The Nationalist argues that the Indian education system in the Vedic ages paralleled the Roman and Greek education systems, and with the advent of Muslims in India, eduction lost its sheen.
There has been the visits of scholars from various parts of the world to these Indian vishwavidyalayas of the past. The Nalanda Vidyapeeth, Taxashila Vidyapeeth, Kashi Vidyapeeth, remain the famous seats of learning among others that are still found to be prominent in the Indian scriptures.
In the modern world, the education sector saw a rapid boom, where we saw many colleges and universities funded by private individuals cropping up across the nation. The overall penetration of education increased from 19% in 1947 to 57.8% in 2017. This increase also notes the net increase in the availability of schools, ITIs, colleges, and Universities, combined.
India also saw with the increase in penetration of education a rapid rise in the number of individuals gaining access to loans to get their higher education sponsored, at very affordable rates. The Indian seats of higher learning followed the trends of global universities that charge a heavy amount of money to fund the education after intermediate.
India also a steep rise in the colleges springing up in the remotest of areas providing higher education degrees from various universities scattered across the nation. The private universities that gained traction due to lack of seats in government universities made the education industry a business.
The quality of education has suffered with the large-scale commercialisation of education in India. There have been occasions when one of the deemed universities have been found to have been providing farce degrees. There are also occasions where capitation allows one to bypass the norms set to identify aptitude to pursue a particular trade.
The overall outlook has been people acquiring degrees as specialists and taking up different trades, that have no relation with the degrees they hold. With the advent of materialism and rise of more educated gentry, unable to find suitable employment. The lack of employment opportunities makes these people go for teaching as a profession.
The most spectacular aspect of the profession remains the provision of industrious atmosphere and wages by the capitalist, who commercialises education. The education institutes make profits, while they get variety of benefits from the government.
The overall atmosphere produces a slow system of learning where the educationist doesn’t know how to progress, while the ones receiving education are not aware of where they want to go.
The Indian parent is also not a proponent of career counselling as a choice before making the child take up a course at the university. The lack of incentives for the teachers makes them not greatly passionate about their work and then the social outlook towards the profession remains one of the loser!
The quest for quality education is also marred by the malpractices pursued by these commercial education centres where they create courses that lack content, hire teachers that lack the zeal, and make education just any other business. The malpractices result in jeopardising the future of many students while the institutes sit back and watch their books getting green.
The correct application of the law along with a social recognition of the need of quality education will yield in better results on India’s quest for seeking quality education. Indian universities both private and government aided have to devise new means to outdo other universities and make Indian education the ultimate choice for learners by touching on research and development, and incentivising the industry.