| Let us analyse as to what is the purpose of any | | | | curricular activity which they would enjoy and at the |
| education. Education is what makes us into good | | | | same time get groomed for the skill. These children, as |
| human beings, honest, loyal citizens and, above all, | | | | they enter college they can start learning repair and |
| makes us fit for a livelihood. This being the basic | | | | mechanical jobs etc. This process would enable the |
| purpose of education, we, in India have failed to | | | | students to develop some skills and also show their |
| provide the relevant education to our children in the | | | | aptitudes. For these children college would be their |
| past fifty years and more. When all the basic rewards | | | | vocational centre. These centres could, at a higher |
| of education are not forthcoming, we have to | | | | level also give degrees or diplomas in the skills of the |
| understand that our education system has failed. | | | | study. Such institutes are the Indian Institute of |
| Even since 1947, educational institutes have increased | | | | Technology which do train the students to achieve |
| by leaps and bounds in numbers but, seeing the turnout | | | | some skills but they are too few, and plain colleges are |
| of these educational houses, 90% of the children do | | | | too many. So, the result is that trained people who are |
| not fit into any of the above mentioned norms or | | | | employable after studies are a very few, and the |
| measurements of a good education. Seeing the | | | | unemployable masses are too large a number. Training |
| children, we can easily find out that neither they are | | | | institutes like the Indian Institute of Technology could |
| good human beings, nor are they loyal citizens and | | | | give graduation degrees and even post graduation |
| most of all, they are not even capable of earning a | | | | degrees to the children, then the picture would be the |
| livelihood. Then, let us ask our educationists as to what | | | | reverse of what it is today. There would then be more |
| have they planned for the future of India, by giving this | | | | employable turnout, and less of unemployable masses. |
| education to the budding generation. | | | | The system to be built up will spread the right type of |
| This is the result of bad and haphazard planning on the | | | | education and guarantee to the children a basic |
| part of the educationists. We have increased | | | | livelihood, once they come out after completing their |
| institutions of education in number but have failed to lay | | | | education. With the establishment of vocational college |
| any stress on the quality of the education that these | | | | for different vocations, the trend of our educational |
| institutes impart, or the subjects we teach. We are still | | | | system would be put on the rails, and it could be |
| following the subjects of study introduced in our | | | | expected to be fruitful. In these fifty years of |
| curriculum by the British rulers which have lost their | | | | independence we have only succeeding in turning out |
| significance for us today being free Indians. This is why | | | | rowdy, in disciplined and unemployable youth. Once |
| this bankruptcy of achievement by our educated | | | | they get vocational education, their main aim of getting |
| children. Besides a lop-sided curriculum, we have | | | | employment will be fulfilled and so, there will also be |
| neglected our primary education and pampered the | | | | less of rowdyism from them, as they will be settled. It |
| higher education, which has led to a vacuum in the | | | | will be good for the country also, for the masses of |
| basic literacy standards. Even our colleges which have | | | | the young will be in a position to join the mainstream of |
| had a mushroom growth in the last five decades, are | | | | nation building as soon as they come out of their |
| turning out plain and simple graduates and post | | | | education outfit. |
| graduates who are absolutely unemployable when | | | | Regarding imparting on the children the know how of |
| they come out of their colleges. | | | | loyalty and good citizenship, this must be inculcated in |
| Instead of increasing the numbers of colleges for | | | | the small children in the very primary stage, as that is |
| general studies, it would have been better if we had | | | | the time to learn the finer things of life. Our schools |
| introduced more of vocational centres and institutes | | | | have lost track of this essentially of education, |
| for the large masses of children coming out of schools. | | | | somewhere in these decades. Values are to be |
| If we had done this, when the children left school, they | | | | imbibed in the very young, so our educationists must |
| would have some skill to join an institute and then to | | | | catch them young to teach discipline love and loyalty. If |
| get a job in that skill. Even at the school level, it would | | | | this is done at a very early age, then the roots cannot |
| be more appropriate if the wards were taught some | | | | be removed, and we will have a stock of balanced - |
| skill like painting, drawing, clay modeling etc., which be a | | | | well - behaved youth rather than the ill - behaved |
| part of the syllabus. They could have it as an extra - | | | | youth that our institutions are presently producing. |