LIMITATION OF ASSAM EDUCATION SYSTEM

India as a developing country acquired a prominent position in post 
modern period. In the field of education, India played a very 
important role in Third World Era of intellectual development. 
Assam as an integral part of our country has been producing highly 
fertile brains and personnel. Though Assam has constructed a proper channel of education system from primary level to university level in 
its own territory, yet a number of difficulties and problems are 
hampering present education system in the state. The 
administrative inefficiency and the lack of resources are the 
immediate problems in all stages of education. 
After Indian independence the all India primary education mission 
could not achieve expected goals. In Assam, the children education 
faced two formidable difficulties in enrolling all the children. The 
major difficulties come from the resistance of the parents to send 
their girls to the school and the creation of infrastructure in the 
rural areas. Among the causes for failure to implement the only 
Directive Principles of state policy in education may be included, the 
large birth-rate and consequent population explosion, the inability 
of the government to raise the required financial resources, the 
apathy of the illiterate masses, the tradition resistance to the 
education of girls, the poverty of the parents which compel them to 
use the labour of children, small and scattered habitations etc. 
(Shekhawat, 2007:15). 
In this context, the Kothari Commission recommends that the step 
should be taken to reduce wastage and stagnation by seeing that 
not less than 80 percent of children who enter class I reach class VII. 
Besides improving the general education of the teachers, steps 
should be taken to see that nobody is recruited who has not 
completed his matriculation, and also provision should be made to 
improve the professional training of the teachers which should be 
at least two years in duration. The commission also recommended ancillary services like midday meal, free supply for text books, 
school uniforms etc. 
The secondary education system is not functioning properly and 
could not fulfil the national objectives. The two main defects are 
that it is academic, without taking into account either the variations 
in the interest of the students or need of the society, and that even 
the academic education that is given by the secondary schools is 
not satisfactory, as it does not enable the students to pursue higher 
education at university level. On the other hand, the secondary 
education is not geared to meet the needs of industrialization. 
For the betterment of secondary education system the diversified 
curriculum has been introduced at this stage which inevitably 
implies development of a strong and effective guidance 
programme. Guidance involves the strategies of helping the boys 
and girls to plan by themselves their own future in the light of the 
personal factors of ability, aptitude, and interest and the availability 
of job opportunities. The Secondary Education Commission 
recommended that Educational Guidance Bureaus should be 
established in every state and attempts should be made to broaden 
the pupil's understanding of the scope, nature and consequences of 
various occupations and industries. The Kothari Commission also 
recommends that and guidance and counseling should be regarded 
as an integral part of education assisting individual to make decision 
and adjustments.