Comparison and Contrasting between Indian Primary Education System and Australian Education System

Running head: INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Indian Primary Education System and Australian Education System
(Comparison and Contrasting)
Name of the student:
Name of the university:
Author Note

1INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Abstract
Private and public schools provide Indian education. This is funded and controlled by three levels
like local, state and central. The school education is same throughout Australia having only minor
variations between the territories and states. Here, the primary school is run for 7 to 8 years
beginning from kindergarten or preparatory through to 6 to 7 years. Here, contrast and comparison
are made on the Indian primary system and Australian system of education. Apart from this, the
research investigates the needs of finance from the Indian students for the upcoming years. Here, the
problem statements are analyzed, with demonstrating the research questions and establishing a
theoretical framework. Then, different literature is reviewed with limitations, results, analysis and
methods.

2INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Table of Contents
1. Introduction:......................................................................................................................................3
2. Problem statement:............................................................................................................................3
3. Understanding the research questions:..............................................................................................5
4. Demonstrating the theoretical framework:........................................................................................6
4.1. AHELO feasibility study:...........................................................................................................7
5. Conducting the Literature review to understand the comparison and contrast between Australian
and Indian education:...........................................................................................................................10
5.1. University system in India:.......................................................................................................10
5.2. University system in Australia:................................................................................................11
5.3. Differences between the two systems as shown by Narasimman and Ahmed (2015):............11
6. Explaining the research method:.....................................................................................................17
7. Understanding research analysis:....................................................................................................17
8. Evaluation of results:.......................................................................................................................18
9. Demonstrating the limitations:........................................................................................................19
8. Conclusion:......................................................................................................................................20
9. References:......................................................................................................................................22

3INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM

4INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
1. Introduction:
It is seen that in 2060, India would turn out to be the most populous country. They have the
greatest economy in this world. Further, about 20 million young people have been turning adult each
year. As per estimated the middle class of India has been numbered to 300 million. On the other
hand, in Australia, the primary and secondary education has been free and making that compulsory
opposite to India. At India, the school has been turning to be a business. Considering the
privatisation of education to coaching institutes and tuition centers, education has been generating
sufficient money. In this business, minds have been moving towards education.
In this study comparison and contrast is made on the Australian Education System and Indian
Primary Education System. This is based on suggesting modification, sports, Internet, curriculum,
homework, teaching methods, technology and psychological changes. Besides, the report
demonstrates the necessity of economy from an Indian student for an upcoming ten years.
The following study analyzes the problem statement, research questions and establishes a
theoretical framework. Further, various literature is reviewed along with method, analysis and results
and limitations.
2. Problem statement:
The Australian education system has been providing a primary, secondary and tertiary format
of education. Their school education is same around all over Australia. This consist of minor
variations between various territories and territories. This school education is a compulsory one
between ages 6 to 16. The school education is thirteen years and is categorized into primary school,
secondary school and senior secondary school. The tertiary education involves both vocational and

5INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
training or VET or higher education including universities (Adonis & Couch, 2017). Regarding the
language of instruction, English is considered to be the official language of Australia and the
primary language of instruction in education systems. Various schools have been offering bilingual
programs and different programs in other languages. As far as Australian Qualification Framework
is considered, the Australian Education System is different from other nations as per the AQF or
Australian Qualification Framework. Established in 1995, the AQF is a national policy covering
different qualifications starting from the sector of tertiary education apart from the certificate to
school-leaving or the “Senior Secondary Certificate of Education” (Marginson, 2016). This AQF
comprises of ten levels and links to the school. This includes university and vocational education
qualifications into a single national system. It permits the students in moving easily from one level
of the study to the next, one institution to other. This is as long as they satisfy the student visa
necessities. This is helpful for flexibility and choice to plan a career. Every qualification in AQF is
useful to develop future study and working life. As the student is studying any AQF, he can ensure
that the institution is authorized by the government and accredited nationally. Further, it also
accredits that degree or additional AQF qualification is genuine (Roberts, 2016). Moreover, other
institutions have been linked to the nation and around the globe. This is easier to move across the
education system between various institutions and courses with formal agreement and framework of
a framework. This indicates that each step must contribute the future irrespective the study or career
goals (Ball, 2017).
It has been more than a hundred years that India is found to adopt the good old kind of
“British Education System”. This has been more than sixty years that the nation has been
independent and republic (Hajkowicz et al. 2016). However, they have not changed the Education
System, and in due time they have been facing quick change in necessities of the requirements and
time of India. Hence, indeed this has been a pathetic state of affairs. Their education system has kept

6INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
pace with fast development in different other areas of the nation and the outcomes are felt in the
areas of other events. This has been like a rotten apple that spoils the different sweet apples put in
any basket. Indian Education System has been a neglected sector. There have been various new
Universities and High Education centers in India, that is nor on par along with the rise in their
population (Cahill & Taft, 2017). Hence, it is witnessed that the education system in India has been
far beyond a satisfactory level. The basic challenge is the standard of teachers, who have been not up
to the mark. There has been IIMs and IITs in India that consist of exception teachers and students.
However, the case is highly bleak in other sectors. Hence, India has needed to have more
centers of higher education for making that mark on the global platform. For coping with the western
system India has required to undertake or frame innovative policies along more alternations on that
current structure of the education. Additionally, the Indian government must be investing in
additional effort and money in their sector of education. They must establish more universities,
colleges and schools to develop the education system. Under the present context of globalization,
India must look for global mobility (Altbach, 2015). Like another country, India has these credential
that is not identified. There are specific problems since the person has needed to rescale themselves.
India has come down to an education system which is competency bases. Here the certifications are
identified throughout the world. This is helpful for their global integration.
3. Understanding the research questions:
The current study focusses on the following research questions:
 What are the drawbacks and pitfalls of Indian Education system?
 What are similarities between Indian primary Education System with the Australian one?
 What are the differences between these aforementioned education systems?

7INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
 How much economy is needed from any Indian student for the upcoming decade?
 How effective policies must be implemented in Indian education system to reach the
Australian Education Level?
4. Demonstrating the theoretical framework:
Here, AHELO feasibility study is deployed to understand the context of education systems of
India and Australia. The main aim of the “Assessment of Learning Outcomes in Higher Education”
or AHELO is to give information to students, governments and institutions over what the students ate
the ending of their first bachelor level degrees has been knowing and being able to perform. This
information has been serving various purposes. It is helpful to allow the government to analyze the
quality of educated tertiary capital of human beings among different higher educated cohorts against
different international standards. This has been enabling the institutions to benchmarks and
compares the learning results of the students against different international standards for developing
the learning and quality teaching quality (Bellenoit, 2015). Besides, they have empowered the
students in weighing their learned skills against the distribution of different learning results in
individual institutions and nation. Further, this is also international standards. Apart from this during
transparency, accountability and governance in higher education have been strengthening various
countries.
This takes place as the information on the performance of institutions and research has been
acknowledged to become comprehensive and powerful. Besides, there are loud demands over data
over learning outcomes, institutional leaders, business and ministers and students. At this present
sector, there is a constant and harmful absence of data regarding the quality to ground credible
comparison and benchmarking. Instead of AHELP, judgments about the quality of learning and
teaching at higher education institutions has been continuing to be done from flawed rankings

8INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
(McKenney & Reeves, 2018). This is derived not from the results and also outputs and from
different types of reputation surveys and idiosyncratic inputs. Furthermore, AHELP has been
seeking to create the worldwide platform to analyze the learning of higher education and results
through different national systems, individual and institutional students can analyze and they
benchmark the expertise the learning outcomes of higher education.
Figure 1: “The proclaimed objective of the AHELO in the present case”
What? Test of students comoparable internationally
Why? Lack of international tools exist for direct evaluation of students
Who?
The international consiritum of experts and two countries India and
Australia
How? The evaluation of generic skills and discipline-specific skills
Results?
Anonymous comparable data at the level of school. As the feasibility study
succeds, Australia and India must consider complete scale analysis
When? The feasibility study

9INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
(Source: Luke, 2018, pp. 28-74)
4.1. AHELO feasibility study:
Here, the primary research is created in the gains of a feasibility study through anchoring the
initial cycle under the proven domains of economic and civil engineering. This has been notably
developing the value offered by it to stakeholders and participants. This is done through lessons from
the feasibility study in the following four sectors (Robertson, 2017).
Benchmarking against different agreed international standards:
Initially, the feasibility study is compared to mean performance of students through
institution against the mean performance of every student. Here, the primary research is to introduce
the referenced standards helping to demonstrate the institutional and student achievements in various
substation terms. This is instead of just being relative to additional institutions. This has brought
AHELO into line with the most effective international practice that also includes PISA (Johnson et
al., 2016). Moreover, the impact has been delivering information not only to student performance
related to others. This has also been regarding the performance related at various agreed
competencies to levels.
Delivering extra categories of various comparative data:
Then the primary study has been to supply personalized and fuller break-down of different
comparative data. Moreover, the students have been able to compare the performance of students at
similar institutions. Teaching staffs, students, institutions and various other participating entities
have been able to fetch the way in which the performance of the institution is comparable to that of
other national and international institutions. Moreover, this is also against institutions with the same
characteristics (Altbach, 2015).

10INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Figure 2: “3 strands of work in the current context”
(Source: Marginson, 2015, pp. 413-434)
The rise in the level of detail:
Next, the primary study is to deliver reporting against different performance bands. This has
been allowing students, faculty, institutions and various other entities for fetching the distribution of
Reseach based "value added"
and "learning gain" strand od
measurement

11INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
performance of a student. This is, for instance, top deciles and bottom quartile. Moreover, they have
also been providing reporting against different proficiency levels. This displays what proportion of
the student is placed at what level (Norton, Norton & Cakitaki, 2016). At last, they have been
providing the demonstration of every test group or item and detailed breakdown of the performance
of students through a rotation. This has enabled the recognition of intricate patterns and designing
particular teaching strategies for addressing under-performances.
Strengthened reporting:
Considering together, the aforementioned measures have been allowing important
developments of reporting. Here, the immediate advantage has been to make the students participate
who can get fast online feedback. This is done following the finishing of the analysis. Moreover, the
second benefits have been to suite new reports that are available at the ending of every analysis
cycle. This is tailored to serve the necessities of various constituencies (Ford, 2015).
5. Conducting the Literature review to understand the comparison and contrast
between Australian and Indian education:
5.1. University system in India:
Marginson (2016) discusses that the nation consists of a complicated landscape of higher
education has 760 universities and about 38,000 number of colleges. The universities of a central
government have been absorbing only 3% students under relatively good quality. There is a broad
range of state universities affiliated to state and private colleges that also award degrees. Moreover,
there is a class of deemed university introduced fairly recently to covers private institutions that are
established usually by various business entrepreneurs.

12INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
5.2. University system in Australia:
On the other hand, Stella (2015) investigates that the education system has been created on
the AQF or Australian Qualifications Framework. This been established in 1995 has covered
vocational training and higher education with the school leaving certificate and secondary certificate
of education. This has brought together various levels of the educational system regarding
transparency and simple pathway from one level to the next with great guidance for career
opportunities and prospects. As the qualification obtained is AQF certified is listed on Government
directory and gets nationally accredited and a genuine certificate of finishing is received. Besides,
AUQA or Australian Universities Quality Agency and “National Training Quality Council” are the
recent initiates of Australian Government to strengthen the current accreditation and process of
quality assurance of Australia across the country. Australian education has distinct of regulations and
rules. A lot of differences are found in Australian education broad and also in India as per Regan
(2017). At Australia, they have been focusing more on practical based learning. Besides, they have
been allowing creatively in education. Moreover, they have allowing creativity in education. Here,
education is considered to be a learning process.
5.3. Differences between the two systems as shown by Narasimman and Ahmed (2015):
Areas of disagreement Discussion
The idea of education At Australia, the students have been first performing the ideas
practically. Next, they have been learning the theoretical part.
Indian school of the other hand has even opposite. This
theoretical framework has been providing more importance to
the practical concept of the study.
Use of technology It is seen that in India, the use of innovation in education is

13INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
limited to only a narrow spectrum of students that are needed to
have been expanded. The colleges and schools have been
teaching students the judicious use of available technology. On
the other hand, in Australia, most of the analysis of the academic
development of the student is evaluated and never tested. This
indicates that the students are undergoing various analysis and
best of which is graded and considered.
The system of education It is seen that in India, the present old-fashioned system of
education has undergone various radical modifications at the
early stages. Having the idea of outsourcing and globalization
has turned out to be a popular one with high time for raising the
education’s standard.
Cahill and Taft (2017) mentions that Australia is a nation with approximately 23 million
people. Here, the land mass is greater than that of India and it consists of 1.2 billion population. As
the per capita income is considered, the per capita income of Australia is 55,000. On the other hand,
India’s per capita income has been in low thousands. Hence, these two nations are distinct as per
pedagogy and necessity of the nations.
Chapman and Lindner (2016) argued that, nor every people in India has access to the
Internet. Tobin et al. (2015) shows that India is more like Europe where people have distinct
languages, cultures. Hence automatically there are regional demands still boosting up and the
scenario where one never have the access of the Internet to every people. At Australia, according to
Kovanović et al. (2015), is not the issue as per the scope is there for people to consider Higher

14INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
education and vocational education. Here, individuals have the scope. However, whether they
perform that or not is a distinct argument. Lingard et al. (2015) examined that in India, they need to
develop the scenario where there is scope for people to have an education of their choice. Further,
vocational education is huge in Australia. Also, professional education is huge in Australia. Hence,
as one need turn into a plumber or any driver and as one errand well, no one bothers about that. The
necessities of India, on the other hand, has been high to skills. Furthermore, there are necessities that
India are highly dependent on the skills. However, there are various types of social challenges as per
people who need to work in the office or a plumber. Hence, there are differences to see taking place
between the two nations as examined by Uslaner and Rothstein (2016).
Further, there are differences between Australian education and the Indian education system.
Marginson et al. (2015) explained that the education system in India is 80-90% theory based. On the
hand, the foreign education system has put emphasized more on different practical skills. Besides,
the Indian system has been following an outdated curriculum. This is revised in various late
intervals. However, Australian education has focused on the current developments under the subject
area. According to Burns and Welch (2018), The Indian process of analysis has been examined
mostly from foreign system analyzing students through various seminars, assignments and many
more. Apart from this, international education has provided the worldwide view-point and helping to
develop cross-cultural skills. This they have developed communication skills and created networks.
On the other hand foreign system has been concentrating more towards research and self-study.
Ultimately it provides the confidence that might carry across the lifetime.
Nadtochy et al. (2016) has discussed that the main difference between the dreadful systems
of India and there is the understanding. At Australia, the students have been performing the ideas
practically and learning the theory of that. It is an amazing process to consider the fact that students

15INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
have tended to perform lots of mistakes while attempting anything practically and they can follow
that up with the theory. This is with the thorough knowledge regarding idea achieved. Apart from
this the reason why students abroad have been good at problem identifying. The Indians are smart in
solving that. Besides, in the case of a parallel connection in circuits, the students have been first
doing that practically. They have been through a various process to achieve the outcomes and
ultimately learning the theoretical part of that. Here, the students have never been able to think out-
of-the-box solutions, since theoretical knowledge has not been restricting them as per Ross et al.
(2016). Next, in Australia, the students have been presenting the concepts to teachers from the
beginning of the school. Here, paper presentations are in India only in college. The technology used
is limited to a narrow spectrum of students that are needed to expand. Colleges and schools should
be teaching the students with the judicious use of available technology. It is helpful for the system to
be on par with international standards. Apart from this, in Australia, most of the analysis of
improvement of student’s academic career is analyzed and never tested.
This indicates, this every student has undergone various analyzed and the best of that is seen
and graded. Overall, the students are devoid of pressure to perform. The Australian classes have
never been happening in stringent nine to three style. Here, the students are left to concentrate on the
sectors on interest and put a mark over that. These concepts are student-friendly and providing tome
to understand what is studied according to Harmon (2015). Ultimately the present old-fashioned
system of education is needed to undergo various radical changes at the earliest. Having the idea of
globalization and outsourcing turning to be popular, this is the high time, that the Indians raise the
standards of education.
Apart from these, Shahjahan and Morgan (2016) highlights that Australia consists of some of
the best student cities throughout the world. They have been delivering the optimum habitat. This is

16INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
vital for the young mind to educate and also a broad spectrum of different extracurricular tasks
related to social growth and relaxation. Apart from this, it is also supported from the fact that out
three Australian students, one is international. This is particularly from India. Below, a simple
glimpse is provided clarifying the understanding that makes Indian students go to Australia as far as
higher education is concerned.
Adaptability Brownhill (2017) shows there is swiftness to adapt to the climate of
Australian cities, ethnicity, and heterogeneous standard of living. This has
made the Indian students think about this nation as the perfect liveable
scope for conducting their higher education.
Living costs Millot (2015) mentions that these factors have been linked closely to the
adaptability and the city variation is considered in housing and various other
prices. Though the expense of living in Australia is about 225% larger than India,
Australia has been offering various cheap and high end costs of living. This is
suitable to go for Indian students.
Academics Varghese (2015) shows that with the rising edge of technical and scientific c
innovation, originating from the result-oriented system, Australia is one of the
leading higher education institutions of Australia. This consists of universities
offering the cutting edge of the academics. The group of Eight or G08, leading
universities in Australia has been shining brightly for the wonderful education
system of Australia. This is desirable among Indian students.
Apart from this, various factors have given rise to the fact that Indians are visiting Australia
to get a higher education. The first one is reputation. Australia has been ranked as the 3rd most

17INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
popular destination to study abroad for international students. The nation has hit a new record having
the overall population of about 620,000 international students. This worldwide reputation is created
because of the education system promoting the entire development of personality with effective
career scopes. Further, Australia has been offering world-class teaching and education methods for
their students. Khan (2017) shows that Australian universities have been constantly featured in the
worldwide ranks for many years. As per “OS World University Rankings”, eight of the Australia
universities have been put at the top 100 lists. They include Universities of Melbourne, New South
Wales, Queensland, Sydney, Western Australia, Adelaide, Australian National University and
Monash University. As per as courses and programs are concerned, Australia has been attracting
most of the Indian students because of the broad variety of degrees and courses. The International
students of any area can seek the chosen program in the nation of Australia. They have over 22,000
careers, from 1,100 institutions Brock and Tulasiewicz (2018). The country has provided wonderful
scopes ahead. Plus, they have been helping to gain the best in their academic life. Further, at AEC,
one can receive the details regarding a particular course that is intended to study in the land of
Australia.
Moreover, Australia has provided the scope of working while study. It is highlighted by
Livingstone et al. (2018) that maximum of the students has been aspiring the study abroad worrying
about different living costs. Here, the aspect that is appealing most in Australia is to work while
studying. Having the student VISA, one can be active 40 hours every fortnight while studying and
40 hours every week while the actions go on. Various organizations particular hospitality, tourism,
retail has been hiring international students. The students can also get a job at the universities
attended by them. As far as scholarship is concerned, studying in Australia is affordable by Indians
having Australian scholarships. Further, there are various scholarship scopes for students who are
wishing to pursue studies in this advanced country. Here, various scholarships are funded by a

18INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
government such as AAS or Australia Awards Scholarships for masters, bachelors and PhD as per
Zuchowski et al. (2019). Some of the scholarships are much more university-specific such as
Melbourne Research Scholarships that are offered by the University of Melbourne and University of
Sydney International scholarships. This is for undergraduate programs and many more. One can
receive updates of scholarships from different abroad education consultants at Delhi. Lastly, it can
be said that Australia is a beautiful nation where students have not only been choosing to study in
Australia for effective education centers and different professional courses. However, White (2016)
argues that they are highly excited about experiencing the diverse natural scenic and environmental
beauty of the nation. Moreover, they are attracted to the pleasant, welcoming, rainforests, varied
landscapes and beautiful scenes of Australia.
6. Explaining the research method:
In this study online survey qualitative data analysis is done on different guardians of Indian
students. They are meant to be the exploratory phase for the present research project on the
comparison and contrasting of Indian primary education and Australian education. Thus attempt of
assessing the essay question has been answering the common theme. This is time-consuming and
arduous.
7. Understanding research analysis:
The above analytical approach is consistent with the present design and study questions as
discussed above. This is helpful to get a worldwide reach. Having worldwide Internet panels, this
online qualitative research has been conducted around various time ones in several countries and
various languages. Next, there are Interne-adapted techniques. This online scenario is never ideal for
conventional qualitative methods. However, in the present research, the techniques adapted is

19INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
helpful to take benefits of the unique characteristics of the Internet. Then, there is superior sampling.
The online qualitative research has used different probability samples for better representing the
target audiences and has been involving sectors and smaller cities. On the other hand, the groups of
most in-person have been conducted in some of the important urban markets. Then, there is minimal
bias. Here the group social pressure has been minimal under this online qualitative research. Further,
the anonymous scenario has developed inline that has lead towards openness and honesty. This is in
discussing the sensitive topics like money, incorrect political views are soon. Besides, there is
convenience. Here, the respondents have been reviewing the question of the moderator and posting
their responses with full convenience. Further, there are thoughtful reactions. In this online
qualitative research, the respondents have possessed more time to reflect their answers. This they
have been able to produce more thoughtful and detailed comments than offered from the in-person
qualitative.
8. Evaluation of results:
The above study shows that that irrespective of the fact, whether one is a student or parent
having interest in social enterprise, this has been too long. This from the time from when the
Australian school year for 2017 has begun. The year of school has been bringing dread, excitement
and various elements in between. However, the universal education has consisted of a broad range of
pathways that is the aspect that is taken for granted. As far as the primary education in Indian is
concerned, there are differences and similarities found. India is the abode of one of biggest education
systems in the present world. This consists of 1.3 million schools and over 230 million children are
being enrolled here. From this viewpoint, 230 million is about 10-time Australian population.
Similar to Australia, the school system of India has included twelve years and kindergarten study.
The Australian is categorized into primary or grades 1 to 6 and secondary schools or 7 to 12. On the

20INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
other hand, India has primary or 1 to 5, middle 6 to 8, secondary 9 to 10 and upper secondary school
11 to 12.
The above study shows that India and Australia have a strong emphasis on social studies,
science, language and mathematics in the early years. Further, both of them has been found to
possess more advanced curriculum having a wider range of subjects offered in the later years.
However, some of them are also electives. Moreover, drama, music and sports are also included in
both of the systems also. Moving to school in India has not been without challenges and changes.
The India curriculum is also criticized for the emphasis on understanding the critical thinking and
problem solving. This has been making that complicated for students in applying the knowledge for
their later life. Hence, this is the starting of change, fortunately. This is the new curriculum that is
introduced in various schools in the year 2011. At India, in the new program known as CBSE, there
is a higher focus in communication and critical thinking and also social work with extra-curricular
activities that include gymnastics and swimming.
However, the responses from the guardians from the present study have revealed that the
Indian students never even get the chance to complain regarding the curriculum. Though the
enrollment rates of India’s primary school has passed the 90% threshold set by the “Millennium
Development Goals”, there are millions of primary education students who are out of school.
However, some of the young people have been sufficiently fortunate to seek the pace in catch-up
programs. Here many years of school have been covered in only eleven months. Hence, they can get
access to mainstream schools. Various elements to be implemented in Indian education system to
cope up with Australian system includes the following:
 Marking system
 Rote learning

21INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
 Respecting every streams
 Varieties in different education streams
9. Demonstrating the limitations:
Various factors are not revealed through the above study. There has been a decline in
participation in math and science in Australia. It has also been estimated that 75% of the quickest
growing occupations has needed science, mathematics, engineering and technology SEM knowledge
and skills. Further, the study does not reveal that Australian education is monolingual. The
proportion of students in 2013, taking education in a foreign language has been at historic lows.
Further, Australia’s teacher education n policies have been falling well short for high-achieving
nations. Here, the future teachers have been recruited from 30% of the age cohort. Moreover, the
early learning participation has been among the lowest developed world scenario. Australia has been
found to lifting the various levels of investments in the earlier phase of childhood education.
Apart from this, data errors to the above online survey questionnaires have been existing.
Here, the Indian parents or the respondents choosing to racy to the survey question has been distinct
from those who have chosen not to respond. This has created bias. The options on the survey
questions have led to unclear data. This is because various responses have been interpreted distinctly
by respondents. Besides, this being a customized survey has been running the risk to consist of
specific kinds of errors. Apart from this, the respondents have been not feeling to be encouraged to
deliver honest and accurate answers. Moreover, they are unable to be comfortable to offer answers
unfavorably presenting themselves. Lastly, the Indian guardians have not been aware of the causes
of any specific reactions due to lack of memory on the subject.

22INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
8. Conclusion:
The above research is an understanding of comparative education. It can be described to be
philosophical. However, it is an attempt to highlight by comparison of selected aspects in Indiana
and Australian educational practices. The study has focused primarily on the contents of primary
curricula and extracurricular activities. It has also included the legal foundations where the ideas
have taken shapes along with organizational and administrative issues that have been rising. Both
India and Australia are the federations of states. Thus every state in these nations has consisted of
their educational policies that are independent of each other. In India, there are all-India education
policies that are formulated through All-India Institutions such as All-India Council for Secondary
Education and Central Advisory Board of Education. This is followed in principle in every state. On
the other hand, there has been no such coordinating body, here the education system in every state
has been differing in details. Some of the aspects identified from the above study are that in India
half of the nation never have access to proper education and everything is all about rote
memorization. The standardized testing has been determining every aspect and the student’s aptitude
are not identified outside that format. Moreover, there is high pressure from society and parents to
utilize education regarding financial security. Besides, there are government monopoly in education
in India and the education sectors are closed to the for-profit organizations. Lastly, there are few
scopes and flexibility in crossing over to various streams of education.

23INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
9. References:
Adonis, D., & Couch, J. (2017). 'The trails to get there': Experiences of attaining higher education
for Igorot Indigenous Peoples in the Philippines. Australian Journal of Adult Learning,
57(2), 197.
Altbach, P. (2015). Perspectives on internationalizing higher education. International Higher
Education, (27).
Ball, S. J. (2017). The education debate. Policy Press.
Bellenoit, H. J. (2015). Missionary education and empire in late colonial India, 1860-1920.
Routledge.
Brock, C., & Tulasiewicz, W. (2018). Cultural identity and educational policy. Routledge.
Brownhill, S. (2017). 15 Youth migration into and within Australia. The Shifting Global World of
Youth and Education.
Burns, R. J., & Welch, A. R. (2018). Contemporary perspectives in comparative education.
Routledge.
Cahill, D., & Taft, R. (2017). Education of immigrants in Australia. In Educating immigrants (pp.
16-46). Routledge.
Chapman, D. W., & Lindner, S. (2016). Degrees of integrity: the threat of corruption in higher
education. Studies in Higher Education, 41(2), 247-268.
Ford, D. (2015). Cambodian Higher Education Growing Pains. International Higher Education,
(44).

24INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Hajkowicz, S. A., Reeson, A., Rudd, L., Bratanova, A., Hodgers, L., Mason, C., & Boughen, N.
(2016). Tomorrow’s digitally enabled workforce: Megatrends and scenarios for jobs and
employment in Australia over the coming twenty years. Australian Policy Online.
Harmon, G. (2015). Australia as an higher education exporter. International Higher Education, (42).
Harris, A., & Jones, M. S. (Eds.). (2015). Leading futures: Global perspectives on educational
leadership. SAGE Publications India.
Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC
horizon report: 2016 higher education edition (pp. 1-50). The New Media Consortium.
Khan, M. A. (2017). Impact of Development of Technology on Education: Key Micro and Macro
Economies of Australia. Pakistan Journal of Engineering, Technology & Science, 6(1).
Kovanović, V., Joksimović, S., Gašević, D., Siemens, G., & Hatala, M. (2015). What public media
reveals about MOOC s: A systematic analysis of news reports. British Journal of
Educational Technology, 46(3), 510-527.
Lingard, B., Rezai-Rashti, G., Martino, W., & Sellar, S. (2015). Globalizing educational
accountabilities. Routledge.
Livingstone, D. W. (2018). The Education-Jobs Gap: Underemployment Or Economic Democracy?.
Routledge.
Luke, A. (2018). The social construction of literacy in the primary school. In Critical Literacy,
Schooling, and Social Justice (pp. 28-74). Routledge.
Lynch, K. (2015). Control by numbers: New managerialism and ranking in higher education.
Critical Studies in Education, 56(2), 190-207.

25INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Marginson, S. (2015). Challenges for Australian higher education in the Asian Century. IN THE
ASIAN CENTURY, 191.
Marginson, S. (2015). International education in Australia: The roller coaster. International Higher
Education, (68), 11-13.
Marginson, S. (2016). Global stratification in higher education. In Higher education, stratification,
and workforce development (pp. 13-34). Springer, Cham.
Marginson, S. (2016). High participation systems of higher education. The Journal of Higher
Education, 87(2), 243-271.
Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of
social stratification in inclusive systems. Higher Education, 72(4), 413-434.
McKenney, S., & Reeves, T. C. (2018). Conducting educational design research. Routledge.
Millot, B. (2015). International rankings: Universities vs. higher education systems. International
Journal of Educational Development, 40, 156-165.
Nadtochy, Y. V., Klochko, E. N., Danilina, M. V., Gurieva, L. K., Bazhenov, R. I., & Bakharev, V.
V. (2016). Economic factors and conditions for the transformation of the education services
market in the context of globalization. International Review of Management and Marketing,
6(1S), 33-39.
Narasimman, M., & Ahmed, R. T. (2015). Australian Journal of. Australian Journal of Basic and
Applied Sciences, 9(35), 191-193.
Norton, A., Norton, A., & Cakitaki, B. (2016). Mapping Australian higher education 2016.
Melbourne: Grattan Institute.

26INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Regan, P. (2017). Book review: Civics and Citizenship Education in Australia: Challenges, Practices
and International Perspectives.
Roberts, J. (2016). Language teacher education. Routledge.
Robertson, S. (2017). A class act: Changing teachers work, the state, and globalisation. Routledge.
Ross, A., Sherman, K. P., Snodgrass, J. G., Delcore, H. D., & Sherman, R. (2016). Indigenous
peoples and the collaborative stewardship of nature: knowledge binds and institutional
conflicts. Routledge.
Rousso, H. (2015). Education for All: a gender and disability perspective.
Shahjahan, R. A., & Morgan, C. (2016). Global competition, coloniality, and the geopolitics of
knowledge in higher education. British Journal of Sociology of Education, 37(1), 92-109.
Stella, A. (2015). Institutional accreditation in India. International higher education, (27).
Tobin, M., Lietz, P., Nugroho, D., Vivekanandan, R., & Nyamkhuu, T. (2015). Using large-scale
assessments of students' learning to inform education policy: Insights from the Asia-Pacific
region.
Uslaner, E. M., & Rothstein, B. (2016). The historical roots of corruption: State building, economic
inequality, and mass education. Comparative Politics, 48(2), 227-248.
Varghese, N. V. (2015). Challenges of massification of higher education in India. Research Papers
Series, 1.
White, M. A. (2016). Why won’t it stick? Positive psychology and positive education. Psychology of
well-being, 6(1), 2.

27INDIAN PRIMARY EDUCATION AND AUSTRALIAN EDUCATION SYSTEM
Zuchowski, I., Cleak, H., Nickson, A., & Spencer, A. (2019). A national survey of Australian social
work field education programs: Innovation with limited capacity. Australian Social Work,
72(1), 75-90.