NEED OF QUALITY EDUCATION IN DEVELOPING COUNTRIES

Expansion of an academic system is invariably marked by issues of 'qualitydecline'. This was true, let's say, of the new growth of instructional systems inpractically all developingcountries within the Sixties and Nineteen Seventies. Similarly, the present state of affairs
of stagnant or declining enrolments in many developing countries, once more brings theissue of up instructional quality to the forefront.

Public debate on the standard of education sometimes concentrates on alittle variety ofissues, the foremost frequent of that is that the students' level of feat. People, whothemselves benefitted from a college education, tend to believe that 'today's youngsters square measuredoing worse than in our time'. They compare today's student levels in arithmetic,geography, etc. to what they feel their ow n generation learnt at school. Many folks square measurealso extremely awake to variations existing between colleges and thus, when selecting a particular college for his or her youngsters (if such a selection is feasible), look closely at the pastachievement of the school's students in terms of examination results. In each case it's theexcellence of student learning that interest folks most. Another dimension regarding thequality of outcomes is that the relevancy of the information, skills and attitudes students acquirefor life when college. This doesn't solely confer with work and employment, however additionally to theinsertion of teens into the cultural, social and political contexts of the society thatsurrounds them. The conditions of learning square measure oft raised within the quality debate: associateinsufficient provide of qualified lecturers to handle the exaggerated variety of enrolments;inadequate building facilities, etc.

The aphoristic Oxford wordbook provides 2 meanings to the word normal:"(1) criterion of comparison; (2) degree of excellence needed to realize a selected aim".The philosophy or ideology of a government can implicitly or expressly confirmgoals and specify standards for various aspects of education, though naturally allwill dissent within the relative stress it places on psychological feature as compared to emotiveachievement and social skills. Much of the confusion within the dialogue on the decline ofeducational quality stems from the commo n belief that there exists a group of universal andeternal criteria for judgment the achievement/performance of pupils, colleges or the wholeeducational system. But, since the conditions and wishes vary from one country to a different,and information and technology square measure perpetually dynamic, academic standards should beregarded as basically relative. Moreover, standards set ought to beperiodically reviewed — on the premise of analysis studies ~ additionally as a result of aspirations andexpectations of the populations modification.

Other general problems that still inspire discussion in many countries include:the balance between general educational subjects and people a lot of much oriented', theextent to that the first info ought to be terminal, and last however not least, thelanguage of instruction. However, it's vital to notice in passant that by continuously adding new tasks tothe primary info, the faculties may ultimately have more than they'll contend with. Asregards language of instruction, there's now spare analysis proof to recommend thatinstruction within the pupil's first language is preferred in terms of mentality, at leastduring the primary years of schooling. The systematic use of native languages for instruction ispolitically radical sensitive in man y countries, and this explains why final choices on selectionhave often been deferred, seriously impeding information reforms. However technical andresource issues regarding the preparation of teaching materials, coaching of academics,etc., are typically goodly.

Nitin Tyagi

Assistant Professor

Department of Electronics and Communication Engineering