EDC123-6 Education and International Development Sample

Introduction

This study is about comparing the Indian education system and England’s education system now they provide education in their countries and what the points are taken by both of them to increase their education level. Apart from this study provides knowledge about the approaches which are taken by developed countries to compare with other developed countries and the demographic competition between both countries. This study also gives knowledge of woman empowerment and how a woman contributes to the countries’ GDP in this current time and how the gender gap in education shows the effect on the GDP.

1. Identification of the area of education and its rationale

Development in INDIA

India is the second most populated country in the Asia continent, their current population is nearly about 1.4 Million where literacy rate is about 77%. The male literacy rate is about  84.4% and the female literacy rate is about 71.5%. India’s most developments started in 2000 and since then India has struggled to become a developed country. Apart from this, their main income is generated from the agriculture sector. Nowadays India’s agricultural export is developing rapidly. They mainly export Rice. However, these days, they have focused on the service sector as well as the manufacturing sector (Nambiar, 2020). They now offer multinational companies to their country and set up plants and offices in their states. They offer some tax relief for these companies. To complete this vision firstly they have to educate their citizens so they also do many works to educate their people. India is now focusing on practical knowledge as well as theoretical knowledge under the scheme of digital India they provide certificate-based practical knowledge to their citizens and they educate them to do labor work with efficiency and accountability (Snyder et al. 2019). Now They provide Academic knowledge which students can apply when they want to work abroad they focused on international languages. Nowadays they now focused on women’s empowerment they fully focused on how to decrease the gender gap in education and educate women and provide them securities so they can work freely and contribute to their GDP so they can develop faster.

Developments in England

England is a continent of Europe where the current population is nearly about n  68 Millon and the literacy rate is about 86.3%. The male literacy rate is about  90% and the female literacy rate is about 82.7%. The UK is already a developed country(Hussar, et al 2020). Uk’s main sector generating income is the service sector here there are many multinational companies available where most of the population is working. England is expensed so much in their education sector so the gender gap in education is low. They import most of their edible items from outside because agriculture production is low. Their GDP has been growing since 1800. From this their GDP is always increasing. They must work on their education and always try to export their good quality minds. England always focuses on the startup ideas that their students bring to their students and fund them to start their businesses which helps the country generate employment. They always focus on how they can globalize their business so they can provide their services all over the world and generate income for their country.

Accessibility to the education system in both nations

All the children of England can take free education from a primary or a secondary school from a state-funded institution from an age of 4 to 16 years old. After completing their secondary education they can continue their further education or higher education in higher education they continue their academic knowledge and take academic certificates in further education they are learning some vocational, diploma, and competency-based certified qualifications they can do further education after completing the higher education. England is focusing on both degree holders and they generate good opportunities for both types of students (Asher, et al. 2018). They also invite good students to complete their higher education in their country. England provides scholarships for their good students and foreign students who come here to complete their education.  India’s education system is similar to England’s education system in India children can take their primary to secondary knowledge free from any government-based educational institute and after this, they can continue their academic education in any government-based educational institute or they can take some practical knowledge from vocational and diploma based courses in which they have to pay some nominal fees in this there are many scholarship programs are run that student can easily avail(Asher, at al. 2018.). Nowadays some states of India support startup ideas and fund them to do business. Overall in both countries, any student can take their secondary knowledge free of cost, and after this; they also can continue their education with a nominal fee or can take a scholarship program to fund their higher education costs.

Approaches to Education System in both nations concerning the development

England is always focusing on both practical and academic knowledge. They believe that both types of education are necessary for their education so they are stable and developed and try to develop their stability. In England, all the students first complete their secondary education and after this, they can complete their higher education which is a 5 years course (Muthukrishna, et al. 2020). After the independence, India was first focused on the agriculture sector so they were not so educated and developed they focused on their education system and added values to their academic knowledge all the students first take necessary secondary education, and after this, they can go for a vocational and diploma course as well as they can go for secondary education. After completing secondary education they can take a bachelor’s degree in any stream or take a specialization course and after completing a specialization course they can take a master’s degree. so Indian degrees are more valuable than practical knowledge (Alam, 2022). After continuing this approach India is realizing that they cannot develop their country in this way. So nowadays India is focusing on both types of knowledge (Khawaja et al. 2018). They provide practical knowledge that is more important in industries and helps the country attract the industries by showing them their manpower. When industries come the IT sectors also come with them and the population which takes academic knowledge also gets jobs India is now going fastly to become a developed country.

Comparison of the education system in India and England

As per the view of degrees, both countries are looking similar in the education field but there is a big gap between both countries’ education systems. In England, educational heads are looking for a digital education system. In the digital education system, all students are first educated with computers at an early age. The teachers explain all the questions and answers with the help of digital equipment (Joshi, et al. 2020.). They understand the students with the help of images and videos and make them aware of the problems which arise in their life and teach them the best approaches they can use to their problems. They always give assignments to their students. The assignments always give more knowledge to their students because these assignments are prepared only when the student does some research on the assignment. In  India, the old education system is followed (Lazarus et al. 2020). All the students are advised to take only the theoretical knowledge from their books and after completing a year they are asked to give an exam. After passing that exam they are promoted to a new class. Adopting this approach all the students are only aware of the books so they cannot handle any situation which arises other than their book. In India, the traditional method of learning system is taken so any type of assignment is not given to their students so they do not get familiar with the research with their courses related to things (Bayrakdar and Guveli,  2020). Resolving this traditional method India established IIT and IIM in these institutions. All the students are aware of practical knowledge so they can compete with the world. In this institution, all students have to do assignments every semester. Apart from this to give them some course-related practical knowledge they started an articles program. In this program, all the students have to take practical knowledge of their course-related because when they get a certificate they all are well-known about their work and they can do their work efficiently (Bayrakdar and Guveli,  2020). After adopting all these ideas India is starting their developing journey.

2. Approaches used by the developed countries to develop the education system

Developed countries always try to give education to everyone without charging them any cost so all of their citizens can take education because an educated person helps most to develop a country. They always focus on digital learning programs so the students can easily understand things and can keep in mind with them for a long time (Lazarus et al. 2020). The developed countries always try to adopt new things which help their students to compete with all other developed countries’ students because a good education system can generate a good politician, engineer, doctor, and businessman who can give their services in their countries as well as for any other country. Developed countries always work on their education system and give their students full freedom to do some experiments as well as help them in their research (Yu et al. 2019,).

Policies in India and policies in England

After a long period, India is introducing its new policy of education. The National Education Policy (NEP) is ready after working for many years and applying after taking feedback from rural areas. NEP starts educating Indians from childhood care and after this their primary education focuses on the assignment and after that how to apply this study to this current time. England is always improving their education policy to compete with other developing countries (Peters, et al 2019).

3. A detailed discussion of the policies and context of the countries

3.1 Education Policies adopted in India

“National Policy on Education (NPE)” is formulated in India to promote the education system in the country. This policy includes “elementary education to higher education” in both rural and urban areas. “Prime Minister Indira Gandhi” promoted the first NPE in India in 1968. Currently, “The Ministry of Human Resource Development and the Ministry of Education” have introduced the education policy in the year 2020. Considering the Indian educational context, it can be said that, “UGC (University Grants Commission)” has approved dual educational courses simultaneously both in” physical and online modes”. “Ministry of Education” has released a “new curriculum framework for 3-8 years children and national credit framework inline of NEP 2020”. Due to increasing competition and global pressure, India Government has introduced various commissions and policies to meet the need of the education system and social development as well.

Various education policies of India are “National Policy on Education (1968), Draft National Policy on Education (1979) National Policy on Education (1986), and National Policy on Education (1992)“. The national education policy of India reduces the content of course curriculum for enhancing the process of advanced learning and it adopts a more holistic and analyzed-based way of learning to spread education among the masses in the society of India. As opined by Zahedi et al. (2022), the historical underpinning of India’s education policy revealed the existence of 4 educational policies to date. The first education policy in India was formulated in 1986 and was revisited twice in years 1992 and 1998 respectively.

On 29th July 2020, “The Ministry of Human resource development department” under the proper guidance of Prime Minister Narendra Modi formulated a new education policy in the year 2020 replacing the legacy of 34 years of educational policy, which was formulated in the year 1986. Bringing transformation in the Indian education sector is the prime motive of education policy 2020, which is considered a far-reaching and ambitious government project. Key highlights of education policy 2020 include the delivery of affordable education to children between 3 to 18 years of age. As per the opinion of Aithal and Aithal  (2019), it encompasses holistic education with a multidisciplinary approach for testing the skills of learners in a congruent way. Children from both urban and rural areas are given quality education under this educational policy to provide an edge to bring transformation in the education system in the context of India. This policy also provides vocational along with technical knowledge to learners under diversified course curricula for gathering knowledge. Instead of a 10+2 system, national education policy launches an education policy, which follows suit with a 5+3+3+4 education framework.

3.2 Education Policies adopted in England

Educational policies refer to the policies and fundamentals that hugely influenced the landscape of education in specific countries. This collective set of regulations and laws are the benchmarks that control and administer the operative system of education. Educational policies are exigent in context to the educational system for various causes that may range from cost optimization to ensuring safety in the learning environment, compliance maintenance, diversity and equality inclusion, and advocacy of an “active learning culture.” The following comprises the maximum and most significant Educational policies of the United Kingdom.

The first is the education reform act that refers to one of the major educational policies inculcated by educational legislation (Abdurakhmonova, 2021). This particular act or policy is aimed at preparing the students for employment by maintaining the same educational curriculum m\throughout the country and also with more enhanced standards of education. This act also led to the organization and structuring of learning subjects and topics that are best suited for the students and not based on the whims of the educational institute. This resulted in a vast gap in knowledge among students when they joined secondary schools.

The tripartite system is one such policy pioneered by the national government of the UK that ensures all the kids in the nation can pursue their right of attending secondary schools. This policy organized an examination that consisted of specific tests and allowed pupils to attend grammar schools if they passed the test badly for other studies they were allocated to secondary modern schools (Aleixo, 2020). The grammar schools focused on having more options for educational curriculum whereas the secondary modern schools were only surfacing on the practical works. However, the educational policy became a point of controversy as it was argued that it was being unfair to students with mixed abilities.

New vocationalism is the second major educational policy propagated by the educational legislation of the United Kingdom. This policy was rooted in the nationwide issue of unemployment (Robson, 2019). This act also promoted the sector of vocational education which resulted in the coming of vocational courses like the ‘General National vocational Qualifications’ (GNVQs) in the sectors of ICT, health, tourism, social care, and business studies. These courses are composed of a huge percentage of practical tasks. And ‘the technical and Vocational Education Initiative’ TVEI under which several schools were funded to assemble job experience for students who are still in school.

4. Comparing the development of the education approach of both the nations

4.1 Comparison of the development in both the nations

Both countries have different forms, patterns, and structures of the educational system and barriers to various factors (Sh, 2021).  First of all the educational system in India lacks in various areas even after having “world-class educational systems’ ‘ like the IIMS and IITS.  Although other than having a vast difference in being the first world and tried world developing country, the educational system of India in comparison to the United Kingdom’s system is not as upgraded as that of the UK (González-Zamar, 2020). The Indian educational system seems to focus less on providing an adequate and accurate educational system to the students of PG and UG students. The educational system offered by the third-world developing nation is only refined and optimized in context to the related cost. However, in the United Kingdom, doctoral programs and graduate programs do not have such limitations.  Secondly, the system of education in India is primarily focused on the theoretical part of learning rather than maintaining a balance between the theoretical and the practical part (Grosseck, 2019). Similarly, the UK education system contradicts the system of Indians by stressing more practical-based learning and allowing a space for students to be more creative (Pedro, 2019). Same wise the program for a master’s degree can be regulated in the UK but in the context of the Indian education system, the duration of the program exists for about two-three years and cannot be moderated.

In the education system of the United Kingdom, students are permitted to work alongside completing their study courses which makes them more independent and self-dependent and also helps ingathering employments experience along with lessons that help them to critically think and solve problems effectively in their coming future whereas the educational system of India does not permit so. This may have a justification as the country is somewhat poverty-stricken and still developing so it may give rise to social levels like child labor. Additionally, the educational system is also slightly different from one another on the level of professionalism and training of the teachers which hugely impacted the education imparted by them. Also, the country’s educational systems carry on the points of the utilization of technologies like the students having access to notes provided digitally along with the support of educational software and usage of projectors for the facilitation of smart classes. While in India pre covid scenario only the autonomous and centralized private schools have these facilities which cannot be enjoyed by the major seduction of the Indian students as these schools are highly expensive to attain. The points of variation are also grounded on the void\chest of subjects offered by both the educational system (Beech, 2018). The United Kingdom’s offered subject choices range from various study fields especially concerning higher education whereas India does not offer such vast choices. On the point of difference the educational system of Indian lakes in having a good infrastructure for incubating an enhanced educational system. As most of the government educational institutes do not have or have inadequate amounts of facilities of pivotal elements of the advanced educational system like the aforementioned smart class or laboratories and so on and so on. Similarly, the educational system of India does not provide chances to its countries students for skill development and the UK-based educational system is not at all result oriented, that is the educational system of the UK does not only ensure faces on teaching the parts that are important for the students to score better results in examinations.

4.2 Recommendations about the education systems

The department of education in the contemporary world scenario is rounded by various challenges and for that, the educational system must be improved and more stress should be put on the development of educational industries.  These challenges range from the same boring teaching methods to assessment strategies to technical issues and so on. First is the development factor for being more accountable (Vargas, 2019). The accountability strategy is an exigent requirement for educational system optimization. As there should be a way for holding the people responsible who are in charge of paving the way for the students like the individuals who support the curriculum and instructions of any given management and institution. This strategy ensures that the educational institutes with between and more enhanced outcomes are properly rewarded to keep them motivated On the other hand the institutes that had performed poorly must be punished for not being able to develop.  Setting up better standards refers to the programs and policies in the “educational structure” that are formulated to attain higher standards. Similarly, the involvement of parents must be inculcated in the improvement process. As the involvement of parents in the educational process of students impacts the entire process positively, also keeping in mind that parents are the primary and the first and foremost educators in student life, it is obvious that they play an extremely important role in the student’s learning process. It is just for the sake of the children to achieve more. Another point of improvement is always mandatory adaptation to contemporary technologies. As technology has become a crucial part of this generation and this generation is majorly rooted in the technological learning process (Shaturaev, 2021). This is the main reason along with the progressing digitalization worldwide it has become exigent for students to be well-versed and well-acquainted with technology. Along with this the recommendation for this particular point is also because of the reason that it induces economic, information, technological, scientific, global awareness, and multicultural literacy alongside advocacy of effective communication, inventive thinking, and civic, social, and personal responsibility. All of this results in the generation of high productivity in students (Pradana, 2020). Lastly, the educational system must also adopt the structure of being autonomous as thi8us has been recorded by many analysts that the autonomous structure results in developing the standard of student intake and brings a significant optimization on the overall performance of the student.

Conclusion

This study provides knowledge of the policies which are adopted by developed countries and what are the steps which are adopted by them to compete with any other. Apart from this, the study teaches the importance of assignments and practical knowledge and how taking some practical knowledge can help to do work more efficiently and properly. The role of digital equipment in the current situation and how digital equipment helps the students to recognize their study and increase their efficiency level. Overall the study provides knowledge about how education can create a big difference in countries’ GDP.

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