Indian Education Crisis: Challenges in Curriculum Building

Abstract

In this paper we question the basic assumptions that goes into the development of various components of education, namely, curriculum, pedagogy and evaluation. The focus of this paper, however, will be on the nature of our school curriculum (content of knowledge) and its impact on overall education process and outcomes. Education is meant to strengthen the physical, intellectual and spiritual dimensions of an individual. Only such education can result in making men and women of high moral value, keen critical thinking abilities and deep understanding. Our current system of education shamelessly copies the industrialization model to mass produce students who comply to some standards defined and controlled by authorities. If we take a step back and look at the outcomes of our current education model, we will not be surprised by what we believe as body of knowledge (K-12 education curriculum) is actually not enabling, but burdening, students. This is particularly true in rural India where the quality of teaching, infrastructure, and governance are noticeably poor. Social complexity and different expectations poses various challenges to policy makers to come to terms with what constitutes a good body of knowledge. By questioning the assumptions and investigating current outcomes - building on traditional and modern philosophical perspectives - we intend to give some perspectives to define and scope the problem of curriculum (re)design. For every action we take to reform our educational model has an irreversible effect on our future (generations).