Warning: Creating default object from empty value in /home/graamam/public_html/gramam/plugins/system/J2top.php on line 86
General Education
gototopgototop

Keralam

Whos online

We have 3 guests online

Statistics


Warning: Creating default object from empty value in /home/graamam/public_html/gramam/modules/mod_stats/helper.php on line 106
Content View Hits : 266143





 

ENGLISH AND PERFORMANCE IN EDUCATION
         

         A comparison of native language countries of Asia such as China, Indonesia, Vietnam, Thailand and Korea and colonial language countries of south Asia including India, Pakistan, Bangladesh, and East Asian economies of Philippines and Malaysia reveal that all indicators in education are poorer for native language countries. The students get quality training for livelihood, less likely to stay in learning stages and even the few who get professional education in English at the cost of poor taxpayer is likely to migrate to English speaking countries to serve the rich in high income countries leaving the local people at the mercy of corrupt bureaucracy

-   Survival Rate to the last Grade is above ninety percent in all native language countries and the children in south Asian countries are of India, Pakistan and Bangladesh are least likely to survive to last grade. The dropout rate and repeaters is very high. 

-   The Gross Intake ratio to the last grade is above hundred percent in all native language countries and not a single colonial language country has achieved the optimal enrolment. 

-  The Gross Enrolment ration in secondary schools in China, the most populous county 60 % of children are likely to enrol in secondary schools, but only 42% could do so in India.

-   % and 40 % of the students in China are enrolled in technical and vocational programmes at Secondary school level and Upper Secondary level respectively, it is miserable 1% and 2 % respectively in India.

-   Professional education in colonial language countries leads to brain drain of the crème de la crème educated in premier institutes to English speaking native countries.
 
       

SR- L  Survival rate to last grade

GIR-L  Gross intake ratio to the last grade

GER   Gross enrolment ratio Upper secondary (ISCED 3) all programmes

ETV-   Enrolment in technical and vocational programmes (%) secondary ETV-UpS Enrolment in technical and vocational programmes (%) secondary (ISCED 2-3)

School life expectancy:School life expectancy (approximation method) in years Primary to tertiary, ISCED 1-6

H1B visas Workers in speciality occupation (H1B) 2008

Green card: Employment-based preferences- persons obtaining legal permanent resident status by broad class of admission and region and country of birth: fiscal year 2008

      The best performer in several indicators of education in English dominant major countries such as Malaysia that is the most developed is as good as the most poor of the native language country, Vietnam. The English based education system is a fallacy that, the benefit to individual in not translated into social benefit to all.

   Would the children of America better learn if their school education in English and college education is in Chinese? Would British people accept compulsory interviews in French for becoming clerks in the banks of London to serve English speaking customers?

English: Bread and Butter ...... English is everything
 
     
Access to toilets for mothers   Access to food for children
 

       In India, progress in associated with English language because access to knowledge, credit and labour market is restricted by competency in English. One need not write recruitment tests in English in the Quebec province of English speaking Canada and study in English in the premier universities of the Puerto Rica territory of English speaking America. Unfortunately in India it is not the language of citizens that matter for getting educated, getting employed and getting loans. Hence English medium schools have become the route to prosperity. 

Parents race for seat ......

Hopeless to Hopeful

 

       Anglophone policy makers and English speaking elite draft policies by learning from each other. Indian policy makers do not learn from big countries of China, Japan or Korea. But from Anglophone Malaysia and Philippines that in turn do no study from big neighbours, but from city state of Singapore. When Malaysia introduced English in place of mother tongue for teaching math and science, other countries followed without heeding to the advice of international organisations such as UNESCO. Now Malaysia has realised the folly and other Anglophone countries hail its relevance.

African Lesson

 
......

Philippines

 
     

Malaysia

 

Hong Kong

 

 

       There is no debate over replacing Finnish with English in Finland, the most techno savvy country on planet with best education system. Korean is not replaced by English in the most techno savvy Asian country with education system. But there is continues debate over English vs. mother tongue education in Anglophone Asian countries that miserably failed to provide basic education to its people.

Education in Finland ...... Schools in Finland
 
     

Education in Korea

  Culture of studying
 

        Though mother tongue education matter for better learning, it is the competency colonial language that matters for getting job, accessing government, acquiring knowledge and attaining social status in India and other colonial language countries. Hence there is an unprecedented demand for English medium schools in India and Anglophone countries. Individuals succeed in Anglophone Asian countries, but the nations have failed.


Read Malayalathinde Bhaavi-Bhasha Asoothranavum, Maanava Vikasanavum” (The Future of malayalam - Language Planning and Human Devolopment) in Malayalam written by K. Sethu Raman published by Maathrubhoomi Books for further details and analysis.