Comparative Analysis: Indian Primary Education and Australian System

This report provides a comparative analysis of the Indian primary education system and the Australian education system, highlighting their similarities and differences. It begins by introducing the context of education in both countries, noting India's growing population and economy and Australia's free and compulsory education system. The report then outlines the problem statement, research questions, and theoretical framework, utilizing the AHELO feasibility study to assess learning outcomes. A literature review compares the university systems in both countries, noting differences in structure and standards. The report also discusses the research method, analysis, and results, acknowledging limitations. It emphasizes the need for India to improve teacher quality, invest in higher education, and adopt innovative policies to align with global standards. The study concludes by advocating for India to focus on competency-based education and global mobility to enhance its 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.