“A is for aam”. The Indian Education System – a few stats (and why I’m here.)

As most of you already know, the entire purpose of my time in India has been to work as a Teaching Assistant as part of the newly-launched Generation UK-India programme, run by the British Council. Consequently, I’ve spent the majority of the last 2.5 months working in a fee-paying school in Greater Noida (there are many, and this area is well known for its numerous new colleges). Most of the teaching assistants on my programme have been placed in what in the UK we would refer to as ‘private’ schools (and confusingly, in the U.S, are called ‘public’ schools). However, many of the schools in India are at least partly government-funded.

The following statistics are taken from Indian School Education System, An Overview (Dec. 2014), a British Council publication, written by Arijit Ghosh and compiled by Sasha Sheppard. It can be accessed at: http://www.britishcouncil.in/sites/default/files/indian_school_education_system_-_an_overview_1.pdf

The Indian Education system is expanding at a massive rate. Perhaps the most significant piece of legislation in enforcing this has been the 2009 Right to Education Act (effective from April 2010) the Act granted the right to free and compulsory education to all children between the ages of six to fourteen, ‘in a neighbourhood [local] school’. [1]

Between 1999 and 2009, the average spending on education by both rural and urban families in India has quadrupled their expenditure on food. [2] Meanwhile, if we look at India as a whole, the Indian allocation of existing spending on education surpasses that of China, Russia and Brazil, though they are closely followed by Indonesia.[3]

India accounts for almost 18% of the world’s total population, with 1.23 billion people (behind only China’s 1.35 billion). It is also one of the ‘youngest’ countries in the world, with a median age of 27 years [4]. This provides both great scope for opportunity, but also an increasing crisis – what can be done with such a large population, if education is not provided to a decent standard, and so the Indian students of today are not ready for the job market of tomorrow? With population growth showing no sign of slowing, the race continues to educate India’s youth.

I fit into all of this in Greater Noida, which, although technically part of the National Capital Region (NCR) actually belongs to the state of Uttar Pradesh, not Delhi. Uttar Pradesh is India’s most populated state, accounting for 16% of the total Indian population [5]. Uttar Pradesh experienced one of the highest jumps in state literacy rates between 2001 and 2011, with an increase of around 15% [6]. Closely following were the states of Jammu and Kashmir, Bihar and Dadra and Nagar Haveli, which also saw a significant rise in literacy. A gender gap between male and female literacy rates remains, but this gap has declined considerably over the last decade, and is now below 20%. [7]

So where do I fit into this grand-scale?

Ok, so I don’t wake up every work-day morning and think of my role as some sort of educational mission (especially not with the colonial connotations of missionary) nor do I see myself as a symbol of knowledge in a place of ignorance (a.k.a, ‘white saviour complex’). Instead I just like to think that maybe some of the students I help know me as the funny little British lady who tries to make English lessons fun. I’m the ‘teacher ma’am’ not in a saree at school, who clutches her own water-bottle and cartoon animal pencil case tightly as she walks around school, looking slightly dazed.

Yet I am part of something bigger, and so is every slightly botched game of hangman, every failed attempt to teach ‘Old MacDonald had a farm’. I’m trying to show my students (the lucky few whose parents can afford to pay for their education from the age of three or four) something different and exciting, so that they engage with learning, enjoy their education, and want to share this privilege with others. It’s too much to ask that they’ll remember me specifically when they grow up (most of my students are only just five!) or that this experience will directly motivate them to enact change in their communities and society. But learning English will help a lot of my students reach university-level education in India at a good college, in about fifteen years, and there, these kind of ideas might be more accessible to them.

When I was having a bad day (and a pretty disastrous lesson) last week I was struck by a single sentence, uttered in Hindi and initially completely incomprehensible to me. A small boy who was normally called out for speaking in Hindi (not technically permitted in the school) and other bad behaviour, came up to me and asked me something. “Speak in English”, was my curt reply, but I turned to the class teacher to ask what he wanted. The student in question is the first in his family to attend school, and is from a local village. “He wants to know your name”, explained the class teacher. “He says that he wants to know your name so that he can tell his mother about you”.


[1] Indian School Education System, An Overview (2014) pg. 37. For more information see http://mhrd.gov.in/rte

[2] Ibid, pg. 32. Estimates from the National Sample Survey Office (NSSO) India.

[3] Ibid. Credit Suisse Emerging Market Consumer Survey (2011).

[4] Ibid, pg. 8.

[5] Ibid. See http://censusindia.gov.in/2011-prov-results/data_files/india/Final_PPT_2011_chapter3.pdf

[6] Ibid, pg. 9. Data from the Census of India 2011.

[7] Ibid. See http://populationcommission.nic.in/content/933_1_LiteracyRate.aspx

Day #50 – again, yesterday

'English Oven' bread, fruit flavoured jam (I preferred the mango one :P), apples and a spiced pear fruit smoothie!
‘English Oven’ bread, fruit flavoured jam (I preferred the mango one :P), apples and a spiced pear fruit smoothie!

So yesterday I accompanied some of the younger years on a trip to a Parle biscuit factory, located here in Greater Noida. Parle manufactures, or at least owns a lot of foods other than biscuits, but they really do seem (after a close inspection of various wrappers & packaging) to almost have a monopoly on the biscuit market here.

Highlight: Realising that my childhood trip to Cadbury World in Birmingham was like being taken to Disneyland in comparison to an Indian school trip to a factory. No display boards, no painted path, no videos or activities, just the real noise and sweat of a working factory floor. The workers were all on the main floor of the factory, and we were literally walking in between the machines in the packaging section as they worked, with workers helpfully placing themselves in front of the moving rollers/ trays. Luckily we were viewing the ‘production’ section from a slight distance, because the heat from the ovens could be felt everywhere. It was pretty cool to see the biscuits being cut into circles and whizzing around on the conveyor belt though.

Verdict: I like biscuits, and the entire surroundings of the factory smelled like baking, so all in all, I’ve had worst afternoons! The children loved being given fresh biscuits by the workers before they were packaged! Although parts of the trip made me slightly nervous (lining the students up outside as various delivery lorries were simultaneously being loaded with the biscuits…), including posing for photos surrounded by moving machinery, I couldn’t help but think that the UK could learn a lot from a slightly more relaxed approached to health & safety on school trips. Nothing compares to actually being shown a real life process in operation, rather than just reading information from visitor signs.