What are the Limitations and Causes of Failure of Basic Education?



There is no denying the fact that basic education has not been a success. Even Dr. Zakir Hussain was constrained to remark "Basic Education as practised is a fraud."

Some of the causes for the failure of Basic Education arc discussed here:

(1) Misunderstanding about Concept:

There had always been confusion about understanding the concept of Basic Education. The Basic Education Movement is in some ways, a radical departure both in theory and practice and it requires a careful reorientation of ideas, attitudes and techniques. It is therefore a matter of no great surprise though it is certainly one of disappointment that the full implication of basic approach has not yet been realized by many teachers and educational administrators.

(2) Economic Aspect Over-emphasized:

Too much emphasis was laid on economic aspects or the productivity aspect and this fact was responsible for the unpopularity of Basic Education. Teachers remained busy either in the garden or in the workshop and they lost sight of educational objectives of the craft.

(3) Lack of Competent Teachers:

Most of the teachers who taught in basic schools were not trained for this type of education.

(4) Dearth of Textbooks:

Suitable books to teach in accordance with the requirements of Basic Education were not made available.

(5) High Cost of Basic Education:

A good basic school can only be established with a good deal of initial cost on the purchase of equipment for different crafts. In addition to this cost, there is always a recurring expenditure on the successful running of a good craft. The income from the products is not commensurate with the financial outlay.

(6) Lack of Provision for Individual Differences:

It failed to provide for the individual differences of the pupils and therefore the drawbacks of traditional system of education continued to harm the individuality of the child.

(7) Artistic and Aesthetic Aspects Neglected:

In some of the Basic Schools, these aspects were not attended to, children did very little art work which was generally confined to the drawing of charts depicting the techniques of correlation. The appreciation of art and beauty was altogether neglected.

(8) Rigidity:

The scheme was rigid in several aspects and did not accept even sound and practical suggestions. Any such technique of primary school children must be flexible and must accept suggestions with the change of time and objectives of education.

(9) Apathy of Administration:

It is at the administrative level today, more than any other that serious difficulties arise in the development of Basic Education. Departments are concerned with innumerable problems. Basic Education is a small and side item in their programmes of work.

In none of the states did we find a director of public instruction, to whom Basic Education was an issue of utmost importance nor did they find any of them fully conversant with the problems of Basic Education in their respective states.