Education is the right of every individual. The Indian government proclaims to be in search of this perpetually. New laws are drafted and measures undertaken. But in this mad rush to guarantee education, the inherent flaws get unnoticed and neglected. Our policy makers fail to realise that an effective education system in not only determined by the number of schools, colleges and enrolment, but also by the credibility, transparency and honesty of the system. 

1. Lust for money:

Unfortunately, most of the educational institutions in our country suffer from a serious lust for their monetary welfare than that of providing quality education to students. The exorbitant fee is hardly spent on developing or equipping the institute. On the contrary, it is utilized to fill the pockets of the owners. If this greed for money would equal that of knowledge dissemination, ours would be a nation of a qualitative education system. 

2. Money duping:

In continuation with the previous flaw, students are not only made to pay much more than the course requirement, but are also duped of money. Many times, false payment receipts are made or the course does not begin. Also students end up paying to an institute that does not even exist. Even recognized institutes are into duping but subtly. 

3. Refund-ability:

We need a system where there is accountability. A definite source of information should exist along with a definite timeline for refund and collection of fees. Students should not be cheated of money or be served wrong information. The purpose of education and the desire for it dies in students under such an exploitative and corrupt system.

4. Huge number of Diploma providers:

In India today, there is an infinite number of institutes granting a diploma in every conceivable subject of study. These are not recognized and do not possess an approval from the government. They still exist without permit and have students enrolling in them. The quality of education has deteriorated in India because of this. This does not necessarily mean that all such diploma givers are fake and below par, but the number is significantly large. An ISO certification does not mean that it is of the highest quality. The Ministry should thus conduct an analysis of such institutes, keep a check on them, and frame such laws that the norms of education are not flouted. And these laws should not only be strict but also should be implemented.

5. High cost of forms:

The course may demand a big amount. But what is more gruelling and extracting, is the price that an applicant has to pay for the prospectus, the application form, the entrance test and other formalities even before the admission is certain. In our poor country, where we can hardly afford the fee, paying such huge amounts just for the formalities that provide no guarantee of admission, is preposterous and unjust. It is the first step towards denying education to a certain bunch of students. 

6. Curriculum:

The curriculum in some institutions especially that of central boards and universities, is outdated. Not only so, the course structure and syllabus is too much theory oriented with negligible emphasis on practical usage and application of education. It does not train a student to face the real life challenges. A usable flexible curriculum is the demand of the day.

7. Placement:

Educational institutions advertise quite boldly that they guarantee placement to all students. But generally such promises restrict themselves to papers and brochures. What students want is an authentic system that will have actual and true data of the jobs in the market, which companies actually approach the particular institutes, and the eligibility criteria. Students are also entitled to know if the college’s responsibility is measurable and does it expire as soon as a student passes out. Proper placement cells, training and orientation should become an integral part of the education system of our country. 

8. Distance Learning:

Today every course and level of study can be completed through distance learning. Universities have mushroomed all over the country providing a degree or diploma to students sitting thousands of kilometres away. Most of these do not even conduct proper examinations and are merely concerned with their fee instalments and posting of course material. There is no grading and marking of students on an individual level. Has the student actually learnt anything and is the marks given his/her marks, can only be speculated. There is a dire need to review this system thus to grant credibility to such distance learning courses and institutes, and to make them fair.

9. Collaborations:

Institutes are seeking foreign collaborations. This is a great drawing power. When a student sees that a particular institution has collaboration with any foreign university, he/she immediately applies to it without checking the details. More often they are blinded by this and do not realise that the collaborator may not be a good quality institute. And they do not ask if it is only a paper and pen collaboration where no actual sharing of knowledge takes place. Collaboration is a scope galore. Exchange programs, classes by guest professors, seminars, etc should also take place and be mentioned in the prospectus. Only then the true essence and utility of collaboration can be realised.

10. Transparency:

Lastly, the educational system of India has to be made transparent – its functioning and operating presented in the open for all to see. Only then can accountability be guaranteed. Proper laws, checks and balances have to be levied. Correct information about course, faculty, placement and infrastructure has to be made mandatory. The honest functioning of the system is essential as this is a determinant of not only the future of an individual or a group of students, but of the nation and the world as of large.