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Education in India – A Detailed Analysis

Last updated on April 21, 2024 by ClearIAS Team

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

History of Education in India

India has a rich tradition of imparting knowledge.

The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways .

Still, the education system in India needs a lot of reforms.

Current Status of Education in India: Data from Census 2011

Literacy rate in India as per Census 2011: 74%.
Literacy rate: Male: 82.1%; Female: 65.5%
Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
There are large state variations in the gender gap.
However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
Be that as it may, India is still lagging behind the world literacy rate of 86.3%(UNESCO 2015). A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

Pre-primary level: 5-6 years of age.
Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

Under Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of elementary education.
Provision for a non-admitted child to be admitted to an age-appropriate class.
Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
There is a fear of financial burden on the government for teacher recruitment and training.
The grey area of teacher transfer is also not helping the cause.
Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted learning for children from disadvantaged groups to provide an equitable education system.
Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism with the Indian value system. ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

Wisdom and Knowledge
Aims of the Social Order : the desired social order for which youths are being educated.
Love for higher values in life
Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

Standardization of educational system on 10+2+3 pattern.
Emphasized the need to make work experience and social/national service an integral part of education.
Linking of colleges to several schools in the neighborhood.
Equalization of opportunities to all and to achieve social and national integration .
Neighborhood school system without social or religious segregation and a s chool complex system integrating primary and secondary levels of education.
Establishment of Indian Education Service.
On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

The policy provided for “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
Increase public expenditure on education to 6% of GDP.
Provide for better training and qualification of teachers.
Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
Launching of “Operation Blackboard” to improve primary schools nationwide.
IGNOU, the Open University, was formed.
Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
The policy of no detention should be upheld only till class five and not till class eight.
There is a steep rise in teacher shortage, absenteeism, and grievances.
Need to constitute an Autonomous Teacher Recruitment Board.
Four years integrated B.Ed. the course should be introduced.
There is an inadequate integration of information technology (IT) and the education sector.
The National Skills Qualification Framework should be scaled up.
The choice of vocational courses should be in line with local opportunities and resources .
Bringing formal certification for vocational education at par with conventional education certificates.
All India Education Service.
Existing separate laws governing individual regulators in higher education should be replaced by the said act.
The role of existing regulatory bodies like UGC and AICTE should be revised.
National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education:

Low accessibility.
The curriculum doesn’t meet the developmental needs of children.
Lack of qualified and trained teachers.
Substandard pedagogy.
Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
Guidelines for up to three-year-old children.
Educational framework for three to eight-year-old children.
This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
The current structure of school education is to be restructured based on the development needs of students.
10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
Force students to concentrate only on a few subjects.
Do not test learning in a formative manner.
Cause stress among students.
To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
These will also include anganwadis, vocational education facilities, and an adult education center.
Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
Teachers should be deployed with a particular school complex for at least five to seven years.
They will not be allowed to participate in any non-teaching activities during school hours.
Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Higher Education

According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
Research universities focus equally on research and teaching.
Universities focus primarily on teaching.
Colleges focus only on teaching at undergraduate levels.
All such institutions will gradually move towards full autonomy.
Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
Introduce four-year undergraduate programs in Liberal Arts.
By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
The student-teacher ratio of not more than 30:1 must be ensured.
All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

Improving the classroom process of teaching, learning, and evaluation
Aiding teacher training.
Improving access to education.
Improving the overall planning, administration, and management of the entire education system.
Electrification of all educational institutions paves the way for technology induction.
An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

Establishing an autonomous Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
Adult Education Centers will be included within the school complexes.
Relevant courses are made available at the National Institute of Open Schooling.
National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Education and Indian Languages

The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

The New Education Policy lacks operational details.
It is not clear from where the funding will be sourced.
Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
But the girl’s enrollment rate is lower than that of boys at the higher education level.
A gap is visible across social categories in terms of enrollment rate at the higher education level.
According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are cumulative, which leaves students grossly handicapped for further education .
India had fared poorly in the Programme for International Student Assessment (PISA) test in 2008, and 09.
Education policies in India are focused on inputs rather than on learning outcomes.
Teacher shortages.
Local politics.
Corruption in teacher appointment.
Defects in teacher training.
Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
There is no accountability, as there is a guaranteed lifetime job independent of performance.
From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
National Policy on Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
Budget 2019-20 stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The Budget has also increased focus on ‘new-age skills’ like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
Currently, B Tech courses in AI are offered mostly in premier institutions only.
The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

Early childhood education (ECE) is needed for cognitive development in the early stage.
Integrated Child Development Scheme (ICDS) has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
There are multiple service providers but there is no clarity in the types of services provided.
The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
There is a decline in the quality and training of teachers.
S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
The government has launched Padhe Bharat Bade Bharat – targeting early reading and writing. The twin-track approach of comprehension and math is the main focus.
There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
Inclusive learning can be furthered through school.
Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
There is a need to expand RTE to cover the 14-18 age groups.
To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
The desired levels of research and internationalization of Indian campuses remain weak points.
Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee, on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
Indian higher education system is of a linear model with very little focus on specialization.
UGC and AICTE act more as controllers of education than facilitators.
Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
Poor governance , with mindless over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
Compartmentalization and fragmentation of the knowledge system.
Disconnect with society.
Overemphasis on entrance tests.
Absence of innovation in learning methods.
Corrosion of autonomy of universities.
For long basic disciplines across the physical and social sciences and humanities were ignored.
However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
Budget 2019-20 proposes ‘Study in India’ with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7 percent of GDP over the past two decades.
The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
The separation of research from teaching leads to a situation where universities have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
There is also a need to encourage Investigator-led Research for funding science research. Science and Engineering Research Board (SERB) 2008, a statutory body of DST, is a step in the right direction.
50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
It would strengthen state universities and provide knowledge in areas specific to a state.
National Research Foundation, to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
National Mission on Dark Matter
National Mission on Genomics
National Mission on Energy Storage Systems
National Mission on Mathematics
National Mission on Cyber-Physical Systems
National Mission on Agriculture
Ramanujan Fellowship Scheme.
Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
Ramalingaswami Re-entry Fellowship.
Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
Greater public engagement of the science and research establishment is needed. A greater effort at science communication is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
Supreme Court had said that NEET should be the sole basis for admission to medical courses.
There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
11th 5-year plan (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC) made medium-long-term state perspective plans.
Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
Selected government institutions would be provided with ₹1,000 crore over five years.
The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
The model for the sector remains dependent on state patronage.
Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
Funding only for public institutions is discriminatory.
Humanities institutions were neglected.
Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

Foreign Education Providers Bill 2013

There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

JP movement had provided an impetus to the politicization of students.
In Indian higher education institutions, university politics has become a launchpad for political ambitions.
Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
By teachers → who reinforced the belief that boys are quick learners.
Girls are eased out of school to work on home chores or get married.
Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
In higher education, gender disparities still prevail in enrollment.
Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

Teachers play the most critical role in a student’s achievement.
The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
Preference for private school tutoring is there.
The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
ASER 2016 has shown small improvements in learning outcomes in government schools.
Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a five-year vision plan on education, released by MHRD, by the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

Group 1: Strategies for expanding access
Group 2: Towards global best teaching/learning process
Group 3: Promoting Excellence
Group 4: Governance reforms
Group 5: Assessment, Accreditation, and Ranking Systems
Group 6: Promotion of research and innovation
Group 7: Employability and Entrepreneurship
Group 8: Using Technology for Better Reach
Group 9: Internationalisation
Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
Upgrade the quality of education to global standards.
Position at least 50 Indian institutions among the top 1000 global universities.
Introduce governance reforms in higher education for well-administered campuses.
Accreditation of all institutions as an assurance of quality.
Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
Double the employability of the students passing out of higher education.
Harness education technology for expanding the reach and improving pedagogy.
Promote India as a global study destination.
Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

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Reader Interactions

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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Education News

How the school and college education change after National Education Policy 2020

Visual Stories

The United Nations Education, Scientific and Cultural Organization (UNESCO) New Delhi Regional Office launched the fifth edition of its annual flagship report, Seeds of Change - UNESCO 2023 State of the Education Report for India on Education to address Climate Change .

This year’s report delves into the role of education in tackling the increasingly complex and intensifying challenges posed by climate change. India, like many parts of the world, continues to bear witness to the dire consequences of climate change through climate disasters and biodiversity losses. Education’s full potential to shape a generation that understands the gravity of this urgent issue and equip them with the tools to combat it must be realized now.

Shri Sanjay Kumar, Secretary, Department of School Education and Literacy, Ministry of Education

The National Education Policy 2020 underscores the importance of making environmental education an integral part of school curricula at all stages. In order to address climate change in India, the Ministry of Education strongly believes in the role that education can play in resolving impacts of climate change. This report by UNESCO is very timely as it comes at a time when India is making significant strides in working on the issue of climate change.

Education is a transformational tool in our fight against climate change – when we know better, we can do better. Educational systems must adapt to equip younger generations with the knowledge, skills and competencies to prepare them for the impacts of climate change. This year’s UNESCO State of the Education Report for India is dedicated to the pivotal role of education in addressing climate change. We can see from the research that India has already taken some significant steps in this direction, and in doing so, is helping to promote sustainable and long-term solutions to this global challenge.

Tim Curtis, Director and UNESCO Representative of the UNESCO New Delhi Regional Office

The National Council of Educational Research and Training’s (NCERT) commitment to addressing climate change through school education aligns seamlessly with the vision of the National Education Policy (NEP) 2020. The NCERT is delighted to know that the UNESCO New Delhi Regional Office has developed this report on the pivotal theme of education to address climate change and I trust this report will be an informative guide for programmes directed towards climate change education.

In 2023, India ranked eighth out of 59 countries and the European Union (collectively accounting for 92% of global greenhouse gas emissions) on climate performance according to the Climate Change Performance Index, rising two spots from the previous year. The country’s new National Curriculum Framework revised in 2023 mentions climate change 52 times. Today, India is a country well-suited for an exploration of climate education innovations, and UNESCO’s report highlights its best practices and future opportunities to do just that.

UNESCO - has long promoted the mobilization of intersectoral partnerships, political commitments, and youth empowerment as key drivers for fully leveraging education in building a greener and more sustainable future. Its global programme, Education for Sustainable Development (ESD), contributes to this end by laying the foundation for global collaboration and policy innovation. Additionally, the Greening Education Partnership (GEP), launched by the United Nations Secretary-General in 2022, provides a practical framework for education stakeholders to take further action and UNESCO serves as the secretariat to the Greening Education Partnership (GEP).

To date, 80 Member States have joined the Partnership, for which UNESCO serves as the secretariat with strong commitment to green education systems, structured around four pillars of transformative education:

Greening schools

Greening curriculum

Greening teacher training and education systems’ capacities

Greening communities

The four pillars of the GEP are used as a guide with which the report analyzes India’s state of education to address climate change. The report is a synergy between UNESCO’s globally informed framework and the local expertise cultivated by the research team from the Centre for Environmental Education, India who authored this report.

The report concludes with ten concrete recommendations for education sector stakeholders, which we hope will facilitate immediate actions to enhance education’s role in addressing climate change. We also hope that the recommendations will inspire stakeholders in the environmental sector to further engage with education in their policy initiatives.

The ten recommendations are:

Emphasize the urgent need for collective action to address climate change through education

Include a climate change education component in all development policies

Integrate climate change education at all stages of education

Support educational institutions to be green and climate-ready

Embed climate change perspectives into green skills and vocational education programmes

Empower teachers with comprehensive climate change education training and resources

Engage with the youth to build a green future

Incorporate local and traditional knowledge that supports low-carbon lifestyles in climate change education

Promote partnerships to foster innovations in climate change education

Strengthen and create education-centred portals to provide reliable information on climate change

The launch event also showcased an engaging exhibition highlighting various initiatives taken to develop education to address climate change in India.

UNESCO New Delhi Regional Office extends its gratitude to UNICEF India, British Council India, and the Mobius Foundation for their support and cooperation.

To illustrate the report in an accessible manner, the following audio-visual package is also available free of copyright on UNESCO New Delhi’s YouTube channel :

Summary video underlining the recommendations of the report

Short capsules highlighting the key recommendations of the report

Seeds of Change - 2023 State of the Education report for India on Education to Address Climate Change

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Accelerating Progress Towards SDG4: Stocktake of Transformative Actions in Education

Here are four interventions that can make education in India more accessible and inclusive

India is the second largest market for online education after the US. Image: Unsplash.

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Learning outcomes among school children in India show significant scope for improvement.
The Education 4.0 India report identifies key learning gaps within education and proposes several solutions.
A multi-stakeholder approach can bridge these gaps with a transformative framework.

The potential of digital interventions in the field of education in India is immense: the market for online education has grown four times since 2019 to $3 billion . A KPMG assessment showed that India is the second largest market for online education after the US. With conducive policies and initiatives of the Government of India, such as the National Education Policy (NEP) 2020 and over 5000 EdTech start-ups across the learning lifecycle , the current education environment is potent for digital transformation.

Alongside this, learning outcomes among schoolchildren show significant scope for improvement. The National Achievement Survey (NAS) of 2021 reported an average learning level of 59% in grade 3, 49% in grade 5, 42% in grade 8 and 36% in grade 10. This indicates a decline in learning levels with an increase in grade level and has far-reaching implications for young Indians’ readiness for the 21st-century workplace and India’s preparedness for the Fourth Industrial Revolution.

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How many children in the world are getting a proper education, 'now or never': why we need to do more to save schools' 'lost generation', covid-19 has locked children out of their education with girls at highest risk.

Furthermore, the COVID-19 pandemic has highlighted the digital divide caused by disparate access to, and affordability of, technology infrastructure (such as internet connectivity and electricity) and devices (such as computers and mobile devices). This divide varies across geographies, demographics and communities. Additionally, students with disabilities face unique challenges due to the lack of peer support, lower concentration levels and the need for better parental support.

Enhancing learning and reducing inequities

While recognizing the huge potential of technology for enhancing learning, as well as the need to reduce inequities in educational access for all girls and boys, the Education 4.0 India initiative utilizes digital and other technologies to address learning gaps and make education accessible to all.

A joint effort between the World Economic Forum, UNICEF and YuWaah (Generation Unlimited in India) proposes solutions that align with, and augment and amplify, India’s National Education Policy (NEP) 2020 and the National Digital Education Architecture of 2021 .

India’s NEP 2020 aims to improve the delivery of quality education for all learners, including through digital means. From revamping the educational structure to creating a robust digital learning system, the NEP 2020 is aligned with the goals of 21st-century education. It emphasizes the development of the creative potential of each child.

Keys areas that require intervention

The report identifies four focus areas for interventions: foundational numeracy and literacy (FLN), teachers’ capacity building, school-to-work transition and connecting the unconnected. The interventions are categorised under five building blocks, namely: curriculum, content, capacity, community and digital.

Building blocks of interventions. Source: Education 4.0 India report.

1. Foundational literacy and numeracy

For instance, in FLN, a major gap identified is the lack of “byte-sized” content in early learning that can ignite a child’s interest, as well as engage parents who may not be educated.

Storytelling, read-aloud and interactive content, flip books, and the use of digital tools can address these challenges. FLN solutions are centred around the following criteria: the capability of the solution to engage the home environment and the relevant actors (parents, caregivers and community); the adaptability of the solution; whether the solution is multi-modal in nature (hybrid or phygital) so as to reach parents and communities in the remotest and most resource-challenged locations.

2. Teachers’ capacity building

Enhancing teachers’ capacity to deliver education in newer formats is essential, as is their buy-in and involvement in creating and providing tech-enabled curricula. To this end, the report suggests ways to strengthen teachers’ capacity building – for instance, by improving the quality of teachers’ training, linking training with career progression, and involving teachers in designing a holistic teachers’ capacity building programme.

According to our Future of Jobs 2018 report, more than one-half of India’s workforce will need to be re-skilled by 2022 to meet the demands of the Fourth Industrial Revolution.

With the world’s largest youth population and more than half of the population of working age, skills development is critical for India to sustain inclusive growth and development.

In late 2018, the World Economic Forum, in collaboration with India's oil and skills development minister as well as the head of business consulting company Infosys, launched a Task Force for Closing the Skills Gap in India .

The task force brings together leaders from business, government, civil society and the education and training sectors to help future-proof India’s education and training systems. Find out more about our Closing the Skills Gap 2020 initiative.

3. School-to-work transition

The third priority area, school-to-work transition, focuses on making students job-ready in a rapidly evolving employment landscape. Nearly 85% of Indian schools have yet to implement vocational courses as part of their curriculum. This report suggests interventions using digital and hybrid models to upskill students to find a good fit with available and emerging jobs.

4. Connecting the unconnected

The global pandemic has not only made digital learning central to teaching worldwide, but it has also widened the digital divide, leaving those without devices and internet connections further behind. According to the Unified District Information System for Education (UDISE) 2020-2021 survey, only around 41.3% of schools have access to computers, and 24.5% had access to the internet in 2020-2021.

For the fourth focus area, connecting the unconnected, this report categorizes schools based on their access to digital infrastructure. It suggests interventions to enable schools at each level to get better connected.

Transforming the education sector

The Education 4.0 India initiative builds on efforts by the central and state governments and leverages their interventions. The interventions recommended by the initiative can create tremendous impact – from making education more accessible and inclusive to reducing dropout rates and improving learning outcomes by using more adaptive learning systems and community engagement.

The report presents a roadmap to enhance India’s school education ecosystem and gives out a call to action to all stakeholders in the edtech space to come together to transform the sector.

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World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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Essay on Indian Education System for Students and Children

500+ words essay on indian education system for students and children.

The Indian education system is quite an old education system that still exists. It has produced so many genius minds that are making India proud all over the world. However, while it is one of the oldest systems, it is still not that developed when compared to others, which are in fact newer. This is so as the other countries have gone through growth and advancement, but the Indian education system is still stuck in old age. It faces a lot of problems that need to be sorted to let it reach its full potential.

Problems with Indian Education System

Our Indian education system faces a lot of problems that do not let it prosper and help other children succeed in life . The biggest problem which it has to face is the poor grading system. It judges the intelligence of a student on the basis of academics which is in the form of exam papers. That is very unfair to students who are good in their overall performance but not that good at specific subjects.

Moreover, they only strive to get good marks not paying attention to understanding what is taught. In other words, this encourages getting good marks through mugging up and not actually grasping the concept efficiently.

Furthermore, we see how the Indian education system focuses on theory more. Only a little percentage is given for practical. This makes them run after the bookish knowledge and not actually applying it to the real world. This practice makes them perplexed when they go out in the real world due to lack of practical knowledge.

Most importantly, the Indian education system does not emphasize enough on the importance of sports and arts. Students are always asked to study all the time where they get no time for other activities like sports and arts.

Get the huge list of more than 500 Essay Topics and Ideas

How Can We Improve Indian Education System?

As the Indian Education System is facing so many problems, we need to come up with effective solutions so it improves and creates a brighter future for students . We can start by focusing on the skill development of the students. The schools and colleges must not only focus on the ranks and grades but on the analytical and creative skills of children.

In addition, subjects must not be merely taught theoretically but with practical. This will help in a better understanding of the subject without them having to mug up the whole thing due to lack of practical knowledge. Also, the syllabus must be updated with the changing times and not follow the old age pattern.

Other than that, the government and private colleges must now increase the payroll of teachers. As they clearly deserve more than what they offer. To save money, the schools hire teachers who are not qualified enough. This creates a very bad classroom environment and learning. They must be hired if they are fit for the job and not because they are working at a lesser salary.

In conclusion, the Indian education system must change for the better. It must give the students equal opportunities to shine better in the future. We need to let go of the old and traditional ways and enhance the teaching standards so our youth can get create a better world.

FAQs on Indian Education System

Q.1 What problems does the Indian Education System face?

A.1 Indian education is very old and outdated. It judges students on the basis of marks and grades ignoring the overall performance of the student. It focuses on academics side-lining arts and sports.

Q.2 How can we improve the Indian education system?

A.2 The colleges and schools must hire well and qualified teachers. They must help students to understand the concept instead of merely mugging up the whole subject.

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Primary Education in India: Progress and Challenges

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Urvashi sahni urvashi sahni nonresident fellow - global economy and development , center for universal education @urvashi_sahni.

January 20, 2015

Content from the Brookings Institution India Center is now archived . After seven years of an impactful partnership, as of September 11, 2020, Brookings India is now the Centre for Social and Economic Progress , an independent public policy institution based in India.

In recent decades India has made significant progress on access to schooling and enrollment rates in primary education but dropout rates and low levels of learning remain challenges for the state and central government. As the U.S. has a longer history of public education than India there are opportunities for India to learn from the successes and failures in the American education system and to collaborate in tackling shared challenges, such as the best use of technology in primary education.

Primary school enrollment in India has been a success story, largely due to various programs and drives to increase enrolment even in remote areas. With enrollment reaching at least 96 percent since 2009, and girls making up 56 percent of new students between 2007 and 2013, it is clear that many problems of access to schooling have been addressed. Improvements to infrastructure have been a priority to achieve this and India now has 1.4 million schools and 7.7 million teachers so that 98 percent of habitations have a primary school (class I-V) within one kilometer and 92 percent have an upper primary school (class VI-VIII) within a three-kilometer walking distance.

Despite these improvements, keeping children in school through graduation is still an issue and dropout rates continue to be high. Nationally 29 percent of children drop out before completing five years of primary school, and 43 percent before finishing upper primary school. High school completion is only 42 percent. This lands India among the top five nations for out-of-school children of primary school age, with 1.4 million 6 to 11 year olds not attending school. In many ways schools are not equipped to handle the full population – there is a teacher shortage of 689,000 teachers in primary schools, only 53 percent of schools have functional girls’ toilets and 74 percent have access to drinking water.

Additionally, the quality of learning is a major issue and reports show that children are not achieving class-appropriate learning levels. According to Pratham’s Annual Status of Education 2013 report, close to 78 percent of children in Standard III and about 50 percent of children in Standard V cannot yet read Standard II texts. Arithmetic is also a cause for concern as only 26 percent students in Standard V can do a division problem. Without immediate and urgent help, these children cannot effectively progress in the education system, and so improving the quality of learning in schools is the next big challenge for both the state and central governments.

Improving learning will require attention to many things, including increasing teacher accountability. According to school visits teacher attendance is just 85 percent in primary and middle schools and raising the amount of time teachers spend on-task and increasing their responsibility for student learning also needs improvement. Part of this process requires better assessments at each grade level and more efficient monitoring and support systems. Overall, the public school system also needs a better general management system.

India also faces many challenges that could be tackled through the education system. For one gender issues have come to the fore because of the spate of recent cases of violence against girls. Changing gender mindsets seems to be imperative and gender studies education is one way of doing so. Also India, along with most countries, is concerned with the future of the labor market and employability; Prime Minister Mr. Narendra Modi wants to emphasize skill development in order to make school education more practically relevant.

Areas of Collaboration

Many of India’s concerns about education are shared by the U.S., such as ensuring quality, improving teacher capabilities, effective use of technology, and improving management systems. The US and India can achieve better learning outcomes if they pool their experience and resources – both intellectual and economic.

Leveraging technology : Both the U.S. and India are looking for solutions to provide high-quality learning opportunities to marginalized students. Technology has a lot of potential to improve education but how it can be implemented most effectively and in the case of India, most cost-effectively, still remains a question. There are several initiatives in India, by NGOs, like the Azim Premji Foundation & Digital Studyhall, and corporations like ILFS, Educom, Intel, Medialabs, to mention just a few, in content creation, teacher training and classroom learning. So far philanthropists and incubators are the ones who have helped to identify and scale best practices. A more officially driven effort is required to evaluate digital content and even more importantly to develop cost effective methods of making these available to teachers and students in areas where resources are scarce. Prime Minister Modi has shown a keen interest in this area, mentioning the need for ‘digital classrooms’ several times in his speeches in India and abroad. Given the issues of scale in terms of numbers and geography, which India needs to tackle in order to reach all her children and make sure they are learning effectively, technology definitely has an important role to play. The U.S. and India could collaborate and work to understand together how technology might be leveraged to improve student learning, teacher training, monitoring and support, management of schools and the quality of learning, especially in remote districts. The U.S. already has much experience in providing technology to schools and India could learn from its successes and failures. Furthermore, collaboration with the U.S. could help promote research in this area and build the evidence base in India.

Teacher education : The lack of learning in India’s schools call for changes to teacher education. A collaboration between American universities’ schools of education with Indian teacher training institutes could help build capacity and upgrade teacher education both in terms of curriculum and pedagogy, which is much needed in Indian teacher education institutions like the District Institutes of Education and Training. Such collaborations could be facilitated through technology, collaborative research projects, teacher exchanges, and subsidized online courses for teachers in India by universities in the United States.

Building good assessment systems : Good assessments are useful at the classroom level for teachers to gauge their students’ understanding and also to inform policy. The need for regular and useful assessments in India is something that Indian departments of education are focusing on at the central and state level. The U.S. could share lessons learned on how to make assessments as effective as possible in terms of assessment design, implementation and management of data.

Gender studies education : The state of women in India has recently drawn a lot of attention and promoting gender equality through education has an important role to play. Boys and girls should be taught to think about gender equality from an early age and the curriculum should include gender studies with appropriate teacher training. The U.S. could share its experiences of promoting gender equality through schools and help advance both action and research.

Skills Development : As making education more practically relevant to the labor market is a priority for Prime Minister Modi, there is much India can learn from experiences in the United States. A shared agenda of helping identify and implement improved ways to develop skills and competencies even at the school level could be an important area for collaboration.

Resources : Currently spending on education is low in India, and stands at 3.4 percent of the GDP. The U.S. might be able to help make it more of a priority, and nudge the government to increase spending on education.

Education System in India: Everything You Need To Know

Manali Ganguly ,

Mar 4, 2024

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The education system in India has evolved in the past few years to accommodate a more logical and practical approach towards education. The Indian education system can be roughly divided into the pre-primary, primary, secondary, higher secondary, graduate and the postgraduate levels.

Education System in India: Everything You Need To Know

The education system in India has evolved over the years and plays an important role in shaping not just the careers of the students but their lives as well. The education system in India is divided into several levels. They are the pre-primary level, the primary level, the secondary level, the higher secondary level, the graduate level and the postgraduate level.

In India, the education system can be said to be state-run. There are centralised boards as well as state boards to which the schools are affiliated. After the higher secondary level, education is imparted in colleges and universities, where the courses are bifurcated into academic, professional, and vocational courses.

An in-depth study of the complete system is crucial for a clearer understanding.

Table of Contents

Current Education System in India

Literacy Rate in India

Right to Education Act (RTE)

Stages of education in india, central and state school education boards, education schemes in india, challenges faced by the education system in india.

The education system that is currently existing in India can be said to have come down since the Rig Vedic times. In the early period, Mathematics was the only subject through which education was imparted which implies a logical approach to learning. In the latter period, subjects that were included to be taught were Pali grammar, buddhist literature, social values and logic.

For the Hindu society, education was imparted in pathshalas or gurukuls where the students had to stay and serve the ‘guru’ or the teacher and learn their lessons there. Education was free in those times. In a Muslim society there were Madrasas and Maqtabs. The Madrasas exist till today.

When India became a British colony, initially the East India Company did not think of working on or improving the education system in India. It was later that the missionaries coming from Europe introduced Western education in the country. The Sergeant Commission and the Hunter Commission are the commissions that were set up by the British to improve the quality of education in India.

There was immense improvement in the Indian system of education in the postcolonial period. The modern education system in India can be segmented into four distinctive layers roughly. They are: primary,secondary, higher secondary and higher education.

Modern India made it mandatory to educate children in the age group of 6 years to 14 years. The higher education refers to the education after completing the higher secondary level. The graduate, post graduate, doctoral and postdoctoral levels constitute the higher education in the country.

Also Read: Indian Education System vs Foreign Education System

New Education Policy

The New Education Policy has made several amendments in the education system in India. The moderations made in the system has been mentioned in the section below:

The foundational stage of education runs for 5 years. The age group covered in this segment is 3 years to 8 years.
The preparatory stage runs for 3 years. The age group covered in this stage is 8 years to 11 years, which ideally corresponds to classes 5 to 8.
The middle stage of education is between the age group of 11 years to 14 years. The classes covered are 6 to 8.
The secondary stage is between 14 years and 16 years which includes the classes 9 and 10.
The higher secondary stage is between 16 years and 18 years which corresponds to the higher secondary classes of 11 and 12.

Also Read: What is Quality Education? Meaning and Importance

Literacy Rate in India

The education system in India is controlled and supervised by three central committees - University Grants Commission (UGC). National Council of Educational Research and Training (NCERT), and All India Council for Technical Education (AICTE). There exists a Ministry of Education in each state. There are more than 37000 colleges and 700 universities in India.

The literacy rate in India for seven year olds and above is 74.04%. The male literacy rate stands at 82.14% while the female literacy rate in India is 65.46%. The GER or General Enrolment Ratio for higher education in India stands at 26.30%. The GER is a metric that represents the percentage of people in the age group of 18 years to 23 years going for higher education.

Also Read: 10 Ways to Balance Student Life And Academics

The Right to Education Act was enacted on Aug 4, 2009, and came into force in Apr 2010. This is an Act of the Parliament of India to safeguard the rights of children to education free of cost. As per the act, the children are entitled to receive free and compulsory education from 6 years of age to 14 years of age.

The Right to Education Act makes it mandatory for the children to free fundamental education irrespective of caste, creed or gender. The Act lists down the norms that the schools must abide by while imparting elementary education to the children of the specified age group.

Also Read: Best Career Options for Girl in India

The education system in India is divided into the pre primary level, the primary or the elementary level, the secondary level, the higher secondary level, the graduate level, the postgraduate level, and the doctoral and postdoctoral levels. The description for each level can be found below.

Pre-Primary Level: This stage covers the education of children between 3 and 6 years of age. While terminology may differ for different regions and schools, this stage mostly starts from the playgroup and ends with upper kindergarten.

Primary Level: This is a relatively longer stage and covers classes 1 to 8 in school. Classes 1 to 5 constitute the primary level and classes 6 to 8 constitute the upper primary level.

Secondary Level: This stage is constituted by classes 9 and 10 in school.

Higher Secondary Level: This stage includes classes 11 and 12 in school.

Graduate Level: This stage includes 3 years of degree courses which are done in the college.

Postgraduate Level: The postgraduate stage can be done in the colleges or universities.

Doctoral and Postdoctoral Levels: The doctoral and postdoctoral levels require research and are done at the universities.

Also Read: Types of Education: Formal, Informal & Non-Formal

There are a number of education boards in India apart from the state education boards. The central boards are CBSE, CISCE, and NIOS. Each of these boards has a separate set of curriculum for teaching as well as conducting exams.

The centrally operating education boards in India are the following:

Council for the Indian School Certificate Examinations (CISCE)
Central Board of Secondary Education (CBSE)
National Institute of Open Schooling (NIOS)

The state-run education boards in India can be found below:

Bihar School Examination Board (BSEB)
Punjab School Education Board (PSEB)
Madhya Pradesh Board of Secondary Education (MPBSE)
Jammu and Kashmir State Board of School Education (JKBOSE)
Board of High School and Intermediate Education Uttar Pradesh
Chhattisgarh Board of Secondary Education (CGBSE)
Board of Secondary Education Rajasthan (RBSE)
Haryana Board of School Education (HBSE)
Himachal Pradesh Board of School Education (HPBOSE)
Andhra Pradesh Board of Secondary Education (BSEAP)
Andhra Pradesh Board of Intermediate Education (BIEAP)
West Bengal Board of Secondary Education (WBBSE)
Maharashtra State Board Of Secondary and Higher Secondary Education (MSBSHSE)
Gujarat Secondary and Higher Secondary Education Board (GSEB)

Also Read: CBSE vs State Boards: Which is Better?

The education system in India has witnessed the introduction of various kinds of educational schemes aiming at improving the quality of education among the targeted population. All such schemes that have been introduced and implemented to improvement the education system and therefore the literacy rate are mentioned below:

1. Right to Free and Compulsory Education Act (2009) : This act was passed in 2009 to make education compulsory for all children aged between 6 and 14 years.

2. Scheme for Promotion of Academic and Research Collaboration (SPARC): This scheme was introduced to aid in the development and promotion of a conducive ecosystem in the higher educational institutes for conducting research by way of communication and exchange of ideas with the foreign nations.

3. National Educational Alliance for Technology (NEAT): This scheme aimed at improving the quality of education in the higher educational institutes.

4. Rashtriya Uchchatar Shiksha Abhiyan (RUSA): This scheme was introduced in 2013 by the-then Ministry of Education. This scheme is sponsored by the Centre to facilitate strategic development in the higher educational institutes of the country.

5. NISHTHA 2.0: This scheme was introduced to train the teachers as per requirement to support logical and critical thinking in students.

6. Pradhan Mantri Schools for Rising India (PM-SHRI) Yojana: This scheme has been introduced by the Government of India to facilitate better learning in 14,000 schools located country wide. The aim is to improve and uplift the education in these schools to bring them at par with the other centrally controlled and state controlled schools in the country.

7. Mid-Day Meal Scheme: This system was renamed the PM Poshan or Pradhan Mantri Poshan Shakti Nirman in September 2021. This scheme offers lunch to the children from classes 1 to 8 in the government-run schools.

8. PRAGYATA: This scheme issues an advisory in the form of guidelines, created by the NCERT, to the schools for digital education.

9. Samagra Shiksha: This scheme merges together the schemes of Sarva Shiksha Abhiyan (SSA), Teacher Education (TE), and Rashtriya Madhyamik Shiksha Abhiyan (RMSA). This scheme covers the pre primary to the higher secondary level of education in the schools. The scheme fosters equal and all-inclusive education in the schools.

Also Read: Women Education in India: Importance, Welfare Schemes, and Benefits

Despite the all round development of the education system in India, there are a few challenges faced by the system. Corrective measures can help in dealing with the challenges and taking the education system of India to be at par with the top ranking systems in the world.

The challenges faced by the system are:

1. Lack of Infrastructure: The lack of infrastructure in most of the schools in the rural area leads to an insufficient development of the students in terms of learning.

2. Rote Learning Methods: This is one of the major drawbacks of the Indian education system. As compared to the top ranking countries, in terms of education, the education system in India lies behind because of the rote learning techniques. The ways of teaching in most of the schools are rather outdated, despite digital platforms being used in a few. Stressing on rote learning fails to instil interest in the students thereby leading to a half hearted knowledge.

3. Lack of Practical Application: Most of the lessons imparted in the school level lack any demonstration or practical application. This leads to an insufficient knowledge among the students which hinders their educational growth in the long run.

4. Expensive Education: The top private schools rank among the best schools in the country. However, the expenses are sky reaching which makes it not just difficult but impossible for most of the population to afford these schools.

5. Teacher to Student Ratio: This is a factor that is constantly hindering proper learning among the students. The class strengths are quite high which makes it difficult for the teachers to pay attention to individual students and address their needs.

Also Read: 5 Advantages And Disadvantages Of Online Education

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Education /

Current Education System in India

Updated on
Feb 9, 2023

Rooted in the ancient learnings of Vedas and Puranas, the Indian education system has come a long way from the old-school Gurukuls to the new-age hi-tech academic institutions. Though the constitution of India primarily gave the authority of the educational apparatus of the country to the state, the introduction of a constitutional amendment in 1976 added the role of the national government for suggesting school education policies and programmes with the state still having some freedom over the implementation of programs. The school system of the country has a total of four levels, i.e. lower primary, upper primary, high and higher secondary. Though the educational system can still be improved in a variety of ways, the country has strived to bring significant changes through initiatives such as Sarva Shiksha Abhiyan as well as the Right to Education Act. With this blog, we will take a comprehensive look at some of the prevalent features of the current education system in India and how it can be improved.

This Blog Includes:

Goals for pedagogy, grading system , abridging the gap: secondary & post-secondary education, embracing the role of technology in education, advent of international private schools, availability of a wide range of short-term courses, specialised programs, emphasis on extra-curricular activities, varied scholarship opportunities, issues in the current education system in india.

The main goal behind designing the curriculum for schools is to inculcate a structural approach that aims to inform students about the salient features of our rich cultural heritage, egalitarianism, democracy, and secularism. In the current education system in India, central emphasis is put on the study of the Indian freedom movements, constitutional publications and other essential topics that focus on imparting students with the knowledge of national identity as well as the glorious history of the country. Further, the curriculums also incorporate the study of diverse cultures in India along with a range of basic academic disciplines as well as official and regional languages.

In the current education system in India, the vitality of the grading system is emphasized. The students in schools and colleges are not just tested based on their learning abilities but also on their acquired knowledge and skills as well as their performance in extracurricular activities . This system is implemented in order to emphasize the importance of the overall growth of the child to broaden their horizons.

There is a pivotal need to lessen the gap present between the education that is provided at a school level and the senior secondary level that is provided at the post-secondary level. When it comes to schooling, the current education system in India is finite and limited to the foundational knowledge rudimentary to understand basic academic disciplines such as Mathematics , Science , and Social Science , amongst others. When students complete their senior secondary education, they are generally asked to select from degree and diploma courses which are more specialised and that’s why most of them feel confused about what to study after 12th . Thus, there is an essential need to abridge this gap so that students can sort out their interests during their schooling journey which would further assist them in selecting the right undergraduate course after the 12th.

The academic institutions in India, be it primary, secondary or higher education, are embracing advanced technologies in facilitating learning and bringing a revolutionary change to the same-old classroom teaching. Many schools have brought tablets into their traditional classrooms to make learning an engaging and interesting process by teaching kids through digital applications. From a multitude of distance learning programs to online learning management systems such as the School of Open Learning by Delhi University as well as MOOCs, Indian universities and colleges are also rigorously incorporating digital platforms to help every individual attain higher education regardless of the constraints they are facing.

Must Read: How Is Technology Changing the Face of Education ?

As modernization has found its way into the current education system of India, the introduction of international private schools is a prominent change brought to the sector. These schools aim at preparing students to compete at a global level with the outer world and seek international opportunities. Though the fees and admission criteria are evidently more complex than public schools, international schools have become a top choice for most of the parents of higher strata as well as the middle class striving to provide their kids with global exposure.

In the spirit of innovation, new diplomas and vocational courses , have been introduced to give the students a basic idea of what to expect out of a degree course as well as provide them with the necessary grounding for skill-based education. These courses incorporate uniquely designed curriculums that support vocational training and polishing the skills of students in a particular field. So, if you are someone who is looking for a course that will directly lead to conversion to a well-paying job and gives you instant professional occupancy, you should definitely explore diploma courses after the 12th . Thus, through these short-term courses, the chief goal of the current education system in India is to foster learning-focused pedagogy while promoting skill-based training programs.

The Government of India has launched several specialised courses and training programs for housewives, industrial labourers and workers in order to promote educational opportunities for people of all ages. These programs include livelihood schemes aimed at boosting the presence of skilled manpower as well as aimed at the motto of women empowerment . Further, in the current education system in India, the government is offering plentiful training courses under its varied departments and ministries of Agriculture , the Food Processing Industry, Health and Family Welfare, Human Resource Development, Information Technology, and Rural Development, amongst others.

Know All About Rural Development Courses !

Whether at the school or college level, essential importance is being given to extra-curricular activities to ensure the wholesome development of every student. In the current education system of India, schools and universities rapidly encourage students to take part in co-curricular activities such as sports , cultural and varied other endeavours which are frequently added to their study curriculum. Their participation in extra-curricular activities helps them furnish their future prospects. Further, degree programs are also formulated while ensuring that students are given the requisite practical exposure to the field of study they want to explore!

Check Out: Types of Co-curricular Activities

Special attention is also being paid towards providing enough opportunities to help deserving students with scholarships and education loans that can provide them with suitable financial assistance for their academic journey. Schemes such as Aga Khan Scholarship , Pratibha Scholarship , LIC Scholarship , and Dhirubhai Ambani Scholarship , amongst others, offer much-needed financial to meritorious students wanting to pursue secondary and higher education in the country as well as abroad.

The following are the current concerns with the Indian educational system:

Education spending: More money needs to be set aside for the expansion of India’s educational system. Numerous positive steps have been made in this direction over the past few years, and if they are kept up, India may soon be able to overcome its current difficulties.
India needs to adopt the UN’s gross enrolment pattern as well.
Utilizing students’ capacities to the full is important because the world now needs creative thinkers , and the government should encourage educators to do just that.
Infrastructure facilities should be improved, particularly in government schools. Government must take action to provide all necessary facilities in government schools and rural areas since they are currently focusing on digital education.
Model PPP – PPPs that are well-designed can produce innovative school systems in India. Consequently, the Public-Private Partnership (PPP) model needs to be considered.
The ratio of students to teachers : In comparison to the number of teachers and faculty members available, there are significantly more students seeking a proper education. As a result, trained educators must be hired to educate the nation’s future.
Standards for quality in branding and accreditation
Students studying abroad: Due to these problems with the Indian educational system, many students opt to study abroad . The relevant authorities must address them, and students must decide to remain in India to continue their education and strengthen the nation through their knowledge.

India has the third-largest education and development sector in the world, behind China and the United States . It is abundantly clear from the discussion above that the current educational system in India is more theory-focused than career-focused. It emphasises theory and exams more. The Indian educational system, however, has undergone a significant change as a result of the new education policy, in 2020. The division of stages has been changed as a result of the new National Education Policy (NEP) so that it now reflects the typical stages of mental development that children go through. It has grown lively and skill-focused. India has a 69.3 per cent adult literacy rate. More than 20 universities from India’s higher education system are anticipated to rank among the top 200 worldwide by the year 2030.

In India, where there are 500 million people, 18% of them are between the ages of 15 and 24 and are enrolled in secondary and higher education. In India, the adult literacy rate (15+ years) is 69.3%, with adult males having a literacy rate of 78.8% and adult females having a literacy rate of 59.3%.

India’s 21st-century modern-age education system is made up of a new method of learning that includes online education, skill-development programmes, digital learning platforms, a grading system, the use of educational technology in the classrooms, and a recently introduced New Education Policy!

Here are the top 5 issues that the Indian Education system is facing: Lack of a budget. Too much pressure on Grades. Too much competition. Not Focusing on Overall Growth. Lack of Training.

Thus, the current education system in India is still immensely far behind those of top countries such as the USA and the UK and there is still a lot of scope for improvement. If you are planning to continue your academic journey abroad, you can always get in touch with our Leverage Edu experts and we’ll provide you with suitable guidance in choosing an ideal course and university as well as throughout the whole application process thus assisting you in getting successfully shortlisted into the institution of your choice.

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Education & Science

Education in India - statistics & facts

Pre-school and k-12 education, the study-abroad dream, national education policy: the way ahead, key insights.

Detailed statistics

Market size of education industry India FY 2020-2025

Rate of literate population in India 2022 by gender

Number of school students in India FY 2022, by education level

Editor’s Picks Current statistics on this topic

Rate of unemployment in India 2022, by education level

Number of higher education institutions in India 2021, by type

Education Level & Skills

Employability among graduates in India 2014-2023 by gender

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Education market.

Premium Statistic Market size of education industry India FY 2020-2025
Premium Statistic School market size in India 2022-2028
Premium Statistic School market distribution in India 2023, by education level
Premium Statistic Preschool and childcare market size India 2022-2028
Premium Statistic Size of the higher education market in India 2022-2028
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Market size of education industry across India in financial year 2020, with an estimate for 2025 (in billion U.S. dollars)

School market size in India 2022-2028

Size of the school market in India from 2022, with forecasts until 2028 (in billion U.S. dollars)

School market distribution in India 2023, by education level

Distribution of school market in India in 2023, by education level

Preschool and childcare market size India 2022-2028

Market size of preschool and childcare in India from 2022, with forecasts until 2028 (in billion U.S. dollars)

Size of the higher education market in India 2022-2028

Size of higher education market in India in 2022, with forecasts until 2028 (in billion U.S. dollars)

Indian EdTech market size 2020-2025

Value of EdTech market across India in 2020, with an estimate for 2025 (in billion U.S. dollars)

Key Indicators

Premium Statistic India's performance in quality education SDG 2023, by indicator
Premium Statistic Rate of literate population in India 2022 by gender
Premium Statistic Ratio of pupil to teacher in India 2022, by education level
Premium Statistic Multidimensionally poor and deprived population in education in India 2006-2021
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India's performance in quality education SDG 2023, by indicator

India's performance in quality education as per sustainable development goals (SDG) as of 2023, by indicator

Literacy rate among population over 15 years of age in India in 2022, by gender

Ratio of pupil to teacher in India 2022, by education level

Pupil to teacher ratio across India in FY 2022, by education level

Multidimensionally poor and deprived population in education in India 2006-2021

Share of multidimensionally poor and deprived population in the years of schooling indicator in India between 2006 and 2021

CPI of education India 2022-2023

Consumer Price Index (CPI) of education across urban and rural India from March 2022 to March 2023

Expenditure on education

Premium Statistic Education consumer spending per capita worldwide 2020, by country
Premium Statistic Budget allocation for education sector in India FY 2018-2023
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Premium Statistic Total budget expenditure on STARS project in India FY 2022-2023
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Education consumer spending per capita worldwide 2020, by country

Ranking of the per capita consumer spending on education by country 2020 (in U.S. dollars)

Budget allocation for education sector in India FY 2018-2023

Total budget allocation for the education sector in India from financial year 2018 to 2023 (in billion Indian rupees)

Budget expenditure on teachers training and adult education in India FY 2022-2023

Total budget expenditure on teachers training and adult education in India for financial year 2022 and 2023 (in billion Indian rupees)

Total budget expenditure on STARS project in India FY 2022-2023

Budget expenditure on Strengthening Teachers-Learning and Results for States (STARS) project in India for financial year 2022 and 2023 (in billion Indian rupees)

Budget allocation towards Samagra Shiksha Scheme in India FY 2022-2023

Total budget allocation towards Samagra Shiksha Scheme in India in financial year 2022 and 2023 (in billion Indian rupees)

School education

Premium Statistic Number of schools India 2022, by type
Premium Statistic Number of school students in India FY 2022, by education level
Premium Statistic Distribution of K-12 schools in India 2023, by funding institution
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Premium Statistic Gross enrollment ratio for higher secondary education India FY 2016-2022

Number of schools India 2022, by type

Number of schools in India in 2022, by type (in 1,000s)

Number of school students in India in financial year 2022, by education level (in millions)

Distribution of K-12 schools in India 2023, by funding institution

Distribution of K-12 school segment in India in 2023, by funding institution

Market share of pre-primary education India 2023, by players

Share of market of pre-primary education in India in 2023, by players

Gender parity index at primary school level India FY 2016-2022

Gender parity index at primary school level in India from financial year 2016 to 2022

Net enrollment ratio for primary and upper primary education India FY 2016-2022

Net enrollment ratio for primary and upper primary education in India from financial year 2016 to 2022

Gender parity index at higher secondary school level India FY 2016-2022

Gender parity index at higher secondary school level in India from financial year 2016 to 2022

Gross enrollment ratio for higher secondary education India FY 2016-2022

Gross enrollment ratio for higher secondary education in India from financial year 2016 to 2022

Higher education

Premium Statistic Distribution of the higher education market India 2023, by segment
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Distribution of the higher education market India 2023, by segment

Distribution of the higher education market in India in 2023, by segment

Estimated number of student enrolments in higher education in India FY 2020-2035

Estimated number of students enrolled in higher education across India from financial year 2020 to 2035 (in millions)

Number of student enrolments in higher education in India FY 2016-2022, by gender

Number of students enrolled in higher education across India from financial year 2016 to 2022, by gender (in millions)

Number of universities in India FY 2015-2022

Number of universities across India from financial year 2015 to 2022

Share of universities in India FY 2012-2020, by type

Share of universities across India in financial year 2012 and 2020, by type

Number of colleges in India FY 2016-2021

Number of colleges across India from financial year 2016 to 2021 (in 1,000s)

Number of Indian students studying abroad 2017-2022

Number of Indian students studying abroad from 2017 to 2022 (in 1,000s)

Edtech and private coaching

Premium Statistic Share of students who attend tuition classes in rural India 2018-2022
Premium Statistic Share of students who attend tuition classes in rural India 2018-2022, by state
Premium Statistic Leading K12 and test preparation platforms in India 2022, by website traffic
Premium Statistic Edtech platform users in India 2023, by platform
Premium Statistic Share of Ed Tech consumers in India 2023, by type
Premium Statistic Time spent on education apps India 2022, by subgenre
Premium Statistic Funding raised by Byju's from 2013 to 2023
Premium Statistic Profit of AESL FY 2014-2020

Share of students who attend tuition classes in rural India 2018-2022

Change rate of students (grade I-VIII) who attend paid tuition classes in rural India between 2018 and 2022

Share of students who attend tuition classes in rural India 2018-2022, by state

Share of students (grade I-VIII) who attend paid tuition classes in rural India between 2018 and 2022, by state

Leading K12 and test preparation platforms in India 2022, by website traffic

Leading K12 and test preparation platforms in India in 2022, by website traffic (in million)

Edtech platform users in India 2023, by platform

Edtech platform users in India in 2023, by platform (in millions)

Share of Ed Tech consumers in India 2023, by type

Share of Ed Tech consumers in India as of January 2023, by type

Time spent on education apps India 2022, by subgenre

Time spent on educational apps in India in 2022, by subgenre (in million hours)

Funding raised by Byju's from 2013 to 2023

Funding raised by Indian Ed-Tech Byju's from 2013 to 2023 (in million U.S. dollars)

Profit of AESL FY 2014-2020

Profit of Aakash Educational Services Limited (AESL) from financial year 2014 to 2020 (in million Indian rupees)

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Group Discussion on Education System in India

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Some facts about Education System in India:

India's education enrolment ratio of 11% is among the lowest in the world. Only one in nine students joins college after school.
Only one out of Ten Indian students with degrees in humanities and one out of four engineering graduates get job after completing their degree.
National Assessment and Accreditation Council concluded that 90% of the colleges and 70% of the universities graded by them were either of average or poor quality.
There is a great shortage of teachers even in IIT that have reported 20% to 30% shortage.
There is extreme shortage of good institutions, which has led to excessive rise of cut-offs for admission in some highly reputed universities like DU.
While the US accounts for a third of the world's output of articles in science and engineering, India accounts for less than 3% of research papers published.
Kerala became the first state in India to achieve 100% primary education in 2016, owing to its literacy program called 'Athulyam' launched by the state government.
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IIT Mandi launches 5-year integrated MBA programme, details here

The pioneering programme by iit mandi is designed to equip students with a comprehensive understanding of management along with skills in analytics, data science, mathematics and statistics, through a carefully curated curriculum. the imba programme also integrates relevant courses from other areas such as humanities, communication, and the indian knowledge system to ensure the holistic development of its graduates..

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IIT Mandi launches 5-year integrated MBA programme

IIT Mandi launches Integrated MBA programme starting 2024-25
Students will earn two degrees: BBA Analytics (Honours) and MBA DS&AI
The students will undertake two industry internships

The Indian Institute of Technology, IIT Mandi, has achieved a remarkable milestone by becoming the first IIT to introduce a five-year Integrated MBA (BBA Analytics (Honors) and MBA DS & AI) programme. The pioneering programme, offered by the School of Management, is designed to equip students with a comprehensive understanding of management along with skills in analytics, data science, mathematics and statistics, through a carefully curated curriculum.

The IMBA programme also integrates relevant courses from other areas such as Humanities, Communication, and the Indian Knowledge System to ensure the holistic development of its graduates.

Overall, the programme aims to nurture future business leaders who possess a strong appreciation for technology and cross-functional management capabilities.

During the initial years, the programme hones students' critical thinking and creative abilities through foundational courses in management, analytics, mathematics and statistics, communication and personality development.

In the later years, the programme offers several specialised courses that equip students with the skills required to apply technology across the functional areas of management.

Commenting on the programme, Professor Laxmidhar Behera, Director, of IIT Mandi, stated, "As a premier technology institution, IIT Mandi has been diligently assessing the industry's requirements. With the growing dependence on data for making business decisions to gain competitive advantage, organisations are increasingly utilising technological tools from the domain of data science and artificial intelligence. This has resulted in an increased demand for business leaders who possess a thorough understanding and skills to effectively use these technologies within the business environment. The MBA program in Data Science & Artificial Intelligence was introduced in 2022 to cater to this demand of the industry. This year, we have taken a step forward by introducing this five-year IMBA programme."

The programme offers students a distinct chance to obtain a master's degree in management right after 10+2 from a top-tier institute in the country.

The IMBA programme amalgamates relevant courses from Management Sciences, Analytics, Data Science, Artificial Intelligence, Communication, and personality development disciplines to ensure the holistic development of its graduates. With industrial internships, training, and exposure to diverse business environments, the programme aims to nurture socially aware future business leaders with a strong appreciation for technology and human values.

Speaking about the programme, Professor Aniruddha Chakraborty, Dean Academics, IIT Mandi, said, "IIT Mandi is committed to nurturing highly skilled graduates, primed to excel in the industry. The new IMBA programme is designed to provide aspirants with a truly transformative educational journey. The curriculum is carefully crafted to encompass a diverse array of courses, ranging from management and analytics to mathematics, statistics, communication, and personality development to equip graduates with a well-rounded skill set that is highly sought after in today's dynamic business world."

After successful completion of three years, upon exit, the candidate will be awarded a BBA Analytics degree
After successful completion of four years, upon exit, the candidate will be awarded a BBA Analytics (Honors) degree

Emphasising the unique advantages of the IMBA programme, Professor Manoj Thakur, Chairperson of the School of Management, IIT Mandi, said, "This programme is designed to prepare students for management careers immediately after finishing their school education and foster their holistic development over the course of five years. It is structured to prepare students for management careers by integrating essential management principles with mathematical and statistical concepts, analytics, data science, and AI.

The programme curriculum emphasises nurturing the students to become socially aware business professionals while acquiring the ability to utilise technology for the social good. This holistic approach not only equips students with the know-how to tackle emerging business and societal challenges but also instils a strategic mindset for leveraging technology in solving problems effectively."

The students will undertake two industry internships, one of which will be of six months duration, ensuring substantial exposure to the business world.

Another unique offering of the programme allows students to explore entrepreneurship as a career choice by facilitating access to the incubation centre of IIT Mandi. For serious student entrepreneurs, the course further allows a sabbatical of one year to pursue an innovative startup venture.

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Education in India – A Detailed Analysis

History of Education in India

Current Status of Education in India: Data from Census 2011

Indian Education System: The Present Pyramidal Structure

Sustainable Development Goals (SDG) related to Education

Provisions in the Indian Constitution related to Education

RTE Act 2009

Provisions of the RTE Act

Criticisms of the RTE Act

Modern Education in India: The Evolution of the System through various policies

Radhakrishnan committee

Kothari commission

National Educational Policy 1968

National Educational Policy 1985

T.S.R.Subramanium committee report

Kasturirangan Report On School Education (Draft National Education Policy)

School Education:

Higher Education

Additional Key Focus Areas:

Technology in Education

Vocational Education

Adult Education

Education and Indian Languages

Transforming Education

Education Governance

Financing Education

Criticism of the New Education Policy of India

The Problems associated with the Education System in India

Early childhood education

Primary level

School Complex

Secondary level

Private fees

Higher education

Research and development (R&D)

The need of the hour

Government initiatives on higher education

National Testing Agency (NTA) 2017

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

HECI: Higher Education Commission of India bill

IoE: Institutions of Eminence 2017

National Institutional Ranking Framework (NIRF) 2015

HEFA: Higher Education Financing Agency 2018

Foreign Education Providers Bill 2013

APAAR: One Nation One Student ID Card

Other Major Issues connected with the Education sector in India

Politicization of campuses

Gender Parity

Quality of education

Government initiatives

Teacher Training

Private Schools vs Public Schools: The Big Debate in Education

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

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Enhancing learning and reducing inequities

Keys areas that require intervention

1. Foundational literacy and numeracy

2. Teachers’ capacity building

3. School-to-work transition

4. Connecting the unconnected

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