15ISSUES AND CHALLENGES OF SCHOOL EDUCATION: AN INDIAN SCENARIO
Ramavtar Jat and Puneet Gautam
Research Scholars, Department of Geography, MLS University, Udaipur (Rajasthan) India
Email: jat2013bhu@gmail.com, gautampuneet1997@gmail.com

How to cite this paper:
Jat, Ramavtar and Gautam,Puneet (2022) Issues andChallenges
ofSchool
Education:
AnIndian
Scenario, Journal of Global
Resources, Vol. 08 (02)DOI:
10.46587/JGR.2022.v08i02.015

Received: 16 March 2022
Reviewed: 28 April 2022
Revised: 18 May 2022
Final Accepted: 15 June 2022

Abstract: The direction and status of education determines
the future of a country. Quality education has emerged as
an essential requirement of the present world. the main
objective of this article was to conduct a comparative studyof the basic infrastructure in government and private
schools in India. This article is based on the Indian scenario
of school education, an attempt has been made to bring out
some of the shortcomings of the school education systemand some suggestions have been presented at the end
which can be helpful in disseminating quality education.
The results of the present research shows that still thesituation regarding computer and internet facility in bothgovernment and Private schools is very poor. Thus, it isunderstandable that a long way has to be covered to makecomputer aided learning a reality to deal with the problemof digital divide in India.
Key word: School Education, Quality Education, Indian
Scenario, Classroom Teaching

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Introduction
Education plays an important role in the development of nations. According to the famouseducationist John Dewey, education is not a preparation for life, it is a life in itself (Dewey,1897). In fact, education is the only medium through which human beings achieve newhorizons of progress by developing their brain all around, that's why it is the key to the mind
(Chauhan, 2016). Physical facilities like school buildings, neat and clean toilets, playgrounds, the supply of pure water, class rooms, libraries, laboratories, furniture and other
instructional materials play a fundamental role in improving academic achievement in theschools. According to Haertel(1981),the quality of school infrastructure plays a significant
role in providing quality education. Gurukul education system was prevalent in ancient India
and the aims of education were also different. With the passage of time, there have been
many changes in the nature and objectives of education. Today the only aim of education isto get a government job. More emphasis is being given on science and technical education
than moral education. Education is being commercialized and privatized. Online teaching isincreasing in popularity rather than classroom teaching. But are we going in the rightdirection? Physical infrastructure is essential for providing quality education. Generally, it isassumed that private schools are providing better quality education as compared togovernment schools. This study was conduct to compare physical infrastructure atgovernment and private schools in India.
Objectives• To compare the basic infrastructure of both government and private schools.
• To highlight some of the shortcomings of school education system.
Data and Methodology
The present research is based on secondary data. The data has been compiled from various
government reports. Descriptive statistics (percentage) have been used to analyze the data.
Tables are used for effective presentation of data.
ANALYSIS AND DISCUSSION
Online Teaching vs Classroom Teaching
At present, more importance is being given to online teaching than classroom teaching. But
can online teaching be a replacement for classroom teaching? Education does not mean
only by imparting knowledge or information, but it refers to the physical, mental, social andmoral development of children, which is not possible through online teaching. According toGandhi ji, personality development of children is more important than knowledge of varioussubjects, he laid more emphasis on skill training in his educational philosophy (Tondon,N.D.). Can effective skill training be given through online teaching? In school, students not
only acquire knowledge, but learn and develop their personality by imitating their guru. On
the other hand, in a country like India, where there are factors like rural-urban divide,
economic inequality, digital illiteracy, geographical barriers like mountains, dense forest etc,
which hinder the universal access to the internet and tools required for online learning.
For modern education, especially online teaching, it is necessary to have electricity,computer and internet facility. According to UDISE+ 2019-20 report,77.34% government
schools are equipped with electricity facilities. However, much higher proportion of govt.
aided and pvt. unaided schools have received the electricity connection. The situation
regarding availability of internet in the schools is far from satisfactory particularly ingovernment schools(Table 01).It is to be noted that only 11.58% government schools haveinternet facility. The situation little better in government aided and private unaided schools.
According to this report only 37.13% schools have functional computer within it whereas
28.55% government, 61.84% government aided and 58.48% private unaided schools are
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equipped with functional computer facility. Thus, it is understandable that a long way has tobe covered to make computer aided learning a reality to deal with the problem of digital
divide in India.
Table 01: Management Wise Percentage of Schools With Internet, Electricity andComputer Facility (2019-20)
Facility
Functional Computer
Internet Available
Electricity Connection
Source: UDISE 2019-20All Management
37.13
22.28
80.16

Govt.
28.85
11.58
77.34

Govt. Aided
61.84
42.18
84.23

Pvt. Unaided
58.48
50.16
89.23

Other
28.88
21.42
71.04

Government School vs Private School
It has been almost 12 years since the Right to Education Act 2009 came into force, but eventoday there is a lack of basic infrastructure in government schools. In many schools, thebuilding is in a dilapidated condition and there is no provision of sports ground. Whereas
maximum private schools have basic infrastructure. On the other hand, there is a popularbelief among people today that there is lesser quality education imparting in government
schools than in private schools. At present, not only the wealthy but also the middle-classfamilies are giving more priority to admission in private schools, as a result of which many
government schools have come to a standstill due to lesser enrollment of children.
Table 02: Management Wise Percentage of Schools With Library, Toilet and Drinking
Water Facility (2019-20)
Facility
Library Facility
Functional Toilet
CWSN Friendly Toilet
Drinking Water Facility
Source: UDISE 2019-20

All Management
84.08
94.93
20.6693.77

Govt.
88.05
95.05
19.79
93.88

Govt. Aided
85.19
92.12
20.02
94.29

Pvt. Unaided
77.09
96.73
24.52
94.15

Other
49.76
85.70
13.81
88.42

It has been found in UDISE+2019-20(Table 02) that very high proportion of schools
are equipped with library and functional toilet facilities but only 20.60% schools have children
with special needs(CWSN) friendly toilet. It is also noteworthy that although most of theschools have drinking water facility but 42980 schools are still devoid of drinking water facility
within school premises( UDISE+2019-20). Under the Mid - Day - Meal scheme, nutritious
food is provided to the children in government schools. The Mid - Day - Meal scheme is an
important and commendable scheme of the government, but teachers complain that it
wastes time. Children waste more time than necessary in drinking milk, eating food andwashing dishes.
Government Teacher vs Private Teacher
Besides of teaching and academic work government teachers play an important role in works
assigned by the government like elections duties, exam duties and collecting census data.
In terms of qualification, training and skill, government teachers are superior to teachers
working in private schools, yet there has been a negative mentality towards them in thepublic that they do not work hard whereas private teaches work more because they need tostay in the job. But depending on the hard work and results, there is no such compulsion forgovernment teachers. Therefore, today there is a need for government teachers to work hardand prove this negative mindset wrong.
Conclusions and Suggestions
The National Curriculum Framework (2005) talks about child - centered education, which is
not possible with online teaching. Online teaching being a one - sided process, can neverreplace classroom teaching. It can be used only in adverse conditions like Covid-19 and only
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as an alternative tool. Education, like family, marriage, religion, Law and politics, is an
important social institution that plays an important role in the development of the socialsystem (Tondon, 2016). According to former South African President Nelson Mandela ascited in (Nasongo et al., 2017), education is the most powerful weapon that can change theworld. But what should be the direction of education to change the country and the world?
Education has a paramount place in the building of any society, but when the sameeducation becomes directionless then it becomes the reason for downfall of the society. So
today there is a need to take education in the right direction. For this the following efforts
should be made:• Education of science and technology is necessary in the modern era but moral education
cannot be ignored. Therefore, along with science and technical education, there is a needto give more emphasis on moral education.
• The primary purpose of education should be to develop the qualities of non violence,
truth, unity and love, brotherhood and honesty.
• Government should apply proper check and balance mechanism to improve theperformance of Govt. schools.
• Physical facilities like neat and clean toilets, CWSN friendly toilet, electricity, internet, playgrounds, science and computer lab and library should be enhanced.
• Emphasis should be on practical learning instead of routine memorization and theexamination system should be developed in such a way that it could measures cognitive,affective and psychomotor abilities.
• Proper implementation of RTE Act, 2009 should be ensured in both government andprivate schools.
• Holistic development of children cannot be achieved by online teaching, hence it cannot
be a replacement for classroom teaching, so it should be used only in critical situations
like Covid-19 and only as a helpful tool.
• Commercialization and privatization of education should be stopped. Government should
not allow private sector to open schools just for business purpose.
• There is a waste of time due to Mid-Day-Meal scheme. Therefore, a plan should be madefor its effective implementation, for this the school time can be increased by one hour.
• The extra burden of census and election related work on the teachers should be reduced.
• Government teachers should work harder so that the prevailing negative thinking towards
them and government schools can be proved wrong.
Reference
1. Chauhan, M.S. (2016). Criminology, Criminal Administration & Victimology, Central Law
Agency, Allahabad, P. 59.
2. Dewey, J. (1897). My pedagogic creed. School Journal, vol. 54, PP. 77-80.
3. Haertel, G.D., Walberg, H.J. & Haertel, E.H. (1981). Socio-psychological environments
and learning: A quantitative synthesis. British Educational Research Journal,7,27-36.
4. Nasongo, J., Mukongi, P., & Nyatuka, B. (2017). An Analysis of Nelson Mandela's
Philosophy of Education. DOI: 10.1007/978-94-6300-908-9_7.
5. Tandon, S. (2016). 'Teachers in the Making', New Delhi, Classical Publishing Company.
6. Tandon, S. (2022). Gandhi's Educational Thoughts. Retrieved on February 10, 2022
from https://www.mkgandhi.org/articles/Gandhis_eudcational_ thoughts.html
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