International Curricula Analysis & Education

CURRICULA COMPARISON BETWEEN INDONESIA AND INDIA

PREFACE

First of all, the writers extend special thanks to the God for the blessing and grace for the writer, so the writers can finish this paper on time. The writers also would like to thank to Dr. Hj. Diana Rochintaniawati, M.Ed. as the lecturer that always teach and give us knowledge to understand the courses.

As a part of IPSE ( International Program on Science of Education ) and in order to gain extensive knowledge in the field of International Science Curricula Analysis and Lesson Planning Course, the writers make a paper on Curricula Comparison between Indonesia and India. The writers are aware that there are many mistakes in writing this paper. Therefore, the writers will welcome any suggestions and criticisms from the readers.

Doing this paper help the writers to understand International Science Curricula especially in India. Through this paper we come to know the importance of team work as well as the role of devotion of work. Hopefully this paper can be used as a reference for the readers to expand their knowledge.

Bandung, May 2018

CHAPTER 1 INTRODUCTION

1.1. Background

Republic of India is a country in South Asia. It is the seventh-largest country by area, the second-most populous country (with over 1.2 billion people), and the most populous democracy in the world. The name India is derived from Indus, which originates from the Old Persian word Hindu. The latter term stems from the Sanskrit word Sindhu, which was the historical local appellation for the Indus River. The ancient Greeks referred to the Indians as Indoi (Ἰνδοί), which translates as "The people of the Indus".

India is similar with Indonesia. India is notable for its religious diversity, with Hinduism, Buddhism, Sikhism, Islam, Christianity, and Jainism among the nation's major religions, just like Indonesian did. This country also rich of culture include its famous dance, literature, fashion, music, cuisine, society, art, and architecture, etc. We can easily know the culture of India from its movie or directly from Hindi who lived in Indonesia.

As the first most watched film in the world, not infrequently, these films raised the story of education. The story was very good; even make us carried away in the story. Then, these things increase our curiosity about, how is the real condition about education in India? Is it the same with Indonesia? This paper, beside that as used to fulfil our assignment, but it could answer the question about India education system.

1.2. Problem of Analysis

· How is education system in India?

· How is the structure of basic education in India?

· What is PISA and TIMSS Rank of India in this world?

· What is India’s education Issues that recently happens there?

· What is India’s curriculum in Science education for middle school?

· What is India’s Science Education issues?

1.3. The Purposes of Analysis

1. General Purpose

To know the education system in India and compare it with education system in Indonesia.

2. Specific Purpose

- The Students are able to learn about International Curricula especially in India

- The students are able to make an analysis and comparison between India and Indonesia education system

CHAPTER II

THEORITICAL REVIEW

1.1. Education in India

Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state and local. Under various articles of the Indian Constitution, free and compulsory education is provided as a fundamental right to children between the ages of 6 and 14. The ratio of public schools to private schools in India is 7:5.

India holds an important place in the global education industry. The country has more than 1.5 million schools with over 260 million students enrolled and about 751 universities and 35,539 colleges. India has one of the largest higher education systems in the world. Around 35.7 million students were enrolled in higher education in India during 2016-17. However, there is still a lot of potential for further development in the education system.

India has become the second largest market for e-learning after the US. The sector is currently pegged at US$ 2 billion and is expected to reach US$ 5.7 billion by 2020. The distance education market in India is expected to grow at a Compound Annual Growth Rate (CAGR) of around 11 per cent# during 2016-2020. Moreover, the aim of the government to raise its current gross enrolment ratio to 30 per cent by 2020 will also boost the growth of the distance education in India.

The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. The education market in India is currently valued at US$ 100 billion and is expected to nearly double to US$ 180 billion by 2020. Currently, the school segment is valued at US$ 52 billion and contributes 52 per cent to the education market in India, higher education contributes 15 per cent of the market size, text-book, e-learning and allied services contribute 28 per cent and vocational education in manufacturing and services contributes 5 per cent. Higher education system in India has undergone rapid expansion. Currently, India’s higher education system is the largest in the world enrolling over 70 million students while in less than two decades, India has managed to create additional capacity for over 40 million students. It witnesses spending of over Rs 46,200 crore (US$ 6.93 billion).

Structure of Basic Education in India

The Indian education system is structured as follows:

Pre-school Education

This level is not compulsory. The Montessori system is especially popular at the pre-school level

• Private play schools: Catering for children between the ages of 18 months and three years.

• Kindergarten: This is divided into lower kindergarten (for three- to four-year-olds) and upper kindergarten (for four- to fiveyear-olds)

Primary Education

Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to VIII)) education is compulsory and free in India. Primary education begins at age 6 with Middle/Upper Primary school education ending at age 14. Schooling is offered at state-run and private schools, however, private schools often have poorer facilities and infrastructure than government schools. The regional language is the medium of instruction for most primary schools and English as a second language generally begins by grade 3.

Secondary Education

Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is broken into two, two year cycles, generally referred to as General/Lower Secondary School, or ‘Standard X’, and Upper/Senior Secondary School, or ‘Standard XII’. Education continues to be free at government schools, although private education is more common at the secondary level. Public examinations are held at the end of both cycles and grant access to grade 11 and university level study respectively. General curriculum for lower secondary school in India consists of three languages (including the regional language, an elective, and English language), Mathematics, Science and Technology, Social Sciences, Work/Pre-Vocational Education, Art, and Physical Education. Secondary schools are affiliated with Central or State boards which administer the Secondary School Certificate at the end of grade 10.

Based upon performance in the first two years of secondary school, and upon the SSC results, students may enter Senior/Upper Secondary School. Upper Secondary School offers the students a chance to select a ‘stream’ or concentration of study, offering science, commerce, and arts/humanities. Education is administered both in schools or two-year junior colleges which are often affiliated with degree granting universities or colleges. Curriculum for the Higher Secondary Certificate Examination is determined by the boards of secondary education of which there are 31. Although the HSCE is the most common Standard XII examination, the All India Senior School Certificate (CBSE), Indian School Certificate, Certificate of Vocational Education (CISCE), Senior Secondary Certification (NIOS), Intermediate Certificate and the Pre-University Certificate are also offered.

Tertiary Education

There are various types of tertiary institutions in India, namely Universities (Central, State, Open), Universities of National Importance, and Deemed universities. Instruction of the majority of students, almost 80%, is completed at affiliated colleges with the curriculum, examinations, and final degree being designed and granted by the university. Constituent and Autonomous colleges also exist; though less common although they do enjoy greater autonomy in regards to curriculum development and assessment.

Admission to undergraduate courses generally requires completion of the Standard XII years of schooling and admittance to university depends almost exclusively upon performance on the examination. Bachelor’s degrees in the fields of arts, science, social studies, and commerce are almost exclusively three year programs. Diploma programs exist and range from 2 – 3 years in length and are provided at polytechnics, usually in a specialized engineering or technological field, and culminating in an Advanced or Post Diploma. Professional Bachelor’s degrees, in the fields of Medicine, Architecture, Law, etc., vary from 4 – 5.5 years depending upon the discipline.

Admission to graduate (Master, Post Graduate Diplomas, MBA, etc.) programs is dependent upon completion of a bachelor’s degree (3 or 4 years, depending upon the subject) with a Second Class pass or higher. Non-university education in Management is popular in India, with many institutions offering Post Graduate Diplomas in Management, lasting 2 years and generally equivalent to an MBA. Doctoral level degrees require a minimum of two or three years and consist of research and a thesis or dissertation.

1.2. Rank of PISA and TIMSS

PISA (Program for International Student Assessment), the survey is conducted by the Organization for Economic Cooperation and Development to test education systems by comparing the test performance of 15-year-old pupils. The two-hour test not only evaluates the cognitive skills of students in science, math, and reading, but also assesses their ability to solve problems in new and unfamiliar conditions. The approach of PISA, according to the OECD’s director of education, “reflects the fact that modern economies reward individuals not for what they know, but for what they can do with what they know.”

For some reason, India refused to participate in the global survey. India’s refusal to participate in PISA is hard to understand and also defies logic. In the 2009 survey, students from two Indian states, Tamil Nadu and Himachal Pradesh, participated; India placed 72nd among the 74 participating countries. Since then the Human Resource Development Ministry in India has chosen not to participate in PISA, as they perceived that there was a socio-cultural disconnect between the questions and Indian students, because of India’s peculiar “socio-cultural milieu.” Although India’s concerns have been backed by educational experts, that doesn’t change the fact that the PISA results can help in assessing standards of education in India, especially at the primary level.

The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. TIMSS data have been collected from students at grades 4 and 8 since 1995 every 4 years, generally. In addition, TIMSS Advanced measures advanced mathematics and physics achievement in the final year of secondary school across countries. TIMSS Advanced data have been collected internationally three times, in 1995, 2008 and 2015. The United States participated in TIMSS Advanced in 1995 and 2015. TIMSS is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). The 2003 TIMSS study ranked India at 46 among 51 countries. Indian students’ score was 392 versus average of 467 for the group.

1.3. Educational Issues in India

The main issues and challenges of contemporary Indian education are as follow.

· Unsatisfaction of youth: Teachers are unable to satisfy the youth by their knowledge and methods of teaching their knowledge level and education system is not providing the satisfaction and due to this the youth stands against the teachers and system.

· Poverty: the cost of getting education is very high so poor of our society find themselves lost in getting education

· Political unwillingness: Politicians think that they got five years to fulfill their wishes. Matters of education are just kept in pending.

· Cartelism: creates a wall between lower class and upper class.

· Dearness: Fee of colleges and schools is rising day by day with public schools raising their fee structure in every session but the wages of laborer is not increasing at the same speed. So poor people find themselves unable in admitting their children in those schools. And government schools do not compete with the public schools or CBSE schools.

· Corruption: This has become the right of all government officers and whole system. In many schools it is found that the fund which was sending to the school disappeared on the way.

· Privatization: Some learned people say that government officials take higher salaries but not work according to that. But in private institutes teachers remains in very critical conditions which is not good for the education system.

· Unawareness of teachers: about the methods and techniques of teaching. Even they are not interested in these. Teaching is the profession in which a teacher needs to polish his /her knowledge day by day. And because it is the profession daily updating of methods and techniques is compulsory. I think this is the demand of the profession but our teachers are so rigid that they don’t want to change themselves.

· Character of teachers: A teacher is the only person who can change the direction of the society. This influences much our society than any other part of the society. This effects much our education than all the above points. But nowadays news in different form can be read in newspapers that a teacher kidnapped his /her students or a teacher raped his student. And due to this many students left their schooling on the mid way.

Curriculum That Used in India

The structure and curriculum of education in India in general by its colonization. But after independence, the effort of education on the rapid expansion In contrast to comprehensive reform. Thus the constitution prevailing in 1950, matters relating to education is the delivery of material and is therefore a grant of education and assistance. The article in the constitution of India cites the right of private institutions to education and receives assistance from the government and also provides certain standards to be issued by the agency.

So the issue of education is the responsibility of the government. The unity of the minister of education examines what is done by doing all the existing standards in higher education and conducting activities for research and technical and scientific education. Furthermore, this ministry arranged the universities of Aligarh, Banaras, Delhi and Visvabharati (as well as other universities) because the parliamentarians stated this. Has become a national desire.

The curriculum and standards of elementary school (elementary school) include Lessons, writing and spelling Indian language, history and culture, geography, literature, science and health. In high school (high school) also receive science and math lessons and even some schools equipped with guidebooks and home sciences (home sciences). Hindi language is taught (though not always given except southern India) throughout high school. English is even given even sometimes required for high school (high school).

The field of specialization in higher education is related to traditional disciplines such as history, English literature and political science. When a student has chosen a particular department, he cannot change his specialty. Some universities have provided general study programs on the basis of experiments. Smart students allow entry to physics, chemistry, engineering or medicine.

There are two key versions of the Indian curriculum: the CBSE (Central Board of Secondary Education) and the CISCE (Council for the Indian School Certificate Examinations). Our international schools offer both of these pathways to our students. There are a few differences between the two schemes which are worth noting:

The CBSE curriculum is designed and developed by the National Council of Educational Research and Training, New Delhi. It prepares students for the All India CBSE Secondary Schools Examination at age 16 (end of grade 10) and the All India Senior School Certificate Examination at age 18 (end of grade 12).

The CISCE curriculum prepares students for the ISCE examination in secondary school and the ISC (Indian School Certificate) examination in the final year of secondary school.

In India, science content for upper primary school (Standard VI to VIII) as follows:

Subject	Content
Biology (Including Environmental Science)*	Characteristics and classification of living organisms; variety in the structure of living organisms; ecosystems; biodiversity; ecosystem conservation; human population; pollution; growth and development of living organisms; human development; health; muscular, digestive, respiratory, and circulatory systems in humans; the structure and function of plant tissues; photosynthesis; nutrients; transport systems in plants; and plant diseases The human excretory and reproductive systems; the human nervous system and the senses; adaptation, selection, and reproduction in living organisms; heredity in living organisms; biotechnology applications in agriculture
Chemistry	Properties of acids, bases, and salts; elements and simple chemical formulas; characteristics of elements, compounds, and mixtures; atoms, ions, and molecules; matter and density; physical and chemical changes; and chemical substances in everyday life
Physics	Measurement; scales and units; motion, force, and energy; vibrations and waves; optics; electricity; magnetism; the solar system; sound and light; and electrical energy
Earth Science (Part of Social Science)	Earth’s structure, processes, cycles, history, and physical features (e.g., lithosphere, hydrosphere, and atmosphere); Earth in the solar system and the universe; and using maps, atlases, and globes

Issue of Science Education

There are several issues of education that happen in India. That is about facilities, curriculum issues, rural education, women’s education, teacher careers, corruption in education, and grade inflation.

· Facilities

Most schools in India have been used as a facility to support all the needs of students and all parties in school. According to Annual Survey of Education Report (ASER), 3.5% schools in India had no toilet facility while only 68.7% schools had usable toilet facility. 75.5% of the schools surveyed had library in 2016, a decrease from 78.1% in 2014. Percentage of schools with separate girl’s toilet have increased from 32.9% in 2010 to 61.9%in 2016.74.1% schools had drinking water facility and 64.5% of the schools had playground.

From these data it can be seen that schools that still do not have toilets are schools located in rural areas. There are even classes that cannot accommodate all of their students. Therefore, there was a wide range of students in the classroom. While the school is progressing in the facility takes place in the center of the City in India.

· Curriculum Issues

Modern education in India is often criticized for being based on rote learning rather than problem solving. New Indian Express says that Indian Education system seems to be producing zombies since in most of the school’s students seemed to be spending majority of their time in preparing for competitive exams rather than learning or playing.BusinessWeek criticizes the Indian curriculum, saying it revolves around rote learningand Express India suggests that students are focused on cramming.Preschool for Child Rights states that almost 99% of pre-schools do not have any curriculum at all. Also creativity is not encouraged or is considered as a form of entertainment in most institutions

· Rural Education

The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. However, in some cases lack of financing balanced the gains made by rural education institutes of India. Some ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results. Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small.

Education in rural India is valued differently from in an urban setting, with lower rates of completion. An imbalanced sex ratio exists within schools with 18% of males earning a high school diploma compared with only 10% of females. The estimated number of children who have never attended school in India is near 10 core which reflects the low completion levels.[citation needed] This is the largest concentration in the world of youth who haven't enrolled in school.

· Teacher Absence

India’s education system is mired in corruption and a high rate of teacher absenteeism in the country was a key factor for it according to the new global study. The UNESCO’s International Institute of Educational Planning study on corruption in education released recently says that 25% teacher absenteeism in India is among the highest in the world, second only after Uganda that has a higher rate. The global average of teacher absenteeism is about 20%.

Teacher absenteeism does not just affect quality of education; it is also a huge drain on resources resulting in the wastage of 22.5% of education funds in India the study said. Politics in teacher appointments and transfers is a major reason for teacher absenteeism according to a professor at National University for Education Planning and Administration.

The study identifies the absence of well-established criteria for teacher recruitment a uniform policy on promotion, remuneration and deployment as some of the main reasons identified for teacher absenteeism. However the report found married teachers to be more regular at job than unmarried teachers.

In Bihar two of every five teachers were reported absent the figure in UP was reported to be one-third of the total teachers. However in states like Gujarat and Kerala the figure was lower than 15% the report based on several small studies

Teachers also believe highly in private tutoring a practice identified by UNESCO as unethical. It does not complement learning at school and leads to corruption the report said. The practice of ghost teachers and involvement of teachers in mismanagement of schools were other gray areas identified in the Indian education system.

CHAPTER III

DISCUSSION

What students learn in India is quite different from that in Indonesia. first of the number of eyes Lessons learned. In Indonesia we know that the Lesson subject to be learned is very much. Can be up to 12 or 14 Subjects eye. In India there are only 6 Subjects where it is science, writing and spelling Indian language, history and culture, geography, literature, science and health. In science subjects of India and Indonesia also different. India focus in Biology (Including Environmental Science), Chemistry, Physics, and Earth Science (Part of Social Science) while in Indonesia consist of Mathematics, Biology, chemistry, and physics.

In addition, in India, the system of learning by rote is very much at the point of emphasis. Because the education system there is very dependent on the national exam. Meanwhile in Indonesia follow the curriculum set by the government where there are various aspects of the learning system.The learning process that students do in India is not long. Where they can come home at 12 noon. However, students in India continue learning lessons until the afternoon and do homework at home at night. The students are very enthusiastic in learning and have a strong desire to pass the test. While in Indonesia there are still differences that occur in urban and rural areas as well as private schools and public schools. Where in public schools usually only do the learning process from 7 to 2 hours while private full until afternoon or at 4 o'clock.

Besides the differences between education in India and Indonesia there are also similarities in the field of education, such as in the case of rural education, facilities are less equitable, and also corruption. The cases are still running until now and the improvements made have not produced good results.

CHAPTER IV

CLOSING

1.6. Conclusion

In developing an education a curriculum is required. Because a curriculum is a foundation that will build a learning system. Needed a comparison to build the curriculum for the better. After the discussion that has been described above between the comparison of curriculum in Indonesia and India there are many similarities and differences. The similarity is in the case of rural education corruption, as well as uneven facilities. The difference is in the curriculum science and also the learning system.

To build a good curriculum then we must have a good reference that we can take the positive side. Also as a comparison whether the curriculum in the country of Indonesia has advanced or even not develop. There is no striking difference from the curriculum of Indonesia and India. And both countries can still improve the curriculum system for the better.

1.7. Advice

To do a comparison of curriculum it would be good to do with a developed country in the field of education and also in the scope of not much different fellow countries in Asia. Because the culture of very affects the curriculum of a country. One example of the country is Singapore.

References

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Education System in India. (2012). Retrieved from https://www.classbase.com/countries/India/Education-System

Guest Author. (2017). ISSUES AND CHALLENGES OF INDIAN EDUCATION. Retrieved from https://beebulletin.com/issues-challenges-indian-education/

India improves entries in global universities ranking for Asia. (2018). Retrieved from https://economictimes.indiatimes.com/industry/services/education/india-improves-entries-in-global-universities-ranking-for-asia/articleshow/62809819.cms

Study in India. (2016). Retrieved from https://www.educations.com/studyguides/asia/study-in-india/

The Indian school system. (2018). Retrieved from https://www.justlanded.com/english/India/India-Guide/Education/The-Indian-school-system

Why Does India Refuse to Participate in Global Education Rankings? (2018). Retrieved from https://thediplomat.com/2017/01/why-does-india-refuse-to-participate-in-global-education-

rankings/

Curricula Comparison Between Indonesia and India - By Hengky Kusniar