How to develop human resources in India by providing proper Education?

There are many forms of development of human resources. The different forms development of human resources as under:

The investments made in education accelerate economic growth. Edward F. Donason estimated that investment in education contributed 23% of the growth of total income and 42% of the growth of real national income per person employed in U.S.A.

“The effective utility of manpower depends on education, training and industrial experience of the people. The investment made in education enhances the productivity of the work force. The greatest progress will occur in those countries where education is wide spread and where it encourages experimental outlook.

In addition to this it has been observed that UDCs import physical capital for its development but due to the lack of critical faculty, fail to utilize it properly. Thus the technological change is the basic determinant of economic growth.

Prof. Slow estimated that technical change accounted for about 2/3 of the growth of the U.S.A. economy, after allowing for growth in the labour force and capital stock.

Thus educational development is a pre-condition of technological change. But education has brought a change in UDCs which are largely responsible for economic backwardness. Due to inadequate investment in educational development, majority of people in UDCs are illiterate while the population in developed countries is literate.

To over come these UDCs must use modern techniques as used in advanced countries. In fact, without an improvement in the quality of human factor no progress is possible in UDCs.

Investment in human capital is also required to raise the general living standards of the people in UDCs. It can be done through education and training which makes fuller and rational utilization of surplus manpower by providing larger and better job opportunities in both rural and urban areas. This, in turn, raises income and living standards of the people.

Objectives of Education

The main objectives of education in India are as under:

(i) To lay the foundation of such a society which has efficient and far-sighted citizens?

(ii) To develop science, technology and scientific approach.

(iii) To make proper use of natural and human resources of all regions of the country.

(iv) To expand the mental horizon of the people.

(v) To encourage greater participation of the people, in the affairs of the country. (vi) To meet cultural requirements.

(vii) To develop human personality.

Development of Education in India

Development of education in India may be studied for two different periods:

(A) State of education before Independence.

(B) State of education after Independence.

A. State of Education before Independence

During British rule, education had not made any progress. In 1951, barely 16.7% of the population was literate. State of education before Independence can be assessed from the following facts:

1. Enrolment.

At the time of independence hardly 15% people were literate. In 1950-51, 43% of the total number of children in the age group of 6-11 years (class I to V) ,13% in the age group of 11-14 years (class VI to VIII) ; and 5.3% in age group of 14-17 years (Class IX to XI) were enrolled in the schools. Only 0.33% of the students in age group of 17-23 were studying in the universities or colleges.

2. Teacher:

In the year 1950-51 teacher student ratio in primary schools was 1:34 and m middle and high schools it was 1: 25. Women by their temperament and dedication are considered more suitable to work as teachers at primary stage.

But it is discouraging to know that in 1950-51, only 15% of the primary and 16% of middle, high/higher secondary schools teachers were women.

About 41% of primary school and 46% of secondary school teachers were untrained. Their salary structure and conditions of work were not satisfactory and as a result it did not attract qualified and dedicated persons.

3. Teaching Methods:

Even the chalk and black boards were not available in all schools. There was acute shortage of school buildings, libraries were not well stocked, and laboratories were not well equipped. Science equipment was not sufficient and there was lack of sports facilities. We had out-dated aids and methods which did not communicate knowledge.

4. Irrelevant and Costly University Education:

A comparatively higher amount was spent on higher education which did not make students employable. They lacked skill and knowledge. University education was irrelevant. Moreover, university education was very costly and many brilliant students could not study due to poverty.

5. Technical and Vocational Education Neglected:

The main emphasis was on general education and vocational courses like engineering and medical were neglected. Only 4500 seats were available in engineering and technology institutions. There was shortage of equipment and buildings in these institutions also.

Even professional courses like management, architecture, town planning, agriculture and physical education were not paid any attention.

There were 28 medical colleges and 4 dental colleges in the year 1951. The women hardly had one per cent share in engineering course. In case of teachers training institutes, the share of women teachers varied between 25 to 30 per cent.

6. Indian Language and Culture Neglected:

The medium of instruction and examination at university level was English and it led to excessive number of failures. Indian languages and the study of national heritage and culture were generally neglected.

7. Neglect of Weaker/backward Sections:

The education development was uneven among the states and urban/rural areas. Scheduled Caste/Tribes and other backward classes did not get any facility or chance to pursue studies.