The National Child Development Council (NCDC) recently held an important core committee meeting. Senior members of the council came together to discuss the widening gap between formal education and real-life needs.
The meeting aimed to pinpoint major flaws in the current education system and suggest practical solutions to make learning relevant, ethical, and prepared for the future.
In opening the discussion, NCDC Master Trainer Baba Alexander pointed out that students today go through many academic stages, from kindergarten to post-graduation and professional courses, but much of what they learn does not help them in personal life, career development, or national progress. He expressed worry about the decline in civic sense, social responsibility, ethics, and public behavior among educated youth. He noted that, when compared to global standards, Indians often fall short in civic discipline and social conduct, stressing the urgent need to weave these values into the curriculum.
Baba Alexander also emphasized that rapid technological changes, such as artificial intelligence, are not showing up enough in current syllabi. He mentioned that even degree programs like medicine, nursing, engineering, and law are not keeping pace with changes in their fields.
Another significant concern was language education, especially English communication skills. He criticized the overemphasis on grammar theory over practical usage and pointed out that poor communication skills among public leaders can undermine the dignity of the state and nation.
Mohammad Rizwan, another core committee member, supported these views by referencing international practices, using Japan as an example where early schooling avoids formal examinations. Instead, students learn about hygiene, discipline, public behavior, cleanliness, and social responsibility. He suggested that India adopt similar methods, particularly in early education, where children should learn essential life skills like conserving water, reducing food waste, and maintaining hygiene instead of facing exam pressures.
One of the NCDC members shared her personal experiences, stressing that education should be meaningful and applicable to real life. She described her career changes, from nursing to teaching, as driven by her desire to contribute to society and grow personally. She argued for education as a lifelong journey that fosters adaptability, self-discovery, and fulfillment, rather than just accumulating degrees.
A committee member from NCDC, noted that while many students today earn impressive degrees and grades, they often face challenges with workplace ethics, social behavior, and communication skills. She highlighted that academic knowledge by itself is not enough and that talent, confidence, and behavior are key to career success. According to her, these essential skills need to be developed starting in school.
In their closing remarks, the committee members agreed that the real purpose of education is being lost due to an overemphasis on grades and certificates. They stressed that a well-educated person should be a responsible citizen, emotionally balanced, socially aware, and skilled in practical applications of life. They advocated for activity-based learning, real-world exposure, involvement in social services, and the freedom for children to think, act, and learn from experience instead of just memorizing facts.
The NCDC core committee concluded that meaningful education reform is critical for shaping responsible individuals and a stronger, more disciplined society.
