Education in Kerala

In February 1846, Gundert opened a lithographic press and bookbinding establishment at Nettur near Tellicherry, contributing significantly to the development of education in Malabar.

CMS missionaries, including Thomas Norton and Henry Baker, were instrumental in promoting education for oppressed and lower castes, establishing schools in Mavelikkara, Tiruvalla, Mallapalli, Mundakkayam, and Melukavu.

A significant figure in the 19th century was Archbishop Bernardine Baccinelli,[20] who started a system called "A school along with every church" to make education available for both poor and rich.

Reformatory schools for juvenile offenders were established, and technical education was encouraged with the institution of scholarships for studies in European countries.

[29] Kerala is also one of the Indian states which spend a larger proportion of its revenue for human resource development including educational and healthcare uplifting.

[48] In Kerala, school education is divided into three stages, viz., VHSE offers job-oriented courses to students at the higher secondary level (11th and 12th grades) and aims to provide them with practical skills and training for employment.

The VHSE courses are designed to equip students with specific vocational skills in various fields such as agriculture, commerce, engineering, health sciences, humanities, and technology.

[49] These colleges offer undergraduate and postgraduate courses in arts, science, commerce, engineering, medicine, law, management, and other disciplines.

This has become prevalent due to the deteriorating social and polieconomical state of the country, lack of opportunity to make sustainable living, lack of state's ability to be inclusive of needs of families and individuals of all socioeconomic status, and ability to innovate and capture trends of modern higher education that meets its populations needs.

Additionally, the rise of unregulated and predatory study abroad agencies that have mushroomed in every major town's and cities offering qualitative and competent benefits that are often untrue exacerbates the situation.

Experts opine that while in the past, migration of individuals in their adulthood was due to economic distress, resulting in inbound money transfers.

Now, it has become migration of young adults (18 to 24 years old) as students due to socioeconomic distress and cultural factors, resulting in outbound transfers of funds and drainage of wealth.

Similarly, computer science engineers are drawn to the workforce requirements of expanding contract companies in other states, as well as the lifestyle opportunities available in such areas.

Those who are unable to achieve these milestones are opting to study abroad to re-educate in their fields, improve their chances, and to avoid in an extend of being in the growing opo sedae generation in Kerala.

These adjustments aim to realign social design patterns and address counterproductive systems by aligning with the humanistic and self-expanding values of Keralites through meaningful nudges.

[53][54] Kerala also aims to create emerging programs that can attract students to stay and pursue studies and find qualitative careers in Kerala, institute work-integrated learning (WIL) opportunities through memorandums of understanding (MOUs) with credible organizations, reduce class sizes, increase student well-being comforts, and services, and provide training to professors to increase competency in delivering educational services.

The government stated that the overall objective of these changes is to improve citizens' potential for better lifetime earnings and to provide realistic agency in a globalized labor market, benefiting both individuals and the nation as a whole.

There are significant shortcomings within the educational framework, where courses are diluted and often structured in an ambiguous manner, impeding students' ability to grasp and engage with the subject matter.

Teaching is often substandard, with professors resorting to fear tactics to discourage students from seeking assistance, thereby masking their own inadequacies and gaining recognition or respect through negative reputation.

Textbooks relied upon by international institutes feature standardised and well-researched topics relevant to the rapidly-changing pace of the globalised world.

[57][58] Another issue is the lack of rigour within Kerala's educational system, where students are not required to attain an internationally-accepted minimum percentage to progress to advanced courses.

The perpetuation of this counterproductive systemic attribute that sows and reaps inequality in Kerala has led to reduced accessibility to educational programs, even when there is no genuine social or economic pressure for instituting such limitations geographically.

Many international institutions are accommodating towards students with lower passing percentages in their previous academic pursuits, offering readiness or prerequisite courses that ensure their success in continuing education.

Such arrangements are designed to provide opportunities for students to excel academically and achieve a better quality of life through education, a support system that is not present in Kerala.

[57][58] At international universities and colleges, students have the opportunity to transition into new career fields through conversion certificates, which typically cover 6 to 8 core subjects.

[59] In international universities, political activities serve as opportunities for building teamwork and governance skills, focusing on advocacy causes rather than representing national parties or ideologies.

A scientific institution named National centre for molecular materials, for the research and development of biomedical devices and space electronics is to be established in Thiruvananthapuram.

Amrita Vishwa Vidyapeetham runs their Schools of Arts and Sciences, Ayurveda, Biotechnology, Business, Engineering, and Social Work institutions in Amritapuri in Kollam metropolitan area.

In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematics concepts, including series expansion for trigonometric functions.

AMU Malappuram Campus is the centre of Aligarh Muslim University of higher education learning, located in Cherukara village of Perinthalmanna in the hills of Chelamala.