SCOPE OF EDUCATION IN INDIA AND ABROAD

 SCOPE OF EDUCATION IN INDIA AND ABROAD

The Indian education system is based on a centralised curriculum prescribed by the respective boards of education. This system leaves little room for customisation or personalisation of courses, and students have limited choices in the courses they can take.One of the most significant differences between Indian and foreign education is the tuition fees. In India, education costs are relatively low compared to many foreign countries. The tuition fees in India can vary depending on the level of education and the institution.

Indian education system :-

Education in India compared to foreign nations is predominantly based on the traditional model of teaching, which focuses on rote learning and theoretical knowledge. In this system, students are evaluated primarily based on their ability to memorise and reproduce information in exams.

While the Indian education approach has advantages in certain subject areas, it can limit students' critical thinking, analytical skills, and creativity. The system provides few opportunities for students to engage in hands-on or experiential learning.

In addition, students are expected to choose a particular stream early on in their education, and they are expected to stick to it throughout their degree. This approach limits their exposure to other fields and may prevent them from exploring different subjects or developing interdisciplinary skills.

Foreign education system :-

In contrast, foreign education systems like the Canadian education system prioritise practical and experiential learning. They emphasise critical thinking, creativity, and problem-solving skills, essential for students to succeed in their careers.These systems provide opportunities for students to engage in hands-on learning, internships, and co-op programs, allowing them to apply their knowledge to real-world situations.

Foreign education systems offer more diverse learning opportunities like interdisciplinary courses, online learning, and exchange programs. This diversity of options helps students broaden their skill set and gain a global perspective on their subject area.The system also allows students to customise their degrees according to their interests and career goals, allowing them to explore different fields and develop a unique skill set.

The Indian education system has its strengths, such as producing highly qualified engineering, medicine, and management professionals. However, it also has limitations, such as limited practical learning opportunities, a rigid curriculum, and limited exposure to interdisciplinary fields.On the other hand, foreign education systems emphasise practical learning, critical thinking, and creativity, providing students with a broader and more diverse education.

Admission process:-

[a]Indian education system 

The admission process in an Indian education system involves various steps for students to apply for the program they wish to pursue. Here’s the admission process for better understanding.

Research and shortlist your desired courses Check eligibility and ensure your profile satisfies them Attend the entrance exams if required Attend the interview by the university

Wait for the admission results Pay the fees and confirm your admission.

[b]Foreign education system

In addition to the usual admission process, foreign education systems require you to apply for a visa so that you are allowed to pursue higher education in the respective country. Here’s the step-by-step process for international students. Determine which study destination you wish to pursue higher education Research and shortlist courses that suit your interests Check eligibility and ensure your profile satisfies them Prepare for and clear the English proficiency exams (IELTS, TOEFL, PTE, or Duolingo)

Attend entrance exams (SAT, ACT, MCAT, GRE or GMAT) if required Attend the interview by the university Wait for the admission results Pay the fees and confirm your admission

Apply for a visa and complete the process to obtain it The Indian and foreign education systems follow almost the same admission process. In addition to the regular process, international students are required to take English proficiency tests and apply for visas to pursue higher education in their preferred study destination.

The letter grades are from A to F in Indian education systems.

The percentage ranks in the Indian education system are as follows.

Distinction: Above 75%

1st class: 60-75%

2nd class: 50-60%

3rd class: 40-50%

Common GPA to percentage table

GPA Percentage Letter grade

4.0 93-100% A

3.7 90-92% A-

3.3 87-89% B+

3.0 83-86% B

2.7 80-82% B-

2.3 77-79% C+

2.0 73-76% C

1.7 70-72% C-

1.3 67-69% D+

1.0 63-66% D

0.7 60-62% D-

0.0 Below60 F

Free Online Time Management Courses with a Certificate Work Smarter, Not Harder: Time Management for Personal & Professional Productivity Personal Productivity, Time Management and Prioritization State-Bank-of-India: Time Management for Beginners Alison’s Introduction to Time Management Great Learning Time Management Time Management (Short Course) Udemy A Mini Course on Time Management Skillshare Time Management Classes Online LinkedIn Learning Time Management Course Online 

The Education System in India

The Indian educational system emphasises grades, degrees, and academic possibilities. In India, vocational education is not highly recommended. However, the Indian educational system has also undergone significant transformation with the times and increased awareness.

The levels of education are the primary basis for the divisions within the Indian education system. India offers education at four different levels:

Lower Primary,

Upper Primary,

High School,

Senior Secondary.

Children at each educational level come from various ages and socioeconomic backgrounds. The senior secondary level has commerce, science, and the humanities as the three main streams in India. The NEP 2020 has made a few changes in the Indian education system, allowing students to choose their desired subject irrespective of commerce, science, or the humanities

System of Education in Foreign Countries

The educational system in other countries sees learning as an ongoing, lifetime activity. The emphasis in the international educational system is mostly on experiential learning and creative thinking. It supports the idea that understanding a concept ultimately requires firsthand experience.

This educational method places less emphasis on memorising facts and grades. This educational system strikes a healthy mix between intellectual and vocational training. The educational system in other countries is pervasive and comprehensive.

There is a lot of emphasis on athletics, and students are given the same encouragement as they are provided for academic courses. The international educational system is very research-oriented and application-based.

Prof. Rangan Banerjee, Director, IIT Delhi and a Professor in the Department of Energy Science & Engineering Prof. Rangan Banerjee has done his B.Tech in Mechanical Engineering and his Ph.D from IIT Bombay. He had a few years of experience at Cadbury’s TERI Engineers India Ltd. before joining the faculty at IIT Bombay in 1993. He has helped to set up a Department of Energy Science and Engineering at IIT Bombay and was its first Head. He has been involved in several projects for industry on energy efficiency, renewables and modelling. He has been the Dean (R&D) at IIT Bombay and was responsible for several new initiatives for research infrastructure, industry consortia and centres, technology transfer and licensing and supporting student research.

He has advised the city of Mumbai the Maharashtra Electricity Regulatory Commission, MNRE, Planning Commission and the Niti Aayog on energy related issues. He was a lead author of the Global Energy Assessment Coordinated by the International Institute of Applied Systems Analysis and was a member of the International Review Committee for the RCUK Review of UKs Energy programme.

He has been awarded the excellence in Teaching award at IIT Bombay and is a Fellow of the Indian National Academy of Engineering. He has also been an Adjunct Professor (Honorary) in the department of Engineering and Public Policy at Carnegie Mellon University.

Internationalisation of Higher Education :-

Developing a country as an education hub would technically mean internationalisation of the same. Many believe that higher education by default has an international dimension. But the past few decades have seen an acceleration of this internationalisation in many forms, in different parts of the world. This has to do with the conscious efforts of the governments and people to bring reforms in the sector, an effort that is not unattached from their respective geopolitical concerns. The acceleration involves the rapid expansion in numbers of students studying internationally, increase in institutional partnerships, collaborative research networks, international campuses etc. The role of privatisation or private participation in the field of education played a huge role in this accelerated internationalisation of higher education.

Though one would often tend to associate privatisation with the United States, a good amount of privatisation of higher education in Japan, Taiwan and South Korea in this era cannot be ignored. Understanding the boost that privatisation gave to the process of rapid internationalisation of Higher Educational Institutions (HEIs) in the past few decades, let us understand the different modes in which internationalisation is exercised.

India and the Geopolitics of Higher Education:-

While mentioning the achievements of East Asian Universities, the status of the Middle East as a rising educational hub for the world cannot be ignored. Though King Abdulaziz University of Saudi Arabia couldn’t make it in the top 100, its steeping rise from 190 to 101 in one year sounds astonishing. This is the highest-ranked university in the Middle East region. Backed by heavy investment by the kingdoms, we see an overall rise in the Middle East higher education system. Appreciating Saudi’s performance, Phil Baty, Chief Knowledge Officer, Times Higher Education, said, “Not only has King Abdulaziz University risen dramatically to move within a whisker of the world top 100 to lead the entire Mena region, but other leading institutions have also made strong progress and Saudi Arabia’s overall representation in the World Rankings has increased.”

Overall, the kingdom is ambitious about its Vision 2030 to make it a major destination for higher education. Similarly, many universities in the UAE also see a steeping rise, for instance, the University of Sharjah and the United Arab Emirates University. Though the parameters of these rankings could be cross-checked, the ongoing renaissance or focus in the Arab World and East Asia to make them a global educational hub cannot be underestimated. In that context, the question is whether India can afford to miss the bus?

The reduction of brain drain cannot be made by the FHEIs alone; rather, by the larger plan of internationalisation itself. Hence, the need to focus on domestic universities is equally important considering the massive gap between the international students coming to India (about 48,000) and the Indian students going abroad (about 8-10 lakhs) per annum. It is true that many students from India who travel abroad take education as an entry point to get a job and citizenship. On the other hand, India may not be able to treat the same with the international students coming to India. Hence, what else would attract them to come here is the key question. India should develop a broader unique research ecosystem of experiential learning where students can expose themselves to compelling ideas that are self-transformative in nature.

The Quest for Autonomy :-

There are perhaps two models of research universities that we see in dominance: the US led capitalist model and the Soviet (socialist) model. While the Soviet model stands for standardisation and centralisation to a greater extent, the Capitalist model stands for decentralisation and delivering higher education with greater private participation. Even a country like China, which once followed a strict Soviet model with nationally unified teaching plans, and syllab :-uses, began to undergo a reform in 1978. This reform was introduced with a strong market-based feature to manage and deliver higher education. The reform process that emphasised commercialisation and decentralisation of higher education also constantly attempted to maintain the Chinese character, while imitating the Western model or the US model. This decision has undoubtedly impacted the internationalisation of China’s higher education

The other level of diversification is required in the geographical aspect. At present, the students coming from abroad to India are mainly from a specific bunch of countries. In order to receive students from diverse countries to India, India needs to have differentiated strategies for attracting students from other countries, rather than one strategy for all countries. For instance, while the best students from other countries like Europe may not prefer India, we should not hesitate to attract the students from second tier countries to our institutions. As the standards of India’s HEIs improve, better students from such countries will naturally come. Here is where the foreign policy, embassies for each country, and Edupreneurs who have more autonomy can play a role.