Essay on the basic education system in india

The basic education system in india

The education system that continued in India during the last hundred years was once run by Lord Macaulay here. Its purpose was to mold the Indians into the European pattern and to prepare clerks for government work. Some people have benefited greatly from that education.

Those who were able to reach matriculation by any means, they also got government jobs. He could easily complete his life. Education remained the only means of getting a job in this country for a long time. Then gradually the time changed. The national leaders realized the drawbacks of foreign education and demanded its replacement.

Perhaps his voice would have had no effect at all; But a big change was that those who used to study and take BA and MA degrees from universities in the hope of getting a job, now they also had to sit idle. Despite my efforts, I could not get a job. The condition of these educated people was very pathetic.

Being educated, he did not like to do hard labor work; And no other art or profession was available to him. There were only two options in front of them, either to get a job or to be useless like a bird – die of starvation. Due to this problem also attention was given to change the old education system.

Gandhiji had paid attention to these defects of education long ago and in 1927 he presented an education plan over the years. It is sometimes also called ‘Varsha Shiksha Yojana’ and sometimes it is called ‘Basic Education’. Or the name ‘Nai Talim’ is also given. The basic belief in basic education is that education should not be given to the student on the basis of books; Rather, he should be taught all subjects only through the circumstances in which he lives.

For example, in primary basic education, children are taught the work of spinning, weaving, carpentry and farming etc. All subjects like mathematics, geography, history, botany, etc., are taught only with the help of these useful professions. The result is that the child not only acquires bookish knowledge of the subject, but also learns to apply it. The second thing is that not only does his mind develop, but art and skill also come in the eyes and hands.

The body is exercised, due to which health remains good. And above all, his studies did not instill in him an aversion to manual labour. He works hard and works hard while falling. Even after studying for this, one can keep working hard. One of the great merits of vesik education is that it is cheaper than the current education of the old way.

Basic schools can meet their own expenses if done properly and done, and in a poor country like India, where it is difficult for the government to spend a huge amount on any item, such an education system is very difficult. Appreciable and useful. The proponents of basic education even say that the hard work of teachers and students in such schools can earn so much that even after deducting the expenses of the school, some savings can be made.

After independence, basic education was started in many places in India. Many basic schools have been opened in the villages and it is the plan of the government to gradually convert all the schools in the villages into basic schools. The reason for the slow progress in this subject is the influence of suitable teachers for imparting basic education.

As such teachers get trained, the number of basic schools will increase. But in the meantime, some voices have started rising against basic education as well. So far, the policy of the government has been that basic schools should be opened in rural areas and old-fashioned education system should continue in urban areas.

This has spread suspicion among the rural people that perhaps the basic education system is a slab item and that is why it is being imposed on us. He says that if it is really as useful as it is told, then why is it not started in the cities too? The trick of spending less in basic education has also been proved wrong.

The material used to teach business is very expensive. And the stuff that the students prepare in terms of learning is not usable. Therefore it cannot be sold in the market. In this way, the expenses that were not incurred for business in general education are in basic education and are more expensive than general education.

In basic education, the student’s attention is divided in many directions. He is sports-loving by nature and bookish education seems to him to be a burden in the beginning. Therefore, in the schools of Vesik education, the student leans more towards the professions which are taught to him rather than reading and writing.

But he is not interested in those professions because he wants to learn them. But it is because under their guise he can escape from bookish education. Very often the professions that are taught in schools have no relation with the future life of the student. Thus he is deprived of both book education and vocational education.

Even if he takes any business pleasure in some way, then due to not using it in future life, he is equal to learned or learned. Someday in the time of calamity or crisis, that business-knowledge could prove his work, this tactic is not very satisfactory. Although very attractive from the point of view of theory, basic education could not be very successful in practical terms.

On inspection of several Aagha Basic Schools, it was observed that the occupations or industries that were being taught in those schools were unfavorable to the surrounding social and geographical conditions. For example , in villages where only weavers lived , the students were being taught carpentry work ; And where there was an abundance of potters, there was a weaving of cloth.

From this it becomes clear that basic education is such a system, which if not followed very wisely can turn it into a meaningless hypocrisy. The possibility of turning into this hypocritical form is even more when basic education is under the influence of teachers who have faith in religion.

If the teachers are really honest, well educated and believers in the principle of basic education, then few few people can make education in basic schools useful, cheap and interesting. But where teachers are to be recruited in lakhs, it would be a mistake to expect that all teachers would be hard-working, honest and intelligent.

In that case, the benefits given by basic education will not be available, which are mentioned in the theory. In the beginning, there was a lot of enthusiasm among the people regarding basic education. The government had also planned to open basic schools on a large scale and decided to convert all existing standard schools into basic schools.

But in the recent past there have been many harsh criticisms against basic education and the enthusiasm in this regard seems to have slowed down a bit. Big officers, ministers and other rich people do not like to send their children to basic schools. Therefore, the feeling is spreading among the general public that basic education is not really useful education.

From the point of view of pure theory, basic education should be considered as a part of Gandhism. Gandhism does not cover any one area of ​​life, but pervades all the areas. Basic education can be useful to some extent if our whole society is to be built on the basis of Gandhism.

There is no place for heavy industries in Gandhian society, but our present government is encouraging heavy industries and it is also necessary in the present science-oriented era. Basic education does not fit well with the present scientific and heavy industry civilization.

If today’s students have to grow up and spend their lives in modern scientific agriculture and industries, then basic education cannot be helpful for them, but turning them away from bookish education may prove to be harmful for them. Provided that Basic Education is still in experimental condition and once this test has been started, it will be run for few days and if left, it will be left only when there is no chance of success in it.



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