The Dichotomy in India's Education System -- A Macro Level Analysis

Autor/in	Nookathoti, Trinadh
Titel	The Dichotomy in India's Education System -- A Macro Level Analysis
Quelle	In: Educational Philosophy and Theory, 54 (2022) 5, S.606-618 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nookathoti, Trinadh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1897568
Schlagwörter	Foreign Policy; Educational History; Social Bias; Role of Education; Poverty; Unemployment; Illiteracy; Social Change; Educational Finance; Foreign Countries; Gender Differences; Economic Development; Language of Instruction; English (Second Language); Second Language Learning; Kindergarten; Elementary Secondary Education; Public Schools; Institutional Characteristics; Private Schools; Educational Objectives; Comparative Analysis; Art Education; Humanities; Technical Education; Higher Education; Dropouts; Educational Attainment; Rural Education; Urban Education; Science Education; Futures (of Society); India + Suchen Sie Ihr Suchwort? Außenpolitik; History of education; Bildungsgeschichte; Bildungsauftrag; Armut; Arbeitslosigkeit; Analphabetismus; Sozialer Wandel; Bildungsfonds; Ausland; Geschlechterkonflikt; Wirtschaftsentwicklung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Public school; Öffentliche Schule; Private school; Privatschule; Educational objective; Bildungsziel; Erziehungsziel; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaften; Humanwissenschaften; Technikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Ländliche Erwachsenenbildung; Stadtteilbezogenes Lernen; Naturwissenschaftliche Bildung; Future; Society; Zukunft; Indien
Abstract	Field of education is associated with herculean task and innate responsibility of escorting societies forward. Across space and time, it has been an unambiguous synthesis that education should precede any progress or change. It helps humans to understand themselves and better their interaction with rest of the society. Hence the field of education and dissemination of knowledge is very much a pivotal entity in the evolution of human civilisation. No country in the globe over centuries could afford to flourish on the paths of growth and development while ignoring the crucial role of education. Country like India where in there has been a perpetual struggle over the decades to overcome perils of colonisation and social stigmatisation reflective in terms of poverty, unemployment and illiteracy. In order to overcome these bottlenecks 'knowledge dissemination' must spearhead the change. Apart from other funding inadequacies, infrastructural lacunae, education sector in India has also been grappling with certain innate contradicting and counterproductive structures. Hence in this paper we have made an effort to address and assess the nature and impact of these dichotomies over the field of Education in India. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01