关于印度的教育体系，人们应该了解些什么?
正文翻译
What should one know about the Indian education system?
关于印度的教育体系，人们应该了解些什么?
What should one know about the Indian education system?
关于印度的教育体系，人们应该了解些什么?
评论翻译
Avik Chakraborty
People are using digital single-lens reflex camera(DSLR) but still in the course curriculum,they teach pin hole camera.
We also follow here “Open book test” concept. But students do it secretly and most of the student’s examination status depends on the invigilator’s nature.
We are studying to get good grades in the examination,not to learn or implement.
Lab facility in the Govt. schools are terrible.
人们正在使用数码单反相机（DSLR），但在课程中，他们仍然教授针孔相机的原理。
我们这里也实行“开卷考试”的理念，但学生们常常私下里作弊，大多数学生的考试成绩很大程度上取决于监考老师的态度。
我们学习的目的似乎是为了在考试中取得高分，而不是为了真正掌握知识或将其应用于实践。
政府学校的实验室设施通常状况不佳。
People are using digital single-lens reflex camera(DSLR) but still in the course curriculum,they teach pin hole camera.
We also follow here “Open book test” concept. But students do it secretly and most of the student’s examination status depends on the invigilator’s nature.
We are studying to get good grades in the examination,not to learn or implement.
Lab facility in the Govt. schools are terrible.
人们正在使用数码单反相机（DSLR），但在课程中，他们仍然教授针孔相机的原理。
我们这里也实行“开卷考试”的理念，但学生们常常私下里作弊，大多数学生的考试成绩很大程度上取决于监考老师的态度。
我们学习的目的似乎是为了在考试中取得高分，而不是为了真正掌握知识或将其应用于实践。
政府学校的实验室设施通常状况不佳。
Till class X, you learn nothing. You just memorize things. But in plus 2, you have to learn everything.
4 years of engineering-48 subjects. Seriously??? So generally most of the students enjoy their 4 years and study some suggestion based questions before the exam to just save their supplementary.
Innovation is appreciated but we are not encouraged for innovation and we don’t get financial support if needed.
Most of the teachers or professors in govt. school and college are idle because they are doing “govt. job”. So most of them don’t care about a student’s future.
在十年级之前，你几乎学不到实质性的内容，大部分时间都在死记硬背。但在高中二年级，你突然需要掌握所有知识。
四年的工程学教育要学习48门科目，这真的有必要吗？所以，大多数学生通常只是享受这四年的大学生活，然后在考试前突击学习一些基于建议的问题，以勉强通过补考。
虽然创新受到赞赏，但我们并没有得到鼓励去创新，如果需要资金支持，也往往得不到。
在政府学校和学院中，许多教师和教授因为从事的是“政府职位”，所以往往显得无所作为。因此，他们中的大多数人并不真正关心学生的未来。
4 years of engineering-48 subjects. Seriously??? So generally most of the students enjoy their 4 years and study some suggestion based questions before the exam to just save their supplementary.
Innovation is appreciated but we are not encouraged for innovation and we don’t get financial support if needed.
Most of the teachers or professors in govt. school and college are idle because they are doing “govt. job”. So most of them don’t care about a student’s future.
在十年级之前，你几乎学不到实质性的内容，大部分时间都在死记硬背。但在高中二年级，你突然需要掌握所有知识。
四年的工程学教育要学习48门科目，这真的有必要吗？所以，大多数学生通常只是享受这四年的大学生活，然后在考试前突击学习一些基于建议的问题，以勉强通过补考。
虽然创新受到赞赏，但我们并没有得到鼓励去创新，如果需要资金支持，也往往得不到。
在政府学校和学院中，许多教师和教授因为从事的是“政府职位”，所以往往显得无所作为。因此，他们中的大多数人并不真正关心学生的未来。
Syllabus is not changing widely,just the keywords they use are changing. But you have to buy new edition books because publishers understand their business only. Education has become a business in India.
There are very less opportunities for research work. They are not even giving stipend for research scholars properly. Govt. will not invest money. So generally the greatest minds of India,go to other countries and they develop things because they get proper environment there. And then we buy that thing with huge amount although that innovation could be done in India itself .
课程内容并没有实质性的广泛更新，仅仅是所用的关键词有所变化。然而，你不得不购买新版的教科书，因为出版商只关心他们的商业利益。在印度，教育已经变成了一种商业行为。
研究工作的机会非常稀缺。他们甚至没有为研究学者提供足够的生活津贴。政府不愿意在这方面投入资金。因此，印度许多最杰出的头脑选择前往其他国家，因为那里能提供更适宜的研究环境。结果，我们不得不以巨额资金购买他们的创新成果，尽管这些创新本可以在印度国内完成。
There are very less opportunities for research work. They are not even giving stipend for research scholars properly. Govt. will not invest money. So generally the greatest minds of India,go to other countries and they develop things because they get proper environment there. And then we buy that thing with huge amount although that innovation could be done in India itself .
课程内容并没有实质性的广泛更新，仅仅是所用的关键词有所变化。然而，你不得不购买新版的教科书，因为出版商只关心他们的商业利益。在印度，教育已经变成了一种商业行为。
研究工作的机会非常稀缺。他们甚至没有为研究学者提供足够的生活津贴。政府不愿意在这方面投入资金。因此，印度许多最杰出的头脑选择前往其他国家，因为那里能提供更适宜的研究环境。结果，我们不得不以巨额资金购买他们的创新成果，尽管这些创新本可以在印度国内完成。
Rich people are buying degrees and hard working meritorious poor kids are not eligible for the education.
Until and unless people start thinking that It’s not about business,it’s about nation’s future,this scene is not going to change.
富裕阶层可以轻易购买学位，而勤奋且有才华的贫困学生却无法获得教育机会。
除非人们开始意识到教育不仅仅是一门生意，而是关乎国家的未来，否则这种状况不会有所改变。
Until and unless people start thinking that It’s not about business,it’s about nation’s future,this scene is not going to change.
富裕阶层可以轻易购买学位，而勤奋且有才华的贫困学生却无法获得教育机会。
除非人们开始意识到教育不仅仅是一门生意，而是关乎国家的未来，否则这种状况不会有所改变。
Ravi Atal
Great points. esp. 2 and 3
非常好的见解，尤其是第二点和第三点。
Great points. esp. 2 and 3
非常好的见解，尤其是第二点和第三点。
Avik Chakraborty
Thank you very much sir. :)
非常感谢您，先生。
Thank you very much sir. :)
非常感谢您，先生。
Karthi Keyan
Great point especially no 8
非常好的见解，特别是第八点。
Great point especially no 8
非常好的见解，特别是第八点。
Avik Chakraborty
Thank you very much
非常感谢您。
Thank you very much
非常感谢您。
Vipul Jaiswal
But its not about only govt education intitutions but private also!!
但问题不仅仅在于政府教育机构，私立学校也是如此！
But its not about only govt education intitutions but private also!!
但问题不仅仅在于政府教育机构，私立学校也是如此！
Amar Kumar
Point 11 another way we can say reserved (rich) kid are buying degree and hard working meritorious general (poor) kids are not eligible for education.
第11点，我们可以这样理解：那些享有特权（富有）的孩子正在通过金钱购买学位，而那些勤奋且成绩优异的普通（贫困）孩子却因条件限制而无法获得教育机会。
Point 11 another way we can say reserved (rich) kid are buying degree and hard working meritorious general (poor) kids are not eligible for education.
第11点，我们可以这样理解：那些享有特权（富有）的孩子正在通过金钱购买学位，而那些勤奋且成绩优异的普通（贫困）孩子却因条件限制而无法获得教育机会。
Avik Chakraborty
It’s my point of view only what i have seen around me. “Eligibility” depends on what is the scenario and it is a variable
这只是我个人的观点，基于我周围的观察。“资格”取决于具体情况，它是可变的。
It’s my point of view only what i have seen around me. “Eligibility” depends on what is the scenario and it is a variable
这只是我个人的观点，基于我周围的观察。“资格”取决于具体情况，它是可变的。
Amar Kumar
You also said true.
你说得对。
You also said true.
你说得对。
Apoorva Anurag
To be very polite,
Pin-hole camera is taught in classes 4th and/or 5th. Knowing the basics of optics is important rather than jumping to advanced stuff.
Rutherford Model of an Atom and Bohr's Model have been disproved. Even so, they're taught before Schrodinger Wave Equation. Why not introduce Schrodinger in class 9th rather than teaching electrons revolve in circular orbits or Dalton's Theory which says atoms are indivisible?
非常客气地说，
在四五年级的课程中，我们会教授针孔相机的原理。掌握光学的基础知识比直接学习高级概念更为关键。
尽管卢瑟福的原子模型和玻尔的模型已经被证明是错误的，但这些内容仍然在薛定谔波动方程之前教授。为什么不在九年级就直接介绍薛定谔波动方程，而不是继续教授电子在圆形轨道上的运动，或者道尔顿的原子不可分割理论呢？
To be very polite,
Pin-hole camera is taught in classes 4th and/or 5th. Knowing the basics of optics is important rather than jumping to advanced stuff.
Rutherford Model of an Atom and Bohr's Model have been disproved. Even so, they're taught before Schrodinger Wave Equation. Why not introduce Schrodinger in class 9th rather than teaching electrons revolve in circular orbits or Dalton's Theory which says atoms are indivisible?
非常客气地说，
在四五年级的课程中，我们会教授针孔相机的原理。掌握光学的基础知识比直接学习高级概念更为关键。
尽管卢瑟福的原子模型和玻尔的模型已经被证明是错误的，但这些内容仍然在薛定谔波动方程之前教授。为什么不在九年级就直接介绍薛定谔波动方程，而不是继续教授电子在圆形轨道上的运动，或者道尔顿的原子不可分割理论呢？
Avik Chakraborty
To be very polite, I am from west bengal board.In class 4th and 5th I didnot know properly what optics is..And if so, then why do we learn C or java.before that we all should start with abacus or basic or cobol..but we don't use it so that we don't study…..It is important to upgrade yourself.knowing the basic ..I think no need to know the detailed history of that thing..other wise you will feel nostalgic only..not advanced.
非常礼貌地说，我来自西孟加拉邦委员会。在四五年级时，我对光学并不了解。如果真是这样，那我们学习C语言或Java之前，难道不应该先从算盘或基础编程语言如COBOL开始吗？但我们不使用这些，所以我们不学……重要的是要提升自己，了解基础知识……我认为没有必要了解事物的详细历史。否则，你只会感到怀旧，而不是向前看。
To be very polite, I am from west bengal board.In class 4th and 5th I didnot know properly what optics is..And if so, then why do we learn C or java.before that we all should start with abacus or basic or cobol..but we don't use it so that we don't study…..It is important to upgrade yourself.knowing the basic ..I think no need to know the detailed history of that thing..other wise you will feel nostalgic only..not advanced.
非常礼貌地说，我来自西孟加拉邦委员会。在四五年级时，我对光学并不了解。如果真是这样，那我们学习C语言或Java之前，难道不应该先从算盘或基础编程语言如COBOL开始吗？但我们不使用这些，所以我们不学……重要的是要提升自己，了解基础知识……我认为没有必要了解事物的详细历史。否则，你只会感到怀旧，而不是向前看。
Apoorva Anurag
That's a case of difference in curriculum. CBSE has QBASIC for classes 9th, 8th even now
这是一个课程设置的差异。中等教育中央委员会（CBSE）目前在九年级和八年级仍然教授QBASIC。
That's a case of difference in curriculum. CBSE has QBASIC for classes 9th, 8th even now
这是一个课程设置的差异。中等教育中央委员会（CBSE）目前在九年级和八年级仍然教授QBASIC。
Aryansh Omray
None of your points are justified in any sense.
你的任何观点都没有得到合理的支持。
None of your points are justified in any sense.
你的任何观点都没有得到合理的支持。
Avik Chakraborty
I’m no one to give justification both in any “sense” or “nonsense”
我并不是要为任何“有道理”或“没道理”的事情辩护。
I’m no one to give justification both in any “sense” or “nonsense”
我并不是要为任何“有道理”或“没道理”的事情辩护。
Gaurav Datta
Do you even know what's the purpose of pin hole?
It's the foundation of X ray and gamma ray cameras.
Unlike visible spectrum, gamma and X rays do not bend upon hitting the lens. That's why pin holes.
Not all cameras are supposed to have lenses.
Last time I remember, we were also taught lens ray diagrams in school.
Although I agree with rest of the points.
你真的了解针孔相机的原理吗？
它是X射线和伽马射线成像技术的基础。
与可见光不同，伽马射线和X射线在遇到透镜时不会发生折射。这就是针孔相机的用途所在。
并不是所有相机都必须配备镜头。
我记得上一次，我们在学校里也学习了透镜光线图。
尽管如此，我同意你提出的其他观点。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
Do you even know what's the purpose of pin hole?
It's the foundation of X ray and gamma ray cameras.
Unlike visible spectrum, gamma and X rays do not bend upon hitting the lens. That's why pin holes.
Not all cameras are supposed to have lenses.
Last time I remember, we were also taught lens ray diagrams in school.
Although I agree with rest of the points.
你真的了解针孔相机的原理吗？
它是X射线和伽马射线成像技术的基础。
与可见光不同，伽马射线和X射线在遇到透镜时不会发生折射。这就是针孔相机的用途所在。
并不是所有相机都必须配备镜头。
我记得上一次，我们在学校里也学习了透镜光线图。
尽管如此，我同意你提出的其他观点。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
Avik Chakraborty
No man,I am illiterate. I don't “even” know what is X-ray. I know only X-man. If I would have knowledge like you, I would be utilizing my knowledge and innovate things, I won't ask others what they don't “even” know..
不，朋友，我是文盲。我甚至不知道X射线是什么。我只知道X战警。如果我有像你那样的知识，我会利用我的知识去创新，而不是去问别人他们不知道的事情。
No man,I am illiterate. I don't “even” know what is X-ray. I know only X-man. If I would have knowledge like you, I would be utilizing my knowledge and innovate things, I won't ask others what they don't “even” know..
不，朋友，我是文盲。我甚至不知道X射线是什么。我只知道X战警。如果我有像你那样的知识，我会利用我的知识去创新，而不是去问别人他们不知道的事情。
Gaurav Datta
Okay, looking back I realize how shitty my comment post sounded. Basically I agree with all points you said. It's just that the little trivia triggered me off. Although that's no excuse for rudeness. Kudos to you too for keeping sane.
好吧，现在回想起来，我意识到我的评论有多糟糕。基本上我同意你说的所有观点。只是那个小趣闻触发了我。虽然这不是无礼的借口，也向你致敬，因为你保持了冷静。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
Okay, looking back I realize how shitty my comment post sounded. Basically I agree with all points you said. It's just that the little trivia triggered me off. Although that's no excuse for rudeness. Kudos to you too for keeping sane.
好吧，现在回想起来，我意识到我的评论有多糟糕。基本上我同意你说的所有观点。只是那个小趣闻触发了我。虽然这不是无礼的借口，也向你致敬，因为你保持了冷静。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
Ayushi Agarwal
We work to build a proactive interest in students to learn with the motive of improving learning outcomes. Tablet-Based Smart ICT Lab by iDream Education is designed to improve the digital infrastructure of government schools. Some features of TABLAB that adds value to revamping government schooling are:
我们致力于培养学生积极主动的学习兴趣，以提高学习成果。
iDream Education 设计的基于平板电脑的智能ICT实验室，旨在改进政府学校的数字化基础设施。TABLAB的一些功能，为改造政府学校教育体系带来了以下价值：
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
We work to build a proactive interest in students to learn with the motive of improving learning outcomes. Tablet-Based Smart ICT Lab by iDream Education is designed to improve the digital infrastructure of government schools. Some features of TABLAB that adds value to revamping government schooling are:
我们致力于培养学生积极主动的学习兴趣，以提高学习成果。
iDream Education 设计的基于平板电脑的智能ICT实验室，旨在改进政府学校的数字化基础设施。TABLAB的一些功能，为改造政府学校教育体系带来了以下价值：
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处
Eliminate any dependence on the internet through offline learning content
Increase student engagement through multiple categories of digital content such as videos, assessments and books
Capture student wise reports and helps teachers to understand their students better – their learning habits, interests and learning levels
通过提供离线学习内容，减少对互联网的依赖。
通过视频、评估和书籍等多种形式的数字内容，增加学生的参与度。
通过收集学生报告，帮助教师更深入地了解学生的学习习惯、兴趣和水平。
Increase student engagement through multiple categories of digital content such as videos, assessments and books
Capture student wise reports and helps teachers to understand their students better – their learning habits, interests and learning levels
通过提供离线学习内容，减少对互联网的依赖。
通过视频、评估和书籍等多种形式的数字内容，增加学生的参与度。
通过收集学生报告，帮助教师更深入地了解学生的学习习惯、兴趣和水平。
Shweta Gupte
I'm not in the education sector, but my best friend teaches Physics in Bimbel (extra-education business) as his part-time job since he was a university student so far when he already graduated from college to fill his time while waiting for his next study in INSA or UI (depends on which scholarship he get).
虽然我不在教育领域工作，但我最好的朋友在一家补习机构（Bimbel）兼职教授物理。从他还是大学生起，直到现在大学毕业，他都在利用等待印度国家科学院或UI（取决于他获得哪项奖学金）的下一个学习阶段的空闲时间来做这份工作。
I'm not in the education sector, but my best friend teaches Physics in Bimbel (extra-education business) as his part-time job since he was a university student so far when he already graduated from college to fill his time while waiting for his next study in INSA or UI (depends on which scholarship he get).
虽然我不在教育领域工作，但我最好的朋友在一家补习机构（Bimbel）兼职教授物理。从他还是大学生起，直到现在大学毕业，他都在利用等待印度国家科学院或UI（取决于他获得哪项奖学金）的下一个学习阶段的空闲时间来做这份工作。
I discussed about the shortage of our education and that I have a similar opinion with all answers here, especially on highly focused memorization rather than comprehension. But, he gave me insight on this case based on his own experience in teaching Physics that a lot of kids didn't wish to comprehend either. they're going to get confused and hamper the method of teaching while he has limited time and really tight schedule in teaching those kids. If he did not follow a schedule, then he will get a very difficult task to follow the pace of the school's teaching.
我和他讨论了我们教育体系存在的问题，我的看法与这里所有人的观点相似，尤其是对于教育过于强调记忆而不是理解的问题。然而，他根据自己的教学经验向我解释了这个问题：许多学生其实并不愿意去深入理解物理概念。如果他们试图理解，反而会感到困惑，这会影响教学进度，而他的时间非常有限，教学日程也非常紧凑。如果他不按照既定的时间表来教学，那么他将很难跟上学校的教学节奏。
我和他讨论了我们教育体系存在的问题，我的看法与这里所有人的观点相似，尤其是对于教育过于强调记忆而不是理解的问题。然而，他根据自己的教学经验向我解释了这个问题：许多学生其实并不愿意去深入理解物理概念。如果他们试图理解，反而会感到困惑，这会影响教学进度，而他的时间非常有限，教学日程也非常紧凑。如果他不按照既定的时间表来教学，那么他将很难跟上学校的教学节奏。
So he said, "Now, I understand why teachers emphasize on memorization rather than comprehension". I often discussed with him a day because he's my room-mate since we enter college. Before he takes part-time jobs as a Physics teacher, he did agree that Indonesia education too emphasized memorization, now he changed his view on this particular case.
"It's very difficult, he said "I got a very tight schedule and if I focused to show comprehension, the entire teaching process will hamper
因此，他说：“现在我明白了，老师们为什么会强调记忆而不是理解。” 我和他经常讨论这个问题，因为他从我们上大学开始就成为了我的室友。在成为物理老师的兼职工作之前，他确实认为印尼的教育体系过于强调记忆，但现在他对这种情况有了不同的看法。
“这真的很难，”他说，“我的时间表非常紧张，如果我专注于讲解理解，整个教学过程就会受到影响。”
"It's very difficult, he said "I got a very tight schedule and if I focused to show comprehension, the entire teaching process will hamper
因此，他说：“现在我明白了，老师们为什么会强调记忆而不是理解。” 我和他经常讨论这个问题，因为他从我们上大学开始就成为了我的室友。在成为物理老师的兼职工作之前，他确实认为印尼的教育体系过于强调记忆，但现在他对这种情况有了不同的看法。
“这真的很难，”他说，“我的时间表非常紧张，如果我专注于讲解理解，整个教学过程就会受到影响。”
which can affect on schedule". Then I feel
it's not education or teachers directly favor memorization, but an excessive amount of subject or too tight schedule reduces the time for the teacher to show proper comprehension. Besides that, do not forget about students themselves, my friend said that not every student wants to review hard. There are always 'the clown' who adore to jokes around in teaching process. the brilliant ones are going to be ready to understand easily, but 'the clown' and his/her minions will have a difficult time to follow.
I just want to share a different perspective supported by my friend's first-hand experience in teaching on this particular thing which is just too focused on memorization. I hope we will solve the matter.
“这可能会影响整个教学计划。” 我意识到，并不是教育体系或教师本身偏好记忆式教学，而是过多的课程内容或过于紧凑的时间表限制了教师进行深入讲解的时间。此外，别忘了学生自己的态度，我的朋友提到，并非所有学生都愿意刻苦复习。总有一些喜欢在课堂上捣乱的“小丑”，他们的存在会让教学过程变得复杂。那些优秀的学生自然能够轻松理解，但“小丑”及其追随者们却很难跟上。
我想分享的是一种不同的观点，这是我朋友在教学实践中亲身经历的，特别是在那些过于强调记忆的特定情况下，我希望我们能够解决这个问题。
it's not education or teachers directly favor memorization, but an excessive amount of subject or too tight schedule reduces the time for the teacher to show proper comprehension. Besides that, do not forget about students themselves, my friend said that not every student wants to review hard. There are always 'the clown' who adore to jokes around in teaching process. the brilliant ones are going to be ready to understand easily, but 'the clown' and his/her minions will have a difficult time to follow.
I just want to share a different perspective supported by my friend's first-hand experience in teaching on this particular thing which is just too focused on memorization. I hope we will solve the matter.
“这可能会影响整个教学计划。” 我意识到，并不是教育体系或教师本身偏好记忆式教学，而是过多的课程内容或过于紧凑的时间表限制了教师进行深入讲解的时间。此外，别忘了学生自己的态度，我的朋友提到，并非所有学生都愿意刻苦复习。总有一些喜欢在课堂上捣乱的“小丑”，他们的存在会让教学过程变得复杂。那些优秀的学生自然能够轻松理解，但“小丑”及其追随者们却很难跟上。
我想分享的是一种不同的观点，这是我朋友在教学实践中亲身经历的，特别是在那些过于强调记忆的特定情况下，我希望我们能够解决这个问题。
Danu Aditya
What is your opinion about indonesia's education system?
Well, even I am not in educational sector, I like to monitor education sector as it is one of significant-impact sector.
Without further ado, let’s start.
你对印度尼西亚的教育体系有何看法？
虽然我不是教育领域的从业者，但我对教育领域很感兴趣，因为它是一个影响深远的行业。
让我们直接进入主题。
What is your opinion about indonesia's education system?
Well, even I am not in educational sector, I like to monitor education sector as it is one of significant-impact sector.
Without further ado, let’s start.
你对印度尼西亚的教育体系有何看法？
虽然我不是教育领域的从业者，但我对教育领域很感兴趣，因为它是一个影响深远的行业。
让我们直接进入主题。
No critical thinking, too much rote memorization
As other Asian country, Indonesian use rote memorization rather than critical thinking. Rote memorization can be adequate in elementary or lower primary, but it is clearly inadequate for upper primary, secondary and tertiary education. It is a big problem in Indonesian education.
缺乏批判性思维，过度依赖机械记忆
和许多亚洲国家一样，印度尼西亚的教育体系更侧重于机械记忆而非批判性思维的培养。在小学或低年级阶段，机械记忆或许还足够，但在高年级、中学乃至高等教育阶段，这种方式显然是不够的。这是印度尼西亚教育面临的一个重大问题。
As other Asian country, Indonesian use rote memorization rather than critical thinking. Rote memorization can be adequate in elementary or lower primary, but it is clearly inadequate for upper primary, secondary and tertiary education. It is a big problem in Indonesian education.
缺乏批判性思维，过度依赖机械记忆
和许多亚洲国家一样，印度尼西亚的教育体系更侧重于机械记忆而非批判性思维的培养。在小学或低年级阶段，机械记忆或许还足够，但在高年级、中学乃至高等教育阶段，这种方式显然是不够的。这是印度尼西亚教育面临的一个重大问题。
Indonesian education, reflected from the assessment, focused on ‘remember’ and less on ‘understanding’ aspect in Bloom Taxonomy. Other aspects in Bloom Taxonomy such as apply, analyse, uate and create are untouchable in general.
Too general, so broad but less depth
印度尼西亚的教育体系，从评估的角度来看，更注重于记忆而不是布鲁姆（Bloom）分类法中的“理解”层面。布鲁姆分类法中的其他层面，如应用、分析、评价和创造，通常在教育实践中很少被触及。
教育内容过于宽泛，缺乏深度
Too general, so broad but less depth
印度尼西亚的教育体系，从评估的角度来看，更注重于记忆而不是布鲁姆（Bloom）分类法中的“理解”层面。布鲁姆分类法中的其他层面，如应用、分析、评价和创造，通常在教育实践中很少被触及。
教育内容过于宽泛，缺乏深度
Indonesian education is broad and generalised until lower secondary (9th grade). Upper secondary (10–12 grade) has streams, however streaming is not flexible to choose (at least until Curicullum 2013). This model has been created problems, such as…
a. confusion of education and career route and choice
b. nothing to expert feeling
在初中（9年级）之前，印度尼西亚的教育内容广泛而笼统。到了高中（10至12年级），虽然有分科，但学生在选择分科时并不灵活（至少在2013年的课程改革之前是这样）。这种模式带来了一些问题，例如：
a. 对教育和职业路径选择的混淆
b. 感觉不够专业、也不精通
a. confusion of education and career route and choice
b. nothing to expert feeling
在初中（9年级）之前，印度尼西亚的教育内容广泛而笼统。到了高中（10至12年级），虽然有分科，但学生在选择分科时并不灵活（至少在2013年的课程改革之前是这样）。这种模式带来了一些问题，例如：
a. 对教育和职业路径选择的混淆
b. 感觉不够专业、也不精通
Most schools are not appreciate talent and special gift. The most-likely reason is social justice, so every one have to take ‘same menu’. However, education shall not like that.
Too proud: Disconnection and Island Mentality
In Indonesia, teacher is one of respectable profession although it was one of less-paid profession (and recently get better). However, some of teachers have narrow-view, such as “others did not have degree in education so others know nothing about education”. This thinking in education sector made the Indonesian education sector in pit.
大多数学校并不珍视学生的天赋和特殊才能。最可能的原因是出于社会公平的考虑，以至于每个人都必须接受相同的教育内容。然而，教育不应该是这样的。
过于自负：缺乏联系和孤岛心态
在印尼，教师职业虽然曾经是薪酬较低的行业之一（尽管最近有所改善），但仍然是一个受人尊敬的职业。然而，一些教师持有狭隘的观点，比如认为“其他人没有教育学位，所以对教育一无所知”。这种教育领域内的思维导致了印尼教育体系的孤立和闭塞。
Too proud: Disconnection and Island Mentality
In Indonesia, teacher is one of respectable profession although it was one of less-paid profession (and recently get better). However, some of teachers have narrow-view, such as “others did not have degree in education so others know nothing about education”. This thinking in education sector made the Indonesian education sector in pit.
大多数学校并不珍视学生的天赋和特殊才能。最可能的原因是出于社会公平的考虑，以至于每个人都必须接受相同的教育内容。然而，教育不应该是这样的。
过于自负：缺乏联系和孤岛心态
在印尼，教师职业虽然曾经是薪酬较低的行业之一（尽管最近有所改善），但仍然是一个受人尊敬的职业。然而，一些教师持有狭隘的观点，比如认为“其他人没有教育学位，所以对教育一无所知”。这种教育领域内的思维导致了印尼教育体系的孤立和闭塞。
As everything in the world, every system can be divided into three components as input, process and output. About educational system, most output will be used outside of educational system (well, most people did not become teachers, did they?) Thus, at least feedback (…participation, if possible) from outside educational sector is required in educational sector, especially in the content of education. Unfortunately, that thinking prevent other end-user of educational system to use educational system and prepare the output better.
正如世界上的一切事物一样，每一个系统都可以分为输入、过程和输出三个部分。在教育体系中，大多数的输出将在教育体系之外被应用（毕竟，大多数人最终并没有成为教师，对吧？）。因此，教育体系特别需要来自外部的反馈（……如果可能的话，还包括参与），尤其是在教育内容的制定上。遗憾的是，这种思维模式阻碍了教育系统的其他用户更好地利用这一体系，并为输出做好准备。
正如世界上的一切事物一样，每一个系统都可以分为输入、过程和输出三个部分。在教育体系中，大多数的输出将在教育体系之外被应用（毕竟，大多数人最终并没有成为教师，对吧？）。因此，教育体系特别需要来自外部的反馈（……如果可能的话，还包括参与），尤其是在教育内容的制定上。遗憾的是，这种思维模式阻碍了教育系统的其他用户更好地利用这一体系，并为输出做好准备。
Note: There is no question about pedagogical competence of teacher, but end-user feedback is required to improve, isn’t it?
Lack Evidence-based Education
I like to compare Indonesian curriculum (syllabus) to Singaporean. I usually see that Indonesian curriculum lack of citation and reference than Singaporean one. Thus, we can imply that Indonesian educational policy most likely without bases (however, new Curriculum 2013 started to use citation and means started to use evidence).
请注意：这里并不是对教师的教学能力提出质疑，但为了改进，我们需要来自最终用户的反馈，不是吗？
缺乏以证据为基础的教育方法。
我喜欢将印尼的课程大纲与新加坡的进行比较。通常，我发现印尼的课程大纲在引用和参考资料方面不如新加坡的详尽。因此，我们可以推断，印尼的教育政策很可能缺乏实证基础（尽管2013年的新课程开始引入引用，这表明开始采用基于证据的方法）。
Lack Evidence-based Education
I like to compare Indonesian curriculum (syllabus) to Singaporean. I usually see that Indonesian curriculum lack of citation and reference than Singaporean one. Thus, we can imply that Indonesian educational policy most likely without bases (however, new Curriculum 2013 started to use citation and means started to use evidence).
请注意：这里并不是对教师的教学能力提出质疑，但为了改进，我们需要来自最终用户的反馈，不是吗？
缺乏以证据为基础的教育方法。
我喜欢将印尼的课程大纲与新加坡的进行比较。通常，我发现印尼的课程大纲在引用和参考资料方面不如新加坡的详尽。因此，我们可以推断，印尼的教育政策很可能缺乏实证基础（尽管2013年的新课程开始引入引用，这表明开始采用基于证据的方法）。
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