Literacy has increased tremendously and exponentially, and people are pursuing knowledge and certification of the knowledge.  But I also wonder if truly educated, humane, and peace loving folks have increased in numbers at the same rate.  

In certain places, we see an increase in crime, decrease in tolerance of those of differing beliefs.  But sometimes we also see a great compassion for the under- privileged shown to others of differing culture and beliefs.  These are valuable gems that are the fruit of education whose roots are bitter, but whose fruits are sweet.

You can rapidly evolve from a technical/education point of view accepting that the underlying biology of the actors/participants do not follow these cultural evolutions?

Literacy has increased tremendously and exponentially, and people are pursuing knowledge and certification of the knowledge.  But I also wonder if truly educated, humane, and peace loving folks have increased in numbers at the same rate.  

In certain places, we see an increase in crime, decrease in tolerance of those of differing beliefs.  But sometimes we also see a great compassion for the under- privileged shown to others of differing culture and beliefs.  These are valuable gems that are the fruit of education whose roots are bitter, but whose fruits are sweet.

The learning environment has been changed, new methods have been developed, scientific approach to education is assumed, but, as you have said dear @Gouravjeet , numerous problems have appeared and/or became much serious. One may say that there is dis-balance between education and its outcomes in terms of achievements that would bring better life, peace, reduce poverty, solve energy problems, environment problems...

We have several excellent examples of the power of education recemtly as in Irlanda and Korea. Two social transformations by education without a dtop of blood.

Very good question, Dear Gouravjeet. The access to school is becoming much more massive and universal, which is in fact a very great achievement. The school is perhaps becoming “more democratic”. However, and unfortunately, the necessary quality level and the true human development, like in any system that grows very fast, does not necessarily follow immediately or so easily such growing? But is merely a question of time? I suppose that the answer to these my own questions perhaps is positive.

ASSESSMENT OF HIGHER EDUCATION LEARNING OUTCOMES

Higher education participation has expanded in stages across countries and world regions. Altbach et al. (2009) note that the United States and Canada were first to achieve mass higher education in the 1960s, followed by Western Europe and Japan in the 1980s. This trend then spread towards emerging regions.

The growth in tertiary enrolments over the past four decades was more obvious in emerging regions, notably Sub-Saharan Africa (8.4% average annual growth), the Arab states (7.4%), East Asia and the Pacific (7%), Latin America and the Caribbean (6.4%). and South and West Asia (6%). More recent trends suggest that the greatest growth is now taking place in South and East Asia.

China and India alone will account for over half of the global increase in student numbers in the years to come (Kapur and Crowley, 2008). Moreover, by 2020, they will account for 40% of young adults (aged 25-34) with a tertiary degree (OECD, 2012a).

See link. 

http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf

http://www.worldbank.org/content/dam/Worldbank/Feature%20Story/Education/1317335_HDN_Education_Overview.pdf

http://unesdoc.unesco.org/images/0022/002256/225654e.pdf

yes sir, Quantity wise there is an explosive increase ... but what about quality ..that makes an individual a Human being

In the past few decades, education has targeted students with various programs that led each group of students into more in-depth knowledge of a defined framed specialization. The educational systems in most places, all over the world, have not worked to inculcate students with ethics or moral values.

It is true that the number, of holders of certificates from high schools & degrees from universities, has increased but this increase did not add to the societies that much in terms of high caliber honesty or nobleness or desirable qualities. Far from it , instead of having uneducated deceitful persons you can easily see many devious persons with degrees. Sadly, the transformation has mostly moved to negative outcomes.  

Yes, the educational landscape has changed but our pedagogy has not kept up with the technological changes. Our students are tech savvy but are also becoming very anti-social in their behaviour as our "screenagers" are always wired either listening to music, sending and receiving messages or searching the web.

Many thanks,

Debra 

Interesting thread! I agree with you Debra.

no doubt education is stream centered now... generating more skilled workers in some specific fields... but do the world want only workers... In Indian system it is said today that our education system is manufacturing donkeys... what you think what are the qualities we have left behind?

Dear Gouravjeet,

In my opinion, the change in education system so has no doubt been  a positive one. However, if our present system caters our present needs or not is another thing. I call it positive because we have been able to get more people  than ever into the fold of education. Also the quality of textbooks and standards have also increased. School children are smarter and more learned than we were at the same age.

I find that the basic problem starts with transition between school and higher education. The first problem is that there is no continuum between school and higher education. The admission criteria to higher learning institutes seems to be a bit flawed. At a point of time during this transition [in 10th, 11th standard] the student suddenly decides [maybe in a matter of few weeks, often reinforced by his teachers and parents] on what he will do for the rest of his life. The admission is based either on his ability to burden himself/herself for the next two or three years and get through a competitive exam or percentage of marks obtained. Another criteria is the amount of money that the student can shell out in which case an entirely inappropriate candidate is provided admission based on ability of his parents to pay the fees. There is no consideration of which way the student's inclination or passions were when he was growing up in the school and what he/she has done in past 12 years of education to deserve a seat in a particular stream. The result is that all the student looks for during the higher education is the way he/ she could make money. The passion is entirely missing and greed is the only pushing factor in this education for most of the student; resulting in loss of morals and values as well as the donkey business that you talked about.

The second thing that I see is that there is no or very little peer mentoring left in higher education. The teachers are busy and interaction with senior peers is almost non existent. This results in direction-less growth of an individual during formative professional years leading to loss of value system and fraternity. As a student, I was given a peer mentored system of education starting from my school at Patiala to my Professional college at Davangere, even though it was informal mentoring. That mentoring has stopped and no formal mentoring system has been put in place.

well said sir, with its positive side we have a negative face too... enrollment is increasing but on qualitative field or more specifically formal qualitative field advanced too much we have everything ... well established infrastructure (not may be at some places), managements, LPG in education.... sidewise we have enormous corruption in education field just for considering it a worthy business...