你認為印度教育體系的質量如何?

Anushree G
India ranks 92 in education among 145 countries. The Indian education system has been very effective till 30 years back when so much information was not available in the knowledge market when Indian students carried super heavyweight loads of education made them more knowledgeable, hard-working, passionate, and capable of taking up greater loads at the workplace than others while being knowledgeable, committed and efficient. Individual excellence, multi-tasking abilities, and being over-committed (always not by passion but by compulsion too) Indian workforce did leave great impacts on the development of many nations in the world outside India.

印度在145個國家中教育排名第92位。30年前，印度的教育體系非常有效。當時知識市場的信息并不像現(xiàn)在這樣泛濫，印度學生背負著沉重的教育負擔，這使他們比其他國家的同齡人更有知識、更勤奮、更有熱情。他們有能力在工作場所承擔更多的工作量，同時保持知識淵博、敬業(yè)和高效。個人的卓越、多任務處理能力以及過度承諾（有時是出于熱情，有時則是出于壓力）使得印度的勞動力對許多國家的發(fā)展產生了深遠的影響。

However, since post 90's the scene had changed a lot and although several Indian-origin global CEOs and CTOs were talking of the industries in an era of technological advancements, information clutter, skills over knowledge, effectiveness over efficiency, teamwork over individual excellence, employability over bookish knowledge, peoples' skills over doing work in isolation, abilities to mix and work in cross-cultural workplaces over working within in own community, thinking and acting global over being prisoners of own mindsets, inabilities to catch up with global communities with greater social skills, etc. are some of the grayest areas which Indian education system had failed to address in past 3 decades.

然而，自90年代以來，情況發(fā)生了巨大變化。盡管許多印度裔的全球CEO和CTO在技術進步的時代一直曾談論行業(yè)發(fā)展，但印度教育體系在過去30年中未能解決一些關鍵問題，如信息過載、技能比知識更重要、效益重于效率、就業(yè)能力勝過書本知識、團隊協(xié)作和社交技能勝過單打獨斗、能夠在跨文化的工作環(huán)境中工作，而不是在自己的社區(qū)中工作、思考和行動要全球化，不要局限于自己的思維方式、以及缺乏與全球社群接軌所需的更強社交能力等。
原創(chuàng)翻譯：龍騰網 http://mintwatchbillionaireclub.com 轉載請注明出處

The Indian economy has been overwhelmed with millions of new jobs where western multinationals exploited and exploited Indians for 12-14 hours a day on a fraction of western salary as a cheap labor force. The Indian economy celebrated it as a success of Indian education and intellect but none of the Indian universities ranking respectively even in Asian ranking. The Employability Index of Indian engineering and management graduates had sharply fallen down from 25% in 2004 to 7% in 2016 and at the same time India's Human Development Index remains in extremely low when thousands of new universities including dozens of IITs and IIMs were set up and Indian government had spend tens of billions on skill developments with thousands of organizations including India's biggest business houses taking out thousands of crores in the name of skill development when no skills were developed and no innovations took place. Last 3 decades also witnessed the entry of lakes of foreign professionals entering India to work on 4-10 times greater salary and perks as they found to be better skilled and effective.

印度經濟因無數新工作崗位而感到壓力巨大，這些崗位是由西方跨國公司創(chuàng)造的，他們每天讓印度人工作12至14小時，卻只支付遠低于西方標準的工資，將他們視為廉價勞動力。盡管印度經濟界將這種現(xiàn)象看作是印度教育和智力的成果，但印度的大學在亞洲乃至全球的排名中并未體現(xiàn)出相應的地位。印度工程和管理畢業(yè)生的就業(yè)能力指數從2004年的25%急劇下降到2016年的7%。與此同時，印度的人類發(fā)展指數仍然極低，盡管建立了數千所新大學，包括許多理工學院和管理學院，印度政府在技能提升方面投入了數百億，包括印度最大的企業(yè)集團在內的數千家組織也以技能提升為名投入了數千億盧比。但這些投資并沒有真正培養(yǎng)出新的技能，也沒有帶來任何創(chuàng)新。在過去的三十年中，我們還看到了大量外國專業(yè)人士進入印度，他們因為具備更高的技能和效率，獲得了比本地員工高出4到10倍的薪資和福利。

The Indian education system needs a thorough overhauling and restructuring which is not possible to initiate by the nexus of political class, bureaucratic fraternity and academic mafia that spearhead India's education policies, formulate strategies and manage Indian private and public education. The question is does India want to improve its education system ? It is not rocket science but when that honest intention does not exist, "chalta hai ' attitude dominating the entire society, "will not do better and will not allow others to do better" attitude continues to rule the society, community, economy and the country .... Do brave politicians, universities, institutions, and policymakers exist in India who can spearhead the change in Indian education or will they allow and encourage visionary educationists and academic leaders to pilot the country's much-needed educational reforms to enhance the quality of education in India to be in the top 50 in next 10 years.

印度的教育體系需要徹底的改革和重組，但這幾乎不可能由那些主導印度教育政策、制定戰(zhàn)略和管理印度私立和公立教育的政治階層、官僚集團和學術界來實現(xiàn)。問題是，印度是否愿意改善其教育體系？這并不是一個復雜的問題，但當缺乏誠實的意圖時，“得過且過”的態(tài)度就會在整個社會中盛行，“不會更好，也不會讓別人更好”的態(tài)度繼續(xù)支配著社會、社區(qū)、經濟和國家。印度是否有勇敢的政治家、大學、機構和政策制定者能夠引領印度教育的變革？或者他們會允許并鼓勵有遠見的教育家和學術領袖來引導國家迫切需要的教育改革，以提高印度的教育質量，在未來10年內躋身前50名？

Vrindavani Chauhan
What do you think about the educational system in India?
Honestly, it was quite a shock for me when I had to admit my daughter to an Indian school.
Teachers beating children, so much focus on tests and marks since prep, it felt like I came to another century. I find the school system in India way outdated and behind the rest of the world.
Children in Europe don't have class tests at least until 4th or 5th class. There, if a teacher as much as threatens to lift his hand on a student he'll go to jail.

你對印度當前的教育體系有什么看法？
說實話，當我不得不讓我的女兒進入一所印度學校時，我感到非常震驚。
老師們打孩子，從小班開始就過分關注考試和分數，感覺我好像回到了另一個世紀。我覺得印度學校的教育體系非常過時，落后于世界其他地方。
歐洲的孩子至少要到四年級或五年級才有班級考試。在那里，如果一個老師威脅要對學生動手，他就會進監(jiān)獄。

The main subjects (German, English and maths), in Austria, are divided in 3 performance groups. Children of different sections are mixed for these subjects according to their level. So the teacher can ensure every child is learning what is most important.
Classes don't have more than 20 students, here in a small school my daughter has 35 classmates. I wonder how it'd be in a large school.
Basically, I'm teaching her to cope with this performance oriented system and focus on learning rather than scoring. She's doing great no doubt. But I'll never be performance oriented and I'll not mind if she scored less marks.
School system might actually be the only thing I don't like in India.

在奧地利，主要科目（德語、英語和數學）被分為三個表現(xiàn)組。不同年級的孩子根據他們的水平混合學習這些科目。所以老師可以確保每個孩子都學到了最重要的內容。
班級里的學生不超過20人，而在我女兒所在的這所小學校里，她有35個同學。我很好奇在一所大學校會是什么樣子。
基本上，我正在教她如何應對這種以成績?yōu)閷虻捏w系，并專注于學習而不是分數。毫無疑問，她做得很好。但我永遠不會以成績?yōu)閷?，我也不介意她分數少一些?br /> 學校體系可能是我唯一不喜歡印度的地方。

Suraj Nair
What do you think of the current education system in India?
Well , I cannot comment much about the Indian Education system , cause I don’t have much knowledge of other educational streams .
I took PCM in class 11th with aim mainly focusing towards NDA ( Air Force) , but a major shoulder injury while playing Kabaddi (in lockdown last year ) , forced me to change my focus towards JEE probably by giving a drop a year after 12th . Will see for Defence according to my fitness afterwards .

你對印度目前的教育體系有何看法？
我不能對印度的教育體系發(fā)表太多評論，因為我對其他教育體系了解不多。
我在11年級時選擇了物理、化學和數學（PCM），主要目標是進入國家國防學院（空軍），但去年在封鎖期間玩卡巴迪時，肩膀不幸受了重傷，這迫使我不得不改變計劃，可能在12年級后休學一年，然后再考慮參加印度聯(lián)合入學考試（JEE）。之后，我會根據自己的體能情況決定是否繼續(xù)追求國防事業(yè)。

Why I wrote , the above paragraph to show that for a Aimless for now teenager like me if he have took PCM then probably JEE and if PCB then for sure NEET and if PCMB then A/C to situation . ( Exception do exist )
I have no knowledge of career option I have than other Engineer , defence , Scientist or moving to some other streams like CA , MBA etc .
Because from my childhood itself I was made aware of these jobs , some Administrative posts and Govt. Jobs for sure .These are few of the jobs for which forms are filled in mass .
I see this as the major problem with Indian Education system that it is a “Following the crowd blindly” type of system. Well , I sound ironical here so let me clear it - My dream was to become a Engineer in the Army from my childhood itself , now if Army is not possible then better go with Engineer .

我之所以寫這些，是想說明像我這樣目前還缺乏明確目標的年輕人，如果選擇了物理、化學和數學，很可能就會考慮參加印度聯(lián)合入學考試（JEE）；如果選擇了物理、化學和生物（PCB），那么很可能就會選擇“全國統(tǒng)一入學考試（NEET）“；如果選擇了物理、化學、生物和數學（PCMB），那么他們可能會根據具體情況選擇會計或其他職業(yè)。（當然也有例外）
與其他工程師、國防、科學家相比，我不知道自己有什么職業(yè)選擇，也不知道自己是否可以轉到注冊會計師（CA）、工商管理碩士（MBA）等其他領域。
我從小就被告知這些職業(yè)，包括一些行政職位和政府工作崗位，這些職業(yè)的申請表格總是被大量填寫。在我看來，這是印度教育體系的一個主要問題，它傾向于讓人們“盲目地跟隨大眾”。我這樣講可能聽起來有些諷刺，讓我來澄清一下：我從小就夢想成為一名軍隊工程師，如果現(xiàn)在無法實現(xiàn)加入軍隊的夢想，那么成為工程師或許是一個更好的選擇。

They should change it , by giving importance to other fields as well.
Rest , all things I don’t have any problem . Some people have problem with that marking system .
I agree that Marks doesn’t show your talent and understanding , but it for sure shows your hard work and dedication . ( Hard work >> talent )
Two suggestion.
First , Physical education should be given more importance in comparison of now . Fitness is important ( Not intending towards any body shaming )
Second, more focus on Moral studies in lower class ( K.G. to 5th ). Well , this sounds ironical from my side but then also, just a suggestion from my side

他們應該改變這種狀況，重視其他領域的發(fā)展。
至于其他方面，我沒有太多問題。有些人對評分系統(tǒng)有意見。
我贊同這一點：分數不能全面反映一個人的才能和理解能力，但它確實可以顯示一個人的努力和盡心程度。（努力 > 才能）
我有兩個建議：
首先，與目前相比，體育教育應該被賦予更多的重視。身體健康至關重要，我并不是在暗示任何形式的身體羞辱。
其次，對于低年級學生（從幼兒園到五年級），應該增加對道德教育的關注。雖然我提出這個建議可能聽起來有些諷刺，但它確實是我真誠的想法。

Rishav Sharma
What do you think about the current education system in India?
Indian Education System is amongst the system which produces the best brains.
but, it takes out the spirit of the student.
Lets see how a student learns in his life.
In the primary school, we are taught in confined classes from early morning to the late afternoon. In this there are 7–8 lectures or the classes everyday.

你對印度目前的教育體系有什么看法?
印度的教育體系在培養(yǎng)杰出人才方面名列前茅。
但是，它帶走了學生的精神。
讓我們來探究一下學生是如何度過他的學習生涯的。
在小學，學生們從清晨到下午晚些時候都在教室里接受教育。這期間，他們每天要上7到8節(jié)課。

One teacher comes in first lecture, gives the lecture on the things that are already present in textbook and gives the test once or twice the month. After this another teacher comes and this goes on until the school is over.And given the test from so many teachers, students develop the habit to study one night before and passing the test.
With these there are some events and cultural events that helps the student to develop themselves, but they come once or twice in a year.
After that comes the choice of choosing the stream after 10th class, which divides the students into three categories: Medical, Non-Medical and Commerce students.

每節(jié)課開始時，老師會進入教室，講解課本上的內容，并在每個月進行一次或兩次的測試。一個老師講完后，另一個老師接著來，這樣的輪換會一直持續(xù)到學校放學。面對如此多的測試，學生們逐漸形成了在考試前一天晚上突擊復習的習慣，以便通過考試。
此外，學校還會偶爾舉辦一些活動和文化節(jié)日，這些活動雖然有助于學生的個人發(fā)展，但它們一年中僅舉行一兩次。
在完成10年級的學業(yè)后，學生們需要做出選擇，決定他們未來的學習方向。這一選擇將他們分為三個主要類別：醫(yī)學、非醫(yī)學和商科學生。

Now, talking about the problems,
(i don’t know where to start)
There is no personal development for a person in the Indian Education System.
You can be an introvert or a shy person, but you are not taught how to tackle problems in real life. If you are doing great in exams then you are considered good.
Another problem is, Teachers are never open to criticism .
They say to tell them if their is some problem in their teaching method but the moment you say something they start to mock you by saying “if you know how to teach then you should teach the class” or something like this. One thing is clear, they never accept their fault.
School teach us to complete assignment but not basic moral values.

現(xiàn)在，讓我們來談談其中存在的問題(我不知道從何說起)：
不論你是內向者還是害羞的人，印度教育體系并沒有教授你如何面對現(xiàn)實生活中的挑戰(zhàn)。在這種體系下，只要你考試成績出色，就會被看作是好學生。
另一個問題是，老師從不接受批評。
他們聲稱，如果對他們的教學方法有任何問題，可以向他們提出。然而，一旦你真的提出反饋，他們就會以譏諷的方式回應，比如說“如果你知道怎么教，那你來教課吧”。很明顯，他們從不接納自己的不足。
學校教育我們如何完成作業(yè)任務，但卻忽視了傳授基本的道德價值觀。

Indian Education System teach us to come to class at late but it doesn’t teach us how to keep our classrooms clean.
I don’t know if many of you know this or not, but schools in Japan don’t have janitors there. The duty of cleaning is given to everyone and everyone does and hence their country is one of the cleanest countries in the world.
Our education system need to teach things to the students that will help the nation and students to develop into better person.
Lastly, Lack of teaching of communication skill.
Indian Education System teach us theory and history of every subject but it doesn’t teach us how to represent oneself in the crowd and due to them student remain hesitant all their life.
There is a need of change in Indian Education System.

印度教育體系告訴我們要按時上課，卻沒有教會我們如何保持教室的清潔。
也許你們中的許多人還不知道，日本學校是沒有專職清潔人員的。清潔任務是由所有學生共同分擔的，每個人都要參與打掃，這使得他們的國家成為世界上最干凈的國家之一。
我們的教育體系應當教授學生一些知識，這些知識不僅能夠幫助國家進步，也能幫助學生發(fā)展成為更優(yōu)秀的個體。
最后，印度教育體系在溝通技巧的教學上存在不足。
印度教育體系向我們傳授了每個學科的理論知識和歷史背景，但它沒有教會我們如何在人群中表現(xiàn)自己，因此學生一生都在猶豫。
印度教育體系迫切需要改革。

Siddarth Raheja
The quality of education in India has been deteriorating over the past decade. The perception that all Indian schools and colleges teach the same syllabus and leave you with nothing more than an exam-oriented education system is a common one.
However, things have started to change recently. A new brand of ‘schools’ and ‘colleges’ are coming up which offer a completely different approach to education. They are called education technology platforms.
The many flaws of the old system have been recognised, and new systems are being developed to solve these. A few brave entrepreneurs have even taken a step forward in creating a completely new approach to teaching that caters to the needs of the future to a greater extent. It is called gamification, or game-based learning. As the name suggests, it's all about the games. The focus is no longer on learning facts, but on the application of knowledge and skills. It is the best approach to education and training in my opinion.

印度的教育水平在過去十年中有所下降。人們普遍認為，所有印度學校和大學都遵循相同的教學大綱，結果只提供了一種以考試為中心的教育體系。
不過，最近情況開始有所轉變。一些新型的“學校”和“學院”開始出現(xiàn)，它們采用一種全新的教育方法，這些被稱為教育技術平臺。
舊教育體系的許多不足已經被識別出來，人們正在開發(fā)新的教育系統(tǒng)來解決這些問題。一些有勇氣的企業(yè)家甚至更進一步，他們正在創(chuàng)造一種全新的教學方法，在更大程度上迎合未來的需求。這就是所謂的游戲化學習，或者基于游戲的學習。正如名字所示，這種方法全部與游戲有關。重點不再是單純學習事實，而是轉向了知識和技能的應用。在我看來，這是教育和培訓的最佳途徑。

Chetan Naik
What do u think about Indian education system?
Too much rote memorization.
Too little creative freedom.
Less incentives for teaching profession, teachers with low motivation.
Too many monologues, less interactive, too boring classes.

對于印度教育體系，以下是一些觀點：
過分強調死記硬背。
缺乏對創(chuàng)造性思維的鼓勵。
對教師職業(yè)的激勵不夠，導致教師動力不足。
課堂上教師單向灌輸過多，缺乏互動性，課程顯得枯燥乏味。