india's vision for modern education system essay

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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Education in India – A Detailed Analysis

Last updated on April 21, 2024 by ClearIAS Team

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

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

History of Education in India

India has a rich tradition of imparting knowledge.

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

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

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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.

Current Status of Education in India: Data from Census 2011

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

Indian Education System: The Present Pyramidal Structure

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

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

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

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

Provisions in the Indian Constitution related to Education

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

RTE Act 2009

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

Provisions of the RTE Act

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

Criticisms of the RTE Act

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

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

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

Radhakrishnan committee

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

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

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

Kothari commission

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

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

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

National Educational Policy 1968

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

National Educational Policy 1985

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

T.S.R.Subramanium committee report

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

Kasturirangan Report On School Education (Draft National Education Policy)

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

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

School Education:

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

Higher Education

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

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

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

Technology in Education

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

Vocational Education

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

Adult Education

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

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

Education and Indian Languages

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

Transforming Education

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

Education Governance

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

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

Financing Education

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

Criticism of the New Education Policy of India

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

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

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

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

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

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

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

The Problems associated with the Education System in India

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

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

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

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

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

Early childhood education

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

Primary level

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

School Complex

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

Secondary level

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

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

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

Private fees

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

Higher education

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

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

Problems of the higher education system in India

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

Research and development (R&D)

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

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

The need of the hour

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

Government initiatives on higher education

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

National Testing Agency (NTA) 2017

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

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

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

HECI: Higher Education Commission of India bill

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

IoE: Institutions of Eminence 2017

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

National Institutional Ranking Framework (NIRF) 2015

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

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

HEFA: Higher Education Financing Agency 2018

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

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

Foreign Education Providers Bill 2013

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

EQUIP report has mentioned the revival of this bill.

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

APAAR: One Nation One Student ID Card

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

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

Other Major Issues connected with the Education sector in India

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

Politicization of campuses

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

Gender Parity

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

Quality of education

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

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

Government initiatives

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

Teacher Training

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

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

Private Schools vs Public Schools: The Big Debate in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Reader Interactions

November 27, 2019 at 10:33 pm

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

November 28, 2019 at 12:09 pm

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

November 28, 2019 at 2:00 pm

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

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

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

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

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

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

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

November 16, 2020 at 10:47 pm

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

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

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

December 16, 2021 at 11:10 am

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

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

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

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

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

May 28, 2023 at 9:10 pm

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

January 23, 2024 at 8:06 pm

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

February 7, 2024 at 7:44 pm

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

March 8, 2024 at 6:22 am

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

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Jul 12, 2023

Transforming Education in India: A Journey from Tradition to Innovation

india's vision for modern education system essay

- By Samruddhi Gole , Senior Research Associate, Leadership For Equity

India, a land steeped in rich cultural heritage, has a vibrant history of imparting knowledge and education dating back to ancient times. This nation has witnessed a massive transformation in its education system, evolving from traditional Gurukuls to modern schools and now to online colleges. This article will delve into the evolution of the Indian education system, highlighting its historical roots, current status, future prospects, and the transformative role of the New Education Policy (NEP) 2020.

Unravelling India's Educational Heritage

Traditionally, Indian education was primarily reserved for the upper castes. However, societal evolution has bridged this gap, and today, education is universally accessible, regardless of caste, social class, or any other differentiating factors.

The first education system in India, dating back to 5000 BC, was the 'Gurukula' system. In this model, a student (shishya) would approach a teacher (Guru) for admission. If accepted, the student would stay with the Guru, assisting with household chores while learning practical skills, science, mathematics, philosophy, and metaphysics. This holistic education system emphasizes the development of human values and the practical implementation of knowledge to solve real-world problems.

However, the Gurukula system was eventually replaced by the modern school system introduced to India in 1830 by Lord Thomas Babington Macaulay. This system prioritized science and mathematics, with less emphasis on philosophy, ethics, moral values, and metaphysics. The medium of communication was also changed to English.

Current State of Education in India: Facts & Figures

Under the 2020 amendment to India's Right to Education Act, free and compulsory education is ensured for every child aged 3-18. Here are some statistics related to India's education system:

26% of the Indian population, approximately 1.39 billion, falls within the primary education sector (0-14 years).

18% of the Indian population, roughly 500 million, fall within the secondary and higher education sector (15-24 years).

The adult (15+ years) literacy rate in India is 69.3%, with male literacy at 78.8% and female at 59.3%.

Kerala boasts the highest literacy rate in India.

University of Delhi is the most popular higher education institution in India, followed by IIT Bombay.

In the 2019 English Proficiency Index, India ranked 34th among 100 nations.

Future Prospects for India's Education System

India's future aims for its education system are ambitious and progressive. Initiatives such as the United Nation's E9 Initiative, launched in April 2021, aim to encourage digital learning, specifically targeting marginalized groups, particularly girls. The Union Budget of 2021-22 allocated $7.56 billion for school education and $5.28 billion for higher education. It is estimated that by 2030, more than 20 Indian higher education universities will rank among the top 200 universities globally.

The New Education Policy (NEP) 2020: A Game-Changer

The NEP 2020, introduced by the Government of India, seeks to reform the Indian education system by replacing rote learning with competency-based learning. The policy aims to produce engaged, productive citizens capable of fostering an equitable, inclusive, and plural society.

The NEP 2020 replaces the existing 10+2 academic structure (ages 6-16 and ages 16-18) with a 5+3+3+4 structure, emphasizing Early Childhood Care and Education (ECCE). It also focuses on the inclusion of Socio-Economically Disadvantaged Groups (SEDGs).

Key highlights of the NEP 2020 include:

The school curriculum will focus more on core concepts, introducing practical learning.

Introduction of vocational education from the 6th grade.

The 10+2 school system will be replaced by the 5+3+3+4 school system.

Higher education will become multi-disciplinary, aiming for all universities to become multidisciplinary by 2040.

Multiple exit options in undergraduate degrees.

Online Education in India

The NEP 2020 also emphasizes online education to meet present and future challenges in providing quality education. Online education breaks away from the traditional 6-hour-long classroom system, focusing instead on the practical application of learned skills. Some advantages of online education include flexibility, affordability, diverse options, efficient Learning Management Systems (LMS), and effective time management.

Open Learning and Distance Education System in India

Open and distance education plays a crucial role in increasing the Gross Enrollment Ratio (GER). The government has set measures to improve the open and distance learning infrastructure, promoting a blend of online and distance education.

The transformation of India's education system is an ongoing journey. With the introduction of the NEP 2020 and the growing focus on online and distance learning, India is poised for a revolutionary shift in its educational landscape.

This transformation, however, requires a systemic approach, active stakeholder involvement, and a commitment to improving the quality of education across all levels. Only then can India truly harness the potential of its vast youth population and pave the way for a brighter, more educated future.

Dash, M. (2000). Education in India: Problems and perspectives. Atlantic Publishers & Dist.

Kalyani, P. (2020). An empirical study on NEP 2020 [National Education Policy] with special reference to the future of Indian education system and its effects on the Stakeholders. Journal of Management Engineering and Information Technology, 7(5), 1-17.

Kumar, A. (2021). New education policy (NEP) 2020: A roadmap for India 2.0. University of South Florida M3 Center Publishing, 3(2021), 36.

Mahmood, S. (1895). A History of English Education in India: Its Rise, Development, Progress, Present Condition and Prospects, Being a Narrative of the Various Phases of Educational Policy and Measures Adopted Under the British Rule from Its Beginning to the Present Period,(1781 to 1893).. (Vol. 50). MAO College.

Tilak, J. B. (2023). Book review: Revisiting the educational heritage in India. Journal of International Cooperation in Education, 25(1), 157-162.

Sector, E. (2006). Literacy Initiative for Empowerment LIFE.

India’s New National Education Policy: Evidence and Challenges

The National Education Policy (NEP) of 2020 provides an important opportunity to move Indian education from “sorting and selection” to “human development,” enabling every student to develop to their maximum potential.
Although the NEP focuses on foundational literacy and numeracy, and early childhood education is welcome, delivering on its promise will require sustained attention to implementation.
Three principles will be very important for implementation: (1) a focus on independent and reliable measurement of outcomes; (2) rigorous evaluations of policy and programme effectiveness; (3) careful cost-effectiveness analyses of alternative policy proposals.
The COVID-19 pandemic has disrupted education severely. An increased focus on involving parents in education and in using technology effectively (while bridging the digital divide) will be important for recovery.

Karthik Muralidharan

University of California San Diego (UCSD)

Abhijeet Singh

Stockholm School of Economics

Introduction

The global expansion of schooling in the past three decades is unprecedented: Primary school enrollment is near-universal, expected years of schooling have risen rapidly, and the number of children out of school has fallen sharply. Yet the greatest challenge for the global education system, a “learning crisis” per the World Bank, is that these gains in schooling are not translating into commensurate gains in learning outcomes. This crisis is well exemplified by India, which has the largest education system in the world. Over 95 percent of children aged 6 to 14 years are in school, but nearly half of students in Grade 5 in rural areas cannot read at a Grade 2 level, and less than one-third can do basic division (Pratham, 2019). India’s new National Education Policy (NEP) of 2020 (the first major revision since 1986) recognises the centrality of achieving universal foundational literacy and numeracy. Whether India succeeds in this goal matters intrinsically through its impact on over 200 million children and will also have lessons for other low- and middle-income countries. We review the NEP’s discussion of school education in light of accumulated research evidence that may be relevant to successfully implementing this ambitious goal.

Governance and pedagogy

India has made tremendous progress on access to schooling since the 1990s. Yet multiple nationally representative datasets suggest that learning levels have remained largely flat over the past 15 years. A large body of evidence has shown that increasing “business as usual” expenditure on education is only weakly correlated with improvement in learning (Glewwe and Muralidharan, 2016). Two key constraints that limit the translation of spending (of time and money) into outcomes are weaknesses in governance and pedagogy.

Governance challenges are exemplified by high rates of teacher absence in public schools, with nearly one in four teachers absent at the time of surprise visits (Muralidharan et al., 2017). Even when teachers are present, instructional time is low for a variety of reasons, including large amounts of administrative paperwork.

Further, teacher recognition for performance and sanctions for nonperformance are low. Studies in India and elsewhere have shown that even modest amounts of performance-linked bonus pay for teachers can improve student learning in a cost-effective way (Muralidharan and Sundararaman, 2011). By contrast, unconditional increases in teacher pay (the largest component of education budgets) have no impact on student learning (Muralidharan and Sundararaman, 2011; de Ree at al., 2018). Overall, improving governance and management in public schools may be a much more cost-effective way of improving student learning than simply expanding education spending along default patterns.

An even greater challenge in translating school attendance into learning outcomes may be weaknesses in pedagogy. Even motivated teachers primarily focus on completing the textbook, without recognising the mismatch between the academic standards of the textbook and student learning levels. The rapid expansion of school enrollment has brought tens of millions of first-generation learners into the formal education system who lack instructional support at home and often fall behind grade-appropriate curricular standards. The mismatch is clearly illustrated in the figure, which presents the levels and dispersion of student achievement in mathematics in a sample of students from public middle schools in Delhi (Muralidharan, Singh and Ganimian, 2019). There are three points to note about this figure: (i) The vast majority of students are below curricular standards (represented by the blue line of equality), with the average Grade 6 student 2.5 years behind; (ii) the average rate of learning progress is much flatter than that envisaged by the curricular standards, resulting in widening learning gaps at higher grades; (iii) there is enormous variation in learning levels of students in the same grade, spanning five to six grade levels in all grades.

Figure 1: Achievement versus curricular standards

A graph with "grade enrolled in" on the x axis, "assessed level of student achievement" on the y axis, a red "line of linear fit" showing the actual relationship, and a green "line of equality" showing the results that would exist in an equal system

The estimated level of student achievement (determined by a computer-aided instruction program) in mathematics in public middle schools in Delhi is plotted against the enrollment grade of students (Muralidharan, Singh and Ganimian, 2019). Most students are below curricular standards (line of equality), average progress in learning is flatter than curricular standards, and achievement substantially varies. The graphic has been adapted from Muralidharan, Singh and Ganimian (2019) by H. Bishop/Science; ©American Economic Association; reproduced with permission of the American Economic Review.

The figure captures many features that we think are central to understanding the Indian education system. It suggests a curriculum that targets the top of the achievement distribution and moves much faster than the actual achievement level of students. Coupled with social promotion—grade retention is forbidden by law until Grade 8—this leads to student achievement being widely dispersed within the same grade and most students receiving instruction that they are not academically prepared for. Similar patterns likely exist in many other developing countries (Muralidharan, Singh and Ganimian, 2019).

The figure may also help explain why increased expenditures on items such as teacher salaries and school infrastructure may have little impact on learning. Students, having fallen so far behind the curriculum, may not gain much from the default of textbook-linked instruction. By contrast, pedagogical interventions that target instruction at the level of students’ academic preparation can be highly effective (Muralidharan, Singh and Ganimian, 2019; Banerjee et al., 2007; Banerjee et al., 2017).

The figure also highlights the stark inequality in Indian education. The true inequality is likely even greater because the figure does not reflect the large number of students in private schools. A comparison of data from two Indian states to countries included in an international learning assessment found that learning inequality in India is second only to South Africa (Das and Zajonc, 2010). Thus, although the academically strongest Indian students are internationally competitive, with many ultimately achieving world-renowned success, most Indian children fail to acquire even basic skills at the end of their schooling.

To better understand the Indian education system, it is useful to recognise that education systems have historically served two very different purposes: (i) to impart knowledge and skills (a “human development” role) and (ii) to assess, classify, and select students for higher education and skill-intensive occupations (a “sorting and selection” role). The Indian education system primarily serves as a “sorting and selection” or a “filtration” system rather than a “human development” system. The system focuses primarily on setting high standards for competitive exams to identify those who are talented enough to meet those standards, but it ends up neglecting the vast majority of students who do not. Thus, a fundamental challenge for Indian education policy is to reorient the education system from one focused on sorting and identifying talented students to one that is focused on human development that can improve learning for all.

Research into policy

The NEP, released in 2020, does an excellent job of reflecting key insights from research. Three points are especially noteworthy.

First, and most important, is the centrality accorded to universal foundational literacy and numeracy, which the NEP calls an “urgent and necessary prerequisite for learning.” This represents a substantial shift in the definition of education “quality” from inputs and expenditure to actual learning outcomes. Relatedly, the NEP recognises the importance of early childhood care and education and brings preschool education into the scope of national education policy alongside school education. The NEP’s focus on stronger and universal preschool education is consistent with global recognition of the importance of “the early years” in developing cognitive and socioemotional skills.

Second, consistent with the evidence, the NEP aims to strengthen teacher effectiveness through a combination of improving their skills, reducing extraneous demands on their time, and rewarding performance. Notably, the NEP highlights the need for “a robust merit-based structure of tenure, promotion, and salary structure.” This is a meaningful departure from the status quo that does not reward good performance. If implemented well, improving teacher motivation and effort can be a force multiplier for the effectiveness of other input-based spending. School inputs on their own do not seem to translate into learning gains (Glewwe and Muralidharan, 2016), but inputs can be highly effective when teachers and principals are motivated to improve learning outcomes (Mbiti et al., 2019).

Third, the NEP recognises that improving school effectiveness may require changes to how schools are organised and managed. Large-scale school construction in the 1990s played an important role in promoting universal school access by providing a school in every habitation. However, as of 2016, over 417,000 government primary schools (~40 percent of schools) had fewer than 50 students across Grades 1 to 5 (Kingdon, 2020). Small and spread-out schools present challenges for governance (by making supervision difficult), pedagogy (by requiring teachers to simultaneously teach students in multiple grades), and infrastructure quality (by being too small for libraries and computer laboratories), as well as cost-effectiveness. The NEP, therefore, recommends investing in larger school complexes and also recognises the importance of school management, emphasising the need for customised school development plans to anchor a process of continuous school improvement. Given large improvements in rural road construction, it will be viable to provide buses or other transport to ensure universal school access for all children while also obtaining the benefits of larger-scale schools.

Implementation challenges

Although the NEP is an excellent document that reflects research and evidence, delivering on its promise will require sustained attention to implementation. The glaring gaps between the high quality of policy and programme design on one hand, and the low quality of implementation on the other, are widely recognised in India across many dimensions of public policy.

Preliminary findings from two of our recent projects illustrate this challenge in relation to policy recommendations in the NEP. First, in a large-scale randomised controlled trial covering over 5,000 schools in the state of Madhya Pradesh, we found no notable effects on school functioning or student achievement of an ambitious reform that aimed to improve school management, largely through the type of school development plans that are recommended in the NEP (Muralidharan and Singh, 2020). Yet, this model is perceived to be successful and has been scaled up to over 600,000 schools nationally (and aims to reach 1.6 million schools). Our work suggests that this perception is based primarily on completion of paperwork (such as school assessments and improvement plans), even though there was no change in management, pedagogy, or learning outcomes.

The second example illustrates how even measuring learning outcomes accurately is challenging. The state of Madhya Pradesh administers an annual state-level standardised assessment to all children in public schools from Grades 1 to 8. This has been declared a national “best practice” and the NEP recommends a similar assessment for students in all schools in Grades 3, 5, and 8. Yet, an independent audit that administered the same test questions to the same students a few weeks after the official tests showed that levels of student achievement are severely overstated in official data (Singh, 2020a). The audit found that a large fraction of students did not possess even basic skills even though most of these students were shown as having passed the test.

In light of such challenges, we highlight three key principles that may increase the likelihood of success. The first is measurement. India’s success in achieving universal enrollment shows that the system is capable of delivering on well-defined goals that are easily measured. A similar approach needs to be implemented for delivering universal foundational literacy and numeracy. Although the challenge of data integrity is real, one reason for optimism is that there is evidence that using technology-based independent testing sharply reduced the extent to which data on learning was inflated (Singh, 2020a). Thus, investing in independent ongoing measurement of learning outcomes in representative samples to set goals and monitor progress will be a foundational investment.

The second key principle is ongoing evaluations of policy and programme effectiveness. An important lesson from the past two decades of research on education is that many commonly advocated interventions for improving education (such as increasing teacher salaries, providing school grants, or giving out free textbooks) may have very little impact on learning outcomes, whereas other interventions (such as teaching at the right level) may be highly effective. Even in the same class of policies, different interventions may have widely varying effectiveness; for instance, in the case of education technology, the impact of providing hardware alone is zero or even negative, but personalised adaptive learning programmes have been found to be highly effective (Muralidharan, Singh and Ganinian, 2019; Banerjee et al., 2007). Yet, use of rigorous, experimental evidence in education policy-making remains more an exception than the rule. Disciplining interventions under the NEP with high-quality evaluations can accelerate the scaling up of effective programmes as well as course corrections of ineffective ones.

The third key principle is cost-effectiveness. Evidence has shown pronounced variation in the cost-effectiveness of education interventions, with many expensive policies having no impact and inexpensive ones being very effective. Given limited resources and competing demands on them, cost-effectiveness is not only an economic consideration but also a moral one. The World Bank and the UK Foreign, Commonwealth and Development Office recently synthesised a large body of evidence on the most cost-effective education interventions (Global Education Evidence Advisory Panel, 2020). India would do well to heed these recommendations (suitably modified to its context) when allocating scarce public resources.

Confronting COVID-19

Education has been sharply disrupted around India and the world by the COVID-19 shock. Public schools in India have been mostly closed and are likely to remain so for the entire academic year. This presents one major threat and two opportunities.

The threat is that the learning crisis will worsen. Children who have missed a year of school—especially those without educated parents—are likely to have regressed in their learning and suffer long-term learning losses. Thus, the challenges (see Figure 1) are likely to have worsened, making it imperative to provide high-quality supplementary instruction when schools reopen, including perhaps through reducing holidays and vacation days.

Yet, there may also be two important longer-term opportunities. The first is the rapid acceleration in the use of education technology by both households and the government. Given evidence of strong positive effects of personalised instruction, the widespread adoption of education technology may help accelerate the NEP’s stated goal of reducing the digital divide and leveraging potential benefits of technology for education, such as opportunities to increase student engagement and personalise instruction to individual student needs.

The second is increasing engagement with parents and families. Households play a critical role in education. Yet, education policy has mostly focused on school-based interventions, reflecting a belief that it is more feasible to improve schools than to intervene in households at scale. The COVID-19 crisis and the resulting growth in the use of mobile phones for engaging children have sharply increased educators’ engagement with parents, with approaches ranging from text-message reminders to check their child’s homework to parent groups for peer coaching and motivation. Work is under way to evaluate the impacts of these promising approaches. The benefits of increased parental engagement may persist even after schools reopen.

Nothing inevitable

Effective reform will require a confluence of ideas, interests, institutions, and implementation. Our focus has been on the ideas of the NEP and the extent to which they are supported, or may be refined by, research evidence. The NEP also pays attention to institutional infrastructure needed to deliver on this vision and acknowledges the centrality of implementation. However, both the NEP and our discussion are silent on the interests, specifically on political and bureaucratic constraints. We remain optimistic that substantial improvements are possible. In particular, backing the intent of the NEP with a commitment to regular independent measurement and reporting of learning outcomes in a representative sample of all children—as envisaged by the NEP in setting up a quasi-independent national testing agency—may help to provide an institutionalised focus on learning to both political and bureaucratic leadership. The NEP’s proposal to provide such information to parents directly, if implemented in easily accessible formats, may catalyse improvements in both public and private schools.

Such reforms are particularly urgent given India’s demographic transition. In many states, especially in South India, total fertility rates are already below replacement levels, and cohort sizes in primary schooling are shrinking. Thus, much of the country has already passed the peak of potential demographic dividend without having solved the learning crisis. Some large populous states in Northern India, such as Uttar Pradesh and Bihar, still have a window for intervention, but this window is shrinking. The one silver lining is that declining cohort sizes may increase resources per student in coming years, thus freeing up fiscal space for cost-effective investments.

There is nothing inevitable about low learning levels in Indian schools. Other developing countries, such as Vietnam, have been able to achieve substantially superior learning outcomes at very similar levels of per capita incomes. Research suggests that a key explanation is the greater productivity of Vietnam’s schooling system, which focuses attention on ensuring that even the weakest students reach minimum standards of learning (Singh, 2020b). The NEP provides an important opportunity to move Indian education from “sorting and selection” to “human development,” enabling every student to develop to their maximum potential. India, and the world, will be better off if this vision is realised in practice.

Banerjee, A., Banerji, R., Berry, J., Duflo, E., Kannan, H., Mukerji, S., Shotland, M. and Walton, M. 2017. From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application. Journal of Economic Perspectives. vol. 31, pp. 73-102. https://doi.org/10.1257/jep.31.4.73

Banerjee, A.V., Cole, S., Duflo, E. and Linden, L. 2007. Remedying Education: Evidence from Two Randomized Experiments in India. The Quarterly Journal of Economics. vol. 122, issue 3, pp. 1235-1264. https://doi.org/10.1162/qjec.122.3.1235

Das, J. and Zajonc, T. 2010. India Shining And Bharat Drowning: Comparing Two Indian States to the Worldwide Distribution in Mathematics Achievement. Journal of Development Economics. vol. 92, issue 2, pp. 175-187. https://doi.org/10.1016/j.jdeveco.2009.03.004

de Ree, J. Muralidharan, K., Pradhan, M. and Rogers, H. 2018. Double for Nothing? Experimental Evidence on an Unconditional Teacher Salary Increase in Indonesia. The Quarterly Journal of Economics. vol. 133, issue 2, pp. 993-1039. https://doi.org/10.1093/qje/qjx040

Glewwe, P. and Muralidharan, K. 2016. Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications. Handbook of the Economics of Education. Elsevier. vol. 5, pp. 653–743. https://doi.org/10.1016/B978-0-444-63459-7.00010-5

Global Education Evidence Advisory Panel. 2020. Cost Effective Approaches to Improve Global Learning: What Does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-Income Countries?” World Bank, Washington, DC. https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning

Kingdon, G.G. 2020. The Private Schooling Phenomenon in India: A Review. The Journal of Development Studies. vol. 56, issue 10, pp. 1795-1817. https://doi.org/10.1080/00220388.2020.1715943

Mbiti, I., Muralidharan, K., Romero, M., Schipper, Y., Manda, C. and Rajani, R. 2019. Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. The Quarterly Journal of Economics. vol. 134, pp. 1627-1673. https://doi.org/10.1093/qje/qjz010

Muralidharan, K., Das, J., Holla, A., and Mohpal, A. 2017. The Fiscal Cost of Weak Governance: Evidence from Teacher Absence in India. Journal of Public Economics. vol. 145, pp. 116-135. https://doi.org/10.1016/j.jpubeco.2016.11.005

Muralidharan, K. and Singh, A. 2020. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. RISE Working Paper Series. 20/056. https://doi.org/10.35489/BSG-RISE-WP_2020/056

Muralidharan, K., Singh, A. and Ganimian, A. 2019. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. American Economic Review. vol. 109, issue 4, pp. 1426-1460. https://doi.org/10.1257/aer.20171112

Muralidharan, K. and Sundararaman, V. 2011. Teacher Performance Pay: Experimental Evidence from India. Journal of Political Economy. vol. 119, pp. 39. https://doi.org/10.1086/659655

Pratham. 2019. Annual Status of Education Report 2018. New Delhi.

Singh, A. 2020a. Myths of Official Measurement: Auditing and Improving Administrative Data in Developing Countries. RISE Working Paper Series. 20/042. https://doi.org/10.35489/BSG-RISE-WP_2020/042

Singh, A. 2020b. Learning More with Every Year: School Year Productivity and International Learning Divergence. Journal of the European Economic Association. vol. 18, issue 4, pp. 1770-1813. https://doi.org/10.1093/jeea/jvz033

Acknowledgements

From Policy Forum by Muralidharan & Singh “India’s new National Education Policy: Evidence and challenges” Science 02 Apr 2021: Vol. 372, Issue 6537, pp. 36-38. https://doi.org/10.1126/science.abf6655

Republished with permission from AAAS.

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Muralidharan & Singh “India’s new National Education Policy: Evidence and challenges” Science 02 Apr 2021: Vol. 372, Issue 6537, pp. 36-38. https://doi.org/10.1126/science.abf6655

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Vision 2030: The rulebook for a re-imagined education system

As the education system underwent a drastic change during the pandemic. here are some of the ways that will help change the future of the education system in india..

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future of education, vison 2030 , importance of education,

Imagine schools the way we have witnessed them for centuries - a model with students divided by grades, learning a curriculum that is standardised to their age, broken down into four to five major subject areas, and being subject to evaluation via examinations.

Now, imagine a different approach along with the existing framework. A school as a learning hub for students, honing global citizens who are aware of their social responsibilities and thrive on innovation and creativity. A center that nudges students to learn in their own ways, at their own pace. An institution that challenges them to solve real-world problems. This, I believe, will be the cornerstone of the future-looking schools of tomorrow.

In fact, the tide has already turned and we have made major strides towards a reimagined education system. The pandemic did to the education system, what cell phones perhaps did to the way we communicate with each other - set it on a path of transformation.

We now realise education must be seen in the broader context of the economy and development today. It must be relevant and responsive to the rapidly changing ecosystem. We have been forced to rethink how we design schools, learning pedagogies and who we put at the centre of that design. We will be learning, adapting, and constantly evolving this design.

A FUTURE PROOF LEARNING APPROACH

It is perhaps a unanimous agreement that education, across the spectrum, must evolve to equip children with the skills they need to thrive in a world that is ever-changing and unpredictable. Think about it. 85 percent of all jobs in 2030 have not been invented yet and this is a cycle that will continue.

A must for education now, and in the next decade would be to be relevant to the workplaces of the future. This means students will be taught skills that are essential to their success. They will be prepared for jobs that have not yet been created, for technologies that have not yet been invented, and to solve unpredictable issues that aren't yet anticipated.

While technical skills will remain essential, soft skills will gain prominence, making them an integral part of learning. Skills such as complex problem solving, creativity, innovation, analytical thinking, emotional intelligence, and empathy will be critical in a future-proof curriculum.

NEW-AGE LEARNERS WITH AGENCY

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Education Empowers Change: India's vision for a globalised future

India's pursuit of becoming a 5 trillion-dollar economy recognises the pivotal role that education plays in achieving this monumental objective.

Education stands as the most potent tool one can wield to reshape the world- Nelson Mandela

In a world that is increasingly interconnected, India stands on the precipice of a transformative journey, internationalizing its higher education landscape to foster a more globally connected academic community

In an era marked by globalisation and rapid technological progress, the global integration of education has emerged as a pivotal element in the development strategies of nations worldwide.

India, with its promising higher education landscape, currently hosts approximately 38 million students across a staggering 50,000 educational institutions, including a noteworthy 1,057 universities.

Expanding Opportunities for Students and Professionals

India's ambitious goal of doubling its current gross enrolment rate of 26.3% to 50% by the year 2035 harmonizes seamlessly with the global perspective on higher education. Notably, India holds the distinction of being the second-largest contributor of international students globally. The National Education Policy of 2020 has pledged to open up India's traditionally tightly regulated academic system to the global stage, ushering in an era characterized by inclusivity and collaboration.

The year 2022 witnessed a significant resurgence in the number of Indian students pursuing higher education abroad, with more than 6.5 lakh students venturing overseas, as reported by the Ministry of Education. This marked a notable increase from 4.54 lakh in 2017 to 5.86 lakh in 2019.

However, the COVID-19 pandemic led to a sharp decline, with only 2.59 lakh students going abroad in 2020. In 2021, over 4.4 lakh Indians pursued higher education overseas, reflecting a resilient spirit despite the challenges posed by the pandemic.

In a bid to offer a global educational environment to Indian students within the nation's borders, the Ministry of Education has forged strategic MoUs with Australian universities, Deakin and Wollongong, enabling them to establish campuses in Gujarat's GIFT City. This move provides Indian students with diverse global education options without leaving their homeland.

India's Journey towards a Globally Competent Education Hub

In a world that is increasingly interconnected, India stands on the precipice of a transformative journey, internationalising its higher education landscape to foster a more globally connected academic community.

India's pursuit of becoming a 5 trillion-dollar economy recognises the pivotal role that education plays in achieving this monumental objective.

Moreover, with a target of raising the Gross Enrolment Ratio (GER) in higher education to 50% by 2035 and plans to add 35 million seats in higher education institutions, the government of India has undertaken various initiatives to facilitate students:

Flexible Curriculum: The policy advocates for flexible higher education curricula, empowering students to explore diverse subjects in accordance with global trends.

Multiple Entry/Exit Points: It encourages students to enter and exit their educational journey at various stages, promoting lifelong learning and skill development.

National Research Foundation: This foundation fosters a robust research culture, attracting international scholars and researchers.

Technology Integration: Emphasis is placed on equitable technology use, exemplified by the National Educational Technology Forum.

Multilingual Education: The policy promotes education in multiple languages to cater to diverse student preferences.

Indian Knowledge Systems: It integrates India's rich knowledge heritage into mainstream education while connecting with global knowledge.

Vocational Education Integration: The policy blends vocational education with general education to equip students with practical skills.

Industry-Academia Collaboration: It encourages closer ties between educational institutions and industries for curriculum alignment and internships.

Reskilling and Upskilling: Recognising the importance of lifelong learning in a rapidly changing job market.

Inclusive and Sustainable Skills: Inclusive skill development initiatives, including fee relief for women and marginalised communities.

International Mobility: Initiatives like the Livelihood program enhance Indian youth's global employability. The Government of India has opened doors to a more diverse student body and fosters international collaboration, expanding opportunities for students and professionals alike.

Fostering Workforce Development in a Highly Dynamic Environment

In today's business landscape, companies operate within a highly dynamic environment. The ever-evolving technology sector, competition emerging from new industry segments, shifts in regulations and political events exert multifaceted influences on businesses. These shifts impose distinctive demands not solely on leadership but also on the entire workforce.

These transformations are not merely altering the processes of work, but they also affect the employees themselves and the very nature of their tasks. To remain pertinent in this rapidly changing era, it is imperative for individuals to continually enhance their skills and adapt.

To address the crucial need for upskilling and workforce development, the National Skill Development Corporation (NSDC) has collaborated with educational providers like Pearson to offer vocational training and skill development programs. This partnership plays a pivotal role in addressing the employability requirements of Indian youth and bolstering ongoing reforms in the education system.

Additionally, the Ministry of Skill Development and Entrepreneurship (MSDE) has forged substantial partnerships with prestigious organisations, including Pearson, Infosys, Tata Consultancy Services, LinkedIn, CISCO, Microsoft, IBM, Amazon, deAsra, IITs, and numerous others. These collaborations empower the ministry to harness the knowledge and resources of these entities, resulting in the development of innovative and industry-aligned skill development programs.

In addressing the pressing challenge of the skill gap in Indian professionals aspiring to study or work abroad, it is crucial to invest in the workforce of the future. Thankfully, learning companies are creating an environment for upskilling and reskilling while leveraging the synergies between their workforce skills and English language learning divisions. The ability to embrace lifelong learning is now a critical asset for career and workplace growth.

ELP Unlocking Global Opportunities for Indian Skilled Professionals

English language proficiency is one such skill that provides Indian skilled workers an advantage to compete globally. NEP has emphasised both digitisation and the use of technology in education.

Various platforms are available to prove English proficiency for work, study, or migration abroad; one such platform is PTE Academic. It serves as evidence of English-language proficiency for visa applications in the United Kingdom, Australia, and New Zealand, as well as for Indian students utilising the Student Direct Stream (SDS) for Canadian study applications.

As India opens its doors to diverse educational opportunities and facilitates international mobility, it not only expands horizons for its students but also strengthens its position on the global stage.

Initiatives aimed at curriculum flexibility, vocational integration, and industry-academia collaboration are shaping a more dynamic and responsive educational ecosystem.

Furthermore, India's efforts in workforce development, upskilling, and reskilling are essential in preparing its youth for the ever-evolving demands of the global job market. Collaborations with key players in the industry and the emphasis on lifelong learning are equipping individuals with the skills needed to thrive in a rapidly changing environment.

By embracing internationalisation, India is nurturing future leaders equipped with the skills, knowledge, and cross-cultural competencies necessary to excel in an increasingly interconnected world.

( Author Vinay Swamy is the Country Head of Pearson India. Views expressed here are personal )

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Essay on Education System in India

Students are often asked to write an essay on Education System in India 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 Education System in India

Introduction.

India’s education system is one of the world’s largest. It includes both public and private institutions, offering different levels of education – from primary to higher education.

The structure is divided into different stages: pre-primary (ages 3-6), primary (6-10), upper primary (11-12), secondary (13-15), and higher secondary (16-18).

Despite its vastness, the system faces challenges. Issues like inadequate infrastructure, teacher shortages, and high dropout rates, especially in rural areas, need attention.

Reforms are being introduced to address these issues. The recent National Education Policy aims to revolutionize India’s education system, focusing on holistic and skill-based learning.

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Speech on Education System in India

250 Words Essay on Education System in India

The genesis of indian education system.

The education system in India traces its roots back to ancient times, where education was imparted orally, and later through writing. The Gurukul system was prevalent, where students resided with their teachers to learn various disciplines.

Modern Indian Education System

Post-independence, India adopted a mixed system of public and private education. The Right to Education Act, 2009, ensures free and compulsory education for children aged 6 to 14. The system is divided into four levels: pre-primary, primary, secondary, and higher secondary.

Strengths and Challenges

India’s education system is laudable for its vastness and inclusivity, with policies aimed at promoting education for all strata of society. However, it faces challenges like inadequate infrastructure, low teacher-student ratios, and outdated curriculum.

The Need for Reform

The National Education Policy 2020 is a step towards reform, aiming to overhaul the system to make it more holistic, flexible, and aligned with 21st-century needs. It emphasizes experiential learning, critical thinking, and creativity, moving away from rote learning.

The Indian education system is at a critical juncture, balancing tradition and modernity. While it has made significant strides in promoting literacy and inclusivity, it needs to address its shortcomings to prepare its youth for the global economy. The road ahead is challenging but full of promise.

500 Words Essay on Education System in India

India, with its rich and diverse culture, has a long-standing tradition of education. The Indian education system is one of the oldest in the world. It has evolved significantly over time, from the ancient Gurukul system to the contemporary system of today.

Ancient Indian Education System

The Gurukul system, prevalent during the Vedic period, was a residential schooling system where students lived with their teacher until their education was complete. The focus was not only on academic learning but also on the overall development of the individual.

Colonial Influence and Post-Independence Developments

The British colonial rule introduced the modern school system in India, which was primarily focused on creating a workforce for administrative roles. Post-independence, the government made significant efforts to universalize primary education and improve literacy rates.

Present Scenario

Today, the education system in India is divided into different levels – primary, secondary, and higher education. The Right to Education Act, 2009, made education a fundamental right for children between 6 and 14 years of age. However, despite these efforts, the system faces several challenges.

Challenges in the Indian Education System

The primary challenge is the lack of quality education. Many schools, especially in rural areas, lack basic infrastructure and qualified teachers. The curriculum is often criticized for being outdated and not aligned with the skills required in the 21st century.

Overemphasis on rote learning and examination scores often stifles creativity and critical thinking among students. The system also struggles with issues of access and equity. Despite the government’s efforts, many children, particularly girls and those from marginalized communities, are still out of school.

Reforms and the Way Forward

The recently introduced National Education Policy (NEP) 2020 aims to overhaul the education system. It proposes several reforms, including a new pedagogical and curricular structure, a shift from rote learning to experiential learning, and increased focus on vocational education.

The policy also emphasizes the importance of technology in education, which has gained prominence in the wake of the COVID-19 pandemic. The success of these reforms, however, will depend on their effective implementation.

The Indian education system, with its strengths and weaknesses, has a significant impact on the country’s socio-economic development. While it has made considerable progress, there is a need for continuous reforms to address the existing challenges and prepare the youth for the demands of the future. The new NEP is a step in the right direction, but its effective implementation will be the key to transforming India’s education landscape.

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Education System in India – A Comprehensive Analysis

From Current Affairs Notes for UPSC » Editorials & In-depths » This topic

The Indian education system, for a long time, is faced with the problem of inaccessibility and low-quality education that make Indians unemployable. Due to this, India is not able to use the potential of its human capital. Education is one of the vital tools that help a nation to develop. The government needs to address this issue through proactive involvement for the betterment of all Indian citizens.

This topic of “Education System in India – A Comprehensive Analysis” is important from the perspective of the UPSC IAS Examination , which falls under General Studies Portion.

How did it all begin?

In ancient times, India followed the Gurukula system of education.
This system involved the teacher teaching student many subjects like Sanskrit, Holy Scriptures, mathematics metaphysics, etc., in his home.
The student stays in the teacher’s house as long as he wished or until the guru felt he had taught everything he could teach.
All learning in Gurukula was closely linked to nature and life and not confined to memorizing information like it is today.
The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s.
The curriculum was confined to the “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.
Teaching was limited to classrooms and the link with nature was broken, as also the close relationship between the teacher and students.
Uttar Pradesh Board of High School and Intermediate Education was the first Board to be established in India in the year 1921.
Later, other boards were established in several states.
This kind of education system underwent reforms following independence from the British Empire.

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Syllabus-wise learning
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What is the structure of India’s schooling system since independence?

The Indian education system consists of the following levels of education:

Pre-primary level : 5-6 years of age
Primary (elementary) level : 6-14 years of age. It is guaranteed by the Indian Constitution under Article 21A . The elementary education is universalised by Sarva Shikha Abhiyan .
Secondary level : 14-18 years of age. The government had extended SSA to secondary education through Rashtriya Madhyamik Shiksha Abhiyan .
Higher Education in India generally has 3 levels: UG, PG and MPhil/Ph.D . The Centrally Sponsored Scheme, Rashtriya Uchhattar Shiksha Abhiyan (RUSA) provides for the strategic funding to higher education institutions throughout the country.

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What are the provisions of the Indian Constitution on education?

Article 45 in Directive Principles of State Policy stated that the government should provide free and compulsory education to all until the age of 14 within 10 years from the commencement of the Constitution. Since it was not realized, Article 21A was introduced by the 86 th Constitutional Amendment Act of 2002 . It made 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 6 years.

Right to Free and Compulsory Education Act, 2009 :

In order to implement Article 21A , the parliament had passed the Right to Education Act .
This Act provided necessary legal backing for the implementation of Sarva Shiksha Abhiyan (SSA).
SSA is the government programme that provides for the Universalization of Elementary Education in a time-bound manner. It has been operational since 2000-01 .

Provisions:

Free and compulsory education to all Indian children between 6 to 14 age groups. “Compulsory” here means the government must provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to all Indian children.
The non-admitted child must be admitted to an age-appropriate class.
As per the Act, the government schools must provide free education to all children and they are managed by School Management Committees (SMCs).
The private schools are to admit at least 25% of the children in their schools without a fee.
This Act mandates a 25% reservation for the disadvantaged sections of the society that includes the SC and STs, Socially Backward Class and differently-abled.
The standards like Pupil-Teacher Ratios (PTRs), buildings and infrastructure, schools’ working days, teacher’s working hours, qualifications and training of the teachers are defined under this Act.
The deployment of teachers is rationalised so that there is no urban-rural imbalance.
It prohibits the deployment of teachers for non-educational works, other than services like decennial census, elections, and disaster reliefs.
It prohibits physical punishment and mental harassment, screen procedures for students’ admission, capitation fee, private tuition by teachers and running of non-recognized schools.
This Act also states that the financial and other responsibilities should be shared between the Centre and state governments.
It aims to make child free of fear, trauma and anxiety through a system of child-friendly and child-centred learning.
The Right of Children to Free and Compulsory Education (Amendment) Act, 2019 removed the clause for “No Detention Policy”.
Though the RTE and SSA have increased accessibility to school that had resulted in a high enrolment rate, drop-out rates have increased. Little has been done to address this issue.
Adequate importance is not given to PTR.
There is a provision in this Act that allows the local authorities to decide on aspects related to the academic calendar. However, this has not been implemented.
Since all state holidays are not relevant to all localities, decisions on the academic calendar should be in the hands of the local authorities so that there is an increase in attendance and the local governments can take ownership of the school.
There is a difference between urban-rural and rich-poor in education. The RTE students in private schools are forced to pay extra fees because they claim that the government fund is inadequate.
Most of the private schools treat RTE as a charity. They feel that the responsibility of universalization of education should be on the government’s hands and not them.
The 2019 Amended Act scraps non-detention policy to allow detention for students of class V and VIII if they fail to pass in examinations.
The provision of “non-detention policy” under the previous Act stated that the students till class 8 must not be failed in the exams. This was done to reduce the drop-out rate.
The amendment was in response to the reducing quality of elementary education.
This RTE Act gives more importance to the education of children from the age of 6. The Kothari Commission had recommended the establishment of centres for the development of pre-primary education in all districts.
The RTE Act recommends a PTR of 30:1 for primary classes and 35:1 for upper primary classes. The District Information System for Education (DISE) report found that 30% of primary and 15% of the upper primary schools have higher PTRs.
Despite the improvement in the Student-Classroom ratio (SCR), India still faces inequality in this context.

How did the modern education system evolve to the present state?

As previously mentioned, the British colonial government introduced India’s modern education system.
From Macaulay minute to Wood’s dispatch to several commissions like Sadler commission, 1904 Indian education policy etc., has built the foundation for the Indian education system during the colonial period.

Radhakrishnan Committee:

In 1948-49, the University Education Commission was set up under Radhakrishnan.
It shaped the education system of independent India based on the needs and aspirations of the newly-formed independent nation.
It projected out the value system of the Indian Education System.
Previously, the education system was only favouring the aspirations of the British government.
For example, Macaulayism focused on eliminating indigenous culture through the planned substitution of British culture through education.
Independent India’s education system is based on the following values as recommended by the commission:
Wisdom and knowledge
Aims of the social order
Love for higher values of life
Training for leadership

Kothari Commission :

It gave the basic framework of the Indian education system.
It recommended the following:
Standardisation of the education system on a 10+2+3 pattern.
Pointed out the need to make work experience and social and national service an integral part of education.
Linking of colleges with several schools in the neighbourhood.
Equal opportunities need to be provided for all to achieve national and social integration.
Increase in the expenditure on education from 2.9% of the GDP to 6% by 1985.
The banning Neighbourhood school system from separating students based on social or religious differences.
A school complex system integrating primary and secondary levels of education.
The Establishment of the Indian Education Service.
The report by this committee paved the way for National Education Policy , 1968 which became the basis for further development of the Indian education system.

National Education Policy, 1968:

It provided for the “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
It also increased the government’s expenditure on education to 6% of the GDP.
It provided for the better qualification and training of the teachers.
The three-language formula: The first language should be the mother tongue/regional language. The second language for the Hindi-speaking states should be modern Indian language. If it is non-Hindi speaking states it should be either Hindi or English. As for the third language, it can be either English or modern Indian language for the Hindi-speaking states and non-Hindi Speaking states. Hindi was encouraged in all states to promote a common language for all Indians.

National Educational Policy, 1985:

Its objective is to remove differences and to provide equal educational opportunities especially to the marginalised sections of the society.
It launched “Operation Blackboard” to improve primary schools across the nation.
IGNOU was set up.
The “Rural university” model was adopted based on the Gandhian philosophy. This was done to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanian Committee report:

It was entrusted with the task of preparing a new education policy for India.
It submitted a report to the government in May 2016.
It had suggested numerous measures the government must take to improve education in India.
Some of the key recommendations are:
Education for children between 4 to 5 age groups must be declared a fundamental right. Early Childhood Care and Education (ECCE) is uneven across the states. So all the government schools should have facilities for pre-primary education so that too much reliance is not in private schools.
This committee recommended that the “no-detention policy” should be upheld only till class V and not till class VIII.
As there is an increase in the teacher shortage, absenteeism and grievances, there is a need for the establishment of an Autonomous Teacher Recruitment Board and 4 years integrated B.Ed. course.
There is insufficient integration of Information and Communication Technology and the education sector.
This committee recommended the enhancement of the National Skills Qualification Framework.
The vocational training courses must be on par with the local opportunities and resources and the formal certification must be equivalent to the conventional education certificates.
All India Education Service must be established.
National Accreditation Board (NAB) must subsume the existing accreditation bodies.

What is the current state of India’s school education?

The following are the key findings of the latest Annual Status of Education Report, 2023:

Youth Enrollment in Education : 86% of youth in the 14-18 age group are within the formal education system (school or college). At age 14, the percentage of youth not enrolled is 5%, increasing to 30% by age 18 .
Educational Attainment Levels : 54% of youth in the 14-18 age group are enrolled in Std X or below, 25% in Std XI or XII, and 6% in undergraduate or other degree courses. 14% are not currently enrolled in any form of formal education .
Gender Disparity in Enrollment : The enrollment gap between males and females in formal education widens with age. At age 18, 32% of females are not enrolled compared to 28% of males .
Mathematical Ability : More than half of the youth struggle with division problems, with only 43% able to solve them correctly .
Reading Skills : 53% of all 14-year-olds can read English sentences, increasing to about 60% for 18-year-olds. Of those who can read English sentences, 79% can explain their meaning .
Applied Literacy and Numeracy Skills : A significant proportion of youth, even those who have completed eight years of schooling, lack foundational skills in reading and math .
Financial Literacy : 76% of youth could not count money correctly, and 56% could correctly add weights in kilograms .
Employment Among Youth : 42% of youth in the 14-18 age group are working, regardless of whether they are enrolled in formal education. Of these, 79% work in agriculture, primarily on their family’s farm .
Digital Skills and Access : Mobile phone usage is widespread among youth (73% had used a mobile phone within the last week). However, significant gender differences exist, with higher male usage compared to females. Only 28% had used the Internet, and 26% had used computers in the last week .
Geographical Awareness : 14% of youth could not identify a map of India, 36% couldn’t name the country’s capital, and 21% could not identify their state .
Career Aspirations : Medicine is the most preferred career (18.1%), followed by engineering (11.6%). The majority of boys wish to join the Army or police, while teaching is the most common preference among females. Only 1.2% of rural youth aspire to work in the agriculture sector .

What are the problems faced by India’s education system?

Very few have higher education:

Even after more than 100 years of the implementation of Gokhale Bill, 1911, universal primary education is still not achieved.
According to the 2011 Census, about 26% of the Indian population is still illiterate.
Currently, half of the population is either illiterate or with only primary education.
According to Educational Statistics at a Glance (ESAG) 2018, the measures to provide primary education has produced results across social and gender categories in Gross Enrolment Rate (GER).
There is an improvement in the female participation up to the secondary level and the GER for girls is more than the boys.
However, the girl’s gross enrolment rate is less than boys at the higher education level.
According to the National Sample Survey Office 71 st round, 2014, the drop-out rates are high for boys at the secondary level because of the economic activities, lack of interests and financial constraints.
Also, the transition rate from secondary school to higher education is very low.

Limited outcomes from education policies :

The reasons for this are as follows:

Higher priority is given to tertiary education when it comes to government spending. Though the government expenditure on elementary education is more than tertiary education, the expenditure per student is more in tertiary. Thus, the quality of elementary education is brought under question.
The quality of education is poor. 2018 Annual Status of Education Report (ASER) pointed out the deficiency in the foundational reading and arithmetic skills. The students are not improving in their higher studies since they are not thorough in the basics.
These policies are focused more on implementation rather than outcomes.

Problems with teachers:

Limited availability of teachers
Corruption in teacher appointment
Limitations of teacher training
Socio-cultural factors like a cynical attitude towards the teaching profession.
There is no accountability for the government teachers as they are guaranteed lifetime job security despite the performance.

The Economic Divide:

There is a stark difference between the rich and the poor at all levels of education.
The poor children are mostly concentrated in the government schools where the education quality and facility is poor.
In contrast, private schools, where the rich children are concentrated, provide a quality education leading to better results.
This difference is because there is an unreasonable hike in the private school fee, making them unaffordable for the poor.
The SC had once addressed this issue by stating that private schools have the power to increase the school fee. It had stated that a reasonable surplus can be generated by schools for the expansion of the institution. It had also pointed out the need for a balance of autonomy of institutions and measures to prevent commercialisation of education are necessary.
The vagueness of this judgement has dampened its outcome.
Though there are state laws that cap private school fees, the implementation and litigation problems have made them ineffective.
The CAG report had also mentioned the cases of misreporting and mismanagement of the private schools. There is a need for stricter laws, inspections and penalties to address this issue.

Unemployable workforce:

The educated youth in India are not employable since they lack the necessary industry-level skills.
The Indian education system does not give priority to the basic foundation.
Skill development programs cannot succeed without a basic foundation.
The government measures to address the unemployment crisis like PMKVY has shown poor results because of this reason.

Issues with Research and Development :

Though there is a steady increase in the Gross Expenditure on Research and Development (GERD), as a fraction of the total GDP, it has remained stagnant between 0.6-0.7percent of the GDP for the past 2 decades.
The universities play a relatively small role in research in India as there is a disconnection between research institutions and universities.
The separation of research from teaching has resulted in a situation wherein the universities have students but lack additional faculty support, while the research institutes have qualified faculty but no young students to undertake research work.
India currently spends very little on R&D purposes.
Incentives must be provided for private companies and universities to increase their R&D activities.

Low-quality infrastructures and education in government schools :

The RTE and SSA have increased the accessibility to government schools.
However, the quality of education and infrastructure in these schools is dismal.
There is a need for the rationalisation in the number of government schools in a particular area so that quality is given more focus instead of the quantity.
Integrated school complexes like Rajasthan’s Adarsh, wherein one school provides classes from I to XII under one principal, is a need of the hour.

New Education Policy 2023 (NEP 2023)

Aims to overhaul India’s education system to be more holistic, accessible, affordable, and relevant for the 21st century .
Achieve 100% youth and adult literacy by 2030.
Focus on imparting critical thinking and problem-solving skills.
Increase Gross Enrollment Ratio (GER) in higher education to 50% by 2025.
Emphasize multidisciplinary and flexible learning, and employability through vocational exposure .
Focus on equitable quality education for children aged 3-18 years.
Emphasis on creativity, critical thinking, communication skills, and vocational skills.
Introduction of innovative institutions like digital universities.
Replacement of the 10+2 structure with a 5+3+3+4 system.
Multilingual approach with a three-language formula up to Grade 12.
Curriculum to integrate fundamental concepts, skills, and multidisciplinary education.
Higher education to offer flexibility, integration with vocational education, and academic credit portability .
Use of mother tongue/regional language as medium of instruction from Grades 1-5 .
Integration of hands-on vocational education from Grade 6 onwards .
Focus on joyful, engaging, and stress-free learning.
Emphasis on experiential learning .
Introduction of a 5+3+3+4 system aligned with cognitive growth stages.
Reduction in curriculum load to prevent rote learning.
Flexibility in undergraduate programs with entry/exit options.
Board exams to assess core capacities instead of memorized facts .
Overhaul of regulatory architecture.
Restructuring of professional councils like AICTE and NCTE.
Evolution of HEIs into large multidisciplinary colleges by 2040 .
Hybrid learning combining online and offline instruction.
Establishment of digital universities.
Use of SWAYAM platform for online courses and virtual labs.
Implementation of an academic bank for credit storage and transfer .
Introduction of skills labs in schools from Grade 6.
Opportunities for internships/apprenticeships .
Targets for achieving quality education by 2040, including 50% GER by 2025.
Development of a teacher vacancies database and virtual labs.
Setting up the Higher Education Commission .

What can be the way forward?

Embracing Holistic and Inclusive Education : The New Education Policy (NEP) 2023 sets a transformative path for India’s education system. It advocates for a holistic educational framework that nurtures critical thinking, creativity, and problem-solving abilities, aligning with the needs of the 21st century. Emphasis should be placed on implementing this holistic approach at all educational levels to foster a generation of innovative, adaptable, and intellectually equipped individuals.
Achieving Comprehensive Literacy : In line with NEP 2023’s ambitious goal to achieve 100% youth and adult literacy by 2030, concerted efforts are required at both governmental and grassroots levels. This includes enhancing accessibility to quality education across rural and urban divides and ensuring inclusive education for marginalized communities.
Restructuring Curriculum and Pedagogy : The NEP 2023 introduces a progressive 5+3+3+4 curricular structure, which better aligns with the cognitive development stages of learners. This restructured approach necessitates a comprehensive revamp of the existing pedagogical practices, focusing on reducing rote learning and encouraging experiential and inquiry-based learning methods.
Digital and Vocational Integration : In response to the rapidly evolving digital landscape, NEP 2023’s emphasis on digital empowerment and vocational education from an early age is a step forward. The integration of digital tools and vocational training in the curriculum can bridge the gap between theoretical knowledge and practical skills, thus enhancing employability and adaptability in a dynamic job market.
Addressing Environmental Education : As underscored by the UNESCO 2023 State of the Education Report for India, integrating environmental education into the curriculum is vital. Educating the young generation about climate change and sustainability practices is imperative for fostering environmental stewardship and addressing the global challenges of climate change.
Fostering Research and Innovation : Strengthening research and innovation in educational institutions is crucial. Encouraging a research-oriented approach in higher education, coupled with adequate funding and support for innovative projects, can place India at the forefront of global educational and technological advancements.
Collaborative Efforts for Implementation : Successful implementation of NEP 2023 requires collaborative efforts from various stakeholders including educators, policymakers, industry experts, and communities. Regular monitoring, feedback mechanisms, and adaptive strategies should be employed to ensure the policy’s objectives are met effectively and efficiently.

Revamping India’s education system can enable us to solve all of the current problems faced by India. This includes poverty, unemployment, intolerance, etc. The government must take steps to mend the existing lacunae in India’s education system so as to improve the lives of all Indians.

Test Yourself

Critically analyse how India’s education system can be revamped to address the current demands. (250 words).

Academic Bank of Credit: will provide multiple entry and exit options for students in Higher education;
1st Year Engineering Programmes in Regional Languages
Guidelines for Internationalization of Higher Education.
Vidya Pravesh, a three month play based school preparation module for Grade 1 students
Indian Sign Language as a Subject at secondary level
NISHTHA 2.0, an integrated programme of teacher training designed by NCERT
SAFAL (Structured Assessment For Analyzing Learning Levels), a competency based assessment framework for Grades 3, 5 and 8 in CBSE schools
A website dedicated to Artificial Intelligence.
DIKSHA is the nation’s digital infrastructure for providing high-quality e-content for school education in states and UTs, as well as QR-coded Energized Textbooks for all grade levels (one nation, one digital platform).
Each class from 1 to 12 has one designated Swayam Prabha TV channel (one class, one channel).
Shiksha Vani – makes extensive use of radio, community radio, and CBSE podcasts. Special e-content for the visually and hearing impaired developed on the Digitally Accessible Information System (DAISY) and in sign language on the NIOS website/YouTube.
PM eVIDYA – unifies all initiatives related to digital education to enable multi-mode access to education.
UNESCO 2023 State of the Education Report for India : This report emphasizes the role of education in addressing climate change, integrating environmental education into the curriculum, and promoting sustainable development . The National Council of Educational Research and Training (NCERT) aligns with the NEP 2020 in addressing climate change through school education. The report offers recommendations for enhancing the education sector’s role in combating climate change .

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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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Indian Education System Essay

Indian education system has changed over the time. A major change in our education system came with the colonization of the country by the Britishers. It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages – lower primary, upper primary, high school and higher secondary.

Students follow a fixed curriculum up to 10 th standard; though, in higher secondary they get to choose from various streams i.e. science, commerce, etc. Apart from certain textual changes and over time rectifications, nothing much has changed in Indian Education system. The need to reform and restructure our education system has been felt many time. However, no concrete steps have yet been taken in this direction.

Long and Short Essays on Indian Education System in English

Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam.

After going through this Indian Education System Essay you will be well versed with the Indian Education system and its shortcomings.

Also, you would be able to assess it and make suggestions for its improvement.

These Essays will help you in your school essay writing competition and also in several debate competitions.

Short Essay on Indian Education System – Essay 1 (200 words)

Indian education system is quite different from that of the foreign nations. The curriculum in the western countries is known to be quite light and based on practical knowledge whereas in India the focus is on theoretical knowledge and acquiring marks by hook or crook.

Students are expected to mug up chapter after chapter and fetch good grades in the class. The marking system in the Indian schools begins from the primary classes thereby burdening little kids. The competition is growing by the day. Parents want their children to outperform their peers and teachers want their class to do better than the other classes.

They are so blinded by the urge of staying ahead of the competition that they do not realize that they are pushing the children in the wrong direction. At an age when the students should be given the chance to explore their interests and hone their creative side, they are pressurized to follow a set curriculum and slog day and night to get good marks.

Instead of making the students understand various concepts of mathematics, physics and other subjects so that they can use them at different stages in their life, the focus is on blindly learning the chapters whether or not the concepts are understood just so that one can get good marks. So, the very basis of the Indian education system is inappropriate.

Essay on Indian Education System Needs Serious Reforms – Essay 2 (300 words)

Introduction

Indian education system is said to be old and mundane. In the times, when the organizations are looking for creative and enthusiastic individuals, the Indian schools train the young minds, to follow a set curriculum and behave as they are told for almost fifteen years of their lives. There is no freedom to provide suggestions or share ideas. There is a serious need to reform the Indian education system which in turn helps in developing smarter individuals.

Need to Think Out of the Box

There is a dire need to think out of the box if we want to make new inventions, bring positive changes in the society and prosper at a personal level. However, unfortunately our schools train us otherwise. They tie us to a set study schedule and keep us so busy with completing the assignments and learning theoretical lessons that there is no room left for creativity.

The Indian education system must be changed to make way for creative thinking. Schools must focus on activities that challenge the student’s mind, hone their analytical skills and invoke their creative thinking ability. This will help them perform better in different fields as they grow up.

Need for All Round Development

The primary focus of the Indian education system is on academics. Here also the focus is not on understanding the concept and enhancing knowledge but only on mugging up the lessons with or without understanding them with the sole aim of attaining good marks. Even though some schools have extra-curricular activities, there is hardly one class per week for these activities.

Education in the Indian schools has just been reduced to gaining theoretical knowledge which is not enough to raise an intelligent and responsible individual. The system must be changed to ensure the all round development of the students.

The people in power must understand that the Indian education system requires serious reforms. The system must change to develop students spiritually, morally, physically as well as mentally.

Essay on Indian Education System and Its Development – Essay 3 (400 words)

Indian Education System has seen quite a few changes ever since its inception. It has changed with the changing times and with the changes in the society. However, whether these changes and developments are for good or not is still a question.

The Gurukul

The Indian education system dates back several centuries. From the ancient times, children are being sent to the teachers to learn lessons on different subjects and to add value to their lives and make them skilled to live a self dependent life. During the ancient times, the gurukuls were set up in various parts of the country.

Children went to gurukuls to seek education. They stayed with their guru (teacher) in their ashram until they completed their education. The students were taught various skills, given lessons in different subjects and were even involved in doing the household chores to ensure their all round development.

British Brought About Changes in the Indian Education System

As the Britishers colonized India, the Gurukul system began to fade away as the Britishers set up schools that followed a different education system. The subjects taught in these schools were quite different from that taught in the gurukuls and so was the way the study sessions were conducted.

There was a sudden change in the entire education system of India. The focus shifted from the all round development of the students to the academic performance. This was not a very good change. However, one thing that changed for good during this time was that girls also began to seek education and were enrolled in schools.

Introduction of Educomp Smart Classes

The education system introduced by the British is still prevalent in India. However, with the advancement in technology many schools have adopted to newer means to impart education to the students. Educomp smart classes have been introduced in the schools. These classes have brought about a positive change. Unlike the earlier times when the students only learned from the books, they now get to see their lessons on a big wide screen installed in their class rooms. This makes the learning experience interesting and helps the students grasp better.

In addition to it, many extra-curricular activities are also being introduced by the schools for the all round development of the students. However, the marking system still remains as stringent and the students have to focus largely on their academics.

So, there has been a major shift in the Indian education system since the ancient times. However, we require further reforms in the system for the proper development of the students.

Essay on Education System in India is Good or Bad – Essay 4 (500 words)

The Indian education system is said to be largely flawed. It does more harm than good to the young minds. However, some people may argue that it gives a good platform to the students as it challenges their mind and focuses on increasing their grasping power. The debate on whether the Indian education system is good or bad is ongoing.

The Good and Bad of the Indian Education System

While the people in power discuss the good and the bad in the Indian education system and whether there is a need to bring in reforms or not, here is a look at the pros and cons of the same.

Cons of Indian Education System

Indian education system has many cons. Here is a look at some of the main cons in the system:

Lack of Practical Knowledge

Focus of the Indian education system is on the theoretical part. Teachers read out from the book during the classes and explain the concepts verbally. Students are expected to understand even the intricate concepts theoretically. The need to impart practical knowledge is not felt even though it is highly essential.

Focus on Grades

The focus of the Indian schools is on mugging up the chapters to get good grades. Teachers do not bother if the students have understood the concept or not, all they look at is the marks they have obtained.

No Significance to All Round Development

The focus is only on studies. No effort is made to build a student’s character or his physical health. The schools do not contribute in the all round development of their students.

Over Burdening

The students are over burdened with studies. They study for long hours in the school and are given a pile of home work to complete at home. In addition to it, the regular class tests, first term examination, weekly examination and mid-term examination puts a lot of pressure on the young minds.

Pros of Indian Education System

Here are some of the pros of the Indian education system:

Provides Knowledge on Different Subjects

The Indian education system includes a vast curriculum and imparts knowledge on various subjects including maths, environmental science, moral science, social science, English, Hindi and computer science to name a few. All these subjects form a part of the curriculum from the primary classes itself. So, the students gain knowledge about different subjects from an early age.

Inculcates Discipline

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they are punished. This is a good way to inculcate discipline in the students.

Increases Grasping Power

Owing to the marking and ranking system in the Indian schools, the students are required to learn their lessons thoroughly. They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has been criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation.

Long Essay on Indian Education System – Essay 5 (600 words)

Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there been any significant change in the way the education is imparted.

Problems with Indian Education System

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students is judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They are not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

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

Academics are given so much importance that the need to involve the students in sports and art activities is overlooked. Students are also overburdened with studies. Regular exams are held and students are scrutinized at every step. This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.

Ways to Improve Indian Education System

Many ideas and suggestions have been shared to improve the Indian education system. Some of the ways to change our education system for good include:

Focus on Skill Development

It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must be enhanced. In order to do so they must be involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

Impart Practical Knowledge

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge. This needs to be changed. Students must be imparted practical knowledge for better understanding and application.

Revise the Curriculum

The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning. Similarly, there should be classes on developing good communication skills as it is the need of the hour.

Hire Better Teaching Staff

In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they are not highly skilled and experienced. This approach must be changed. Good teaching staff must be hired in order to nurture the young minds well.

Look Beyond Academics

The education system of our country must look beyond academics. Sports, arts and other activities must also be given importance to ensure the all round development of students.

While the need to change the Indian education system has been emphasized several times nothing much has been done in this regard. It is the time to understand the importance of changing this old system for the better future of the children as well as the country as a whole.

Importance of Education Essay

Speech on Indian Education System

Slogans on Education

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Money essay, music essay, education essay, newspaper essay, my hobby essay.

Mahatma Gandhi’s Views on Education and the Indian Education System—Some Insights

First Online: 01 January 2023

Cite this chapter

Amit Raj Agrawal 3 &
Narender Kumar Bishnoi 4

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Indubitably education plays a very significant role in ameliorating the socioeconomic existence of not only the individual concerned, but also the society as a whole. Education improves one’s knowledge, imparts necessary skills and brings holistic changes in human personality and attitude, thereby accelerates the process of development with an element of certitude. At the time, when the entire nation was engulfed in the state of servitude under the British Raj, the Gandhian insights on education proved to be a milestone in ensuring the mass participation in the freedom struggle movement. He regarded the scheme of education as spearheading the silent social revolution and expected it to provide a healthy relationship between the city and the village, which would go a long way in eradicating the poisoned relationship between the classes. According to him, education is a birth right of an individual and convincingly believed that education is as much necessary for an individual for any type of development be it physical, mental or spiritual as a milk of a mother for the growth of a child. Gandhian philosophy on education encapsulates every aspect of individuals’ holistic growth as a member of a human society. In his wisdom, Gandhi focuses upon every possible minute detail about the education: curriculum design, importance of craftsmanship, teaching methodology, role and character of a teacher and importance of discipline including the role of spirituality. The present study aims at conceptualizing the Gandhian views on education and its observation in India, particularly with reference to constitutional norms, legislative instruments and judicial delineations along with the scholarly views.

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Young India (Young India, 1-6-1921) ‘I have never been able to make a fetish of literary training. My experience has proved to my satisfaction that literary training by itself adds not an inch to one's moral height and that character-building is independent of literary training. I am firmly of opinion that the Government schools have unmanned us, rendered us helpless and godless. They have filled us with discontent, and providing no remedy for the discontent, have made us despondent. They have made us what we were intended to become, clerks and interpreters’.

V. N. Rajashekharan Pillai.

Bharatan Kumarappa (ed.), Towards New Education, by M. K. Gandhi https://www.gandhiashramsevagram.org/pdf-books/towards-new-education.pdf . Last accessed 12 January 2021.

The National Education Policy, 2020 available at: https://pib.gov.in/PressReleasePage.aspx?PRID=1642061 (visited on 10 January 2021).

P. S. Aithal, & Shubhrajyotsna Aithal, ‘Analysis of the Indian National Education Policy 2020 towards Achieving its Objectives’, 5 International Journal of Management, Technology, and Social Sciences (IJMTS) 2, 2020, pp. 19–41, http://doi.org/10.5281/zenodo.3988767 . Accessed 12 January 2021.

Government of India, ‘National Education Policy 2020’, Ministry of Human Resource Development, 2020.

The right to education is codified in the Universal Declaration of Human Rights (‘UDHR’), International Covenant on Civil and Political Rights (‘ICCPR’), International Covenant on Economic, Social and Cultural Rights (‘ICESCR’), the Convention on the Elimination of All Forms of Discrimination against Women (‘CEDAW’) and Convention on the Rights of the Child (‘CRC’).

M P Jain, Indian Constitutional Law 1227 (Lexis Nexis, Gurgaon, seventh edn, 2014). Right to education was initially not included in the chapter of fundamental right in the Constitution, and it was included as directive principles in Art 45 which required the State to endeavour to provide within a period of 10 years from the commencement of the Constitution, for free and compulsory education for all children until they complete the age of 14 years.

Niranjan Aradhya (Dr.) and Aruna Kashyap, The ‘Fundamentals’ Right to education in India , available at : https://unesdoc.unesco.org/ark:/48223/pf0000151010 (last visited on October 27 2020). The Kothari Commission was appointed by the Government of India to have complete scrutiny of education sector in 1964. The Commission submitted its report in 1966 with the recommendations inter alia to have a comprehensive National Policy on Education. On the recommendations of Kothari Commission, National Education Policy was enacted by the Government in 1968, which inter alia provides for free and compulsory education, though within the existing scheme of the Directive Principles of the State Policy. It is also important to note that ‘ The 1968 Policy was the first official document evidencing the Indian Government’s commitment towards elementary education ’ A second round of studies was conducted by the Ministry of Education in conjunction with the National Institute of Educational Planning and Administration, and this process contributed to the formation of the National Policy on Education, 1986. This policy, while re-affirming the goal of universalization of elementary education, did not recognize the ‘right to education’.

AIR 1992 SC 1858. The matter pertains to charging of capitation fees by the private medical institution as a consideration for admission. The Court observed that “When the State Government grants recognition to private educational institutions it creates an agency to fulfil its obligation under the Constitution”. The students are given admission to the educational institutions whether state owned or state recognized—in recognition of their right to education under the Constitution. Charging capitation fee in consideration of admission to educational institution is a patent denial of a citizen’s right to education under the Constitution. Restricting admission to non-meritorious candidates belonging to the richer section of the society and denying the same to poor meritorious is wholly arbitrary against the constitutional scheme and as such cannot be legally permitted. In the same case the court has also reiterated that the directive principles and the fundamental rights are not isolated, but are supplementary to each other. The Court authoritatively observed that the State is under a constitutional mandate to create conditions in which the fundamental rights guaranteed to the individuals could be enjoyed by all.

Supra note 7 at 1070.

T.M.A. Pai Foundation v. State of Karnataka , AIR 2003 SC 355.

Inserted by the Constitution (Eighty-sixth Amendment) Act, 2002, sec. 2 (w.e.f. 1-4-2010).

Article 45—Provision for free and compulsory education for children—The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the original text of Art 45 as mentioned above is replaced with the following text ‘The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years’ by the Constitution (Eighty-sixth Amendment) Act, 2002, sec. 3 (w.e.f. 1-4-2010).

The Constitution (Eighty-sixth Amendment) Act, 2002, sec. 4 (w.e.f. 1-4-2010). Inserted clause (k) in Article 51A—‘who is a parent or guardian to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.’

The Right of Children to Free and Compulsory Education Act, 2009 (Hereinafter REA) came into stature book with the objective to strengthen the social fabric of democracy through provision of equal opportunities to all, where universal elementary education plays a key role, to address the challenges of drop out ratios, particularly from disadvantaged groups and weaker sections, to ensure satisfactory quality of learning achievement and to achieve the dutiful mandate of article 21A of the Constitution of India.

Gandhi on education, National Council for Teachers’ Training.

S.P Pani and N.R Dash, Modern Educational Thinkers Part XI, Director Directorate of Distance & Continuing Education Utkal university, Bhubaneswar, 2014 Available at https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_11.pdf (last accessed 15 January 2021).

A Selvan (Dr.) and P. Paul Devanesan (Dr.), Gandhi’s Contribution To Education (last visited on 12 January 2021).

Supra note 2 at 74.

Raman Bihari Lal and Neetu Sabbarwal, Philosophical Perspectives of Education 177 (R Lall Book Depot, Meerut, 2013 edn.).

Ibid . at 178. He reasoned that until a man is free from physical weakness, mental pressures, economic deficiencies and political slavery, he cannot attain spiritual emancipation.

Infra 24 at 241. Colonial rule destroyed the earlier Indian system of education. The East India Company created a distinct class among Indians, which was to be educated in the Western mode. The purpose of this class was to fill the minor positions in the administration, which were considered neither sufficiently dignified nor sufficiently lucrative for Englishmen.

Joy A Palmer, Liora Bresler, (2001).

Sr. Jincy Joseph, Gandhian Philosophy on Education, St. Thomas College of Teacher Education, Pala Available at http://assisiaruvithura.blogspot.com/2013/06/mk-gandhi.html?m=1 (last accessed January 13, 2021).

Supra note 24 at 242.

Supra note 25 at 5.

In defining the concept of ‘character building’, he emphasized upon of moral values such as truthfulness, non-violence, courage, strength of mind, righteousness, self-restraint and service of humanity. He believes that education will automatically develop an ability in the child to distinguish between good and bad.

He emphasized upon the need of a man for self-reliance and capacity to earn one’s livelihood. He wished that each child should earn while engaged in learning and gain some learning as he is busy with earning. In his own words, ‘Education ought to be for them (children) a kind of insurance against unemployment. He included education of handicraft or industry in it.’

Gandhi considered cultural aspect of education more important and essential than academic aspects. In the words of Gandhi ‘I attach more importance to cultural factor of education than its literary factor. Culture is primary and basic thing which the girls should receive from school.’

According to Gandhi, the real education should bring real change in human personality, and he advocates for complete development of human body mind and soul. According to him, ‘Man is neither mere intellect, nor the gross animals’ body, nor heart or soul alone. A proper and harmonious contribution of all the three is required for the making of the whole man and constitutes the true economics of education.’

For the survival of democracy, a good leader is sine qua non, and he believed the education should imbibe the qualities of leadership. Cooperation, coordination and taking lead in subject should be taught and practiced.

One should be free from all kinds of social, economic, political and mental slavery.

One should not feel shy from doing any kind of work. The education should enable a person to earn his own livelihood. He should stand up on his own feet. The students must learn the dignity of labour.

Sarvepalli Radhakrishnan (Dr.) ‘ Gandhi – The Practical Idealist ’, available at : https://www.mkgandhi.org/articles/idealist.htm (last visited on 20 January 2021).

Supra note 21 at 179.

Supra note 25 at 8.

Alladi Veerabhdra Rao, ‘Mahatma Gandhi views on Philosophy of Education’, 3 International Journal of Academic Research 96 (2016).

Prof. (Dr.) Yogendra Yadav, ‘Handicrafts and Mahatma Gandhi’, The Gandhi King Community for Global peace with social justice in a sustainable environment available at https://gandhiking.ning.com/profiles/blogs/handicrafts-and-mahatma-gandhi-1 (last accessed 13 January 2021).

Supra note 21 at 179–181. Also See, Supra note 25 at 8.

Supra note 25 at 8. See Also, Supra note 21 at 181. Gandhi was never in favour of imposed discipline. He opposed repressionistic method for attainment of discipline. In his view true discipline can be developed by impressionistic method.

Surendra Bhana.

Ibid. It offers salvation through karma-yoga (selfless action), raja-yoga (bodily discipline), bhakti-yoga (devotional endeavours) and jnana-yoga (knowledge through mental discipline). He chose to stress the first and adapted it to four fundamental Hindu ideas to suit his philosophy of social activism. Thus, Moksha (individual liberation), Tapasya (penitence), Yoga (mind–body harmonization) and Samadhi (withdrawal to prepare for moksha) all were adapted to suit his commitment for social reform and change in the service of the poor and the needy.

The Constitution of India, part IV, art. 37.

Article 41, which reads: The State shall, within the limits of its economic capacity and development, make effective provision for securing the right to work, to education and to public assistance in cases of unemployment, old age, sickness and disablement and in other cases of undeserved want.

The Constitution of India, art. 45.

Supra note 21 at 177.

1992 SCR (3) 658.

AIR 1993 SC 2178.

Sudhir Krishnaswamy, Securing Universal Education: Directive Principles, Fundamental Rights and Statutory Rights Available at https://azimpremjiuniversity.edu.in/SitePages/pdf/SudhirK.pdf (last accessed 16 January 2021).

Article 21A—Right to Education—The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.

Article 45—provision for early childhood care and education to children below the age of six years—The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years.

Sanchayan Bhattacharjee, (2019). Since its enactment, the RTE Act has achieved success in overall enrolment rates but has faced criticism for administrative and structural lapses. Several provisions have fallen short of achieving their intended effect of significantly improving the quality of learning. While some provisions have failed due to implementation hurdles, others struggle due to a lack of coordination and the paucity of funds or delay in allocation.

Ibid . According to the District Information System of Education, only 13 percent of all schools in India have achieved full compliance with these RTE norms.

Supra note 6. Also see Priya Jain, Finology legal, available at: https://m.youtube.com/watch?v=BIJBveGlgo0 (last visited on 26 January 2020).

However, it is important to note that the first education policy was introduced in the year 1968, during the tenure of Smt. Indira Nehru Gandhi, then in 1986 during the reign of Shri. Rajiv Gandhi, Second Education Policy was introduced, which was modified in 1992 under the leadership of Shri. P. V. Narasimha Rao, and finally under the leadership of Shri. Narendra DamodarDass Modi, after the gap of 34 years, we have the first education policy of the twenty-first century.

Aithal PS, Aithal S (2020) Analysis of the Indian National Education Policy 2020 towards achieving its objectives. Int J Manage Technol Soc Sci (IJMTS) 5(2):19–41. https://doi.org/10.5281/zenodo.3988767 . Accessed 12 Jan 2021

Aradhya N, Kashyap A, The ‘Fundamentals’ Right to education in India. https://unesdoc.unesco.org/ark:/48223/pf0000151010 . Accessed 27 Oct 2020

Bhana S (2021) Gandhi spirituality and social action. https://www.mkgandhi.org/articles/gspiritual&socaction.htm . Accessed 15 Jan 2021

Bhattacharjee S, Ten years of RTE act: revisiting achievements and examining gaps. https://www.orfonline.org/research/ten-years-of-rte-act-revisiting-achievements-and-examining-gaps54066/ . Accessed 19 Oct 2020

Gandhi on education, National Council for Teachers’ Training. http://www.schoolofeducators.com/wp-content/uploads/2012/02/GANDHI-ON-EDUCATION-BOOK-COMPLETE.pdf . Accessed 12 Jan 2021

Jain MP (2014) Indian Constitutional Law, 7th edn. Lexis Nexis, Gurgaon, p 1227

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Joseph J Sr, Gandhian philosophy on education. St. Thomas College of Teacher Education, Pala. http://assisiaruvithura.blogspot.com/2013/06/mk-gandhi.html?m=1 . Accessed 13 Jan 2021

Krishnaswamy S, Securing universal education: directive principles, fundamental rights and statutory rights. https://azimpremjiuniversity.edu.in/SitePages/pdf/SudhirK.pdf . Accessed 16 Jan 2021

Kumarappa B (ed), Towards new education, by M. K. Gandhi, https://www.gandhiashramsevagram.org/pdf-books/towards-new-education.pdf . Accessed 12 Jan 2021

Lal RB, Sabbarwal N (2013) Philosophical perspectives of education. R Lall Book Depot, Meerut, p 177

Palmer JA, Bresler L et al (eds) (2001) Fifty major thinkers on education from Confucius to Dewey, 1st edn. Routledge, London and New York, p 241

Pani SP, Dash NR (2014) Modern educational thinkers Part XI, Directorate of Distance & Continuing Education Utkal university, Bhubaneswar. https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_11.pdf . Accessed 15 Jan 2021

Radhakrishnan S, Gandhi—the practical idealist. https://www.mkgandhi.org/articles/idealist.htm . Accessed 20 Jan 2021

Rajashekharan Pillai VN, Gandhi’s concept on education and its relevance in the present day. http://www.totetu.org/assets/media/paper/j014_071.pdf . Accessed 20 Jan 2021

Selvan A, Paul Devanesan P, Gandhi’s contribution to education. file:///C:/Users/user/Downloads/SSRN-id3599726.pdf. Accessed 12 Jan 2021

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Yadav Y, “Handicrafts and Mahatma Gandhi” The Gandhi King Community for Global peace with social justice in a sustainable environment: https://gandhiking.ning.com/profiles/blogs/handicrafts-and-mahatma-gandhi-1 . Accessed 13 Jan 2021

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Agrawal, A.R., Bishnoi, N.K. (2022). Mahatma Gandhi’s Views on Education and the Indian Education System—Some Insights. In: Mittal, R., Singh, K.K. (eds) Relevance of Duties in the Contemporary World. Springer, Singapore. https://doi.org/10.1007/978-981-19-1836-0_17

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NCERT Notes: Education System In India During British Rule [Modern Indian History For UPSC]

NCERT notes on important topics for the UPSC civil services exam . These notes will also be useful for other competitive exams like banking PO, SSC, state civil services exams and so on. This article talks about the Education System in India during British Rule.

Modern education began in India under British rule. Before the British, India had its own educational systems like the Gurukulas and the Madrassas. The East India Company, during their first 60 years of rule didn’t care much for the education of those they ruled in India. (Even in England, universal education came about at a much later stage.)

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Education System In India During British Rule (UPSC Notes):- Download PDF Here

Three agents of modern education in India

The British Government (East India Company)
Christian missionaries
Indian intellectuals and reformers

To help ease the path of your IAS preparation, check out the Free NCERT Fundamentals Course– a comprehensive study program to help you cover the NCERTs effectively. Watch the video below to learn more:

Development of Modern Education

The company wanted some educated Indians who could assist them in the administration of the land.
Also, they wanted to understand the local customs and laws well.
For this purpose, Warren Hastings established the Calcutta Madrassa in 1781 for the teaching of Muslim law.
In 1791, a Sanskrit College was started in Varanasi by Jonathan Duncan for the study of Hindu philosophy and laws.
The missionaries supported the spread of Western education in India primarily for their proselytising activities. They established many schools with education only being a means to an end which was Christianising and ‘civilising’ the natives.
The Baptist missionary William Carey had come to India in 1793 and by 1800 there was a Baptist Mission in Serampore, Bengal, and also a number of primary schools there and in nearby areas.
The Indian reformers believed that to keep up with times, a modern educational system was needed to spread rational thinking and scientific principles.
The Charter Act of 1813 was the first step towards education being made an objective of the government.
The act sanctioned a sum of Rs.1 lakh towards the education of Indians in British ruled India. This act also gave an impetus to the missionaries who were given official permission to come to India.
But there was a split in the government over what kind of education was to be offered to the Indians.
The orientalists preferred Indians to be given traditional Indian education. Some others, however, wanted Indians to be educated in the western style of education and be taught western subjects.
There was also another difficulty regarding the language of instruction. Some wanted the use of Indian languages (called vernaculars) while others preferred English.
Due to these issues, the sum of money allotted was not given until 1823 when the General Committee of Public Instruction decided to impart oriental education.
In 1835, it was decided that western sciences and literature would be imparted to Indians through the medium of English by Lord William Bentinck’s government.
Bentinck had appointed Thomas Babington Macaulay as the Chairman of the General Committee of Public Instruction.
Macaulay was an ardent anglicist who had absolute contempt for Indian learning of any kind. He was supported by Reverend Alexander Duff, JR Colvin, etc.
On the side of the orientalists were James Prinsep, Henry Thomas Colebrooke, etc.
Macaulay minutes refer to his proposal of education for the Indians.
English education should be imparted in place of traditional Indian learning because the oriental culture was ‘defective’ and ‘unholy’.
He believed in education a few upper and middle-class students.
In the course of time, education would trickle down to the masses. This was called the infiltration theory.
He wished to create a class of Indians who were Indian in colour and appearance but English in taste and affiliation.
In 1835, the Elphinstone College (Bombay) and the Calcutta Medical College were established.

Sir Charles Wood was the President of the Board of Control of the company in 1854 when he sent a despatch to the then Governor-General of India, Lord Dalhousie.
This is called the ‘Magna Carta of English education in India.’
Regularise education system from the primary to the university levels.
Indians were to be educated in English and their native language.
The education system was to be set up in every province.
Every district should have at least one government school.
Affiliated private schools could be granted aids.
Education of women should be emphasised.
Universities of Madras, Calcutta and Bombay were set up by 1857.
University of Punjab – 1882; University of Allahabad – 1887
This despatch asked the government to take up the responsibility of education of the people.
Although there were a few Englishmen who wanted to spread education for its own sake, the government was chiefly concerned only with its own concerns.
There was a huge demand for clerks and other administrative roles in the company’s functioning.
It was cheaper to get Indians rather than Englishmen from England for these jobs. This was the prime motive.
No doubt it spread western education among Indians, but the rate of literacy was abysmally low during British rule.
The state of women education was pathetic. This was because the government did not want to displease the orthodox nature of Indians and also because women could not generally be employed as clerks.
In 1911, the illiteracy rate in British India was 94%. In 1921, it was 92%.
Scientific and technical education was ignored by the British government.

UPSC Questions about British Education Policy in India

Who introduced british education system in india, how did the british rule affect the education system in india.

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My Vision For India In 2047 Essay

India has come a long way since gaining independence in 1947 and becoming a republic in 1950. In 2047, it will have completed 100 years as a republic, and it is exciting to think about what the country might look like then. As a nation, we have made significant progress over the past few decades, especially at the beginning of the 2000s. It is easy to imagine that in the next 25 years and make even greater strides. Here are a few sample essays on “ My Vision For India In 2047 ”.

100 Words Essay On My Vision For India In 2047

I envision India as a global leader in 2047 in innovation and technology. With a highly educated and skilled workforce, India will be at the forefront of the Fourth Industrial Revolution, driving the development of cutting-edge technologies and solutions.

Additionally, I see India as a hub for international trade and commerce, with a thriving business environment that attracts investment from around the world. The country's diverse culture and rich history will continue to be a major draw for tourists, making it a top destination for cultural exchange and exploration.

Overall, my vision for India in 2047 is one of prosperity and progress, with a strong emphasis on sustainability and social responsibility. By prioritising education, innovation, and international cooperation, India has the potential to become a beacon of hope and motivation for the world.

200 Words Essay On My Vision For India In 2047

My vision for India in 2047 is of it to be a world leader in technological innovation and sustainable development. With a population of over 1.5 billion people, we must prioritise the well-being of our citizens and the environment.

Shift To Renewable Energy | One major aspect of this vision is the widespread adoption of renewable energy sources. Solar panels and wind turbines will be common, providing clean and efficient energy for households and businesses. This shift towards clean energy will reduce our carbon footprint and create jobs and stimulate the economy.

Advanced Transportation | Another important aspect is the implementation of advanced infrastructure. High-speed trains and efficient public transportation systems will connect major cities, reducing road pollution and congestion.

Technology | Smart cities will be equipped with state-of-the-art technology to optimise resource management and enhance the quality of life for citizens.

Education Hub | In addition, I envision India as a hub for education and research. Our universities will attract top talent from around the globe, and our scientists and engineers will make groundbreaking discoveries in fields such as artificial intelligence and biotechnology.

Overall, my vision for India in 2047 is for it to be a country that is technologically advanced, environmentally conscious, and socially progressive. We will lead the way in creating a sustainable and equitable future for all.

500 Words Essay On My Vision For India In 2047

In 2047, India will be a country that will be thriving in every aspect of life. It will have successfully harnessed the power of technology, innovation, and education to transform itself into a global leader. The government will be proactive in addressing the needs of its citizens and will have implemented policies that ensure the overall well-being of the population.

Thriving Infrastructure

One of the most striking features of India in 2047 will be the rapid development of infrastructure. The country will have a well-connected network of roads, railways, and airports, making it easy for people to travel within and abroad. The government will have also invested heavily in developing smart cities, which will be equipped with state-of-the-art amenities and facilities. These cities will be designed to be energy-efficient and environmentally friendly, making them ideal places to live and work.

Accessible Healthcare

In terms of healthcare, India 2047 will be home to some of the best hospitals and medical facilities in the world. The government will have prioritised healthcare and implemented policies that make it accessible to all citizens. Many trained medical professionals, including doctors, nurses, and specialists, will work in the public and private sectors to provide top-quality care to patients.

Improved Education

Education will also be another area where India will have made significant progress. The government will have invested heavily in developing schools and universities, and there will be many highly qualified teachers and professors who will be helping to shape the minds of the next generation. A wide range of educational resources will be available to students, such as books, computers, and other technological aids, which will enhance their learning.

Thriving Economy

One of the most notable features of India in 2047 will be its thriving economy. The country will have a diverse range of industries, including manufacturing, agriculture, and services, contributing to its rapid growth. Many successful businesses will operate in the country, and the government will implement policies that encourage entrepreneurship and innovation.

Strong International Relations

In terms of international relations, India in 2047 will be a respected member of the global community. The country will have strong diplomatic ties with many countries and will be a key player in regional and international organisations. It will have also taken a leading role in addressing and tackling major global challenges, such as climate change and terrorism. It will be working closely with other nations to find solutions to these pressing issues.

Embracing Technology And Innovation

For example, in 2047, India will become a leader in renewable energy, with a significant portion of its energy needs being met through solar and wind power. The government will implement policies that encourage the use of clean energy and invest heavily in developing infrastructure to support it.

A Nation Full Of Potential

In conclusion, India in 2047 will be a country that is full of potential and will have the potential to become a global leader in the 21st century. It will be a nation that has embraced technology, innovation, and education to drive its growth and development and will be well-positioned to take on future challenges.

Explore Career Options (By Industry)

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Information Technology

Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process.

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Future of the Education System in India: The Changing Landscape Free
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Essay on Indian Education System for Students
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.
Education in India
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.
Transforming Education in India: A Journey from Tradition to Innovation
The NEP 2020, introduced by the Government of India, seeks to reform the Indian education system by replacing rote learning with competency-based learning. The policy aims to produce engaged, productive citizens capable of fostering an equitable, inclusive, and plural society. The NEP 2020 replaces the existing 10+2 academic structure (ages 6 ...
Education System In India Essay in English
100 Words Essay On Education System In India. India's education system is ideal for providing its students with a solid academic foundation. It emphasises lifelong learning and encourages its students to pursue higher education. It also develops the students' language skills by allowing them to study in both English and Indian languages.
Essay on Indian Education System
Conclusion of Essay on Indian Education System. In conclusion, the Indian education system is a complex and evolving landscape. It has its strengths, including its emphasis on STEM subjects and rote learning, and its challenges, such as the rural-urban education divide and exam pressure. However, with ongoing reforms and a focus on holistic ...
2020 vision for India's educational future: teacher quality and the
8 2. 2020 Vision for India's Education System 2.1 Systemic Change As one of the most populated countries in the world, with the largest youth population of over 600 million young people under the age of 25, the challenges of expanding, streamlining and improving India's education system are huge by any standards.
India's New National Education Policy: Evidence and Challenges
India's new National Education Policy (NEP) of 2020 (the first major revision since 1986) recognises the centrality of achieving universal foundational literacy and numeracy. Whether India succeeds in this goal matters intrinsically through its impact on over 200 million children and will also have lessons for other low- and middle-income ...
Vision 2030: The rulebook for a re-imagined education system
For education in 2030 to be how we would like it to be, students in ecosystems must be a part of the transformation. The state will play an important part here to ensure the digital divide is addressed and access to quality education, as well as a modern, future-proof approach to learning, is a reality for all students.
Education Empowers Change: India's vision for a globalised future
India's ambitious goal of doubling its current gross enrolment rate of 26.3% to 50% by the year 2035 harmonizes seamlessly with the global perspective on higher education. Notably, India holds the ...
The education system in India: promises to keep
The education system in India: promises to keep: The Round Table: Vol 111 , No 3 - Get Access. The Round Table. The Commonwealth Journal of International Affairs. Volume 111, 2022 - Issue 3: India at 75. 397.
Essay on Education System in India
Modern Indian Education System. Post-independence, India adopted a mixed system of public and private education. The Right to Education Act, 2009, ensures free and compulsory education for children aged 6 to 14. The system is divided into four levels: pre-primary, primary, secondary, and higher secondary.
Education in India
Modern education in India is often criticised for being based on rote learning rather than problem solving. ... The policy, approved by the Cabinet of India on 27 July 2020, outlines the vision of India's new education system. The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary ...
Education in India: A Comprehensive Analysis
The RTE Act recommends a PTR of 30:1 for primary classes and 35:1 for upper primary classes. The District Information System for Education (DISE) report found that 30% of primary and 15% of the upper primary schools have higher PTRs. Despite the improvement in the Student-Classroom ratio (SCR), India still faces inequality in this context.
Transforming Indian Education: Towards Long-Term Vision
The gender gap in literacy in India began narrowing in 1991, with an accelerated pace of improvement. However, the current female literacy rate in India still significantly lags behind the global average of 87%, as reported by UNESCO in 2015. Furthermore, India's overall literacy rate of 74.04% is below the world average of 86.3%.
Indian Education Essay for Students in English
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 ...
Essay on The Indian Education System: Challenges and Opportunities 1000
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. Essay on Education system in India 200 words
Indian Education System Essay
It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages - lower primary, upper primary, high school and higher secondary. ... Essay on Indian Education System Needs Serious Reforms ...
Reforms in Education System
The NEP 2020 aims at making "India a global knowledge superpower". It is only the 3rd major revamp of the framework of education in India since independence. The two earlier education policies were brought in 1968 and 1986. It aims to bring 2 crore out of school children back into the mainstream through an open schooling system.
Mahatma Gandhi's Views on Education and the Indian Education System
Mohandas Karamchand Gandhi was a great politician, lawyer, freedom fighter, social activist, educationist and philosopher sui-generis of modern day India. Gandhi with his visionary leadership skills and reformist attitude laid the concrete foundation for freedom struggle and indeed realized the dreams of swaraj through participative peaceful and firm audacity of the common men.
Education System in India
A decent education system ensures a peaceful exchange of ideas, knowledge and good practices. It helps in mitigating crime and terrorism; Thus, law and order issues are kept in check. A quality education system helps inculcate national and cultural values as well as enhance the spirit of brotherhood.
Vision 2030: A transforming Vision for Education in India
The recent reports released by Federation of Indian Chambers of Commerce and Industry (FICCI) and Ernst and Young (EY) on Higher Education in India during the FICCI higher education summit held at New Delhi from 12th to 14th November 2014: Vision 2030 looks ahead at a time when India will be a leading global player in education and amongst the youngest nations in the world, with nearly 140 ...
NCERT Notes: Indian Education System During British Rule [Modern Indian
The East India Company, during their first 60 years of rule didn't care much for the education of those they ruled in India. (Even in England, universal education came about at a much later stage.) Candidates can also download the notes PDF from the link given below. Education System In India During British Rule (UPSC Notes):- Download PDF Here.
My Vision For India In 2047 Essay
500 Words Essay On My Vision For India In 2047. In 2047, India will be a country that will be thriving in every aspect of life. It will have successfully harnessed the power of technology, innovation, and education to transform itself into a global leader. The government will be proactive in addressing the needs of its citizens and will have ...

Essay on Indian Education System for Students and Children

Problems with Indian Education System

How Can We Improve Indian Education System?

FAQs on Indian Education System

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Education in India – A Detailed Analysis

History of Education in India

Add IAS, IPS, or IFS to Your Name!

Current Status of Education in India: Data from Census 2011

UPSC Prelims Test Series 2024

Indian Education System: The Present Pyramidal Structure

Sustainable Development Goals (SDG) related to Education

Provisions in the Indian Constitution related to Education

RTE Act 2009

Provisions of the RTE Act

Criticisms of the RTE Act

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

Radhakrishnan committee

Kothari commission

National Educational Policy 1968

National Educational Policy 1985

T.S.R.Subramanium committee report

Kasturirangan Report On School Education (Draft National Education Policy)

School Education:

Higher Education

Additional Key Focus Areas:

Technology in Education

Vocational Education

Adult Education

Education and Indian Languages

Transforming Education

Education Governance

Financing Education

Criticism of the New Education Policy of India

The Problems associated with the Education System in India

Early childhood education

Primary level

School Complex

Secondary level

Private fees

Higher education

Research and development (R&D)

The need of the hour

Government initiatives on higher education

National Testing Agency (NTA) 2017

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

HECI: Higher Education Commission of India bill

IoE: Institutions of Eminence 2017

National Institutional Ranking Framework (NIRF) 2015

HEFA: Higher Education Financing Agency 2018

Foreign Education Providers Bill 2013

APAAR: One Nation One Student ID Card

Other Major Issues connected with the Education sector in India

Politicization of campuses

Gender Parity

Quality of education

Government initiatives

Teacher Training

Private Schools vs Public Schools: The Big Debate in Education

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

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Transforming Education in India: A Journey from Tradition to Innovation

Unravelling India's Educational Heritage

Current State of Education in India: Facts & Figures

Future Prospects for India's Education System

The New Education Policy (NEP) 2020: A Game-Changer

Online Education in India

Open Learning and Distance Education System in India