1. Excellent Education: The only solution
Sebin B Nidhiri
M.Sc. Economics, Symbiosis School of Economics
+91-7775953268, sebin.nidhiri.2013@sse.ac.in
India, a leading economic, political and military power and the third richest country in the world
(by GDP (PPP)1) is well on its way to be a superpower. India boasts of a demographic dividend,
which will hopefully take India to even greater heights. India and Indians have come to be seen
as a force to reckon with. Indians worldwide are known for their analytical skills and software
development abilities. This is in huge contrast to the story back home.
The state of education, especially school education is pitiable in India. In 2009, selected Indian
children ( with Himachal Pradesh and Tamil Nadu chosen as representative states) took a test
called PISA (Programme for International Student Assessment) conducted by the Organization
for Economic Co-operation and Development (OECD) in member and non-member nations and
ranked 73 out of 74 nations, trailing just above Kyrgyzstan. The PISA is a worldwide assessment
of 15-year-old school students' performances in mathematics, science, and reading. China, on the
other hand ranked first in the same test (Dhawan, 2013). India pulled out of the 2012 PISA test,
citing a disconnect between the testing parameters and what our children are taught in schools!
This does not go too well with our elephant will beat the dragon story.
With the Right to Education (RTE) Act in 2009 providing free and compulsory education to
children between the ages of 6-14 and various schemes of the Government of India, enrolment at
the primary level has definitely gone up. But the dropout rates are also high. If 96% of Indian
children enroll in schools, but less than 10% go onto college, we have a huge problem. Figure 1
shows that a major chunk of kids drop out after primary education. Among the others who go
on for a secondary education, very few make it college, let alone good colleges, because they
are unable to compete with the a niche society which went to better schools. Although RTE Act
1 GDP in PurchasingPower Parity (PPP) terms is GDP adjusted for exchange rate differences. Say, a basket of goods
cost$1 in USA and `40 in India,then Indian GDP is expressed in this exchange rate of $1=`40 rather than the actual
exchange rate of $1=`60. This is more useful in international comparisons.

2. brought the numbers into the schools, we need quality to retain them and make them
competitive Indians.
Figure 1
Source : Department of Higher Education,Ministry of HRD
Where is the problem?
Working at the grassroots level and interacting with the students, gave me the following insights.
The kids are smart just like any other kid in any other school in the country. They have the zeal
to learn and come to school, many a times, more than students in better schools. If so, why the
disparity? Why should accident of birth cause these kids to lose out on so many opportunities?
Is teacher pupil ratio the cause? It shouldn’t be. Except for a few premium schools, most of these
‘better’ schools in India have a teacher pupil ratio of 40 and above, which is not too different
from government schools. The average for India is 35.
The problem is with the quality of teachers and attitude of management. This problem gets
aggravated when you keep in context the fact that most students are first generation learners or
kids whose parents have not attended college. They probably have no support at home. There
isn’t a mother who can help with their assignments or a father who shares informative stories at
0 20 40 60 80 100 120 140
Postgraduation or Above
Graduation
Class 11-12
Class 9-10
Class 6-8
Class 1-5
No. of Students at various levels of
education 2005-06(in tens of lakhs)

3. the dinner table. Thus, the role of a teacher in shaping the lives of these kids is much larger
than the teachers who teach at better schools.
The management, the teachers and the parents don’t take too much interest in their kids’
education. Parents see school as a place where their kids would get a free meal. Teachers see it as
just another government job. Management wants to run the school along without involving too
much in the betterment of facilities. They are not the only ones at fault. Even the government
does not listen to the demands of the management and teachers. Everyone is happy with the
status quo.
What is the solution?
The first step would be to make the teachers and the management realise the gravity of the
responsibility entrusted to them. As mentioned earlier, less than 10% of Indian kids go onto
college. It is this 10% that has made India shining abroad. It is this 10% that has earned us the
respect we get in the international arena. Now, what if? What if, the rest 90% also get a better
education. What can our country possibly not achieve? Studies show that quality of education
has a direct correlation with income earned, quality of life and longevity. By showing more
commitment in class, they are moulding better citizens for a Super India. They are the role
models to these kids. Kids look up to them. This is evident in how a large number of students
aspire to be teachers. Every time they are in class, they are being seen, heard and emulated by 40
or 50 young impressionable minds. If they are committed, students will also be committed. A
motivational speaker was once asked, “All this is good. I’m motivated. But the problem with me
is that it does not last.” “So doesn’t bathing”, replied the speaker. These teachers should be
motivated and inspired on a regular basis.
Performance based incentives can be introduced for teachers and the management in schools.
This will definitely provide motive for any. “Good teachers are costly, but bad teachers cost
more”. ~Bob Talbert (American journalist/columnist). Although, this might increase the cost
outlay to the government, the returns in the long run, will more than make up for these costs.
Currently, the government spends only 3.17% of the GDP on school education, which is much
lower than even neighbouring countries like Sri Lanka and Nepal.

4. Expenditure by Govt. as a percentage ofGDP
(2005-06)
Name ofSector State/UT’s Centre Total
Elementary
Education
1.23 0.38 1.61
Secondary
Education
0.23 0.07 0.89
Higher Education 0.51 0.16 0.67
Adult Education 0 0.01 0.01
Technical
Education
0.18 0.09 0.28
Total 2.75 0.71 3.46
Table1
Source : Department of Higher Education,Ministry of HRD
Narendra Modi in his first ever independence day address mentioned the role of teachers in the
making of what India is today and paid gratitude to all the teachers in the country. Realising the
potential of this sector in India’s growth story, there should be a change in attitude starting from
highest levels and trickling down to the lower levels. India, which earlier considered population
to be a hindrance, is now banking on its demographic dividend to take it to greater heights. This
can’t be possible if we ignore the education system. From an equity perspective or from a non-
sentimental perspective of growth, importance of excellent education to all cannot be
overemphasized.
References
Department of Higher Education (2006). Educational Statistics at a Glance 2005-06. Ministry of Human
Resource Development. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NLES%20-
%20At%20a%20Glance.pdf

5. Dhawan,Ashish. (2013, September 6). Quality of education: What sets apart India and China. Firstbiz.
Retrieved on 13th
August 2013 from http://firstbiz.firstpost.com/economy/quality-of-education-what-sets-
apart-india-and-china-46616.html
Teach for India(2014). India’s Education Crisis. Retrieved 13th
August 2014 from
http://www.teachforindia.org/about-us/india-education-crisis