Importance of Undergraduate Programme and India

An education system occurs after 12th and before Post graduation known as graduation or post higher secondary education system, under graduation is a basic foundation, ground or plinth on which a desired building built. In India it takes three or four years to complete a "graduate" degree. The three year undergraduate programs are mostly in the fields of arts, commerce, science etc., and the four year programs are mostly in the fields of technology, engineering, pharmaceutical sciences, agriculture etc. However, for medicine, law and architecture, the period has been five years. This paper is an attempt to explore the importance of undergraduate program, its Background of Indian education system, Today education system in India can be divided into many stages, Courses Offered, Importance of Undergraduate Programme , Reality of Indian graduate education system, Steps to be taken to eradicate these problems.

 

Introduction 

Undergraduate education is an education level taken prior to gaining a first degree (except for an associate's degree). Hence, in many subjects in many educational systems, undergraduate education is post-secondary education up to the level of a bachelor's degree, such as in the United States, where a university entry level is known as undergraduate while students of higher degrees are known as graduates. In some other educational systems and subjects, undergraduate education is post-secondary education up to the level of a master's degree, for example in some science and engineering courses in Britain and some medicine courses in Europe. In India it takes three or four years to complete a "graduate" degree. The three year undergraduate programs are mostly in the fields of arts, humanities, science etc., and the four year programs are mostly in the fields of technology, engineering, pharmaceutical sciences, agriculture etc. However, for medicine, law and architecture, the period has been five years. Undergraduate coursework is a basic educational foundation within a given program of study following high school. The course work includes a general cluster of knowledge that promotes a well-rounded education. Thus, the student is exposed to a variety of areas, not just their chosen field of study.

 

Background of Indian education system

Early education in India commenced under the supervision of a guru. Initially, education was open to all and seen as one of the methods to achieve Moksha, or enlightenment. As time progressed, due to superiority complexes, the education was imparted on the basis of caste and the related duties that one had to perform as a member of a specific caste. The Brahmans learned about scriptures and religion while the Kshatriya were educated in the various aspects of warfare. The Vaishya caste learned commerce and other specific vocational courses while education was largely denied to the Shudras, the lowest caste. The earliest venues of education in India were often secluded from the main population. Students were expected to follow strict monastic guidelines prescribed by the guru and stay away from cities in ashrams. During the 19th and 20th centuries most of the Indian princely states fell under the British Raj. The British rule during the 19th century did not take adequate measures to help develop science and technology in India and instead focused more on arts and humanities. Till 1899 only the University of Bombay offered a separate degree in sciences. In 1899 B.Sc and M.Sc. courses were also supported by the University of Calcutta. By the late 19th century India had lagged behind in science and technology and related education. However, the nobility and aristocracy in India largely continued to encourage the development of sciences and technical education, both traditional and western. While some science related subjects were not allowed in the government curriculum in the 1850s the private institutions could also not follow science courses due to lack of funds required to establish laboratories etc. The fees for scientific education under the British rule were also high. The salary that one would get in the colonial administration was meager and made the prospect of attaining higher education bleak since the native population was not employed for high positions in the colonial setup. Even the natives who did manage to attain higher education faced issues of discrimination in terms of wages and privileges.

 

Today education system in India can be divided into many stages 

• Pre- Primary - It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words.

• Primary - It includes the age group of children of 6-11 years studying in classes from first to fifth.

• Middle - It consists of children studying in classes from sixth to eighth.

• Secondary - it includes students studying in classes ninth and tenth. 

• Higher Secondary - Includes students studying in eleventh and twelfth classes.

• Undergraduate - Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years.

• Postgraduate - After completing graduation a student may opt for post graduation to further add to his qualifications.

Courses Offered 

Studying in India is an enriching experience in itself that opens gates to professional growth. India offers many graduate, post graduate and doctoral level courses to NRIs and PIOs.

Engineering and Technical Education

With 36 universities and 1195 colleges offering undergraduate and postgraduate engineering courses in various branches, India is rightly referred as a Mecca for finding engineers suited to cutting edge technology jobs. Over 200,000 students take admission in Indian engineering institutes and colleges. All the engineering colleges / institutions in India are recognised and regulated by All India Council of Technical Education (AICTE).

Medical Education

Indian Medical Institutes are known worldwide for providing medical education of international standards. There are 18 university level institutions and 785 medical colleges offering undergraduate Programmes in medicine and related areas (including pharmacy, Ayurveda, Unani, Homeopathic and nursing). All medical/ dental/ pharmacy/ nursing colleges in India are recognised and regulated by the statuary bodies i.e. Medical council of India / Dental Council of India /Pharmacy Council of India / Indian Nursing Council at central level.

Agricultural/Veterinary Education

India is the most preferred destination for agricultural education including study of animal sciences, dairy and fishery sciences. There are 40 renowned university level institutions and more than 199 colleges offering various courses in Agriculture. Undergraduate Programmes are offered in 11 major disciplines and postgraduate Programmes in as many as 65 different specialisations. All universities also offer Ph.D Programmes in these specialisations. The universities offering medical educations in Indi/a are under the control of an apex national body, Indian Council for Agricultural research (IICAR), which is responsible for the promotion and coordination of agricultural research and higher education in various branches of Agriculture and Allied Science in India. 

Management Courses

To meet the growing demand of management professionals, India started its first formalised management educational Programme in the late 1950s. Today, India has 600 institutes offering Programmes in management at undergraduate and postgraduate levels with prestigious institutes like the Indian Institute of management (IIMs). All management colleges/institutes in India are recognised and regulated by All India Council of Technical Education (AICTE), a statutory body of Government of India.

Natural/Applied Sciences/Liberal Arts and Humanities

Students from all over the world come to the Indian shores for study of Natural and Applies Sciences, Liberal Arts and Humanities, the reason- India has a wealth of resources, from infrastructure to faculty. A variety of Programmes are available in traditional liberal arts and humanities. There are 162 traditional universities and more than 7,494 colleges offering degree in Science/ Arts / Commerce. Undergraduate Programmes are offered in more than 150 disciplines and post graduate in 50 more than 50 specialisations.

Hotel Management and Tourism

The degrees offered by the Indian institutions in Hotel Management and Tourism studies equip students with all required skills and knowledge to effectively discharge supervisory and managerial responsibilities in the hospitality industry. With 24 Institutes of Hotel Management (IHMs) and 6 Food Craft Institutes spread all over the country, India offers three-year degree Programme in hotel management and catering technology. (IITM) offers short term courses designed for travel and tourism studies.

Fashion and Design Technology

India has always been the hub of textile and garment trade. There are as many as 75 institutes in India that offer courses in fashion, design technology and related fields. Training at these institutes is imparted keeping in mind the demands of the international market. The institutes are equipped with latest technologies, laboratories, workshops, design and research centres, libraries, and computers. Courses provided in India play an important role in the professional life of an individual. Studying a particular topic within a wider subject area is known as course. A course is the source to build the qualification.

Importance of Undergraduate Programme   

• Graduation is necessary for post graduation 

• Basic fundamental of specific stream

• Orientation of a field

• Understanding basic concepts of a stream

• Common information related to a branch 

• Economic Benefit

• By the undergraduate program students can develop new knowledge and skills to pursue new career opportunities.

• Updating and adapting their core knowledge and abilities to compete in the ever changing global socio - economic scenario.

• Extension of the knowledge gain during school education

• To provide eligibility for further studies and many career opportunity

Reality of Indian graduate education system

• Some of the degrees are not a good job oriented degree

• Courses not provide practical exposure 

• Courses not provide great economic development

• Students are master of none may be jack of some

• Lack of sincerity on the part of student, faculty , and management as well as other authority

• Students do not have the freedom of selecting their career

• Students not have the vision to think beyond

• Race for marks

• Syllabus is not as per the current scenario

Steps to be taken to eradicate these problems

• Structured training and development opportunities

• On-the-job training

• Career counseling  

• Best talents of the country should work in the education sector

• Syllabus should be as per the current scenario

• A world class infrastructure

• Greater investments into education, public as well as private sector

• Education which encourages innovation and creativity

• Education which encourage entrepreneurship

Conclusion

We are still following  the colonial model of education. Which was designed by the British Viceroy Mc culay to serve their colonial interests. In his own words the purpose of that model was to prepare a class of Indians who are Indians by blood and color, but British in their thoughts. We are the citizens of a free India but slaves of the west.

UG Programmes are the crucial tool to generate professional skills in an individual so that they may become competent for professional environments. How ever an individual should not choose stream  only  as per the trend but should evaluate own calibers interest related to the requirement

References

Anderson, C.A. and Bowman, M.J. (eds.) (1965) Education and Economic Development.  Chicago: Aldine. 

Asian Development Bank (1991) Technical and Vocational Education and Training.  Manila. 

Balogh, Thomas (1969) Education and Agrarian Progress in Developing Countries, In: Hufne, K. and Naumann, J. (eds.) Economics of Education in Transition.  Stuttgart: Ernst Klett, pp. 259-68.

Bennell, P. (1995) General versus Vocational Secondary Education in Developing Countries: A Review of sthe Rates of Return Evidence.  IDS Working Paper 23. Sussex, Brighton: Institute of Development Studies.

Grubb, W.N. (1985) The Convergence of Educational System and the Role of Vocationalism.  Comparative Education Review 29 (4): 526-548.