Open Access Research Article
GROWTH PROSPECTS OF SECONDARY EDUCATION IN INDIA – A LEGAL ANALYSIS BY: JAYASURIYAN V P & M.K. MRUDULA
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Article Details
GROWTH PROSPECTS OF SECONDARY
EDUCATION IN INDIA – A LEGAL ANALYSIS
AUTHORED BY:
JAYASURIYAN V P,
III Year,
B.C.A., LL.B., (Hons), School of Excellence in Law, TNDALU, Chennai.
CO-AUTHOR: M.K. MRUDULA,
V Year, B.A., LL.B., (Hons), School of Excellence in Law, TNDALU, Chennai.
Abstract:
After the pandemic induced lockdown,
much of India’s education system came to a jolting halt. Though a small
proportion of educational institutes were resilient to this interruption owing
to their extensive capability and capacity. These niche institutions are out of
scope in this present discussion. The current measure of quality of education
is discussed. Equality and endeavors towards equality has plummeted multifold
owing to the economic downturn. The pandemic merely exacerbated the pre-existing
inequality that has denied the young adults of our country their constitutional
right to have a quality education. This paper analyses the relatively newly
formed National Education Policy, 2020 and how far it is effective towards
bringing equitable educational prospects. Constitutional perspective of
educational egalitarianism is deliberated further. The research is
Doctrinal in nature. There is a separate discussion on the effect of
“Quasi-Federal” structure of government on education and how far autonomy of
states is hampered and diminished. This paper further discusses on the
prospects of India becoming a global leader in terms of education given its
humongous growing adult population. Taking a detour from the primary
cogitation, steadily increasing rate of tuition in educational institutes and
how it disables socially, educationally and financially downtrodden from
accessing a quality, sustainable and state-of-the-art education is also
discussed. Research on how inadequate capacity and subpar capabilities in
government run secondary educational institutions work in tandem depriving
financially disabled children from having equal opportunities as opposed to
their counterpart on the other end of the spectrum is done. This research
assumed importance in this contemporary day and age owing to the progressing
leadership capabilities that India is effusing combined with assuming
leadership of two of the most prominent transnational and multilateral
groupings. The data used in this research is Secondary and Tertiary data.
Keywords: Secondary Education, New Education
Policy, Federalism, Educational Equity.
1. Introduction:
Education as we know,
learn and profess has been deeply skewed in its meaning and stands for
something far from what it was intended for. Evolution of education or any
other aspect of human development is natural and in most of the cases is to be
certainly encouraged. However, evolution of such nature is to be avoided when
it turns murky and renders no trace of the original character of such an aspect
and possibly houses within its interpretation a meaning that runs counter to
what was earlier envisaged. Education in India has been in practice as long as
there has been a systematic society with orderly societal roles envisaging
duties albeit discriminatory in nature. Educational institutions ranging from
The Nalanda University to the ‘Gurukula’ system are few exemplifications. India
has the capacity building capability and is better positioned than ever in
terms of opportunities to broaden and unfurl its framework in the global arena.
However, this stride becomes increasingly harder to achieve when the
opportunities of “world class” education is ‘restricted’ access based on
numerous underlying factors that comprise but is not exclusive of social, economic,
political ‘influence’. In this context this article assumes much importance.
The objectives of this article are laid down below.
2. Objective:
·
To
shed light on the lack of means available and measures taken to make education
equitable.
·
To
elucidate the opportunity of global influence in terms of education and
educational institutions.
·
To
examine the current efficiency of education system in India.
·
To
understand the “Welfare Oriented” principles enshrined in the Constitution of
India.
3. Methodology:
This article undertakes the Doctrinal
method of research. Data is collected from Secondary and Tertiary
sources such as books journals, newspapers,
articles, previous research by scholars, international treaties and conventions
and other e-sources, etc. The current topic has been critically analysed and
comparatively studied, to provide a succinct analysis to the best of the
researchers’ ability and knowledge and the knowledge resource available.
4. Contemporaneous Indian Educational Framework:
The Indian
educational system has long been criticized for its lack of focus on practical
skills and its emphasis on rote learning and memorization. This has resulted in
a high level of educational inequality, with students from disadvantaged backgrounds
often struggling to keep up with their more privileged peers who often get
specialized assistance from institutional experts. The primary issue with the
current educational framework in India is the lack of emphasis on hands-on
learning and critical thinking skills. Many students are expected to simply
memorize information without understanding its context or relevance. This has
led to a system where students are not equipped with the skills they need to
succeed in the workforce or to be active and engaged members of society.[1]
Further, the lack of
funding for education and supplementary educational activities poses a serious
issue. According to a report by the World Bank, India spends only 3.3% of its
GDP on education, which is significantly lower than the global average of 4.9%.
This lack of funding has resulted in poorly equipped schools, lack of
resources, and inadequate infrastructure, which hinders the learning process of
students. Another problem with the Indian educational system is the lack of
resources and support for students from disadvantaged backgrounds.[2]
Many schools in
rural, remote and impoverished areas are underfunded and poorly equipped,
leading to significant gap in the quality of education between these schools
and those in more affluent areas. This has contributed to a cyclical
self-fulfilling prophecy of poverty and inequality, as students from
disadvantaged backgrounds are less likely to have the opportunity to receive a
high-quality education. There is also the matter of physical access to
education and skill development. There is a wide gap between students in the
rural areas and the urban areas both in terms of education and extra-curricular
activities.[3]
In addition, the
Indian educational system is heavily reliant on standardized testing, which has
been criticized for its confined focus on narrow subjects and its lack of
emphasis on creativity and problem-solving skills. This has led to a system
that is overly focused on preparing students for exams rather than helping them
develop the skills and knowledge they need to succeed in the real world.[4]
Additionally, there is a lack of skilled teachers in India, as many qualified
teachers opt for higher paying jobs in top tier institutions that are out of
reach to these kids and jobs in other sectors. The under-appreciation of
qualified teachers has resulted in a shortage of trained and competent teachers
in schools, further hindering the quality of education. Moreover, there is a
widening gap in the student-teacher ratio which further leads to the
deterioration of education.[5]
Overall, the current
educational framework in India is failing to adequately prepare students for
the challenges of the 21st century. It is in urgent need of reform in order to
better serve the needs of all students and to provide them with the skills and
knowledge they need to succeed in an increasingly complex and interconnected
world.
4.1.Gauging
the Goodness:
An
overall observance gives a basic understanding and idea of the working of
Indian education system. The success and quality of the existing education
system could be evaluated according to the actual performance and results. Some
of the various ways of assessing the quality of education is as follows:
·
Student performance: One way to
measure the quality of education in India is through the performance of
students on various standardized tests such as the National Achievement Survey
(NAS) and the National Achievement Test (NAT). These tests assess the knowledge
and skills of students in various subject areas such as mathematics, science,
and language arts.
·
Teacher quality: Another
important factor in the quality of education is the quality of teachers. This
can be measured through various indicators such as the qualifications and
training of teachers, their teaching experience, and their effectiveness in the
classroom.
·
School infrastructure: The
infrastructure of a school, including the availability of resources such as
classrooms, libraries, and laboratories, can also impact the quality of
education.
·
Curriculum and instructional
materials: The quality of the curriculum and instructional materials used in a
school can also impact the quality of education.
·
Dropout rates: The dropout rate
of students can also be used as an indicator of the quality of education. High
dropout rates may indicate that students are not engaged or motivated to
continue their education.
·
Parent and community
involvement: The involvement of parents and the community in the education of
students can also impact the quality of education. This can be measured through
indicators such as parental involvement in the decision-making processes of
schools and the participation of community members in educational activities.[6]
5. Addressing the Urban-Rural Disparity:
There is a
significant urban-rural disparity in the Indian education system, with urban
areas generally having better access to education and higher educational
attainment relative to their rural counterparts. This disparity is due to a
variety of factors, including economic, social, and cultural differences
between urban and rural areas.[7]
Various scholarly empirical research articles has been published in this area
that concretely supports the authors’ postulation that indeed pandemic has
played a major role in exacerbating the ‘Urban-Rural divide’.[8]
5.1.Exacerbation of Urban-Rural
Disparity:
Hard data sheds
lights on the fact that there is indeed a huge gap between the urban population
and the rural population when it comes to access to internet.[9]
It is a well-known fact that owing to total governmental lockdowns, any and all
forms of education had to be based on online, internet reliant platforms as
opposed to pre-pandemic and pre-lockdown mode of education. A report by the
UNESCO suggests that out of all the low and middle-income countries 40% of
countries were not able to support education to communities those were
previously disadvantaged by due to their social, economic, linguistic and
physical disability.[10]
An empirical study conducted in Assam to assess the actual real-life impact of
the pandemic in general and the subsequent lockdown in particular on students
studying in IX and X standard, whose parents’ income, usually in the form of
daily wages, suggests their being below the poverty line, adjusting for error
suggests that,
·
The
respondents (students) prima facie were not able to receive proper education
pre-pandemic.
·
Merely
14% of the respondents were able to avail online mode of education
post-pandemic.
·
91%
of the respondents agreed that lack of a smartphone is the primary reason
behind hampered education.[11]
5.2.Economic Factor:
One major factor contributing to the
urban-rural disparity in education is the economic differences. Urban areas
tend to have higher levels of economic development and access to resources,
such as funding and infrastructure, which can lead to better educational
opportunities. In contrast, rural areas often have lower levels of economic
development and fewer resources, which can make it more difficult to provide
quality education. For instance, many rural schools do not have sufficient
infrastructure or resources, such as classrooms, libraries, and laboratories,
which can negatively impact the quality of education. This is coupled with the
growing phenomenon of “Middle Class Consumerism”[12]
whereby people in the highly populated urban areas are advantaged by the
substantial economic growth.
5.3. Social and Cultural Factors:
Another factor contributing to the
urban-rural disparity in education is social and cultural differences. Urban
areas tend to have more diverse and cosmopolitan populations, which exposes
students to a wider range of educational opportunities and resources. In
contrast, rural areas tend to have more traditional, regressive and homogenous
populations, which tends to curtail the educational opportunities and access to
resources. For example, traditional gender roles and cultural expectations may
discourage girl children from attending school in rural areas, leading to
higher dropout rates among girls compared to boys. This can lead to poor student
performance and higher dropout rates in rural areas. Many rural schools
struggle to attract and retain qualified teachers, particularly in technical
subjects such as Science and Mathematics, which can lead to inadequate subject
knowledge.[13]
5.4. Other Factors:
The urban-rural disparity in
education in India is a significant issue with far-reaching consequences for
individuals and society as a whole. Children who do not have access to quality
education are less likely to succeed in school and are ill prepared for higher
education and workforce. This can perpetuate the cycle of poverty and
inequality, as those who do not have access to education are less likely to
have the skills and knowledge to compete for good jobs and improve their
socioeconomic status. To address the urban-rural disparity in education in
India, there is a need for increased funding and resources for rural schools,
as well as efforts to attract and retain qualified teachers in rural areas.
Addressing social and cultural barriers to education, such as traditional
gender roles and expectations, is also important. Finally, it is essential to
invest in the development of infrastructure and resources in rural areas to
ensure that students have access to quality education. Better policy making
goes a long way towards achieving equity.[14]
6. National Education Policy, 2020 and
its Implications:
The
ancient Indian education system is one that has been commended all over the
world. The “Gurukula” system prevailed as evident from ancient lore and sacred
texts. The advent of the British introduced a new education system, curated by
the British rulers. However, being a colonising country, the education policy
was targeted for the upliftment of the British occupants and not the Indian
citizens. The first post-independence initiative towards revamping the Indian
Education System was brought about in the form the Indian Education Policy,
1968, introduced by the Indira Gandhi government. The next NEP was introduced
in the year 1986, which was later modified in the year 1992. The latest and
most revolutionary National Education Policy was passed in 2020.[15]
The NEP 2020
resulted in waves throughout the country. This policy envisaged a revamped and
ameliorated path towards ensuring quality education from the school level to
the university level. The primary focus was the capacity of each individual and
their inherent capabilities and skills. The policy aimed to cultivate these
potential talents, nurturing each person to become a valuable addition to the
society as a whole. The main principle
of the policy is that “education must develop not only cognitive capacities
- both the ‘foundational capacities ’of literacy and numeracy and
‘higher-order’ cognitive capacities, such as critical thinking and problem
solving – but also social, ethical, and emotional capacities and dispositions”.[16]
The policy is broadly divided into 4 parts: (i) School Education; (ii) Higher
Education; (iii) Other key areas of focus; and (iv) Making it happen;
6.1.
Key features of NEP, 2020:
·
Shift from rote learning to
critical thinking: NEP 2020 emphasizes the
importance of developing critical thinking and problem-solving skills in
students, rather than focusing on mere rote factual learning.
·
Early childhood care and
education: NEP 2020 emphasizes the importance of
early childhood care and education, and calls for the expansion of the existing
Anganwadi system to cover children up to the age of 6.
·
Curriculum and pedagogy: NEP 2020 calls for a flexible and modular curriculum, with a focus
on experiential learning and integration of vocational education. It emphasizes
the importance of project-based learning, and promotes the use of locally
relevant and contemporary content in the curriculum. It also advocates for the
use of multiple languages in the classroom and encourages the inclusion of
Indian knowledge systems and traditions in the curriculum.
·
School education: NEP 2020 proposes a five-year integrated school program, from ages
3 to 8, followed by a three-year program from grades 9 to 12. An innovative
pedagogical approach has been adopted and the traditional 10+2 system has been
substituted with a 5+3+3+4 system. NEP 2020 aims to increase the gross
enrolment ratio (GER) in preschool to secondary education to 100% by 2030, and
to increase the GER in higher education, including vocational education, from
26.3% (2018) to 50% by 2035.[17]
·
Higher education: NEP 2020 calls for a multi-disciplinary approach to higher
education, with a focus on research and innovation. The policy proposes several
reforms in the higher education sector, including the establishment of a common
higher education regulator for both the university and college sectors, the
introduction of a four-year undergraduate program, and the expansion of online
and distance education. It also recommends the establishment of a National
Research Foundation to support and promote research in the country.[18]
·
Language: NEP 2020 calls for a three-language formula, with a focus on the
promotion of Indian languages. It also proposes the establishment of a National
Language Commission to advice on language-related issues. It advocates for the
use of mother tongue or regional language as the medium of instruction at the
primary level, and for the inclusion of Indian languages in the curriculum at
all levels. It also recommends the establishment of a National Language
Commission to promote the development and use of Indian languages.
·
Teacher education and
training: The policy emphasizes the importance of
high-quality teacher education and training, and recommends the establishment
of a National Professional Standards for Teachers (NPST). It also proposes the establishment
of a National Teachers' Congress and the creation of a National Council for
Teacher Education (NCTE).
·
Inclusion and equity: NEP 2020 emphasizes the importance of inclusion and equity in
education, and calls for measures to improve access to education for
disadvantaged groups, such as girls, children with disabilities, and
marginalized communities.
Apart from the
above mentioned salient features, providing autonomy to educational
institutions.[19]
This highly ambitious policy cannot promise fruitful results despite its best
intentions. Though the policy is a relatively new one and it is not possible to
judge its effectiveness in bringing about equitable educational prospects
effectively, it is evident that the policy has its own issues. The implementation
of the NEP 2020 will depend on the adequate allocation of resources and the
commitment of all stakeholders, including the government, educators, and
communities, to its implementation. It will also be important to monitor and
evaluate the impact of the policy on educational outcomes and equity, and to
make adjustments as needed to ensure that all students have access to
high-quality education.
7. Constitutional Mandate of Educational
Egalitarianism:
7.1. Egalitarianism:
Egalitarianism as an idea derived its
traces in legal philosophy and jurisprudence through the Natural Law Theory.
Egalitarianism is based on the concept of justness of enjoyment of ones
advantage. When the said advantage is due to choice made voluntarily by the
said person, then it is said to be just. On the other hand, when the difference
in that person’s advantage is due to factors outside of that person’s choices,
it is said to be unjust.[20]
According to the idea of egalitarianism, a person’s fortune depends on their
choices but not on their endowments or other unchosen factors and
circumstances.[21] Rawl
suggests his theory of egalitarianism is better than the then prevailing laissez-faire
when it comes to distribution and re-distribution of resources. This he
reasoned is due to the inherent advantage that certain people possess due to
their being born in the higher ranks of the social, economic and political
hierarchy. Samuel Scheffler argues that equality when perceived from the social
and political ideals, it must include and go beyond the proposition that all
people have equal moral worth.[22]
The concepts of access, equity and quality cannot be pursued independently and
sequentially, but concurrently.[23]
When we discuss egalitarianism, in Indian context, the affirmative action of
reservation occupies an elevated position. The Constitution of India in general
and Part III in particular places the subjects of the state i.e., people and
their rights, paramount.
Pre-Constitution, caste and sub-caste
hierarchies determined social, economic, personal, professional and most other
aspects of a person. Features of caste system are broadly outlined into the
following,
·
Providing
restrictions on marriage;
·
Regulating
restrictions on feeding and sexual intercourse;
·
Regulating
communal life within a small society (though these small societies reside
within the larger society).[24]
Education is powerful tool, albeit
prone to ineffectiveness, in assisting in vertical and horizontal mobility. It
is one of few means that generally helps achieve betterment in an individual’s
life. Especially in Indian context owing to its largely agrarian society,
education plays a paramount role in the society and in the minds of people of
being causal to “a better life”. Education (quality education) has been largely
privatized in India. Private educational institutions incorporated the
capitalistic approach towards education right from recruitment of staffs to
admission of students. Though these private institutions have to some extent
proved of providing “quality” education, equitable educational prospects for
children from socially, educationally, politically and economically
disadvantaged strata of the society is largely lagging behind. Sociologist
argue that equity and quality is education are not opposite ends of the
spectrum, such that the pursuance of one undermines the other, but can and
should be pursed together and such is the most economically and socially
educational policy.[25]
However, the proposition mentioned herein albeit is based on factors prevailing
in the United States of America, is to some extend applicable in the Indian
demographic.
7.2. Equity in The Constitution:
The Constitution of India (herein
referred to as ‘The Constitution’) is the Supreme Legislation of India.
All or any laws (includes by-laws, rules, regulations, orders, directions etc.)
must be confined within the ambit this Supreme document.[26]
The Constitution from its inception has had freedom, liberty, fraternity,
equality as its basic tenets upon which other facets are built upon.[27]
Article 14 of The Constitution guarantees to every person the right to equality
before law and equal protection of laws.[28]
The literal interpretation of this provisions merely renders that state shall
treat its subject equally. However, the underlying principle presupposes the
fact that not all human beings are same and there are inherent differences. The
Constitution recognize these differences and demands additional affirmative actions
in insofar as equitable as possible. The Constitution revolves around the
principles of Justice, Equity and other ideals of Natural law theory. Equals
must be treated equally, while unequals must be treated differently.[29]
Similarly, there is duty upon the
State to not discriminate against individuals on the following bases, religion,
race, caste, sex, place of birth.[30]
However, taking cognizance of the prevailing inequality in numerous dimensions,
exception provisions were also appended. Actions in the form of positive
discrimination i.e. for the advancement of the said classification, are valid.
Affirmative actions for the upliftment of inherently weaker section of the
society cannot be construed to mean discrimination against the “non-advantaged”
i.e. the other section ineligible for said measures. [31]
In Janhit Abhiyan v. Union of
India,[32]
the Supreme Court of India upheld the validity of granting exception to
affirmative discriminative actions in favor people belong to the Economically
Weaker Section (EWS) [33] and
reasoned that affirmative actions are meant for the upliftment of the citizens
and is not confined only to socially weaker sections but to any morph of weaker
section. The Constitution is based on equitable principles and places no
restrictions nor conditions with respect to law and policy making on equity
based education.
8.
Centre-State Relationship in Education and
Autonomy of States:
The relationship
between the Central government and the State governments in the field of
education in India is complex and has been evolving over time. The Indian
Constitution grants the Central government and the State governments concurrent
powers to legislate, formulate and regulate education and educational policy.
Both levels of government plays a role in shaping education policy and
implementing education programs. The Centre and the State have certain autonomy
in framing their own policies and implementation strategies within their
respective jurisdiction. One of the main challenges in the centre-state
relationship in education is the issue of autonomy of states. The
Central government has the power to set National Education Policies and Standards,
and to provide financial and technical assistance to states for the
implementation of the said policies. However, the States have the autonomy to
design and implement their own education policies and programs within the
framework set by the Central government.
This decentralization
has allowed states to have a greater say in the educational policies and
programs that are implemented within their jurisdictions, and has allowed for a
greater scope of flexibility and innovation in the education sector. At the
same time, it has also led to disparities in the quality and accessibility of
education across the states, as some states may have more resources or a
stronger commitment to education than others.
To address this
issue, the central government has implemented numerous policies and programs to
promote equitable access to education and to improve the quality of education.
For example, the Right to Education (RTE) Act[34],
which was enacted in 2009, guarantees the Right to free and compulsory
education for all children in the age group of 6 to 14 years. The Act also lays
down norms and standards for the infrastructure and facilities that should be
provided in schools, and requires states to report on the progress made in
implementing the Act.
In addition, the
Central government also provides financial and technical assistance to states
for the implementation of various education programs and initiatives, such as
the Sarva Shiksha Abhiyan (SSA), which aims to universalize elementary
education in the country, and the Rashtriya Madhyamik Shiksha Abhiyan (RMSA),
which aims to improve the quality of secondary education in the states.
Despite these
efforts, the centre-state relationship in education continues to be a source of
tension, as states often resist central government interference in their
educational policies and programs. Some states have argued that the central
government should provide greater autonomy and flexibility to the states in the
implementation of education policies, while others have argued that the central
government should provide more guidance and support to ensure that all states
are able to provide high-quality education to their citizens.
Historically, the
central government has played a more dominant role in education policy, with
the state governments having a more limited role in policy formulation and
implementation. However, the National Education Policy (NEP) 2020, which was
released by the Government of India in July 2020, aims to promote greater
decentralization and autonomy in the education sector. Under the NEP 2020, the
Central government will provide policy guidance and support to the states, but
the states will have greater flexibility in designing and implementing their
own education policies and programs. This includes the power to design their
own curriculum and pedagogy, choose their own teaching languages, and determine
their own teacher education and training programs.[35]
The NEP, 2020 also
emphasizes the importance of collaborative decision-making and partnership
between the Central and State governments in the education sector. It
recommends the establishment of a National Education Commission (NEC), which
will be composed of representatives from Central government as well as state
governments, and will serve as a forum for consultation and dialogue on
education policies. Thus, NEP, 2020 aims to promote greater autonomy for the
states in the education sector, while also maintaining a system of
national-level policy guidance and support to ensure that all students have access
to high-quality education. This balance between Central government and state
governments control is an important aspect of the education system in India.
9.
India as a Global Leader Steering Educational Reforms:
After being freed from the shackles
of British rulers, there was a prevailing notion among international players
that India “doesn’t have what it takes”. This proposition is proved wrong and
even reversed to the extent that there is a legitimate prediction that India
may well become a global power. With the growing diversity in Indian diaspora,
Indian culture, though diverse and humongous within the boundaries, and
tradition is dispersed across the globe. One such practice that has cultural
heritage in India, but has substantial global reach in terms of usage and
disciples is Yoga.
Indian influence as a global leader
can implement itself effectively through “soft power”. Joseph S. Nye, who
coined the term broadly defines “soft power” as a form of power, which in
itself is subject to numerous definitions and prone to arguments in
definitions, and ability to achieve a desired outcome without coercion, but
enticement by the ideas or the ability to set agenda in ways that shape the
preferences of others. He goes on to say that if a State is able to establish
its own agenda through soft power, it need not resort to its economic, military
and other sources.[36]
However, soft power has the potential to make and break countries as evident
from the case American soft power and Nazi Germany soft power. The intentions
behind usage of such powers need to be kept in check.
Numerous scholars, academicians,
scientists, thinkers, philosophers and intellects around the world attribute
India as a unique nation, with huge degree of diversity, exoticism, and enigmatically
attractive. The take away from such character attributions is to resonate with
India’s possession of qualities required to influence the global masses through
its soft power. Cultural phenomenon of a country is a huge soft power
determining factor. Indian culture is deemed ancient, vibrant, and colorful and
an amalgamation of numerous past cultures and in that a mixture of variety of
practices and beliefs bound in a defined territory. The “Gurukula” system of
education discussed earlier has the potential to harvest this dividend of
cultural soft power. Impersonal pedagogy[37]
has taken root post colonization which has severely impacted the Gurukula
system of education. However, it cannot be asserted that this system of
education is perfect and free from any forms of discrepancies.
Apart from Indian culture, soft power
can be exercised through other facets too such as Indian spirituality, Indian
way of life, Indian democracy, Indian diaspora and medicine.[38]
India has set the ambitious target of becoming a Tuberculosis free country
within 2025 (TB Mukt Bharat)[39].
In this context India has the potential to become the global leader in terms of
Tuberculosis diagnosis through early adoption of world-class technologies,
development of capacities and capabilities couples with indigenous innovative
measures.[40] This
leadership can aid in enhancing soft power in the arena of medical education.
Indian education has been influencing
countries around the globe since the 60s especially Third World Countries
through innovations such as the Indian Technical and Economic Cooperation
(ITEC) programme which provides bureaucratic assistance to Third World
Countries.[41] Other
forms of partnership includes MOUs between Indian Institutions and Foreign
Universities promoting knowledge sharing, joint-programs, vocational and
multidisciplinary courses etc. Human capital is the contemporary measure of
power, the more efficient, and productive and result-producing the human
capital is the higher the power of the country in relation to other countries.[42]
India assuming presidency of two of the world’s most prestigious multi-lateral
grouping i.e. G20 and Shanghai Cooperation Organization, advances India’s
prospects of moving India’s agenda further in the global realm.
There indeed is an ocean of
opportunities for India to promote “Indigenous” form of education in the global
arena. However, effective utilization of opportunities is the need of the hour
where the window of effective policy implementation is relatively narrow for us
to reap the benefits and hoist India in the “big leagues”.
10.
Conclusion & Suggestions:
“Vasudhaiva
Kutumbakam” or “One
Earth · One Family · One Future”
-Theme of
India’s G20 Presidency
India’s social, cultural and
educational heritage is one of the ancient systems in the world. However,
post-colonialism, traces of ancient indigenous education system started fading
away and this is exacerbated by the introduction of Western Education System,
commonly known as “Macaulay Education System”. Secondary education in India is
at a watershed moment when we take into consideration the population dividend
potential amassed over the last century. It is imperative that effective and
efficacious policy making along with uptick in allocation of educational funds
needs to go hand in hand. However, these measures are to be complimented with
some degree of administrative and academic autonomy to these secondary
education institutions. There is a blatant inequality between opportunities
available to children of urban and rural domicile. This disproportion is
worsened substantially by the pandemic induced lockdown and economic shutdown
.Education as field of executive and legislative authority is under the
“Concurrent list” of the Constitution effectively giving powers to Central and
State governments. This opens the Pandora box of back and forth power struggle
in which the students are left in abeyance. Respective governments must work in
tandem with skill development of students as their utmost priority. Scientific
temper must the base upon which policy formulation is carried out. India
certainly has the advantageous tail wind in this contemporary era, it is upon
us to utilize it advance towards our destination.
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[11] A Study on Inequalities in
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[14] ibid
[15] Shreya Tandon, An overview of
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[16]Ministry of Human Resource
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[17] Press Information Bureau, Govt. of
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[22] What is Egalitarianism? , Supra
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[26] INDIA CONST. art. 13, 1949.
[27] INDIA CONST. Preamble, 1949.
[28] INDIA CONST. art. 14, 1949.
[29] 13th edition, Mahendra
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[30] INDIA CONST. art. 15(1), 1949.
[31] INDIA CONST. art. 15(3), 15(4),
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[32] 2022, SCC OnLine SC 1540
[33] INDIA CONST. art. 15(6) amended
by The Constitution (One Hundred and Third Amendment) Act, 2019.
[34] The Right of Children to Free and
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[42] ibid
Article Information
GROWTH PROSPECTS OF SECONDARY EDUCATION IN INDIA – A LEGAL ANALYSIS BY: JAYASURIYAN V P & M.K. MRUDULA
Authors: JAYASURIYAN V P, M.K. MRUDULA
- Journal IJLRA
- ISSN 2582-6433
- Published 2023/06/05
- Volume 2
- Issue 7
About Journal
International Journal for Legal Research and Analysis
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