India's Educational Path: Why the Foreign Schooling System May Not Be Right for Us
Education should be tailored to the specific needs of a nation and embrace the local culture. There is a widespread view among many Indian educationists that the western education system is superior and should be adopted. However, this paradigm may only be suitable for a select few, such as the elite and privileged class with exceptional global opportunities. For the general populace, it could lead to significant adjustment issues.
Understanding the Right Fit for India
The pursuit of global similarity in higher education is not a wise strategy for India's adoption. The United States and other developed nations emphasize cutting-edge research and development (RD) because their economies thrive on intellectual property (IP) rather than mass production or low-end services. These countries, with their smaller populations, can achieve prosperity through internal consumption-driven economies. However, for populous nations like India, which holds 15-20% of the world's population, the focus must be on generating livelihoods and job opportunities for millions of working-age individuals. Niche areas such as advanced RD cannot be the primary driver of growth.
India's Unique Challenges and Needs
India's unique challenges and needs highlight the need for a tailored approach to education. India's large population and existing number of highly educated individuals, such as doctors, engineers, scientists, and intellectuals, have not significantly contributed to IP or technology development. Hence, simply relying on forced research in universities and creating a surplus of doctoral graduates would not be beneficial unless these endeavors are impactful and economically valuable to industry and society.
NEP2020: A Step in the Right Direction?
The National Education Policy 2020 (NEP2020) emphasizes the development of thinking, understanding, and the capability to apply knowledge. However, merely focusing on increasing the number of higher qualification holders without ensuring quality would be counterproductive. The policy calls for a shift from rote learning to fostering innovation and encouraging inquiry. This shift should not result in a blind increase in PhD enrolments, with graduates filling unnecessary roles in primary schools or clerical positions.
Conclusion: A Balanced Approach is Key
India's education system should focus on producing high-quality graduates who can be gainfully absorbed into the workforce. Instead of blindly copying the higher education systems of developed countries like the US, UK, Japan, Korea, or Germany, we need a balanced approach that aligns with the specific needs of our industry, economy, and stage of growth. By emphasizing quality over quantity, India can foster a more robust and sustainable education system that supports the aspirations of its citizens.