not easy. In fact, it is often painful and involves much hard work. Sometimes a real rescuer is needed, as is depicted in the following paraphrase of James Aggrey’s “The Parable of the Eagle”
Once upon a time, while walking through the forest, a certain man found a young eagle. He took it home and put it in his barnyard where it soon learned to eat chicken feed and to behave as chickens behave. One day, a naturalist who was passing by inquired of the owner why it was that an eagle, the king of all birds, should be confined to live in the barnyard with the chickens. “Since I have given it chicken feed and trained it to be a chicken, it has never learned to fly,” replied the owner, “It behaves as chickens behave, so it is no longer an eagle.” “Still,” insisted the naturalist, “it has the heart of an eagle and can surely be taught to fly.” After talking it over, the two men agreed to find out whether this was possible. Gently the naturalist took the eagle in his arms and said. “You belong to the sky and not to the earth. Stretch forth your wings and fly.” The eagle, however, was confused; it did not know who he was, and, seeing the chickens eating their food, he jumped down to be with them again. Undismayed, the naturalist took the eagle on the following day, upon the roof of the house, and urged him again, saying, “You are an eagle, Stretch forth your wings and fly. “But the eagle was afraid of his unknown self and world and jumped down once more for the chicken food. On the third day, the naturalist rose early and took the eagle out of the barnyard to a high mountain. There, he held the king of birds high above him and encouraged him again, saying, “You are an eagle. You belong to the sky as well as to the earth. Stretch forth your wings now, and fly.” The eagle looked around, back towards the barnyard and up to the sky. Still, he did not fly. Then the naturalist lifted him straight towards the sun and it happened that the eagle began to tremble, slowly he stretched his wings. At last, with a triumphant cry, he soared away into the heavens. It may be that the eagle still remembers the chickens with nostalgia; it may even be that he occasionally revisits the barnyard. But as far as anyone knows, he has never returned to lead the life of a chicken. He was an eagle though he had been kept and tamed as a chicken.
Just like the eagle, people who have learned to think of themselves as something they aren’t can re-decide in favor of their real potential. They can become winners. But most of the time we need a mentor who can show us our true selves.
Conclusion
The conversation in education has slowly started moving away from the importance of infrastructure and inputs. We are now talking about improving quality in terms of outcomes. But these outcomes cannot be achieved by designing policies that are process-centric. We need people-centric policies to catalyze a learning revolution in the country. We still have a long way to go.
