Equality, quality and quantity: The elusive triangle in Indian education

The simultaneous pursuit of equality of opportunity and improvement of standards in the face of scarce resources confronts Indian education with a dilemma common to many countries. Equality and quality are relatively new values for education in India stimulated by the British system and the influence of the ideals of nationalist leaders like Gandhi, but they only gain ground slowly. The modernization process has introduced some changes into class and caste structures in the social and economic context of education, but the situation of the rural masses remains essentially unchanged. In the drive for equality of opportunity, there has been a visible advance in the enrolment of girls, though this may not reflect a real change in status. The same may be said of the education of the lower intermediate and scheduled castes. Regional disparities within the country also continue. The high rate of adult illiteracy has only recently been seen as a major problem, requiring massive government action. In primary education there has been rapid growth, despite continued wastage, but the effects of the power structure on the allocation of resources to education are seen in the reckless expansion of secondary and higher education. Examination of the quality aspect reveals the dual nature of the system, with high standards in a small group of institutions and a less favourable situation in the majority. The major obstacle here is the lack of resources.