Commercialization of education

Animal print is not the new trend. Thigh high boots are not the new trend. What the trend is, is something unimaginable. It’s commercialization. Yes, you read it right and no, I’m not insane.
We live in the world of commercialization. It has become so deep that its roots have been dug deep into our education system as well.
I remember, during early 90’s if someone passed 12th exam with First Class (more than 60% marks) their parents used to distribute sweets to the whole society but it is disheartening to see that recently, one of my neighbor’s daughter passed CBSE 12th class exams with 90% & parents were looking so sad as though she failed. Just a simple reason, during 90’s there were only handful students who scored more than 90% but today the situation has awfully reversed, i.e. there are only handful students who scored less than 90% and they are seen as the black sheep of the society.
The roots of education commercialization stems from the perceived reduction in funding for educational institutions in a time of rising costs-or perhaps rising expectation. Schools are being told to find their own funding and reduced resources have led administrators to become fund raisers.
This commercialization has an effect on many households and therefore changes the whole concept of education, especially the student teacher relationship, the purposes of education and the attitudes towards education.
Today university students increasingly view education and the time they spend at university as a means of attaining economic value, a way of ensuring profitable employment. This is not to say that there should not be an economic benefit involved in obtaining a degree. This contributes to the perception that students are consumers of a service for a very specific reason seen in limited commercial terms- mainly as a ticket to a well-paying job. In this circumstances, and with the increasingly commodification of higher education, students are increasingly less likely to perceive the connections between knowledge and ethical practice, less likely to see education as something valuable in itself, and less likely to reflect on the application of classroom education to the world and society outside with the aim of furthering society’s moral wealth.
The important thing for the government is not to do things which individuals are doing already, and to do them a little better or a little worse; but to do those things which at present are not done at all. The role of the state in higher education has to be redefined. There is a need for careful planning, enhanced financing and evolving an enabling policy framework to make higher education accessible, equitable and qualitative.

-Drashti Shah