Current State Of English Education In Rural India

by Sanju Kmr Digital Marketing Specialist

Barriers faced by English-speaking students in rural areas need to be addressed.

India has 1652 languages, but only 22 are officially recognized. And although the Constitution obliges local authorities to provide mother tongue education in schools (Article 350A of the Indian Constitution), only 43 languages are used at the national level as a teaching aid. The difficulty of deciding which language should be the language of instruction has been problematic for ensuring quality education in India.

Today, even in rural areas, people are aware of the importance of English in the modern world. But the inability of public schools to respond effectively to the aspirations of parents and students has given private schools the opportunity to thrive. Although many English-speaking convents and schools follow a specific directive to teach a student in a rural area, the problem is one that teaches Hindi also teaches mathematics because the position of mathematics teacher is vacant. So, first, we need to improve this scenario.

In small villages, teachers have only a working knowledge of English. As a result, “Students suffer academically because some teachers only have grade 10 or 12 qualifications," explains Manoj from Kolkata. Teachers must have at least a degree in education for teaching the lower classes and a bachelor's degree in education for the upper classes.

The majority of teachers receive only Rs 5,000 per month as a salary in rural private schools, which makes it extremely difficult to attract reasonably skilled talent. The difficult language used in textbooks poses the problem of recruiting quality teachers. Textbooks in English were written keeping in mind English medium schools in urban areas. These books are not suitable for students or teachers in rural areas. These factors lower teaching standards in English-medium schools in rural areas, resulting in student’s low academic performance (below their potential).

The challenges faced by middle-level English-medium students in rural areas go beyond the quality of teachers. Another major problem faced by the rural student who wishes to study in English is the lack of English language schools beyond the elementary level in their areas. As a result, after receiving English language education up to grade 8, most students are forced to opt for the vernacular medium.

The language used in vernacular textbooks does not help students in higher education or in the job market. These books were written on the assumption that students will pursue their higher studies in their vernacular medium. In the current semester system that prevails at the university level, students are compelled to take their exams in English within two months of their admission to college. This poses impossible challenges for unprepared students, which affects their job prospects - especially in the social sciences, which rely heavily on the command of the language used for the expression of thoughts.

As a result, students find it very difficult to understand the subtleties of the subject in such a short time and to write their answers meaningfully in English. Poor performance in higher education or in the job market gives impetus to the idea that school education should be in the English language.

More info: Admission in English Medium School