印网友热议：印度学校数量比中国多出3倍，但教学质量堪忧

India has 3 times more schools than China, but that’s not translating into better education

印度学校数量比中国多出3倍，但教学质量堪忧

In the decade after passage of the Right to Education (RTE) Act, while the target of 100% enrollment in primary schools has been largely met, the problem of qualitative improvement in learning remains. Now, a new study released by NITI Aayog suggests changes to traditional strategies for improving the quality of school education by a multi-pronged approach. 

在《教育权利法》通过后的第十年，虽然小学入学率达到100%的目标已基本实现，但学习质量的提高仍未实现。现在，印度国家研究院发布的一项新研究表明，印度应该调整传统的策略，从多方面提高学校的教育质量。

Despite years of effort and projects on changing syllabuses, teacher training as well as student assessments, the situation has not improved due to structural flaws. “India today suffers from the twin challenges of unviable sub-scale schools and a severe shortage of teachers which makes in-school interventions only marginally fruitful,” says the study co-authored by Alok Kumar, adviser, NITI Aayog, and Seema Bansal, director, social impact, Boston Consulting Group. 

尽管多年来在调整教学大纲、教师培训和学生考评方面进行了努力和项目，但由于结构上的缺陷，情况并没有改善。该研究报告由波士顿咨询集团社会影响主管西玛•班萨尔和顾问阿洛克•库马尔共同撰写。

Because of an emphasis on enrolment, India adopted the strategy of building schools near every habitation, resulting in a proliferation of schools with tiny populations and inadequate resources. “India has almost 3-4 times the number of schools (15 lakh) than China (nearly 5 lakh) despite a similar population. Nearly 4 lakh schools have less than 50 students each and a maximum of two teachers,” says the report. Around 1.5 crore students study in such unviable schools. 

由于强调适龄儿童入学，印度采取了在每个居民区附近建造学校的战略，导致生源稀少和资源不足的学校激增。“尽管人口相似，但印度学校数量(150万所)几乎达到中国(近50万所)的3-4倍。近40万所学校的学生人数不足50人，最多只有两名教师。大约有1500万名学生在这样一所师资不足的学校学习。”

Vacancies compound the problem. India has a shortage of more than 10 lakh teachers. The teachers that exist are inadequately distributed. “It’s not uncommon to find surplus teachers in an urban school while a single teacher may manage 100-plus students in a rural school. Some states have a shortage of more than 40%,” the report maintains. 

师资力量不足加剧了这个问题。印度教师缺口达到100多万名。现有的教师分布不均衡。“在城市学校里教师太多的现象并不罕见，但在农村学校，一名教师可能得管理100多名学生。一些邦的教师短缺程度超过40%。”

“It’s a perennial problem in Odisha. Apart from academic work, teachers are also engaged in managing midday meals, conducting surveys and in administrative and election duties,” said Khageswar Pal, a teacher in Mayurbhanj. 

来自马约尔巴汉的教师Khageswar Pal说：“这是奥里萨邦长期存在的问题。除了学术工作，教师还要负责管理午膳、进行调查、行政及选举工作。”

The report suggests consolidating several such schools within a short distance of one another, and providing transport and allowances. School consolidation, pioneered in states like Rajasthan and Jharkhand, has reaped rich dividends through improved learning environment.

报告建议将若干所这样的学校进行合并，并且提供交通和津贴。拉贾斯坦邦和贾坎德等邦率先实施学校合并，通过改善学习环境，收获了丰厚的回报。

The solution is moving teachers from surplus to deficit schools, restructuring complicated teacher cadres, and increased investment in teacher recruitment through better planning. Madhya Pradesh has undertaken an online teacher rationalisation process, moving nearly 10,000 teachers from surplus to deficit schools. 

解决办法是将教师从师资过剩的学校转移到短缺的学校，重组复杂的教师干部关系，并通过更好的规划增加对教师招募的投入。中央邦开展了一项在线教师合理化进程，将近1万名教师从师资过剩的学校转移到了短缺的学校。

The second focus area is learning levels. Annual Status of Education Reports (ASER) found that nearly half of class 5 children cannot read a class 2 text. Dropout rates increase as children move up. “Around 30% enrolled in class 1 graduate from class 12. Of those who do, majority don’t possess requisite skills to be readily employable,” says the report. Teachers struggle with subject knowledge and ability to teach it. Also, curriculum lacks relevance, particularly at the secondary level. 

第二个重点在于学习水平。《教育状况年度报告》发现，5年级的学生中有近一半的孩子阅读不懂2年级的课文。辍学率随着孩子年级的增加而越来越严重。“1年级入学新生中只有约30%能从12年级毕业。在这些人中，大多数人并不具备必要的技能，无法胜任工作。”教师在学科知识和教学能力上都有困难。此外，课程缺乏关联性，特别是在中学阶段。

One of the solutions for this is a shift from syllabus completion to focusing on what competencies students have mastered. “Dedicated time should be carved out in the school day to bridge these gaps, and students should be taught based on their learning levels rather than grades. 

解决这一问题的方法之一，是从完成教学大纲转向关注学生实际掌握的能力。“学校应该留出专门的时间来弥补这些差距，并且应该根据学生的实际学习水平而不是年级对他们进行授课。”

Programmes based on this strategy are being implemented in Haryana, Jharkhand, MP and Odisha. These states have ensured teachers are provided guidance through scripted handbooks, and students are given workbooks for rigorous practice,” the report says. 

哈里亚纳邦、恰尔肯德邦、下院和奥里萨邦目前正在执行基于这一战略的方案。这些邦已经确保教师得到编写好的手册的指导，学生也得到了严格实践的工作手册。

The curriculum also needs to ensure teachers master both the content they need to deliver and the approach to teach it effectively. “A teacher first needs to understand why adding fractions requires conversion to a common denominator, and then she needs to be able to translate this understanding to her students by using hands-on material and concrete examples,” the authors say. 

课程还需要确保教师既掌握他们需要教授的内容，又掌握有效的教学方法。作者说：“老师首先需要理解为什么分数相加需要转化为公分母，然后她需要能够通过实际的教具和具体的例子将这个知识转化为学生能理解的内容。”

What’s required is to rethink vocational education in secondary schools. Currently, nearly 8,000 schools offer one or two trades to vocationalise secondary education. But the trades are outdated. 

我们需要重新反思中学的职业教育。目前，近8000所学校提供一到两个职业的中等教育。但是已经过时了。

“There should be needbased customized training of teachers. A teacher weak in maths might be excellent in physics. We tell students to share knowledge. We have to do something similar amongst teachers,” said Smith Kumar Sony, who teaches in two schools in Jharkhand. 

“我们应该对教师进行个性化培训。数学差的老师可能物理很好。我们要求学生分享知识，教师之间也应该这么做。”在恰尔肯德邦两所学校任教的史密斯·库马尔·索尼说。

The other focus area is implementation of such strategies. “Communication channels between education directorates and schools are broken. There is little data on learning being generated in schools and fed back – so decisions on how to improve education programmes are often educated guesswork,” says the report. 

 另一个需要关注的是这些方案的执行情况。“教育主管部门与学校之间的沟通渠道存在障碍。关于学校教学和反馈的数据很少——因此，该如何改进教育方案的决策往往只是一个猜测。”报告表示。

Core academic institutions— State Councils for Educational Research and Training (SCERTs) and District Institutes of Education and Training (DIETs) — are understaffed and skills like curriculum design or assessment design and analysis are often missing. “We need to fill these vacancies with the right people with relevant skills. Employees need to be trained to work with data and technology,” the report says. 

核心学术机构——国家教育研究培训委员会和地区教育培训学院——人手不足，缺乏课程设计或评估设计和分析的技能。“我们需要用具备相关技能的合适人才来填补这些空缺。员工需要接受数据和技术方面的培训。”报告称。

Other changes which could help are automating some systems, such as maintaining academic registers. “In Jharkhand, with real-time school monitoring data now available, the state can identify the bottom 2,500 schools and provide targeted support,” adds the report. “We also need to look at the culture of the education department, with emphasis on delivery and accountability. Transforming public education will require bold measures like changing the way we manage public finances and making education budgets flexible. It’ll need political will and a coming together of bureaucracy, civil society and private sector.” 

其他可以帮助实现某些系统自动化的变化，比如注册数据的维护。报告补充说：“在恰尔肯德邦，现在有了实时的学校监测数据，邦政府可以查到基层2500所学校，并提供有针对性的支持。”他说：“我们还需要审视教育部门的文化，强调教育的成效和责任。变公共教育的改革需要大胆的措施，比如调整我们公共财政的管理模式和灵活调整教育预算。这需要政治决心，需要官方、社会和私营部门的共同努力。”

以下是印度经济时报读者的评论

 译文来源：三泰虎       http://www.santaihu.com/47294.html     译者：Joyceliu

 外文链接：https://economictimes.indiatimes.com

 Freshbee Gaming

Even Kendriya Vidyalaya School (Central Govt Administration) in a Big City Like Coimbatore has worst infrastructure, Class rooms in deplorable condition, no sports (but has a very big ground), no school day functions, no tours for children, `chaltha hai'' attitude of Teachers (like Govt Servants). Then think the fate of Children in Rural run by State Govt Teachers! Barring a few Teachers, many come to School not for teaching but for the Noon Meal Scheme-eggs! There is no Accountability for Teachers in India, esp. in Govt. run schools! 

就连科印巴托雷这样的大城市里的中央政府管理的基础设施也很糟糕，教室条件很差，没有体育设施(但有一个很大的场地)，没有日常活动，没有儿童旅游，老师们的姿态就(像政府公务员一样)。想想看吧，农村孩子的命运就掌握在公办教师的手里！除了少数几位老师，许多人来学校不是为了教学，而是为了中午的午餐——鸡蛋！在印度，老师无需承担责任，尤其是在政府管理的学校尤其如此！

 

Nir

not schools but the educators are to be blamed. Is everybody suitable for college? 

应该受到指责的不是学校，而是教育工作者。每个人都适合上大学吗?

 

Dillip Patnaik

India''s future depends on primary and secondary education. If the school students do not get best learning India cannot produce best engineers and scientists and administrators and legislators. Central Government never pay attention to teachers training and does not care to invest money on improve teaching and learning system in the states. Central government should co-ordinate with states'' education department for teacher training, student learning and training and equipments the schools need. If you have an empty headed prime minister India will produce empty headed teachers and students, garbage in garbage out. Time to get rid of leadership at the centre. 

印度的未来取决于中小学教育。如果学生不能获得最好的教育，印度就不能培养出最好的工程师、科学家、行政人员和立法者。中央政府从不重视教师培训，也不愿意投资改善教学体系。中央政府应与各邦教育部门协调教师培训、学生学习和培训以及学校所需的设备。如果你有一个头脑空空的总理，印度只能培养出头脑空空的老师和学生。是时候摆脱中央的领导了。

 

Jagdip Vaishnav

Politicians merely talk high, AccheDin are impossible without quality education. Condition of Govt run Schools are pathetic, there is shortage of Teachers 

政客们只会夸夸其谈，没有高质量的教育是不可能成功的。政府公办学校的条件很差，师资短缺。

 

Anil Bhatia

First it has to be understood that not everybody can teach and hence reservation and caste system has to be removed as a first step if we are serious about educating Indians. Political interference has to be eliminated and modern methods should be used including YouTube type lessons. I know this is a inherited problem and politicians are unlikely to let go their lecherous hold. 

首先，我们必须明白，不是每个人都能教书育人，因此，如果我们想严肃改善印度人的教育，第一步就必须取消预留制和种姓制度。必须消除政治干预，应该使用包括YouTube类型课程在内的现代教学方法。我知道这是一个历史遗留问题，政客们不太可能放弃他们到手的好处。

 

Sanujit Roy

education system need an urgent change or else millions of candidates will passout every year and demand for jobs 

教育系统需要进行紧急的改革，否则每年都会有数百万的考生因考试失利而失去工作。

 

Guru Bala

As Americans'' call Roosevelt as a cow boy who was capable of any unpredictable action, your /modi govt being run by a chaiwala, is facing ''unpredictable'' actions like from unpredictable actions like demonetization, surgical strikes, again trying to remove Art 370 and Art 35A, similarly he is capable of writing new education policy means, he might really affect the future of children very badly, like he surgically attacked Plg commission, he might think one day like Mr Trump “I am the best PM of India of all these years like Trump said he is the best president of the U.S. If voters like such things take a chance in 2019 general election! 

美国人把罗斯福称为一个做事总是不按常理出牌的牛仔，莫迪政府由一个茶贩子掌舵，正因为不按常理出牌（如废钞令、外科手术般的打击，试图删除法案第370条和第35A条）而面临着“让人措手不及”的局面，同样他有能力编写新的教育政策意味着，他可能真的会很严重地影响孩子们的未来。也许有一天他会像特朗普一样觉得：“我是多年以来印度最好的总理，就像特朗普说的，如果选民们在2019年大选中愿意冒这个险，他就是美国最好的总统！”

 

Ramesh Shah

LIKE POPULATION OUR SCHOOL ALSO. BUT ONLY FOR NAMES SAKE N WITHOUT THE ROOF N TEACHERS. CORRUPTION HAS SPOILED EVEN THE EDUCATION SYSTEM.

我们的学校就像人口一样。但只是为了名声，没有保护，没有老师。腐败也渗入了教育系统。

 

Rudra

The salaries of teachers are exorbitant and unsustainable. The government should have created world class infrastructure for the schools rather than wasting trillions of taxpayer money on those who don''t deserve more than a quarter of the ridiculous salary they get to simply put their attendance. The quality of school is bound to be appalling, just go and see the state government schools in jharkhand and ask what salaries the teachers get, you will be shocked! Even top private schools who churn out world class graduates cannot pay such high salaries!. 

教师的工资过高，难以维持。政府应该为学校创造世界级的基础设施，而不是把纳税人的数万亿美元浪费在那些就算四分之一薪水都算多给的人身上。学校的质量肯定能令人震惊，看看贾坎德邦的公立学校，问问老师的工资是多少，你会感到震惊的！即使是那些培养出世界级毕业生的顶尖私立学校也无法支付如此高的薪水！

 

John Bosco

At least AAP in Delhi is moving the education system progressively. 

至少德里的AAP正在逐步改善教育体系。

 

Chatru Folks

Quality of Indian education has exponentially decayed in the last 20 years across all levels from primary to secondary to college and universities. A small number excel and are world beaters because of their inherent interests, a few committed teachers and involvement of parents. The rest are victims of the system apathy that include failed parenting and lack of commitment at schools. Teaching certifications have no relevance to quality delivery and stickability of the content. Knowledge retention is low and so is the recall factor amongst students when its time to apply. Mushrooming of many 10s of ''''online learning'''' apps for kids is a consequence of poor education at schools. In my view, these apps should be used by parents and teachers to learn 

在过去的20年里，从小学到中学，再到大学，印度的教育质量呈指数级下降。有一小部分人因为天生的兴趣爱好、少数尽职尽责的教师和家长的参与而出类拔萃，成为世界冠军。其余的人则都沦为体制冷漠的受害者。教师证与教学内容的质量毫无关联。针对孩子的“在线学习”应用程序如雨后春笋般涌现，这正是学校教育质量低下的结果。在我看来，家长和老师应该用这些应用来学习。

 

Guru Bala

true, In fact, government need to run and maintain schools system robustly; government need not poke nose in higher education it has neither competency nor it has meaningful resources; so its primary function is to see primary education upto a maximum of high schools.

诚然，政府需要大力运行和维护学校系统；政府不必插手高等教育，它既没有能力，也没有有意义的资源；因此，它的主要功能是将小学教育推广到尽可能多的高中。

 

Sanjay Karnam

All governments since independence including the current one have failed our students by neglecting education at all levels, with an exception of perhaps IITs and IIMs, which is far too less for a country of our size. We are losing time or maybe perhaps we already have. India has the most number of people below 20 years in the world today. It''s an incredible responsibility for all of us, including governments at state, central levels, parents, teachers, school managements to work on mission mode and improve quality of education, otherwise we are failing an entire generation of kids! Quality of education is paramount if we want future of India to be bright. We will be stuck as lower middle or middle income country like South American nations for another 2-3 generations if we don''t work to improve quality of education. 

自独立以来的所有政府，包括现任政府，都忽视了所有学校阶段的教育，教垮了我们的学生，也许印度理工学院和印度管理学院除外，这对我们这样一个大国来说是太少了。我们正在浪费时间，也许我们已经浪费了很多时间。如今，印度的20岁以下人口数量位居世界首位。我们所有人，包括国家政府、中央政府、家长、教师、学校管理层，都有极大的责任来完成使命，提高教育质量，否则我们会辜负整整一代的孩子！如果我们想让印度的未来更加光明，教育质量是至关重要的。如果我们不努力提高教育质量，我们会像南美国家一样，在接下来的2-3代人的时间里沦落到中低收入或中等收入国家的行列。

 

Nalinaksha Mutsuddi

Every time we read that China is leading in this and that. Does anybody bother to examine why we remain laggard? 

我们一直看到的都是中国在这方面领先了，又在那方面领先了。有没有人费心研究一下为什么我们仍然落后?

 

Partha Sarathi

A perennial problem in #Odisha. Apart from academic work, teachers are also engaged in managing midday meals, conducting surveys and in administrative and election duties 

奥里萨邦长期存在的问题。除学术工作外，教师还要负责管理午膳、进行调查、行政及选举工作

 

Bhojmanb

Chines schools education and quality is par excellent. India no where exists in competing with China. 

中国的学校教育和教学质量是一流的。印度根本没办法和中国竞争。

 

Superman Cid

world''s fir4st education system started in India-Gurukul So Indian education have quality other than any, Do not compare it with China. 

全世界第四个教育体系始于印度古鲁古，所以印度的教育质量比其他任何国家都高，不要和中国比较。

 

Bhojmanb

Indian Education system is Such that not a single University of India is best among 100 top in the world. Chinese Beijing university tops and other Chinese educational institutes also have remarkable numbers in top 100 Universities in the world. India has zero. Chinese Education system is 100% from Government and honestly working. Indian Education system is commercial low quality and apathetic. Even the premier school like Dhirubhai Amabani International Schools gives british degree called International Baccalaureate. If Indian system is so good why the patriotic, throughout the life speaking Sanskrit madam Sushama Swaraj Daughter all education in Oxford. 

印度的教育体系的水平已经烂到世界百强大学中没有一席之位。中国的北京大学和其他中国教育机构在世界百强大学中占据了不少席位。印度一个也没有。中国的教育体系100%由政府组办，良心教学。印度的教育体系则商业化、质量差、犹如一潭死水。就连像迪鲁拜阿马巴尼国际学校这样的一流学校也授予英国学位，即国际学士学位。如果说印度体制这么好，为什么爱国人士，一辈子只讲梵语的苏珊玛夫人斯瓦拉吉的女儿也要去牛津接受教育呢。

 

Yash Pal

''Indian Education system is commercial low quality and apathetic.'' You have hit the nail on the head. 

“印度的教育体系商业化、低质量、犹如一潭死水。“你说到点子上了。

 

Mihir Upadhyay

Bring in more reserve candidates than deserve candidates in all fields and you will see more miracles happening in one of great Society od the Past !. All talents,i.e. teacher, engineer,scientists etc leaving.... Good Luck...Hope leaders understand the gravity or else go in graves 

在所有的领域，如果引入更多的后备人才，你会见证更多奇迹的发生。所有的人才，比如老师、工程师、科学家等都离开印度了……祝你好运…希望领导们明白其中的重要性，否则就是自掘坟墓。

 

P K

Stat is pathetic but there is solution.teaching unfortunately don''t attract meritorious individual as corporate jobs do.administration has to bring professionalism.teachers eligibility is the primary reason. and curriculum as the secondary.Few things to do no.one teachers have sit for regular appraisal test.if failed they will be sacked. there will permanent guarantee as the present system does have.Second.make lateral entry whoever like to teach irrespective o their age.only their subject aptitude and teaching ability will be tested.Third.consolidation of schools.make it residential if possible.create an environment of learning.Fourth stop using teachers for any nonacademic activities. 

统计数据很可悲，但确有解决办法。不幸的是，教学工作不像企业工作那样吸引优秀个体。管理层必须引入专业人才。教师的资格是主要原因。老师要参加定期的考核考试，如果考试不及格就开除。第二，不论年龄大小，只要愿意教书的人都可以来教。只考评他们的学科知识和教学能力。第三，合并学校。如果可能的话，开在居民区内。创造一个学习环境。第四，不要再让教师参与任何非教学工作。

 

F C Tuteja

Basic infrastructure needs to be improved. Division of Education is required i.e. upto Middle or High school only Govt Schools, afterwards only Private educational institutes. Schools lacking competence shall be made competent, to meet the demands of all citizens. Equal standards of Education for Urban and rural schools shall be maintained. 

基础设施有待改善。教育的划分是必须的，即政府学校只管到初中或高中，再往上只有私立教育机构。对缺乏办学能力的学校，应当加强办学能力建设，满足全体公民的需要。坚持城乡学校的教育公平。

 

 

Bhojmanb

Modi government scarp the educational budget, All Government Universities and IT departments are complaining for stopping the research funding in higher education. 

莫迪政府削减教育预算，所有政府大学和IT部门都在抱怨政府对高校研究的资助。

 

Sanjeev Malhotra

Introduce board exams in classes 5, 8 also besides 10 and 12.Rotate the taechers every 5 years between Urban areas and rural areas. This will ensure that students at the rural areas do not get taught by only one set of teachers and urban and city teachers will give them new insight. Form teachers point of view also it is good as one set of teachers do not rot in rural areas through out their lives.

除10、12年级外，在5、8年级引入统考。教师必须每5年在城市和农村地区轮岗一次。这能确保农村地区的学生不会只能接受一个教师小组的授课，城市教师能给他们带去新的见解。从教师的角度来看，这也是好事，教师小组不会一辈子都困在农村地区。

 

Girish Kamat

We stopped paying attention to education after 1950s and 1960s (JNU was last great institution established in 1969). Free market economy can succeed only if most of its population can participate in economic growth and not 5-10 per cent today (even US suffers from same problem today but they have already built up infrastructure and continue attracting some of the best from the world, Trump is only aberration or distraction which will not last). But India needs to spend serious money on education system. To start with it would create employment but in long run it would be great investment. Afterall we have challenge of transferring at least 40 per cent of people off agriculture to light engineering industry. So instead of creating physical infrastructure which can not generate even 5 per cent return on investments, its better to spend on public education and healthcare which can create virtuous cycle. Anyway without quality education India cannot grow at double digit, not country has done that. Japan (growth was not due to bullet train which transported not more than 3 lakhs of more than 5 crore adults then but acclaimed education system), Korea or China. 

20世纪50年代和60年代以后，我们对教育不再关注(尼赫鲁大学是1969年建立的最后一个好大学)。自由市场经济只有在大多数人口能够参与经济增长，而不是今天的5%到10%的情况下才能成功（即使美国今天也面临同样的问题，但他们已经建立了基础设施，并继续吸引世界上最优秀的一些人，特朗普只是失常或分心，而这不会持续下去）。但印度需要在教育系统上投入大量资金。首先，这将创造就业机会，但从长远来看，这将是一笔巨大的投资。毕竟，我们面临着将至少40%的人从农业转移到轻工业的挑战。因此，与其创造甚至无法带来5%投资回报的物质基础设施，不如把钱花在能够创造良性循环的公共教育和医疗保健上。总之，如果没有高质量的教育，印度就不能保持两位数的增长速度，没有哪个国家能做到这一点。日本(经济增长不是因为新干线列车，当时的新干线运送的成年人不超过30万，而当时的成人人口有50多万)、韩国和中国都没能做到。

 

Mouli

Teacher quality & school facility drives this... Dont blame students for this....teachers to pass as applicable GMAT/GRE/TOFEL/SAT/NEET/ADVJEE with 85 percentile to qualify for teacher job... hope all this will come during my great great grandson period.... 

教师质量和学校设施导致了这个结果…不要为此责怪学生……如适用，教师应以85%的成绩通过GMAT/GRE/TOFEL/SAT/NEET/ADVJEE考试，才能符合教师工作资格。希望这一切能在我的曾孙那一代实现。

 

Sri

Less said of our education system the better it is than to eulogise it. But, comparing with China with quantity is wrong. Despite our sheer quantity of population and that of schools, we as Indian’s lack what, once upon a time was spelt as patriotic qualities of individuals serving in Governments Services. It is been replaced with ‘do less work and ask more’ or bunk the schools especially rural area schools. This is visible in Delhi Government Offices, where most of the babu’s while away their time in lawns. Chinese work for their country irrespective of type of governance. Their commitment is seen from the sheer number of athletes trained. Their vision is straight to overcome obstacles and conquer the world in all and every aspect from business to education to aerospace, what’s more unexplored space! 

对我们的教育体系说得越少越好。但是，从数量上与中国相比是错的。尽管我们的人口和学校数量庞大，但我们作为印度人所缺乏的东西，就是曾被称为公务员该有的爱国品质。取而代之的是“少做点工作，多问点问题”。这在德里的政府办公室里是很明显的，大部分的官老爷都在草坪上消磨时间。不管政府如何治理国家，中国人都为他们的国家工作。从训练有素的运动员的绝对数量就可以看出他们的决心。他们的愿景是直面障碍，征服世界的方方面面，从商业到教育，再到航空航天，还有尚待探索的太空！

 

J K

We have quota system not quality system 

我们有配额制度，没有质量体系。

 

Aditya Sinha

India has a issue with education system. And Government teachers should be removed when found incompetent. Biggest problem is you cannot kick a government employee which leads to inefficiency. Whole system needs to be questioned. 

印度的教育系统存在问题。当发现政府教师不称职时，应将其撤职。最大的问题就在于，你不能开除政府雇员，这导致了效率的低下。整个体系都需要质疑。

 

Avishek Dey

In India school is made for Business only. 

在印度，学校只是为了商业利益。

 

Naveen Kumar

Only numbers doesn''t work.Just quantity is not enough quality is also required 

光有数量根本没用。还得保证质量。

 

Pallav Gupta

This is a mess created by the previous government 

这是前任政府制造的乱象。