essay on ancient indian education system

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.

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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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Formal Education System in Ancient India

by Sushmita Nath | 2016 | 63,563 words

Summary : This essay sudies the formal education system in Ancient India with reference to Vedic and Buddhist period and its relevance today. The first part deal with educational methods prevalent during the Samhita Brahamana periods and the associated rules, ceremonies and duties of pupils in this period of ancient India. It is also observed how Buddhists developed organished educational institutions such as the world renowned Takshashila, Nalanda Mahavihara university and Valabhi.

Source 1: exoticindiaart.com Source 2: shodhganga.inflibnet.ac.in

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The full text of the Formal Education System in Ancient India in English is available here and publically accesible (free to read online). Of course, I would always recommend buying the book so you get the latest edition. You can see all this book’s content by visiting the pages in the below index:

Article published on 06 November, 2023

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Home > Books > Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

The Influence of Indian Ancient Educational Systems on India’s Educational Strategy

Submitted: 26 May 2021 Reviewed: 14 July 2021 Published: 13 July 2022

DOI: 10.5772/intechopen.99455

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The study of the nature of knowledge and philosophical traditions is the foundation of the ancient Indian education system, which aims to enable human life not only to improve personal economic conditions, but also to improve the social, moral, and spiritual aspects of life. People are not only concerned about improving human life, but also realizing the “higher truth” from darkness to light, that is, “Tamaso Ma Jyotirgamaya”. Therefore, education is not only a means of making money but also contributes to the development of mankind along with enriching society. Therefore, our Indian sages or masters are committed to understanding the super-smart world and the use of spiritual power and adjusting their lives accordingly. The ultimate goal of education appears in Chitti Vrittinirodha (controlling spiritual activities related to the so-called materialist world). Therefore, education is an important means to make people’s potential development in a positive direction so that people can live in a society full of dignity. In the latest “National Education Policy-2020 (NEP-2020)” issued by the Indian government, many suggestions are made to integrate the current education system into the ancient education system. The rich heritage of ancient and eternal Indian knowledge and thought has always been the guiding principle of this policy. In Indian thought and philosophy, the pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) have always been regarded as the highest of mankind.

• Indian education system
• education policy
• ancient and modern education

Author Information

Sukanta kumar naskar *.

• Department of Education and Management, National Institute of Technical Teachers’ Training and Research Kolkata, India

Sushovan Chatterjee

• Department of Mechanical Engineering, Cooch Behar Government Engineering College, India

*Address all correspondence to: [email protected]

1. Introduction

The best practices of ancient education systems can be implemented in modern education systems. The purpose of modern education is also to cultivate personality, idealism, and philosophy, not to build wealth and live a simple life. However, due to the many problems encountered in the educational environment, there is a lack of cordial relations between teachers and students. The linguistic, spiritual, and religious aspects of Sanskrit must be studied to protect it because it is full of peace, humanity, and brotherhood. Education level is one of the main indicators of the welfare, prosperity, and security of people in any society. Education is a process that equips individuals with daily life skills. Education is not only a system for imparting and acquiring knowledge [ 1 ] but also an attempt to spread the cultural norms of the group to its young members.

Ancient India was a country of great innovations [ 2 , 3 , 4 ]. Therefore today, India fails to continue its innovativeness due to collaboration, invasion, industrialization, and privatization. Over the time India neglecting in using innovation and consequently lost imagination power. Borrowed methods of education and teaching learning from western countries are integrated to produce pass outs without having any qualitative value addition suitable for Indian education system. Western values and culture, western literature, westernized STEM, western heroes are predominantly dominating Indian education system. Children produced through this system are becoming totally American or British colonial and have lost themselves. Indians are known primarily by their culture, rich heritages, their own heroes, Kalidasa was the greatest poet ever in the world but fact is that most of our children are not aware of him and his contribution. To revive Indian tradition, it is advisable that student should study contemporary Indian philosophy and value system [ 5 ]. Greatest books like - foundation of Indian culture, the life divine, syntheses of yoga expected to be a part of our curriculum. Therefore, children should develop awareness about their roots in their history, literature, and Indian heroes.

2. Foundation of ancient Indian education system

If we look back at the history of the ancient education system, we should be proud. With the transformation of the Indian education system, our ancient education system must now be reconsidered. A characteristic of ancient India or Hindu civilization [ 2 ] is that it’s shaping and shaping in the course of its history is shaped by religion than by political or economic influences. We know mathematics, we deduced theorems, we discovered planets, we calculated the distance from the sun to the earth thousands of years ago, and there are many such brilliant facts and data to prove it.However the question arises, how can India be so great? How to acquire this knowledge and acquire skills? Research shows that India’s solid education system is the reason. As Swami Vivekananda cited, education is aimed at “Man Making and Character Building.” Similarly, we must realize that the goal of our ancient education system is to “train the integrity of life” and develop the moral qualities of men and women to fight for survival in society [ 6 ].

Growth of the soul and its powers and possibilities- For an individual

Preservation, strengthening, and enrichment of the nation-soul and its Dharma- for the nation,

To raise both the individual and nation into powers of the life and ascending mind and soul of humanity.

Ancient India was a great country of innovation. However today, India is not innovative, mainly because of cooperation, invasion, industrialization and privatization. India has lost its imagination and ability to innovate. The school that produced the clone, the university taught Western values, Western literature, Western mathematics, and Western heroes. These children have completely become American or British colonies, completely lost in themselves. Indians are known popularly by their glorified culture, rich heritages, contributions of their own heroes, Kalidasa [ 6 ] was the acknowledged poet in the world but fact is that most of our children do not have much idea about him and his contribution therefore; to revive Indian tradition the only solution is that student should study contemporary Indian philosophy and value system. Famous books like - foundation of Indian culture, the life divine, syntheses of yoga expected to be a part of our curriculum. Therefore, children should develop awareness about their roots in their history, literature, and Indian heroes.

3. Processes of education

Sravana- Means listened and understood. One should understand that this is not only hearing, hearing is different, and hearing is different. When the truth fell from the teacher’s mouth, Slavana was listening to the truth. Technically speaking, knowledge is called Sruti or what the ear hears, not written content.

Mañana - The second knowledge process is called Manana, which means that the student must think about the meaning of the lessons his teacher verbally teaches him so that they can be fully absorbed. Manana is reflecting what we are listening to (Shravana). It is discussing the truth of the point of view. In this process, especially the Guru (Guru) will ask questions, students will answer, and discuss this in a small group.

Nidhyaasana - The third step is called “Niddhyasana”, which means that the student must fully understand the truth taught so that he can practice the truth instead of just explaining it in words; this becomes the realization of truth. Manan (reflection) was a method especially suitable for highly intelligent students.

It was compulsory practice that every student should go through three stages (Sravana, Mañana, Nidhyaasana) every day. Each stage has its importance, and although it seems that they are very simple but they are very effective.

The Gurukul education system existed in ancient times. Students used to live in Gurukul, learn everything under effective supervision of Guru, and then implement them to find solutions relevant to real-life problems. The master imparted all knowledge, such as religion, Sanskrit, scripture, medicine, philosophy, literature, war, country strategy, astrology, history, etc. Learning is not only about reading books, but also about connecting them with nature and life. It is not memorizing certain facts and figures, nor is it writing the answers in the exam. The students of the disciplinary forces range from rich families to poor families. Every student has lived a very simple life with asthma. Discipline, rules and regulations are rooted in morality and religion. Any violation of the rules is considered a crime and should be punished.

4. Method of teaching

Two teaching methods were practiced during the Vedic Vedic period. The first method is Oral, and the second method is based on Chintan’s ideas [ 2 ]. In oral teaching, students should memorize mantras (Vedic hymns) and Richayes (Verse of Riggeda) so as not to be changed by mistake, and to retain their original form. Thinking method is another part of teaching method. In this way, an attempt was made to preserve the Vedic Sutras and Ricias. The principle of thinking Manana Shakti is considered to be higher than the subject of thinking [ 7 , 8 ]. Therefore, the primary theme of education is thought itself. According to the ancient Indian educational theory, the training of thinking and thinking process is essential to the acquisition of knowledge. Therefore, students must mainly conduct self-education and realize their own intellectual growth. Education is reduced to three simple processes of Sravana, Manana and Niddhyaasana [ 2 ]. When the truth fell from the teacher’s mouth, Slavana was listening to the truth. Technically speaking, knowledge is called Sruti or what is heard by the ear, rather than what is seen in writing. The second knowledge process is called Manana, which means that the student must think about the meaning of the lessons his teacher verbally teaches him so that they can be fully absorbed. The third step is called “Niddhyasana”, which means that the student must fully understand the truth taught so that he can practice the truth instead of just explaining it in words. Knowledge must lead to realization. Just as in the modern age, teachers encourage smart students by guiding them to conduct research. In ancient times, too, Manan (reflection) is a method especially suitable for highly smart students.

5. Four Vedas: the sources of the philosophy of the in ancient India

The Vedas are considered to be the oldest literature in the world and the original source of the philosophy of life in ancient India. The study of these Vedas will give people a thorough understanding of not only the philosophy of life but also the overall structure of ancient Indian culture. Therefore, all the literature and philosophy of India, the Upanishads, Smritis and Pune recognize the superiority of the Vedas [ 9 ]. The Vedas occupies a very important place in Indian life. The foundation of Indian culture is the Vedas, the number of which is Rigveda, Samada, Yajuvda and Atavaveda [ 7 , 8 , 10 ]. The Vedas have their own characteristics. Through them, we can understand the culture, civilization, life and philosophy of the ancient Indian people. The Vedas symbolize the main goal of human life, which is pursued by the life-and-death world in the world. The Indian philosophy of life has never accepted that life is purposeless. Before introducing Vedas education in detail, it is necessary to make a brief assessment of these four Vedas, because the education of that period was based on them.

5.1 The Rig Veda

The Rig Veda is not only the earliest work of Hindus, but also the earliest work of all Indian European languages ​​and humans. It laid the foundation of Indian civilization built up by generations. Broadly speaking, it is based on a simple life and noble ideas. Some of Rig Veda’s prayers, such as the well-known Gayatri mantra found in Samaveda and Yajur Veda, touch the highest point of knowledge and have maintained the human soul. Rig Veda itself exhibits an evolution, and the history of Rig Veda is the history of the culture of that era.

5.2 Other Vedas

After Rigvida, three Samita schools appeared one after another, Sama, Yaju and Atkhwa. These Vedic studies ushered in a new kind of literature. The order of the hymns by Rigvida does not match the order of the sacrifices; there are so many hymns that have nothing to do with Miena or sacrifices. In contrast, among the Sama, Yaju, and Atalwa tribes, hymns follow closely in the order of sacrifice. The priest is constantly evolving. Later, higher education associates itself with the clergy and the etiquette aspects of religion. The educational curriculum for all students called Brahma is the same. Each of them must be proficient in the melodies of the scriptures and the ritual aspects of yajna.

However, with the passage of time, due to the increasingly complex nature of the form of sacrifice, people strongly felt the necessity of division of labor, because no single pastor was expected to specialize in the three aspects of yajna.

5.2.1 The Sama Veda

The compilation of all hymns quoted on the occasion of Soma Yajna is called “Sama Veda”.

5.2.2 The Yajur Veda

Yajur Veda is a collection of prose mantras. Although Hotri is responsible for singing hymns during sacrifices, the first class of priests is the hymns sung by Adhvaryus, which is closely related to the dedication activities. Therefore, a separate training school was established to educate these priests. India’s basic prose literature culminates in the Upanishads, while it exists in basic forms in Yajurveda. We caught a glimpse of the religious and secular aspects of Indian life in Yajurveda.

5.2.3 The Atharvaveda

In the beginning, only three Vedas were welcomed. Over time, the fourth Veda was also called Atarvaveda. Its content is more original. Unlike the previous Vedas, most of the mantras in this Vedas are not adapted from Rig Vida. Atharvaveda has a distinct secularity, vivid descriptions of various arts and sciences.

6. Teacher Pupil’s relations

In the Indian concept, the teacher is the spiritual and intellectual father of the taught. Without the help of teachers, it is impossible to carry out any education. He is considered a “guru”, a friend, a philosopher and a guide [ 10 ]. If they are poor, the teacher should arrange boarding, accommodation and clothes for the students. Fees are a clear example of such maintenance by teachers. This is a moral obligation for teachers. The teacher must begin to educate his students within one year of his coming. In addition, the teacher is required to teach his disciples everything he knows.

The Hindu theory is that teachers should be paid only at the end of the entire course. It is called “Guru Dakshina” [ 9 , 10 , 11 , 12 ]. Of course, teachers have the freedom to refuse. The actual amount of teacher’s remuneration depends on the guardian’s ability. Poor students cannot afford to pay any remuneration for housework, including various manual tasks such as fetching water and collecting wood from the jungle for sacred fire. The poorest of the poor can receive education from teachers. Ancient educational theories and practices prohibit teachers from charging students any fixed fees. Therefore, teachers in ancient India did not have a fixed income. Both Hindus and Buddhist thinkers believe that the relationship between teachers and students is very filial.

7. Present perspective of education

The Indian system of education in general and higher education in particular has always responded well to the challenges of the time. Two decades ago, when the system came under severe criticism that it had allowed the mushrooming of higher education institutions (HEIs), compromising the quality of educational offerings, the Ministry of Human Resource Development (MHRD), now Ministry of Education (MOE) and the University Grants Commission (UGC) took initiatives to restore the standards of education. Consequently, the National Policy on Education (2020) that laid special emphasis on upholding the quality of higher education in India noted certain policy initiatives, keeping in parity with previous policy (1986) [ 9 , 11 , 12 , 13 ].

Establishment of a National Research Foundation (NRF) to fund outstanding peer-reviewed research and to actively seed research in universities and colleges.

Higher education expected to contributes significantly towards sustainable livelihoods and economic development of the nation. As India moves towards becoming a knowledge economy and society, more and younger Indians are likely to aspire for higher education.

All colleges currently affiliated to a university shall attain the required benchmarks over time to secure the prescribed accreditation benchmarks and eventually become autonomous degree-granting colleges

Model public universities for holistic and multidisciplinary education, at par with Indian Institute of Technology (IITs), Indian Institute of Management (IIMs), etc., called MERUs (Multidisciplinary Education and Research Universities) will be set up and will aim to attain the highest global standards in quality education

In order to maintain uniform standards for teacher education, the admission to pre-service teacher preparation programmes shall be through suitable subject and aptitude tests conducted by the National Testing Agency (NTA), and shall be standardized keeping in view the linguistic and cultural diversity of the country

A National Mission for Mentoring shall be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers

The National Skills Qualifications Framework (NSQF), the monitoring agency of quality will be strengthened further for each discipline vocation and profession. Indian standards will be aligned with the International Standard Classification of Occupations maintained by the International Labour Organization

Policy envisions a comprehensive approach to transforming the quality and quantity of research in India. This includes definitive shifts in school education to a more play and discovery- based style of learning with emphasis on the scientific method and critical thinking

The regulatory system of higher education will ensure that the distinct functions of regulation, accreditation, funding, and academic standard setting will be performed by distinct, independent, and empowered bodies. These four structures will be set up as four independent verticals within one umbrella institution, the Higher Education Commission of India (HECI).

8. Conclusion

Indian spirituality and meditation are established knowledge tools and expected to be incorporated into the Indian education system in order to strengthen and popularize it. These are unique in the world, so they should be practice and taught in schools from kindergarten. It provides lot of opportunities for students’ personality development along with development of fundamental knowledge and skills. The present education system attempts to achieve significant success in the formation of personality, the development of personality, and the contribution of knowledge to all aspects of learning, social well-being and material prosperity and has been emphasized in National Education Policy 2020 (NEP 2020). The current Indian curriculum development system must develop a special form of education in order to establish harmony between materialism and spiritualism with humans to achieve greater perfection.

• 1. Zidny, R., Sjöström, J. and Eilks, I., 2020. A multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Education, 29(1), pp.145-185
• 2. Chaube, S.P., 1988. History and problems of Indian education. Vinod Pustak Mandir, Agra, 2
• 3. Kumar, V.S. The Education System in India. https://www.gnu.org/education/edu-system-india.html
• 4. Mamgain, K.B., 2021. Vedic to virtual-the paradigm shift of formal education system in india after corona pandemic. Journal of Natural Remedies, 21(9 (2)), pp.98-102
• 5. Mukherjee, R. 2013. Indian Education System: What needs to change? http://startup.nujs.edu/blog/indian-education-system-what-needs-to-change/
• 6. Sarkar, S. C., 1928. Educational Ideas and Institutions in Ancient India. Patna
• 7. Agarwal, P. 2006. Higher Education in India. Indian Council for Research on International Economic Relations
• 8. Raza, M. (Ed.), Higher Education in India: Retrospect and Prospect, 1991, New Delhi: Association of Indian Universities
• 9. Tomar, C.S., 2017. Higher Education, Its Aims and Quality Concerns. International Journal of Engineering and Management Research (IJEMR), 7(2), pp.619-627
• 10. Urmila Yadav (2018). A Comparative Study 0f Ancient & Present Education System. Education, Sustainability and Society, 1(1): 01-03
• 11. Wilgus, G., Gupta, A. and Tan, G., 2019. Educational Policy, Parents, and Investment That Matters. In Investment in Early Childhood Education in a Globalized World (pp. 303-327). Palgrave Macmillan, New York
• 12. National Education Policy 2020 (NEP 2020), Ministry of Education, Government of India
• 13. Sundaram, K.M., National Education Policy 1986 Vs National Education Policy 2020–A Comparative Study

© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Today’s education system is the most dangerous web that is spreading and strengthening itself in the human society. The word “education” is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead". So, education basically means to bring out the knowledge of one from their insight. But now days, we are just doing the opposite. We are imposing knowledge of outside into a child’s insight.…

Notes on Educational Heritage

Diverse cultures and philosophies have contributed to present-day education. A study of the development of the political, social, religious, and philosophical ideas that were distinct for each historical period or civilization would give us a further understanding of the precursors and origins of teaching methods, beliefs, and curriculum— as well as how these still have an impact on educational issues today. This report will focus on six major civilizations and the famous personages that were all integral to the historical foundation of education.…

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Education in India – A Detailed Analysis

Last updated on March 23, 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.

Also read: Learning Poverty

Table of Contents

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.

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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.

Also read: Examination System in India

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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.

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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.

Also read: PM-USHA

In the larger domain of human capital , education, and skill development have a big role.

Census 2011 data on literacy gives us a quick perspective on the current status of education. However, education is not just about literacy.

RTE act acts as a cornerstone for Indian education. Nevertheless, it is the various education policies, charted out since Independence, which led to the historical evolution of the education system in India.

The results of these policies can be said to be mixed. There is still a lot of room for improvement.

There are various government initiatives targeting each level of the education system in India. The higher Education System is given a greater focus these days.

The latest update in the education sector is the Kasturirangan report or draft new education policy . It captures the need of the hour for reforming education.

The modern Indian education system is crying for a revamp. The draft New Education Policy (NEP) is the right moment to take stock of its history, achievements, and misgivings to chart out a futuristic education plan for 21st-century India.

Article by  Sethu  Krishnan M, curated by ClearIAS Team

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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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Difference between Ancient and Modern Education System in India

Back to: UGC NET Paper 1 Unit 10

Difference between ancient and modern education system in India

Education in India dates back to the 3rd century BC. It mainly consisted of religious training elements and imparting of traditional knowledge. The education was imparted orally by sages and scholars while palm leaves and the barks of trees were used as writing materials. Both formal education and informal education were imparted at the time and indigenous education was imparted at temples, tols, Gurukuls, and the like. The foundation of ancient Indian education was epistemological and philosophical traditions revolving around the idea of the ephemerality of life and world, concept of ultimate death, and the futility of mundane pleasures.

Difference Between Ancient and Modern Education System in India 

There are many differences between the ancient Indian education system and modern education system. A lot of advancement has been made in the sphere of education since the early days. These days, many digital initiatives are being taken to facilitate quality and convenient education which was not so during ancient days.

• CBSE Notes For Class 8
• Class 8 English Notes and Summary
• Supplementary Chapter 11 Ancient Education System of India

Ancient Education System of India Summary & Notes - CBSE Class 8 English It So Happened

Summary of ancient education system of india.

Chapter 11 of the Class 8 English Supplementary Reader – It So Happened, consists of a prose – Ancient Education System of India, which explains how the education system in India has evolved since ancient times. Students can read the prose summary of CBSE Class 8 English Prose Notes – Ancient Education System of India in CBSE English Notes Class 8 format here. We hope this summary will assist them to get a detailed understanding of the chapter and prep up for their exams properly.

Students can also improve their writing section for the English exam by practising essays on various topics.

CBSE Class 8 English Ancient Education System of India Summary

The Ancient Education System of India explains the evolution of the education system in India from time immemorial. It discusses the source of different kinds of information and the evidence that education has been prevalent in the nation since ancient times in the form of stone inscriptions, palm leaf records and metal engravings. This lesson also demonstrates the existence of ancient educational institutions and the rich cultural heritage of India. The ancient education system of India was primarily focused on the holistic development of a student and skills enhancement.

Ancient Education System of India – Part 1 Summary

Several travellers from different parts of the world having diverse cultures and climates visited India. They came here to explore the rich Indian culture, religions, philosophies, art and beauty, etc. along with the educational practices prevalent in the country. The salient features of the ancient education system in India focused on the holistic development of both the inner and outer self of an individual. It emphasised on imparting rich human values such as honesty, self-discipline and reliance, humility among others.

The education system was primarily focused on the overall development of the student in terms of physical, mental, intellectual and moral aspects. The learning was particularly based on the tenets of the Vedas and Upanishads that teach students about performing their duties towards self, family and the society as a whole. The evolution of the ancient education system was derived from the Vedas, Upanishads, Brahmanas and Dharmasutras.

Some other sources of learning were the writings and the medical treatises and teachings of Sushruta and Charaka. There were several branches or disciplines such as Shastras, Kavyas, Itihas, Anviksiki, Mimamsa, Shilpashastra, Arthashatra, Varta and Dhanurvidya among others from which students were imparted learning. Besides, physical education was also considered an important co-curricular activity in the form of Krida or recreational games, Vyayamaprakara, Dhanurvidya and Yoga Sadhana These were some of the other disciplines that were taught with dedication and integrity.

Various kinds of debates among learners were also organised for assessment of their learning. Besides, students were made to live a disciplined life so that they could realise their own potential. Peer learning and teachings in groups were an integral part of education that promoted better learning among students. Different educational institutions imparted education formally or informally.

In India, the school has been considered a temple of knowledge. Gurukuls were the residential schools in and around the surroundings and the pathshalas, temples and schools were the premier institutes of knowledge. Students who wished to pursue higher education could go to universities. In ancient times, there were also women Vedic scholars. In addition to providing education through scripts, the focus was also laid on personality development and skill-based learning.

Ancient Education System of India – Part 2 Summary

From ancient times, several monasteries and viharas were set up for monks and nuns for meditation, debate and discussion purposes. For higher education, universities were set up for students coming from different countries. Kings and people of the society promoted education through Jataka tales given by Xuan Zang and I-Qing (Chinese scholars). Some of the notable universities that developed during that period were situated at Nalanda, Takshashila, Valabhi, Odantapuri, Vikramshila and Jagaddala. These universities catered to the needs of advanced level students who would develop knowledge through mutual discussions and debates with well-known scholars. The kings would also summon scholars of several universities and they would meet, debate and exchange their views.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has declared these universities as heritage sites that are considered the best centres of learning in the world. Takshashila was a noted religious Buddhist centre of learning that attracted students from several countries. This famous place of learning would impart knowledge through the study of ancient scriptures, medicine, law, military science, astronomy, arts, etc. as a part of its curriculum. Legendary academicians such as Panini, Jivaka and Chanakya have studied there.

The teacher also played a crucial role right from selecting students to framing the curriculum. When the teacher was satisfied that the students had developed a good understanding, the course would conclude henceforth. They encouraged oral learning among students. Nalanda was one of the most renowned institutes of higher education. The Chinese scholars such as I-Qing and Xuan Zang visited Nalanda in the seventh century CE and gave realistic accounts of the place of learning. Besides, the syllabus was diverse as it included studying from the Vedas and students were also trained in fine arts, mathematics, medicine, astronomy, the art of warfare and politics.

The role of community was also significant in promoting education as financial support was given to educational institutions by rich merchants, well-to-do parents and society. Free education was imparted in ancient universities such as Valabhi, Vikramshila and Jagaddala. In South India, agraharas served as centres of learning. South Indian kingdoms also had cultural institutions which were known as Ghatika and Brahmapuri.

Therefore, the ancient education system continued in ashrams, temples and indigenous schools. During the medieval period, maktabas and madrassas also served as educational institutions. Thus, the ancient Indian education system focused on the holistic development of the students, comprising both inner and outer self that would prepare them for life. Our present education system has a lot to learn and derive from the ancient education system. Educationists play a key role in recognising the importance of multilingual and multicultural education, thereby bridging the gap between traditional and contemporary methods of learning.

Conclusion of Ancient Education System of India

The chapter – Ancient Education System of India teaches students that the ancient education system played a vital role in developing the holistic development of students and how it has evolved over the years. Here, we present the CBSE Class 8 English It So Happened Prose Summary of Ancient Education System of India that must have helped 8th standard students to have an in-depth understanding of the chapter.

Additionally, they can visit the BYJU’S website to view resources such as CBSE Notes and CBSE study materials . They can also download BYJU’S: The Learning App and check out CBSE sample papers and previous years’ question papers.

Frequently asked Questions on CBSE Class 8 English: Ancient Education System Of India

Name some of the ancient universities in india..

Some of the notable universities of ancient India were Nalanda, Takshashila, Valabhi, Odantapuri, Vikramshila and Jagaddala.

What is UNESCO?

UNESCO stands for United Nations Educational, Scientific and Cultural Organisation.

Who was Chanakya?

Chanakya was also known as Kautilya. He was an Indian statesman and philosopher, chief advisor and Prime Minister of the Indian Emperor Chandragupta Maurya.

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• Indian Education Essay

Read Indian Education Essay on Vedantu

The Education of a child is one of the most important decisions a parent can make. While there are many different types of educational options available, not all are created equal. Children in India have the unique opportunity to receive a world-class education, thanks to the many excellent schools that are available. Since ancient times, India has been known for its great educational system. The country's first university, Nalanda, was founded over 1,000 years ago. Today, there are thousands of schools in India, many of which are among the best in the world.

What is Indian Education?

Indian Education is a term used to refer to the Education that is offered primarily to American Indian students. The Indian Education Act of 1972 defined its purpose as "to meet the unique educational and culturally related academic needs of American Indian children."

Similarities Between Mainstream Education and Indian Education

There are several similarities between mainstream education in America, also known as public schools, and Indian Education. Traditional public schools are subject to the same educational mandates as Indian schools overseen by the Bureau of Indian Affairs (BIA). Most incorporate a core set of subjects such as English, math, social studies, and science into their curriculum. The school year is roughly 180 days long, and students attend class 5 days a week for around 6 hours each day.

Differences Between Mainstream Education and Indian Education

Despite these similarities, there are also some key differences between mainstream education and Indian Education. Perhaps the most notable is that Indian Education is often delivered in a culturally relevant and inclusive manner, which takes into account the unique needs of Native American students. This can include incorporating tribal history and culture into the curriculum, providing Native American educators, and incorporating traditional tribal values and beliefs into the school environment. In addition, Indian Education is often offered on or near reservations, while mainstream Education is not.

Essay on Indian Education

Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to Education. 

Indian Education is one of the largest and complex education systems in the world along with China. India is committed to providing basic Education to its citizens, the framework of which is defined in the National Policy of Education. Elementary Education is now compulsory in India. At the time of Independence, only 14% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold.

History of Education System

The history of the Indian education system comes from the times of Ramayana and Mahabharata. The historic Indian education system is also called the Gurukula system. There were gurus then who are now known as teachers and shishyas who are called students now. The gurus and the shishyas lived together under one roof in Gurukula until the completion of their Education. The shishyas were expected to help the guru in all the daily chores as part of their learning. The children belonging to higher strata of the society were taught all the subjects from Sanskrit to Holy Scriptures and mathematics to metaphysics by the gurus. The Gurukulas during those times focused on the practical aspects of life. The students were taught in the open classroom in the surrounding area of nature. This early system of Education in India continued for many years until the modern education system came into the picture in the nineteenth century.

In the early 19th century, during the British period, the modern education system was brought into our country by Lord Thomas Babington Macaulay. The basic strength of this modernized education system was the examinations and a well-defined curriculum, which gave importance to subjects like science and mathematics and subjects like philosophy, metaphysics were given a back seat. The brick and mortar classrooms replaced the open classrooms in the Gurukulas. The essence of the guru shishya bond was taken over by a more formal relationship between the teacher and the student. To understand the progress of any student, examinations were conducted at frequent intervals. The focus of the education system shifted from learning to memorizing the concepts to score good marks in the examinations.

Problems of Indian Education System

Over a period of time, it has been observed that there are many loopholes in the system of Education in India. Instead of understanding the concepts, students started cramming and memorizing the lessons. Knowledge is given a backseat and scoring in high rankings takes importance. Modern parents have tuned their mindsets accordingly, and their goal is to ensure that their children score good marks instead of acquiring knowledge right from the primary level. 

Private schools and colleges have been rapidly increasing in the country but the results produced by them are far beyond satisfactory. It has also been observed that the quality of teachers deteriorated with the passing of time. Our examination system is responsible for the wide skill gap. India is producing lakhs of engineers and professionals every year but only a fraction of this number is actually getting employed. This is because the Indian examination system focuses more on scoring good percentages rather than the actual continuous comprehensive evaluation. 

Research and development, which should be the cornerstone of our system, are given the least importance. The private schools and colleges focus on the admission of more students and are least interested in the quality of their Education. This is the major reason why the faculties and the teachers lack skills and specialization. This is quite evident from the fact that a single professor is assigned to teach multiple subjects.

How Can We Improve the Indian Education System?

First and most importantly we should improve the grading system. Rote learning should be discouraged completely. Teachers and faculties should focus more on the analytical skills of the students and grade them accordingly. There should be more focus on comprehensive evaluation instead of scoring only good marks. Workshops must be organized for teachers on a regular basis to keep them updated about the latest developments in the sector of Education. At the same time, the curriculum should be reframed according to the present needs of Education in India.

Indian Education is a unique and specialized Education system that is offered primarily to Indian students. It incorporates culturally relevant and inclusive elements not found in mainstream Education but is subject to many of the same mandates .

The payroll structure of the teachers and the faculties, especially in the government institutions should be improved. This step will help in motivating the teachers to develop their skills and they will take a keen interest in grooming or shaping up a student's life and career. The government and other entities who are associated with the education sector, need to understand the importance of quality of Education. Education should be a holistic process that must focus on the overall development of the physical, emotional, social, and cognitive skills of a child. It needs to be a slow and cyclic process and must take place gradually to help the child develop into an autonomous, independent, and knowledgeable individual.

An educated individual is an individual who should be able to contribute towards the betterment of the economic and social development of the society as well as the country. The true goal of Education must exceed awarding the degrees and certificates to the students. Education is not a tool to earn livelihood, but it is a way to liberate the mind and soul of an individual.

FAQs on Indian Education Essay

1. Why is Education Important for Any Individual?

Education is important for the development of an individual. It makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

2. What Problems Does the Indian Education System Face?

The Indian education system focuses on rote learning. It means that the education system focuses more on memorizing instead of understanding the concepts. The grading system in the Indian education system is very poor. Teachers and faculties lack in skills and qualification. They don’t update themselves with the latest facts. Teachers are paid very less and so they lose motivation.

3. How Can the Education System Improve in India?

The education system in India should be improved by discouraging rote learning and changing the grading system. Utmost importance should be given to the research and development, which is the cornerstone of our system. Parents and teachers should focus on the overall development of a child and focus on their cognitive and analytical skills.

4. How are Women Empowered Through Education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5. What are the Skills Someone Needs to Acquire Through Education?

There are many skills that develop through Education, but some of the core ones include Communication, Critical Thinking, Active Listening, Leadership, etc. A truly educated individual should be able to communicate effectively with others and use critical thinking to help them make the right decisions in life. Moreover, active listening is a skill needed for introspection, and leadership is important for guiding and motivating people. All these skills are essential for the overall development of an individual. These skills help one in achieving success not only in their Education but also in professional life. One of the main reasons for the success of the western world is that they put a great deal of emphasis on education and reward students who excel in it. These skills helped in making them leaders in their respective fields.

6. What are the Educational Goals of India?

India mainly has three educational goals - Equality, Excellence and Equity. To achieve the first two goals, the government of India is making tremendous efforts by providing free Education to students belonging to weaker sections of society. This measure helps in providing opportunities to all the children irrespective of their socio-economic background. To achieve excellence in Indian Education, the Central Board of Secondary Education (CBSE) has taken many initiatives, including setting up world-class institutions, promoting research activities, etc. The third goal is equity in Education. The government is implementing schemes like Sarva Shiksha Abhiyan to promote equitable distribution of resources for Education across different sections of society, including weaker and marginalized sections.

7. How Is Education Related to Employment?

Education is directly related to employment because of multiple reasons. Most importantly, qualifications are required for securing jobs. The more the qualification, the better is the chance of landing a good job. Moreover, an individual with quality education is more likely to be productive at work and do his/her tasks in a precise manner which helps their employer to achieve their goals as well. Also, the person is likely to be paid better if they have a good educational background. In a nutshell, Education helps an individual in getting a good job and earning a respectable salary.

8. How is Education Linked With Economic Development?

Education is the key to economic development because an educated person is able to contribute more to society. They are able to think innovatively and come up with new ideas that can help in improving the economic condition of their country. Moreover, they are able to work in various sectors like agriculture, manufacturing, services, etc., and contribute to the economic growth of their country. It can also be seen as a key to social development because an educated individual is able to contribute more towards societal welfare. This, in turn, plays a major role in reducing poverty and hunger levels across the world.

9. How Do We Make Education More Interesting and Interactive?

Education should be made more interesting and interactive by providing real-life examples in the classroom. For example, a mathematics teacher can explain a topic in a class by referring to a purchase receipt or tax statement of an individual. This way, students will be able to connect with what is being taught in the classroom and understand it better. Moreover, the teacher should not only rely on textbooks. Instead, they should use various other sources like newspapers, magazines, and the Internet to supplement teaching. Also, awarding marks for participation in classroom activities such as debates & discussions will help students develop public speaking skills and improve their communication. Vedantu teachers are constantly being trained in this area to provide better interactive sessions in the classroom.

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Essay on The Indian Education System: Challenges and Opportunities 1000, 500, 300, 200 words

• Essay on The Indian Education System: Challenges and Opportunities

Introduction

Essay on The Indian Education System: The Indian education system is one of the oldest in the world, with a rich history dating back to ancient times. It has undergone numerous transformations over the centuries, but it continues to play a pivotal role in shaping the future of India. This essay explores the strengths and weaknesses of the Indian education system, its historical evolution, current challenges and potential opportunities for improvement.

Essay on The Indian Education System: A Journey of Challenges and Opportunities 500 words

Essay on the indian education system: challenges and opportunities 300 words, essay on education system in india 200 words, essay on education system in india 150 words, historical evolution.

The roots of the Indian education system can be traced back to the Gurukul system, where students lived with their gurus (teachers) and received holistic education encompassing not only academic subjects but also ethics, values and life skills. This system emphasized experiential learning and individualized instruction.

During British colonial rule, the education system underwent significant changes with a focus on producing a workforce to serve the colonial administration. This period saw the establishment of institutions like the Indian Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs), which have since become renowned globally.

Strengths of the Indian Education System

• Diversity : India’s education system is vast and diverse, offering a wide range of subjects and courses, catering to the varied interests and talents of its students.
• Quality Institutions : India boasts several prestigious institutions like the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and top-tier universities that have produced exceptional graduates who excel on the global stage.
• Strong Emphasis on STEM : The system places significant importance on Science, Technology, Engineering, and Mathematics (STEM) education, contributing to India’s reputation as a hub for IT and engineering professionals.
• Global Diaspora : The Indian education system has produced a vast pool of skilled professionals who have excelled internationally, making India a significant contributor to the global workforce.

Challenges Faced

• Quality Disparities : While India has prestigious institutions, a majority of schools and colleges, especially in rural areas, lack basic infrastructure and quality teachers. This results in a stark rural-urban divide in education.
• Rote Learning : The system’s emphasis on rote memorization rather than critical thinking and problem-solving often stifles creativity and innovation among students.
• Pressure and Stress : A highly competitive environment and parental expectations can place immense pressure and stress on students, leading to mental health issues.
• Outdated Curriculum : The curriculum often lags behind in terms of relevance to real-world skills, emerging technologies and global trends.
• Inequality : Socio-economic disparities result in unequal access to quality education, perpetuating inequality.

Opportunities for Improvement

• Holistic Education : Incorporating holistic education that includes life skills, ethics and vocational training can prepare students for the complexities of the modern world.
• Teacher Training : Investing in teacher training and providing incentives for educators can improve the quality of instruction across the board.
• Flexible Curriculum : Regularly updating and adapting the curriculum to include relevant and contemporary subjects can better prepare students for the future job market.
• Digital Education : Leveraging technology for online and distance learning can bridge the urban-rural education gap and make education more accessible.
• Mental Health Support : Introducing mental health support services within educational institutions can help students cope with the pressures of academic life.

The Indian education system is at a crossroads, with both strengths and weaknesses. While it has produced brilliant minds and professionals, it also faces challenges related to quality, access and relevance. To truly harness its potential, India must address these issues and embrace reforms that prioritize holistic education, teacher development and adaptability to the changing global landscape. Only then can the Indian education system prepare its youth to excel not only in the domestic arena but also on the global stage.

Essay on The Indian Education System: An In-depth Analysis 600 words

Introduction :

The Indian education system has a rich and diverse history dating back thousands of years. With its roots in ancient Gurukul systems, it has evolved significantly over time to meet the changing needs of society. This essay delves into the Indian education system, its structure, challenges, and prospects.

Historical Background:

The origins of the Indian education system can be traced back to ancient times when education was imparted in Gurukuls, informal centers of learning under the guidance of a guru (teacher). This system emphasized holistic education, including subjects like mathematics, science, philosophy and ethics. However, the British colonial era (from the 18th to the 20th century) brought significant changes to India’s education system, introducing a more standardized, Westernized approach.

Structure of the Indian Education System:

• Pre-primary and Primary Education: The foundation of education in India starts with pre-primary and primary education, typically from ages 3 to 14. This stage is crucial for building a strong educational base.
• Secondary Education: After completing primary education, students move on to secondary education, which spans from grades 9 to 12. Here, they follow the curriculum set by respective state boards or national boards like the CBSE (Central Board of Secondary Education).
• Higher Education: After completing secondary education, students have the option to pursue various streams, including science, arts, commerce and vocational courses. India has a vast higher education system comprising universities, colleges, and institutes offering undergraduate, postgraduate and doctoral programs.
• Technical and Professional Education: India boasts prestigious institutions like the Indian Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs) that offer specialized technical and management education.

Challenges in the Indian Education System:

• Quality Disparities: There is a significant gap in the quality of education between urban and rural areas. Urban schools tend to have better infrastructure and teaching facilities, while rural schools often lack essential resources.
• Rote Learning: The system is often criticized for promoting rote learning over critical thinking and practical skills. This limits students’ creativity and problem-solving abilities.
• Overemphasis on Exams: The Indian education system is notorious for its heavy reliance on high-stakes exams, which can lead to immense stress and a narrow focus on exam-oriented education.
• Lack of Vocational Education: While there has been progress in recent years, vocational education remains underdeveloped in India. This limits opportunities for skill development and employment.
• Gender Disparities: Gender inequality still exists, with fewer girls having access to education, especially in rural areas.

Prospects for Reform:

• RTE Act: The Right to Education (RTE) Act of 2009 is a significant step towards universalizing education by ensuring free and compulsory education for all children aged 6 to 14.
• Emphasis on Skill Development: There is a growing recognition of the importance of skill-based education to prepare students for the job market. Initiatives like Skill India aim to address this need.
• Digitalization: The use of technology in education, especially after the COVID-19 pandemic, has gained momentum, making education more accessible and interactive.
• International Collaboration: Collaboration with foreign universities and institutions is on the rise, leading to the establishment of international campuses in India, which can enhance the quality of education.

Conclusion:

The Indian education system has a rich history but faces numerous challenges. However, ongoing reforms and initiatives offer hope for a brighter future. A shift towards a more holistic, skill-based and inclusive approach can help prepare the youth of India for the complex challenges of the 21st century and beyond, ensuring that education remains a tool for personal and national development.

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The Indian education system is a complex and multifaceted structure that has evolved over centuries. It is a critical component of the nation’s growth and development, playing a pivotal role in shaping the lives and aspirations of millions of young Indians. This short essay explores the Indian education system, highlighting its strengths, challenges and potential for transformation.

Historical Roots

The roots of the Indian education system can be traced back to ancient times, with institutions like Nalanda and Takshashila renowned for their pursuit of knowledge. The traditional Gurukul system, where students lived with teachers, was a hallmark of early Indian education. However, over time, the education system underwent significant changes, especially during British colonial rule, leading to the present structure.

• Diversity and Inclusivity : One of the system’s strengths is its inclusivity, catering to a diverse population with various languages, cultures and backgrounds. India offers a wide range of educational boards and mediums, allowing students to choose a system that suits them best.
• Strong Foundation in Science and Technology: The country has produced numerous skilled professionals who have excelled in fields such as engineering, medicine and information technology. Indian institutes like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) are globally recognized for their excellence.
• Competitive Examinations: India’s rigorous competitive examination system prepares students for challenges in various fields. Exams like the Joint Entrance Examination (JEE) and the Union Public Service Commission (UPSC) exam are examples of such assessments.
• Inequality : The education system grapples with stark inequalities, both in access and quality. Disparities in infrastructure, teacher quality and educational resources persist, creating a divide between urban and rural areas.
• Rote Learning : The emphasis on rote learning, where students memorize information without understanding its practical application, has been criticized for stifling creativity and critical thinking.
• Pressure and Stress: The intense competition for limited seats in prestigious institutions places immense pressure on students, often resulting in stress and mental health issues.
• Outdated Curriculum: The curriculum often lacks relevance to real-world challenges, leading to a gap between classroom education and practical skills needed for employment.

Opportunities for Reform

• Curriculum Overhaul : Updating the curriculum to incorporate practical skills, vocational training and a broader understanding of subjects can make education more relevant and engaging.
• Digitalization : Leveraging technology for education delivery can help bridge the urban-rural divide and improve access to quality education.
• Teacher Training: Investing in teacher training and professional development can enhance the quality of instruction and foster a more interactive learning environment.
• Emphasis on Holistic Development : Encouraging extracurricular activities, sports and arts alongside academics can promote holistic development and reduce the stress on students.

The Indian education system has come a long way, reflecting both its strengths and challenges. While it has produced outstanding professionals, it also faces the task of addressing inequalities and adapting to the changing needs of a globalized world. Through reforms, inclusivity and a focus on holistic development, India can continue to harness the potential of its vast youth population and build a brighter future for generations to come.

The Indian education system is a vast and intricate structure that has evolved over centuries. It comprises various stages, from primary to higher education, and plays a pivotal role in shaping the country’s future. However, it faces both challenges and opportunities in its quest for excellence.

One of the most significant challenges facing the Indian education system is accessibility. While strides have been made to increase enrolment, especially at the primary level, there is still a wide gap in access to quality education, particularly in rural areas. Infrastructure deficits, inadequate teacher training, and socio-economic disparities are obstacles that hinder many children from receiving a good education.

Another pressing issue is the rote-learning culture prevalent in the system. Traditional assessment methods often prioritize memorization over critical thinking and problem-solving skills. This can stifle creativity and hinder students from developing a deeper understanding of subjects.

However, there are opportunities for improvement. The digital revolution has the potential to bridge educational gaps. Online learning platforms and educational apps can provide access to quality resources, even in remote areas. Additionally, the National Education Policy 2020 aims to transform the system by focusing on holistic learning, vocational skills, and flexibility in curriculum choices.

Moreover, India’s diverse population is a unique asset. It fosters a rich cultural exchange and can be leveraged to create a more inclusive and globalized education system that prepares students for a competitive world.

In conclusion, the Indian education system faces challenges related to accessibility and outdated teaching methods. However, it also possesses significant opportunities for improvement through digital integration, policy reforms, and embracing diversity. Addressing these challenges while capitalizing on these opportunities is essential for shaping a brighter future for India’s students.

The education system in India is a complex and diverse landscape that reflects the country’s vast cultural and socioeconomic diversity. While it has made significant progress over the years, it still faces numerous challenges.

One of the key strengths of the Indian education system is its emphasis on academic excellence. India is home to some prestigious institutions like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), which are renowned globally. Additionally, the country has a rich tradition of producing skilled professionals in fields such as medicine, engineering, and IT.

However, there are significant issues that need to be addressed. The system often places excessive pressure on students to excel in rote memorization rather than promoting critical thinking and creativity. The quality of education varies widely between urban and rural areas, with rural regions often lacking access to quality schools and teachers. Furthermore, socio-economic disparities persist, limiting educational opportunities for many.

In recent years, there has been a push for educational reform, with initiatives aimed at improving infrastructure, curriculum and teacher training. Additionally, the promotion of digital learning and vocational education is gaining momentum.

In conclusion, while the Indian education system has notable strengths, it also faces substantial challenges related to quality, accessibility and equity. Continued efforts to reform and modernize the system are essential to ensure that all children in India have access to a high-quality education.

The education system in India is a complex and multifaceted structure that plays a pivotal role in shaping the nation’s future. While it has made significant progress in recent years, challenges persist.

India’s education system consists of several stages, starting with primary education, followed by secondary and higher education. The government has implemented various schemes to promote enrollment and quality in primary schools, but issues like infrastructure gaps and teacher shortages persist, particularly in rural areas.

Secondary education faces issues of standardized curricula and a heavy emphasis on rote learning, which can hinder critical thinking and creativity. The higher education system, on the other hand, boasts prestigious institutions like the IITs and IIMs, but access and quality vary greatly across the country.

To address these challenges, India must focus on improving infrastructure, teacher training and curriculum development. Additionally, promoting a more holistic and skill-oriented approach to education can better prepare students for the demands of the modern world. Overall, the evolution of India’s education system is critical for the nation’s socio-economic development and global competitiveness.

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Essay on Indian Education System

Students are often asked to write an essay on Indian Education System in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Indian Education System

Introduction.

The Indian education system, one of the world’s largest, has a rich history. It’s known for its public and private schools, universities, and technical institutes.

The system is divided into pre-primary, primary, secondary, and higher education. Each level has specific objectives for students’ development.

Despite its size, the system faces issues like inadequate funding, outdated curriculum, and lack of quality teachers.

Reforms like the New Education Policy 2020 aim to modernize the system, emphasizing skill development and holistic education.

The Indian education system, while facing challenges, is evolving to meet the needs of a growing nation.

250 Words Essay on Indian Education System

The framework of indian education system.

The Indian education system, with its roots in the ancient Gurukul system, has undergone significant evolution. It is a comprehensive structure that encompasses primary education, secondary education, and higher education. The system has been shaped by various influences, including colonial legacies and post-independence socio-political dynamics.

Strengths and Achievements

The Indian education system has several strengths. It has a vast network of schools and universities, making education accessible even in remote areas. The system’s resilience and adaptability were evident during the COVID-19 pandemic when it swiftly transitioned to online learning. Furthermore, the Indian education system has produced renowned scholars and professionals who have made significant contributions globally.

Challenges and Reforms

Despite these strengths, the Indian education system faces several challenges. The quality of education varies widely across regions, and rote learning often overshadows critical thinking. Furthermore, the system is grappling with issues of access and equity, with socio-economic disparities hindering educational opportunities for many.

To address these challenges, the government has introduced reforms such as the National Education Policy (NEP) 2020. The NEP aims to overhaul the education system by promoting experiential learning, reducing curricular content, and emphasizing skill development.

The Indian education system, while robust and expansive, is a complex entity with its unique set of strengths and challenges. It is imperative to continue refining and reforming the system to ensure it equips students with the skills and knowledge necessary for the 21st century.

500 Words Essay on Indian Education System

The Indian education system, with its deep-rooted history, has seen significant evolution over the centuries. From Gurukuls (ancient schools) to modern educational institutions, the journey has been marked by numerous reforms and challenges. However, it is still grappling with several issues that need immediate attention.

Historical Overview

The Indian education system, dating back to the Vedic period, was focused on holistic development. It emphasized learning through experience, with a strong emphasis on ethics and values. The British colonial period introduced a system focused on rote learning and examination-oriented education. Post-independence, the Indian government made significant strides to democratize education, but the remnants of the colonial system continue to influence current practices.

Current Scenario

Today, the Indian education system is a blend of public and private institutions. It follows a 10+2+3 pattern, encompassing primary, secondary, and higher education. The system has made commendable progress in terms of accessibility and enrolment rates, but it struggles with issues like quality of education, outdated curricula, and inadequate infrastructure.

Quality of Education

Despite the surge in literacy rates, the quality of education in India remains a matter of concern. The Annual Status of Education Report (ASER) consistently highlights the dismal state of learning outcomes in rural India. The focus on rote learning over critical thinking and creativity is a significant drawback. The system needs to shift its focus towards skill-based, practical learning to prepare students for the demands of the 21st century.

Outdated Curricula

The curricula in many Indian schools and universities are outdated and disconnected from real-world requirements. The rapid pace of technological advancements necessitates an agile education system that can adapt to changing needs. Incorporating digital literacy, coding, AI, and other emerging technologies into the curriculum is crucial.

Infrastructure and Resources

Many educational institutions, particularly in rural areas, lack basic infrastructure like classrooms, libraries, and laboratories. The student-teacher ratio is skewed, leading to inadequate attention to individual students. Digital divide further exacerbates these issues, as seen during the COVID-19 pandemic when online education became the norm.

Reforms and The Way Forward

The recent National Education Policy (NEP) 2020 is a promising step towards overhauling the Indian education system. It aims to transform the system to meet the global standards of education, emphasizing experiential learning, critical thinking, and creativity. It also proposes increased investment in education, which is crucial for addressing infrastructural challenges.

The Indian education system is at a crossroads, with the potential to shape the future of millions of students. While the challenges are significant, they are not insurmountable. With the right reforms, investment, and a shift from rote learning to skill-based education, India can revolutionize its education system, preparing its youth for a successful future.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Modern Education System
• Essay on Importance of Higher Education
• Essay on How to Improve Our Education System

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Essay on Education System In India for Students in 1200 Words

In this article, you will read an Essay on Education System In India. Also, we have explained the importance, needs, benefits, defects, ways to improve the education system.

So, let’s start the Essay on Education System In India

Table of Contents

Introduction

The current education system of India is considered as the education system of the dependent period. It is regarded as a gift of British rule. This system was born by Lord Macaulay. Due to this system, even today, clerks and babu with white collars are being incurred. Due to this education system, the physical and spiritual development of students is not possible.

Importance of Education in Ancient India

Education was of great importance in ancient times. The emergence of civilization, culture, and education was first in India . In ancient times, the place of learning was Gurukul of the forests far away from the cities and noise. Sages and sages operated these gurukuls. In ancient times, students practiced celibacy and received full education only by sitting at the feet of their guru.

Some similar schools were Taksha Shila and Nalanda. Foreigners also used to come here to get an education. Then came the medieval era when India had to suffer a long period of subordination. Arabic-Persian education spread during the Muslim era. When the 18th and 19th centuries came, only the rich and the feudal could accept education. Female education was almost over.

Need For A New Education System

India became independent on August 15, 1947. The attention of our masters went towards the modern education system as the British education system was not compatible with our education system. Gandhiji had said about education that education means the development of all physical, mental, and moral powers in children. Several committees were formed to improve the education system.

A vast scheme was devised by the committee, which could spread 50% education within three years. Secondary education was created. Efforts were made to solve the problem of the university itself. Later the Basic Education Committee was formed to promote basic education in India. Primary education among children was made compulsory due to the recommendation of the All India Education Committee.

Establishment of Kothari Commission

To bring changes in the field of education, the Kothari Commission was established. This commission recommended implementing the new scheme at the national level. The discussion of this scheme was long-lasting. This system was implemented in many states of the country. This system will lead to general education in the tenth grade for ten years.

In this, all the students will study the same subjects. In this course, two languages, mathematics, science, and society, will be considered on five topics. But students should also be familiar with physical education. After the seventh examination, students will study different subjects. If he wants, he can take science; take commerce and even craft for industrial work.

Benefits of New Education Policy

The new education system has been created, keeping employment in front. We often see that people attend universities and colleges, but they are not interested in studying. Such people create indiscipline and anarchy in society. We will benefit from the new education policy that such students will remain till the tenth and they will not be able to take admission in the college.

Eligible students will be able to get admission in colleges. After completing the tenth, students will be able to get employment by taking admission in diploma courses. But if we want to make the new education system successful, then diploma courses will have to be opened from place to place so that students do not run towards colleges after completing the tenth standard.

Defects of the Indian education system:

One can find a lot many issues in the Indian education system that hinders the proper growth and development of an individual. The main disputes and problems with the Indian education system is its marking and grading system. Students’ intelligence is judged from a three-hour paper, not its practical abilities. Its ability to cram is appreciated, not actual knowledge.

Another issue is that the focus is only on theory. No importance is given to practical education. Our education system encourages students to become bookworms and does not prepare them to deal with the real problems and challenges of life.

Such importance is given to academics that the need to involve students in sports and art activities are ignored. Along with studies, students are also dominating. Regular exams are conducted, and students are examined at every step. It creates intense tension in the students. When they go to higher classes, students’ stress levels keep increasing.

Ways to improve Indian education system (changes needed in the Indian education system)

Several new ideas and suggestions have been disclosed and shared to improve this education system of India. Few ways to change our education policy and system for users include:

1. Focus on skill development

It is time for Indian schools and colleges to stop giving so much importance to students’ marks and rank and instead focus on skill development . Students’ cognitive, problem-solving, analytical, and creative thinking skills should be enhanced. To do this, they must be involved in various academic as well as extra-curricular activities as well as engaging in dull classroom sessions.

2. Equivalent practical knowledge

Practical knowledge is essential to develop an in-depth understanding of any subject. However, our Indian education system focuses primarily on theoretical knowledge . It needs to be changed. Students should be provided with practical experience for better understanding and application.

3. Revise the syllabus

The syllabus of our schools and colleges is the same for decades. It is time to change this according to the changing times so that students learn more important things for their time. For example, computers should become one of the core subjects in schools so that students learn to work efficiently from the beginning. Similarly, there should be classes to develop excellent communication skills as this is the need of the hour.

4. Hire Better Teaching Staff

To save a few bucks, educational institutions in our country employ teachers who demand lower pay even if they are not highly skilled and experienced. This approach has to be changed. Good teaching staff should be hired to nourish the young mind well.

5. Look beyond academics

Our country’s education system has to look beyond academics. Sports, arts, and other activities should also be given importance to ensure all-round development of students.

10 Lines on Education System in India

• The NCERT or National Council of Educational Research and Training is the primary body for all courses.
• In order to guide the future of children and promote inclusive development in the country, it is necessary that the education system should be streamlined.
• Instead of understanding the various concepts of Mathematics, Physics, and other subjects, students are given the full focus on learning the chapter.
• There is a genuine requirement for change in the Indian instruction framework which thus can help in creating more intelligent people.
• The Indian training framework is said to be to a great extent defective. It accomplishes more mischief than an advantage to youthful personalities.
• There is a weight on understudies to consider. They concentrate for quite a while in school and are given a heap of family unit errands to finish at home.
• Practical knowledge is very important to develop an in-depth understanding of any subject.
• Sports, arts and other activities should also be given importance to ensure all-round development of students.
• The ancient education system of India was based on the Gurukul education system,
• There is a need to take concrete steps to improve the standard of the education system in the country.

The Bottom Line

The need to change the Indian education system has been emphasized many times. However, little has been done in this regard. It is time to understand the importance of improving the old system for the better future of children and the whole nation. I hope you like this information on the Essay on Education System In India.

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