Education: Teaching in a Global World


Teaching in a Global World
Table of Contents
I. Introduction
2. Philosophies of Education
2.1 Description of education facilities in the region
3. Curriculum in the country
3.1 Overview
3.2 Provision of curriculum in the country
4. Education challenges
4.1 Description of challenges for education, schooling and teaching in the country
4.2 Conclusion

Universal education involves education for all people of a nation. It implies educating all the men, women, and children in towns, villages, and every place. There is a great obligation to educate ourselves. More than 70 per cent of our people are still illiterate. We need universal education to be a remarkably united and powerful nation. Educated people understand the national plans fully. If most of our people get educated, they can appreciate the value of solidarity and discipline. They can co-operate in various areas of life. They can understand and work for their high personal plans and those of their people and country. They can learn and follow the law of the land and become good citizens. Educated people can understand the political difficulties of their country and those of other nations. They can support the policies of their administration. Also, it is easier to track the happenings of different political parties. In elections, they can intelligently vote for those political parties or candidates whose agendas or policies they perceive to be profitable and valuable. They can address the political, industrial and social predicaments of their nation with one another and with their representatives or leaders (Tatto et al., 2007, p 267).
Universal education will empower our people to make them able to make decent industrial, agricultural and technical progress. Educated people demonstrate to be more productive and valuable than illiterate people. They can work in relevant and prudent ways in offices, warehouses, and shops, on fields and other places. They can learn different and efficient ways of using machines for varied missions. They can add to national production pretty much. They can learn several technical abilities for industrial and agricultural activity. Illiterate people cannot comfortably do all this. Universal education should be provided on a revolutionary basis (Kniep, 1986, p 439).
This paper will focus on analyzing education through a comparison between Australia and India. The Indian education system is referred as one of the causes why India has seen such economic growth over the last few years. Things such as learning English have really assisted in putting a lot of people into employment. There are various public organizations that are churning out thousands of fitted students that can work right away. A lot of acknowledgment should go to India institutes that study science; this is because it has helped lift the economy in India over the last few years. The fact that education in India is a factor in economic development makes India a country of interest to teach.

Fig 1: Stages of education w.r.t the population between 5-14 years (% for one year)
This section looks at the attributes and status of enrollments at different stages of education in India. Figure 1 gives a complete status of exclusive enrolments concerning the population in the age group of 5 to 14 years, that is, the school going age. Demographic data is analyzed by the evaluation data and is contrived as a hatched line from the year 1940 to 2020. Let’s call the measure of any imaginary vertical drop line from this curve onto the x-axis be “A.” A correlation of this curve with the central level enrolment (shown as Orange circles) shows that in the year 1990 44% our school going group do not reach school. Till the middle (standard 8th) level, the drop out level becomes 78% of the total population. The condition becomes crucial at UG and PG level with 92 and 97.5% dropout. At Ph.D. level, the total intensity is deficient 0.02% of the total (Figure 1).
Comparison between Australia and India’s Education Framework:
First Of all, the major difference amid India’s system and that of Australia lies in Understanding. In Australia, students first do the notions practically and then learn the theory part of it later. This is an astounding approach considering the fact that; students tend to do a lot of mistakes while trying something realistically. They then follow it up with theory hence absolute knowledge about the concept is achieved. That’s the reason why students in Australia are good at predicament identifying while Indians are good at solving it. For example, in case of a coextending connection in circuits students in Australia first do it practically, examine different methods then reach the results and eventually learn the theory part of it. They can do it practically before the theory; these students are equipped to think out-of-the-box answers as theoretical experience doesn’t contain them.
However, similarities include age of joining school either at primary or secondary level, years meant by the system for learning. In India one joins primary school at age 6 years old while Australia at age 5.Also, the Indian academic system consists of 12 years of learning while Australian consists of 13 years of learning. This is almost the same number.
2. Philosophy of Education from the Perspective of Indian Philosophy
A philosophy of education needs to be capable to recognize the goals of education. Here are the three goals that the contemporary educational world should attend to. First, existing in a frequently intersecting world sustained by global communication, it is essential that education outlines the connection between cultures. Also, education ought to make it evident that the power of intelligence is essential in any notion of a good life. Thirdly, and possibly most importantly, education should generate a sense of who we are as human beings intersecting across the differential sphere of cultures. The goals identified concern the question of uniqueness both at the level of individuals and of humanity in general.
It is important to note that the chief thematic debate between the Vedantic and the Buddhist strategy to transcendental questions has global civilizational depth. The debate between the strong Vedantic position and the non-substantial Buddhist opinion remarkably reflects the exceptional conceptual opposition between the Parmenidean and the Heraclitean view in the waking moments of European civilization. Parmenides famously debated much like the Advaitins that Being is unitary and unchanging. Against this claim of immutability and peculiarity, Heraclitus’ position stated, joined with the Buddhists, that Being is in continuous, dispersed flux. It is well understood that Plato tried a grand synthesis of these claims by dividing reality into levels: the remarkable world of change and the comprehensible world of perpetual entities he called forms. In a flexible educational framework, contextualized in a globalized cultural world, it is important to examine the connotations of such a civilizational correspondence. Most importantly, as a restorative to the extras of the politics of difference ( Huntington, 1996), it is imperative to outline the chance that human understanding, in cases of its richly diverse accomplishments constitutive of diverse cultures, possibly at the deepest level of abstract theory elucidates a horizon of confluence( Dewey, 1985). The explanation to the question of which we are as cultural beings, should convoke diversity but not at the expense of accord. A similar approach to philosophical concerns can play a vital role in explaining these moments of intersection. The precedent I give is especially efficacious because it conceptually points out the time of conception of these two civilizational structures, therefore adding fuel to the discussion of the civilizational union. While I give one example, the chief point I am supporting within the jurisdiction of the philosophy of education is that the curriculum should be devised to profile diversity across cultures but without losing the concept of human solidarity. The suitable place to find and support the idea of human solidarity is in the intersecting loci of human reason as presented out across philosophical cultures. In this attempt, other philosophical societies like those of China and Africa should also play a part (Krishna, 1991).
2.1 Education facilities in India
Department of Space as well as Government of India, has provided extensive facilities to the education area. This is in terms of institutional maintenance, expert teaching staff, buildings, laboratories and monetary support. This has made it possible for schools to administer educational programs in dynamic and state of the art mode. As a result, most academic institutions conduct projects in systems of department of space and hold access to physical and intellectual equipment. English is taught thus resulting in students acquiring proficiency in language. Candidates aspiring to have ambition must have a master’s degree in science or bachelor’s degree in engineering in the related discipline. For example SPACE courses are developed with the aid of advanced schooling techniques like multimedia and current aids. Reprinted and digital (CD-ROM) program material of the lectures is given. The education methods include activities like class room lectures, lectures through videos, computer based training packages. Also, laboratory experiments, group studies, presentations, seminar presentation and case studies where applicable are used. Computer meant interactive multimedia units are also applied for personal learning. As a component of studies curriculum, the participants have the chance to tour national facilities in various Centers of ISRO and other organizations concerned with their domain. The faculty for the course comprises of scientists in diverse fields chiefly drawn from the host institutes and other hubs of ISRO among other various agencies or universities from around India. These specialists have long and diversified experience in the field of areas of space science, Information technology, and applications among others. A few touring international professionals also give guest lectures on specific topics.
3. Curriculum in the India
3.1 Overview
The National Council of Educational Research and Training abbreviated as NCERT) happens to be the top body located at New Delhi, which is the Capital City of India. It addresses the curriculum associated concerns for school education across the country. The organization also gives support, direction and special assistance to plenty of schools in India and supervises many regards of implementation of education strategies. The fundamental and most state councils consistently follow the “10+2+3” system of education (Vyas, 2012). In this format, study of 10 years is expected in schools. Two years in junior universities, and then 3 years of graduation for a bachelor’s degree are expected. The first 10 years is moreover re-divided into 4 years of primary education, 6 years of High School accompanied by 2 years of Junior Colleges. This design originated from the order of the Education Commission of 1964–66 (Bamzai, 2009).
3.2 Provision of curriculum in India
Provision of curriculum in India is mainly as follows:
· Central Board of Secondary Education (CBSE) that administers examinations at the 10th and 12th standards referred to as board exams
· The Council of Indian School Certificate Examination (CISCE). This body conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE – Class/Grade 10); The Indian School Certificate (ISC – Class/Grade 12) and the Certificate in Vocational Education (CVE – Class/Grade 12).
· The National Institute of Open Schooling (NIOS) manages two examinations, particularly, Secondary Examination and Senior Secondary Examination (All India) and including some courses in Vocational Education.
· Islamic Madrasah schools, whose councils are regulated by local state governments, or self-governing, or associated with Darul Uloom Deobandi,
.4. Education challenges in India
Education just other areas of life is affected with challenges. This section will point out some of the most common challenges in India’s education system.

4.1 Description of challenges of education, schooling and teaching in the country
Mismanagement of every manner in the educational institutions and educational programs occur quite common (Ghosh, 2005, p 183).
Commercialization of education system. This is especially, technical and professional education.
The availability of private medical colleges, engineering colleges and poly-techniques has become an engaging business proposition.
Teachers’ misconduct is widespread. While teachers may have substantial problems, their laborers have frequently substituted to indiscipline and coercive ways to reach their goals. A fundamental commitment to their service lacks in many teachers.
The student alliance which is a sizable segment of the population and includes persons in the concerned age group is facing and prompting a lot of predicaments. The several shortcomings of the educational system and grim prospects of getting hired are raising the level of frustration in the student community.
Law and order predicaments concerning teachers and students are on the rise. The examination policy is in a mess. The capitation fee scheme is an obvious example of the part of money influence in education (Lall et al., 2005).
4.2 Conclusion
The opportunity to motivate another individual is not an open door it’s a test. There are exceedingly numerous instructors that haven’t certified this test, and it needs to change. Students go to class since they are required to. Ordinarily learning is not their top inclination, but rather the instructor’s employment is to educate. Students are constantly learning. Sadly, it just may not be what the educator is instructing. Since this is the situation, an instructor require not just know his or her substance territory; they should likewise be customized to educate other out – of-class things. Things, for example, identity, ethics, among others. Teaching character, ethics may turn out to be more important than information itself. Considering India is a nation with different culture and lifestyle motivates one to function as a teacher in India. Likewise, being an educator in India advances worldwide teaching hence another more motivation to need to be an instructor in India. I need to inspire the youngsters who will represent the eventual fate of our incredible universe (Gupta, 2006).

Bamzai, Kaveree (24 December 2009). “1977-10+2+3 system of education: The new class structure”. India Today. Retrieved 10 December 2012.
Vyas, Neena (30 June 2012). “10+2+3: A Game of Numbers?”. India Today. Retrieved 10 December 2012.
Huntington, S. (1996). The Clash of Civilizations and the Remaking of World Order. New York: Simon & Schuster.
Krishna, D. (1991). Indian Philosophy: A Counter-perspective. New Delhi: Oxford University Press.
Dewey, J. (1985). Democracy and Education. Carbondale, IL: Southern Illinois University Press.
Lall, M. and House, C., 2005. The challenges for India’s education system. Briefing Paper ASP BP, 5(03).
Ghosh, Maitrayee. “The public library system in India: challenges and opportunities.” Library Review 54, no. 3 (2005): 180-191.
Tatto, M.T. and Plank, D.N., 2007. Conclusion. The Dynamics of Global Teaching Reform. OXFORD STUDIES IN COMPARATIVE EDUCATION, 17(1), p.267.
Kniep, W.M., 1986. Defining A Global Education by Its Content. Social Education, 50(6), pp.437-46.
Gupta, A., 2006. Early childhood education, postcolonial theory, and teaching practices in India: Balancing Vygotsky and the Veda. Macmillan.

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