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

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

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

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

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

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

Enhancing learning and reducing inequities

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

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

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

Keys areas that require intervention

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

1. Foundational literacy and numeracy

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

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

2. Teachers’ capacity building

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

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

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

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

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

3. School-to-work transition

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

4. Connecting the unconnected

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

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

Transforming the education sector

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

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

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

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How has education technology impacted student learning in India during COVID-19?

Subscribe to the center for universal education bulletin, emiliana vegas , emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development @emivegasv sunhwa lee , and sl sunhwa lee principal social sector specialist - asian development bank unika shrestha us unika shrestha social sector economist - asian development bank.

August 23, 2021

This blog summarizes the report, “ Ed tech and educational opportunity during the COVID-19 school closures: A case study of Chennai, Tamil Nadu .”

India has been one of the hardest-hit countries by COVID-19. Beyond the staggering impact on human life, COVID-19 has greatly disrupted access to education in India, with 247 million primary and secondary school students out of school. While school systems in India and across the world have made efforts to reach students at home through various means, recent estimates of the impact on learning and socio-emotional well-being suggest that the poorest children will be hurt the most by the pandemic-related school closures.

Indeed, school closures have compelled education systems to quickly devise and apply different modes of remote learning such as radio, TV, and various other types of online tools. But access to this education technology (ed tech) differs across and within countries—with students in high-income countries and communities much more likely to have access to online, virtual schooling than their peers in low- and middle-income countries and communities. Thus, an important question is to what extent will student learning and progression in school, especially among primary-school-aged children in low- and middle-income settings, be affected by the global school closures? Further, how will the COVID-19 school closures cause inequality in learning among girls and boys, among poor and affluent children, and across communities and countries of varying income levels?

To answer these questions, we conducted a household survey in February of this year in a southern city of India—Chennai in the state of Tamil Nadu—with financial support from the Asian Development Bank and in collaboration with J-PAL-India. Chennai is the largest urban center in Tamil Nadu and is India’s sixth most populous city. Due to Chennai’s dense population, families typically have several nearby private and government school options, which provide a ripe setting to explore how the use of ed tech differed between different types of schools—both prior to and during the COVID-19 pandemic. Additionally, India offers a fertile environment for this study’s data collection as a leader in large-scale education reform and ed-tech application among developing countries. The diversity in its large population offers useful lessons applicable to many different contexts.

Alarmingly, 1 in 5 children in our sample were enrolled in schools that do not offer any remote instruction during the school closures, and even among the children whose schools had begun remote instruction, only slightly more than half attended all the classes.

Our goal was to get a better picture of primary school-aged children’s daily educational experiences during the COVID-19 school closures, and especially how students and teachers are using ed tech. We were particularly interested in understanding how these learning experiences may differ among children from low- and high-income households and between children attending private and government (publicly funded) schools.

Our survey findings

Our findings further indicate that during the pandemic-related school closures, students in private schools and those from households with high socioeconomic status (SES) have more access to digital devices and are more engaged in regular educational activities than their peers in government schools and from low-SES households. As Figures 1 and 2 show, children enrolled in private schools and from high-SES households had higher rates of access to digital devices—such as smartphones, internet, and computers/laptops—than their peers in government schools and from low-SES households. These preliminary results shed light onto a likely growing inequality of educational opportunity and suggest the need for policymakers to support access to regular learning opportunities at home for children from low-SES households in government and private schools. Other emerging evidence from the COVID-19 school closures suggests that ensuring students have access to even low-tech interventions, such as SMS text messages and phone calls, can help mitigate the potential learning losses.

Figure 1. Share of students with access to educational resources, by household income

Figure 2. Share of students with access to educational resources, by school type

Prior research has shown that the impact of school closures in low-income countries may differ by gender, as girls are often expected to help out with household chores and/or assist parents in caring for younger siblings. However, our study shows an encouraging pattern, where girls are more likely than boys to have access to digital devices for learning and to engage in more regular educational activities (see Figures 3 and 4). Nevertheless, this finding suggests the need for further analysis into why boys may be losing out on educational opportunities, and what strategies may be most effective to increase learning among both girls and boys in India and other low-income countries.

Figures 3. Share of students with access to educational resources, by gender

Figure 4. Frequency of engagement in educational activities, by gender

Altogether, these preliminary results shed light onto a likely growing inequality of educational opportunity in India and around the world, suggesting the need for policymakers to broaden access to continuous and equitable learning opportunities across the student population.

Looking ahead, it will be crucial for governments to enact strategies to help students recover from the learning losses suffered during the school closures and to return to school. Such a strategy may include:

• Working closely with the health authorities, plan to reopen schools safely as soon as possible.
• Assess each child’s foundational literacy and numeracy skills as soon as possible to help teachers and parents develop personalized interventions to ensure that each child can get back on track to develop these critical skills.
• Expand access to digital devices and connectivity among educators and students, along with guidance and support to teachers on ed-tech resources that are best aligned to each student’s learning level. While ed tech is not alone going to ensure children learn, it can be a tool for educators, students, and parents to facilitate learning continuity during school closures and allow for more student-centered, engaging instruction in and outside the classroom.
• Provide socio-emotional support to educators and students, recognizing that the pandemic has not only caused learning loss but also emotional trauma in too many households.

You can access the full report here .

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Sunhwa Lee is a principal social sector specialist and Unika Shrestha is a social sector economist at the Asian Development Bank, which provides financial support for the Center for Universal Education.

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In recent years, India has witnessed a significant transformation in its educational landscape. This change is primarily driven by the rapid advancements in technology and increasing access to the internet across the nation. The rise of e-learning in India is reshaping the way we view education and heralds the dawn of a new era.

E-learning has emerged as a cost-effective, accessible, and scalable solution for millions of students throughout India, particularly those residing in rural or remote areas. In this digitally-connected age, online education provides countless opportunities for both learners and educators to engage in knowledge sharing on a global platform.

One of the key factors contributing to the growth of e-learning is government initiatives promoting digital literacy such as Digital India and Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA). These programs aim to transform India into a knowledge-driven society while bridging the rural-urban digital divide. Additionally, private sector investments have played an essential role in cultivating a thriving e-learning ecosystem in India.

With millions of students unable to access traditional classroom learning during the COVID-19 pandemic, online education took center stage. Educational institutions were compelled to shift towards virtual classrooms, thus accelerating e-learning adoption at an unprecedented rate. Experts speculate that this momentum will continue post-pandemic as well.

The future of online education in India looks promising, with several trends emerging that will shape its trajectory:

1. Hybrid learning: A blended approach that combines traditional classroom instruction with online resources will likely gain prominence. This model offers a best-of-both-worlds scenario where students can benefit from face-to-face interactions with teachers while leveraging digital tools for enhanced learning experiences.

2. Microlearning: Short, focused learning modules designed for quick consumption are becoming increasingly popular. As attention spans decrease and the demand for focused content grows, microlearning enables students to acquire new skills and knowledge in bite-sized, manageable portions.

3. Gamification: Integrating game mechanics into learning experiences can boost student engagement and retention. As more educational institutions explore how to incorporate gamification elements effectively, we can expect to see increased interest in this area.

4. Personalized learning: Customized content tailored to individual student needs and learning styles will become more prevalent. Technology-driven solutions like adaptive learning platforms and AI-supported tools will help educators curate educational experiences that cater specifically to students’ strengths and weaknesses.

5. Augmented and virtual reality (AR/VR): The use of these immersive technologies can transform how complex subjects are taught and learned. As the availability of AR/VR-enabled devices grows, opportunities to incorporate these technologies within e-learning platforms will expand.

In conclusion, the rise of e-learning in India is a testament to the power of technology in revolutionizing education. As online education evolves, this will only strengthen its role in empowering individuals and shaping the nation’s future workforce. With innovative learning models and cutting-edge technologies on the horizon, India is well-positioned to be a global leader in the world of online education.

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The Rise of Online Education in India: Key Strategies Indian EdTech Must Employ to Meet the Growing Demand

Online learning has shown significant growth over the last decade. However, with COVID-19 outbreak, it has become more centric in people’s life than ever before.

The pandemic has forced schools, universities, and companies to remote working, and that has tremendously pulled the usage of online learning. Not only K12 and test preparation, platforms for language learning and skill developments have become very well in demand. Even the top tier universities are also democratising the learning by making courses available online. For instance, international universities like Stanford and Harvard are now giving access to online courses under categories of computer science, engineering, mathematics, business, arts, and personal development. Well, these are huge demand from people to learn online. No wonder, even before the pandemic, research and markets forecast that online education market is a hundreds of billion dollars market today.

In this piece, we take you through the key elements of the rise of online education in India, as drawn from the Google’s EdTech Summit 2020.

Brief stats on India education market

As per KPMG report, India’s edtech sector is worth over 15,000 crores now. The COVID-triggered lockdown has provided an immense opportunity to the edtech firms. It is said that since the lockdown started, it has seen a 30% increase in the time spent on education on average in India. According to Google, India education is an over $100 billion market today. While online education is just about $2 billion, this is said to be growing at a rapid CAGR of 50%. It is said that 65% of Indians are in the age group of 12-29 years of age, and about 7 million of those students are today using parents’ phone to access the online education. According to Google’s report, influx of funds has risen almost 7X year on year. While H1 2019 saw close to $100 million of funding, it saw about $800 million funding in the first half of 2020 alone. The report further said about 300 million students, 1.4 million schools, and 51,000 colleges in India are now dependent on the online education. Well, the government is also pushing the online education with various initiatives including eBasta or skill India program to help students.

Major segments in the Indian edtech market

There are 5 major segments in the Indian edtech market. According to Google, massive demand is coming in from users in each of the segment and they are all expected to see massive growth over the next few years. COVID has done only good to this that online education is now accelerated at a faster pace in 2020. The 5 major segments and the percentage of growing in each segment are given below:

• Primary and Secondary Supplement Education – 60%
• Test Preparation – 64%
• Upskilling and Online Certification – 38%
• Higher Education – 41%
• Language and Casual Learning – 42% CAGR

Google searches in different categories of online education in India

According to the Google, the searches on ‘online learning’ and ‘online courses’ saw spontaneous surge across the country, starting March second week. It saw massive 237% increase in search volume. It is said that language, professional and learning skills have caught people’s attention as well during the COVID time. Interest in language courses such as French, German, and Spanish across Google search and YouTube is said to have gone up by 100%, learning skills like drawing classes by 200%, and interest in app development and coding related courses by 50%.

Major happenings across different edtech segments in India

As per Google report, entrance test category has seen a major jump in the last few months, while other categories like K12 and skills have also seen an upsurge. It is said that in K12 segment, NCERT has seen a massive jump around April, May and June, with most queries around class 9, 10, 11, and 12 books. With new dates announced for exams like JEE and NEET, the flurry of activity has revived across NCERT, Engineering and Medical test prep. In test prep, administrative and bank exams queries are said to be climbing back after a dip, due to the postponement issues of SSC-CGL exams leading across the year until recently when UPSC took over.

Comparative education app usage in India and globally

As per App Annie, the mobile performance standard providing market data and analytic insights via its platform, mobile apps usage has surged in Q2 2020 to highest ever recorded – 25% quarter-on-quarter growth globally comparing time spent in Q1 and Q2 this year. It is said that amidst this high growth of time spent, education apps is among the highest growing category globally – 70% growth in downloads and 40% in time spent. Interestingly, according to the report, India is the #1 in education app market by downloads globally and is said to be still showing a strong growth.

According to the report, as shared by Yunde Yu, VP of Sales and Global Support, App Annie , COVID-19 has accelerated edtech adoption in India. It said there’s 50% quarter-on-quarter growth comparing Q1 and Q2. The biggest categories of growth here are said to be K12 apps and facilitation technology driven by mainly apps like Google Classroom. Yunde said edtech was already growing well in India even prior to COVID. He said in last five years, more than 1.8 billion dollars have been invested in the Indian edtech startups, and these startups have broaden their offerings into several sub categories like K12, language learning, test prep, upskilling, etc. Talking about user acquisition practice among Indian edtech, App Annie found that a lot of Indian edtechs use video advertising in their apps. Instasolv and Vedantu are said to be two top video creative on app in India. Also disclosing how top edtech apps in India measure up against top global education apps in terms of usage stickiness, App Annie found two apps from India figure in the segment amongst all the global education apps, and they are Doubtnut and Instasolv.

Key strategies Indian edtech must employ to meet the growing demand

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Online Education in India: Challenges and Opportunities

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• First Online: 25 July 2023
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• Surbhi Pratap 5 ,
• Abhishek Dahiya 5 ,
• Shaurya Rawat 6 &
• Jyoti Kumar 5  

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 343))

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The boom in online education during the Covid-19 pandemic has resulted in a shift in conventional roles of teachers and students. It has led to the development of new norms for interaction and learning, where online education platforms play a key role. This paper examines the affordances and challenges experienced by users of online education platforms popular in India. The paper presents the outcomes of an online survey of 205 users (95 men and 110 females), which included teachers, facilitators and students aged 15 years and older. The survey sought to ascertain the most frequently used, liked and problematic aspects of India’s popular online education portals. This research is pertinent in light of the shift towards a global online community in which high-quality education may be provided regardless of physical location. The study aims to be a way forward in determining how research might contribute to online pedagogy and development of educational technologies.

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Columns education, online education in india – the good, the bad and the ugly, prashanthi karyala & sarita kamat.

Online education comes in shades of grey. In this article, educators, Prashanthi Karyala and Sarita Kamat, bring the voices of teachers, students and parents from across the country to the fore, as they highlight the good, the bad and the ugly faces of online education in India, and the need for inclusive education policies.

With educational institutes closed due to the COVID-19 pandemic, the government has been encouraging online education to achieve academic continuity. Most high-end private and public institutions have made the switch smoothly using online platforms such as Zoom, Google classrooms, Microsoft teams, etc., while many still find it a herculean task. The challenges of online education are multifaceted. It is time that we Indians, as a society, understand the realms of online education – in India, for India. 

Online education allows for learning something beyond the norm. A learner has access to unlimited topics and global experts in niche subjects – something otherwise not affordable or imaginable for many. Online programs allow people of a wide age group to learn at their own pace, without inhibitions, and without compromising on their other responsibilities. 

With the emergence and spread of COVID-19 in India, online education has trickled down to the most basic level — schools and colleges! When asked about their experience with online teaching, a student from a college in Bengaluru said, ​ “ The online option is a need in this pandemic situation. It has brought education to us without us going anywhere, and it is more flexible”. Probably, students are finding it a welcome change from strict schedules and long-distance commutes to attend classes. For some others, who find learning in large classes intimidating, this may be a less stressful option. Many teachers are making the best of this situation by exploring new methods of teaching and assessment.

This is encouraging. But the moment online education moves from an optional to the only form of learning, and that too long term, the bad and the ugly slowly become evident. India is beginning to get a taste of this now. 

Using the internet for entertainment is common, but for online lessons is a big challenge. Teachers may not be well-versed in creating digital content and conveying it effectively online. A sudden expectation from them to upgrade, and from students to adapt, is unfair.

Body language and eye contact, which are important cues for the teacher, are difficult to perceive in an online class. ​ “ I do not receive continual feedback in the form of students’ reactions during online sessions, which reduces the effectiveness of teaching”, says a college teacher in suburban Mumbai. How many students have paid attention in a class? Of those, how many understood the lesson? Is the teaching pace alright? Are some students getting left behind? These questions arise even in traditional classrooms, but they are harder to address in online classes. A parent of an 8‑year-old attending a private school in Gurgaon says, ​ “ There shouldn’t be online classes for such young kids. Their concentration span is small and they do not pay attention after a while.” The 8‑year-old added, ​ “ I hate them (online classes)!”

Even college students seem to value the in-class physical learning experience much more than a virtual one. Many acknowledge that phones can be very distracting. In addition, science and technology programs often include hands-on laboratory sessions, dissertation projects and field trips to complement theoretical studies. This aspect of learning is severely limited in online education.

Finally, education is not just about subject knowledge but also about developing social skills and sportsmanship among the students, which is built over years. Relying solely on online education may hinder the holistic development of children, and many may underperform later in their professional and personal lives. 

While India enjoys a wide geographic and cultural diversity, it also suffers from a huge socio-economic divide. Only a small part of the Indian population has access to online education right now. Interrupted power supply, weak or non-existent internet connectivity, and unaffordability to buy necessary devices are major concerns. ​ “ In a Class of 40 students, after two months of online classes, around 20 students regularly attend class with whatever device and connection they have. Around 5 – 8 students are completely absent to date and the rest are fluctuating”, says a school teacher in Ratnagiri in Maharashtra. A teacher in a government-aided school from the small town of Chamba in Himachal Pradesh says, ​ “ It is a frustrating experience to engage students of lower classes in online mode. There are network issues on both teachers’ and students’ ends”. 

To deal with internet connectivity and device availability issues, ​ ‘ classes’ in many places are happening via sharing of videos by teachers over WhatsApp or YouTube so that students can watch them at their convenience. This too, however, comes with difficulties in understanding the lessons and promotes rote learning. The same is true of pre-recorded sessions aired on the television (e.g., Swayam Prabha DTH channels) and radio (audio lessons, through All India Radio ), although they do cater to a wider student population that cannot avail live online classes.

That is not all. With limitations of livelihood in a family, the first ones to receive a blow are often girls. In a recent survey of 733 students studying in government schools in Bihar, only 28% of the girls had smartphones in their homes, in contrast to 36% of the boys. These smartphones almost always belonged to male adults, often being lesser accessible to girls than boys, and half of these families could not afford internet data packages. Therefore, lessons aired on television were the main option for a majority of the students participating in this survey. However, girls were found to spend a disproportionately longer time on household chores than boys, which often overlapped with the time of telecast of these lessons. Such gaps in education could worsen the already wide gender gap in employment in India.

Students with disabilities are among the most dependent on in-person education and hence least likely to benefit from distance learning. A  survey by Swabhiman (an NGO working mainly in Odisha), in association with the National Centre for Promotion of Employment for Disabled People , indicated that 73% of the students with disabilities had concerns regarding the availability of study material in appropriate formats. Also, 79% of their teachers were apprehensive about teaching effectively without the use of touch to students with learning disorders, autism and low vision. The lack of effective education may further aggravate the high dropout rates of these children from schools ( nearly 50% pre-COVID ) in developing countries. 

Uniform and effective online education in India — what is being done and what more is possible?

There is a global recognition of the need for inclusive education policies during the pandemic. To make online education more effective, accessible and safer, various online resources (links listed below), training programs and schemes have been developed by the Government of India for students, teachers and educational institutions. The teaching community has come together to form a nationwide informal and voluntary network of teachers, called the Discussion Forum of Online Teaching ( DFOT ), to discuss different aspects of online teaching, and create repositories of essential resources.

Cutting-edge technologies like artificial intelligence (AI) could open new possibilities for innovative and personalized approaches catering to different learning abilities. IIT Kharagpur has collaborated with Amazon Web Services to develop the National AI Resource Platform ( NAIRP ), the future possibilities of which include monitoring eye movement, motion and other parameters for better teaching and learning. Google has also indicated future support for AI-based education in India. 

Parting thoughts

Online education opens up a lot of possibilities for students and teachers alike. Yet, it may also widen the inequalities in the socio-economic fabric of India. All our policies and interventions with regard to online education should strive to be inclusive. Good vision, sincere efforts and time will show India the way ahead.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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• Jul 12, 2023

Transforming Education in India: A Journey from Tradition to Innovation

- 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.

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Transforming Education in India is a crucial step towards progress. Innovation is key to nurturing young minds. For those seeking the best schools in Bannerghatta, Bangalore , look for institutions that embrace modern teaching methods while respecting traditional values.

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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.

Also read: Learning Poverty

Table of Contents

History of Education in India

India has a rich tradition of imparting knowledge.

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

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

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

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

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

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

Also read: Examination System in India

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.

Also read: PM-USHA

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

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

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

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

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

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

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

Article by  Sethu  Krishnan M, curated by ClearIAS Team

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Reader Interactions

November 27, 2019 at 10:33 pm

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

November 28, 2019 at 12:09 pm

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

November 28, 2019 at 2:00 pm

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

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

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

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

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

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

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

November 16, 2020 at 10:47 pm

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

May 27, 2021 at 12:38 pm

Great article about Education ​very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

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

December 16, 2021 at 11:10 am

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

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

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

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

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

May 28, 2023 at 9:10 pm

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

January 23, 2024 at 8:06 pm

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

February 7, 2024 at 7:44 pm

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

March 8, 2024 at 6:22 am

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

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BSEH Haryana Board Class 12th Result: The Board of School Education Haryana (BSEH), Bhiwani today (April 30) announced the Class 12 results. The Haryana board senior secondary board exam result is available at the official website – bseh.org.in . The HBSE Class 12 result was declared by the chairman VP Yadav at a press conference after 12 pm .

This time, the overall pass percentage of Class 12 has been recorded at 85.31 per cent. To view marks, the BSEH students have to keep their roll cards handy. They can log in to the official website and check their marks. To pass, they need to score 33 per cent.

Of the 2,13,504 candidates who appeared in the HBSE Class 12 regular examination , 1,82,136 passed and 6,169 candidates failed. The result of Senior Secondary Open School (Fresh) was 35.83 percent and the result of (Re-Appear) was 48.71 percent.

HBSE Haryana Board 12th Result 2024 Live Updates: Check marks at bseh.org.in. The results will also be declared for the examinations of 31 exam centers where the class 12 exams were canceled this year due to breach of sanctity.

Hbse haryana board 12th result 2024 live updates: reevaluation process.

HBSE chairman said that this result can also be downloaded by the concerned schools/institutions this evening by visiting the BSEH’s website and logging in with their user ID and password. If any school does not get the results on time, it will be responsible for it.

HBSE Haryana Board 12th Result 2024 Live Updates: Result summary

The pass percentage of government schools is 83.35% and the pass percentage of private schools is 88.12%. In HBSE Class 12 examination, the pass percentage of students from rural areas is 86.17%, while the pass percentage of students from urban areas is 83.53%. 

HBSE Haryana Board 12th Result 2024 Live Updates: Mahendragarh district is the best performer

Among districts, Mahendragarh is the best performing while Nuh is the worst performing. Read more

HBSE Haryana Board 12th Result 2024 Live Updates: Pass percentages

The overall pass percentage of Class 12 has been recorded at 85.31 per cent.

HBSE Haryana Board 12th Result 2024 Live Updates: How to check scores

Step 1: Visit the website – bseh.org.in. Step 2: Click on the ‘download result’ link. Step 3: Enter details such as registration number and roll number. Step 4: The result will then appear on the screen.

HBSE Haryana Board 12th Result 2024 Live Updates: Students wait for scorecard link

The result for Haryana Class 12th has been declared but the scorecard link has not been updated yet

Haryana Board 12th Result 2024 Live Updates: Scorecards in evening

The Board Chairman mentioned that schools or institutions can download the results starting this evening from the Board's website. They need to log in with their user ID and password. If any school fails to obtain the results promptly, it will be held accountable.

HBSE 12th Result 2024 Live Updates: Result evaluation completed within 27 days

Haryana Board announced that in the year 2018, the results of secondary were declared in 51 days and senior secondary in 45 days, in the year 2019, in 44 days and senior secondary in 46 days, in the year 2020, in 116 days and senior secondary in 125 days, in the year 2022, in 58 days and senior secondary in 49 days, in the year 2023, the results of secondary were declared in 52 days and senior secondary in 48 days. This time, the result was declared in record 27 days.

HBSE 12th Result: Re-checking and revaluation process

Hbse 12th result 2024 live updates: mahendragarh district is the best performer, hbse 12th result 2024 live updates: check result at bseh.org.in.

The pass percentage of government schools is 83.35% and the pass percentage of private schools is 88.12%. In HBSE Class 12 examination, the pass percentage of students from rural areas is 86.17%, while the pass percentage of students from urban areas is 83.53%.  Read more

HBSE Haryana Board 12th Result 2024 Live Updates: Cheating cases decrease

As per the data of the last five years, the examinations of 43 examination centers were canceled in the year 2018, 109 in the year 2019, 30 in the year 2020, 63 in the year 2022 and 40 in the year 2023.

Haryana Board 12th Result 2024 Live Updates: Websites to check HBSE scores

The Haryana board senior secondary board exam result is available at the official website – bseh.org.in. 

HBSE 12th Result 2024 Live Updates: How to check results

Hbse haryana board 12th result 2024 live updates: 48.71% re-appear students pass.

The result of Senior Secondary Open School (re-appear) was 48.71 per cent. A total of 11250 candidates had appeared in this examination, out of which 5480 candidates passed.

Haryana Board 12th Result 2024 Live Updates: Urban area students perform better than rural areas

The pass percentage of students from rural areas was 33.93, while the pass percentage of students from urban areas was 39.33.

Check overall result analysis here

HBSE 12th Result 2024 Live Updates: Pass percentage of fresh candidate

He further informed that 16593 candidates had appeared in the Senior Secondary Open School (Fresh) examination, out of which 5946 candidates passed, the pass percentage being 35.83. 10527 students appeared in this examination, out of which 3378 passed, their pass percentage was 32.09, while out of 6066 appeared students, 2568 passed, their pass percentage was 42.33. 

HBSE Haryana Board 12th Result 2024 Live Updates: Pass percentage for re-appear students

The result of Senior Secondary Open School (re-appear) was 48.71 percent. 11250 candidates had appeared in this examination, out of which 5480 candidates passed.

Haryana Board 12th Result 2024 Live Updates: Reevaluation to begin soon

The Haryana Board Chairman said that on the basis of these examination results, the candidates who want to get their answer sheets re-checked or re-evaluated can apply online along with the prescribed fee within 20 days from the date of declaration of results.

HBSE 12th Result 2024 Live Updates: Result out at bseh.org.in

HBSE 12th Result 2024 Live Updates: Link active

The Board Chairman said that this result can also be downloaded by the concerned schools/institutions from this evening by visiting the Board's website and logging in with their user ID and password. If any school does not get the results on time, it will be responsible for it.

HBSE 12th Result 2024 Live Updates: Details needed to check result

Candidates can check their result from the official website of the board www.bseh.org.in by filling the roll number or name, father's name, mother's name and date of birth.

Haryana Board 12th Result 2024 Live Updates: Scorecards to be available for schools from evening

Hbse 12th result 2024 live updates: mahendragarh gets top spot, nuh struggles.

The Haryana Board Chairman today announced that in terms of pass percentage, district Mahendragarh stood at the top and district Nuh stood at the bottom.

HBSE Haryana Board 12th Result 2024 Live Updates: Check direct link for class 12th result

The Haryana Board class 12th result can be directly accessed through this link: bseh.org.in/all-results

Haryana Board 12th Result 2024 Live Updates: Private schools perform better than government schools

The pass percentage of government schools of Class 12 was recorded at 83.35 per cent and the pass percentage of private schools was 88.12 per cent. In this examination, the pass percentage of students from rural areas has been recorded at 86.17 per cent, while the pass percentage of students from urban areas has been recorded at 83.53 per cent.

HBSE 12th Result 2024 Live Updates: Girls outperform boys

A total of 213504 candidates had appeared in the Senior Secondary (Educational) regular examination, out of which 182136 passed and 6169 candidates failed.

In this examination, out of 105993 students, 93418 passed, their pass percentage was 88.14, while out of 107511 students, 88718 passed, their pass percentage was 82.52. Thus, girl students have gained lead by registering 5.62 percent more pass percentage than boys.

HBSE Haryana Board 12th Result 2024 Live Updates: Self study candidates record 65.32%

The result of senior secondary (educational) regular candidates was 85.31 percent and the result of self-study candidates was 65.32 percent.

Haryana Board 12th Result 2024 Live Updates: Check pass percentage

Hbse 12th result 2024 live updates: evaluation compelted in 27 days.

Result of Senior Secondary Regular and Open School Examination was declared in record 27 days

HBSE Haryana Board 12th Result 2024 Live Updates: Result declared at bseh.org.in

The Haryana Board Class 12 results have been declared today at bseh.org.in

Haryana Board 12th Result 2024 Live Updates: Have the results been declared?

No, the Haryana Board is yet to announce class 12 results. The results were scheduled to be announced at 11:30 am in a press conference.

HBSE 12th Result 2024 Live Updates: Results releasing soon

The Haryana Board class 12 results will release soon at bseh.org.in, says an HBSE official

HBSE Haryana Board 12th Result 2024 Live Updates: More than 2.5 lakh students wait for results

This time, more than 2.5 lakh students had registered for the HBSE Class 12th exams

Haryana Board 12th Result 2024 Live Updates: Evaluation time decreasing

As per the data provided by the board, the Haryana Board released the secondary exam results in 51 days in 2018, 44 days in 2019, 116 days in 2020, 58 days in 2022, and 52 days in 2023. For senior secondary exams, the results came out in 45 days in 2018, 46 days in 2019, 125 days in 2020, 49 days in 2022, and 48 days in 2023.

HBSE 12th Result 2024 Live Updates: Cheating cases decline from over 5000 to 800 in 6 years

As per the data made available by the Haryana Board, 5064 cheating cases were registered in the year 2018, 4444 in the year 2019, 3551 in the year 2022. Due to the new technology adopted by the Education Board, only 1741 cases of unfair means were registered in 2023 and only 807 cases of use of unfair means have been registered this year across the state.

HBSE Haryana Board 12th Result 2024 Live Updates: Meet toppers of 2023

In 2023, girls grabbed all top spots:

• Nancy from Nav Bharat Senior Secondary School, Siwani Mandi, Bhiwani, secured 498 marks.
• Jasmeet Kaur from Sant Nikka Singh Public School, Nirmal Dham, Karnal, closely followed with 497 marks.
• Third position was shared by Kanuj from New Royal Senior Secondary School, Jahangirpur, Jhajjar, Mansi Saini from Saini Girls Senior Secondary School, Rohtak, and Priya from Arya Kanya Senior Secondary School, Uklana Mandi, Hisar, all scoring 496 marks.

Haryana Board 12th Result 2024 Live Updates: Check passing marks

To pass the HBSE Class 10 board exams, students must attain at least 33 percent marks in each paper as well as overall.

HBSE 12th Result 2024 Live Updates: Websites to check marksheets

The Haryana Class 12th result will be declared soon at bseh.org.in

Haryana Board 12th Result 2024 Live Updates: Will girls outperform boys this time?

In 2023, girls had outperformed boys by 8.40 percent, with only 61.41 percent of male students succeeding in the examination, in contrast to 69.81 percent of female students.

How to check scores online when released

To check score, class 12 students can follow these steps- Step 1: Visit the website – bseh.org.in. Step 2: Click on the ‘download result’ link. Step 3: Enter details such as registration number and roll number. Step 4: The result will then appear on the screen.

Haryana Board 12th Result 2024 Live Updates: Last year, 52.44% private candidates cleared the exam

The overall pass percentage for regular students in 2023 was 81.65 per cent of Board of School Education Haryana and 52.44 per cent private students cleared the exams.

Haryana Board 12th Result 2024 Live Updates: Passing criteria

HBSE Class 12 students need to secure a minimum of 33 per cent marks in each paper and overall to clear the board exams. 

Haryana Board 12th Result 2024 Live Updates: 2023 performance

Last year, girls ha outperformed boys by 8.40 per cent, as only 61.41 per cent of the male students have succeeded in this examination, compared to 69.81 per cent of female students.

Haryana Board 12th Result 2024 Live Updates: 30 minutes left for result

At noon, Haryana Board will release the results for class 12. Students can check results from th official website- bseh.org.in.

HBSE 12th Result 2024 Live Updates: How to check the HBSE marks at bseh.org.in

This year, the exams were held from February 27 to April 2. As per the announcement, last year, a total of 2,21,484 students appeared for Haryana Board class 12 exam 2023 of which 2,09,933 passed, recording an overall pass percentage of 81.65 per cent.

HBSE 12th Result 2024 Live Updates: How to check score online

Hbse 12th result 2024 live updates: pass percentages.

2023-  81.65%

2022- 87.08% 2021- 100% 2020- 80.34% 2019- 74.48% 2018- 63.84% 2017- 64.50% 2016- 62.40%

HBSE 12th Result 2024 Live Updates: Results today?

Result today 11: 30 am, students are advised to check this space for more information on the results

HBSE 12th Result 2024 Live Updates: Check score online

Hbse 12th result 2024 live updates: list of websites to check.

Students can check their class 12 results on these websites-

bseh.org.in  bsehexam.org indiaresults.in

HBSE 12th Result 2024 Live Updates: Class 12 result when declared, What next?

For the students who are not satisfied with their results, and want to get their answer sheets rechecked or re-evaluated, they can apply online up to 20 days from the date of declaration of results along with the prescribed fee of Rs 800. 

HBSE 12th Result 2024 Live Updates: Passing criteria

To pass the class 12 results, students need to score a minimum of 33 per cent marks in every subject they appear for. Only by scoring this set percentage in all compulsory exams will students be able to pass their class 12 exams.

HBSE 12th Result 2024 Live Updates: How to check reslts

Step 1: Visit the official websites - bseh.org.in.

Step 2: Click on the result link in the homepage. 

Step 3: Enter your details like roll number or registration number, email id, name and date of birth.

Step 4: The result will be displayed on the screen. 

Step 5: Save and download the result for future reference.

HBSE 12th Result 2024 Live Updates: When and where to check

The HBSE board results will be announced today at 11: 30 am. Students can check the results from the official website, – bseh.org.in.

HBSE Haryana Board 12th Result 2024 Live Updates: HBSE conducted the board exam from February 27 to April 2, 2024, in pen-paper mode. According to the data provided by the Haryana board, over 2,21,484 students appeared for the HBSE board exam 2024, conducted from 12:30 pm to 3:30 pm at over 1,482 exam centres.

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TS SSC 10th Results 2024 Live: Telangana class 10 results out, check marks here

TS SSC 10th Results 2024 Live: Manabadi Telangana Board Class 10 results declared on bse.telangana.gov.in and results.bsetelangana.org and HT portal. Use your roll number here to check marks. 

TS SSC 10th Results 2024 Live: The Telangana Board of Secondary Education (BSE Telangana) has announced the TS SSC (Class 10th) Results 2024. The announcement will take place at 11 am today, April 29, in a press conference. The marks memos are available on bse.telangana.gov.in and results.bsetelangana.org, which can be accessed using the hall ticket numbers of the students. ...Read More

In the Manabadi TS SSC 10th result 2024 press conference, the board shared the pass percentage, number of students, district-wise result, and gender-wise result details.

TS SSC 10th Results 2024 Live: Pass percentage of various mediums 

Telugu: 80.71 per cent 

English: 93.74 per cent 

Urdu: 81.50 per cent 

Other: 88.47 per cent

TS SSC 10th Results 2024 Live: You need to score this much to pass class 10 exams

To pass Class 10, students need at least 35/100 marks in each subject, except for Second Language. 

For second language, students need at least 20/100 marks to pass.

TS SSC 10th Results 2024 Live: Find the latest updates on HT Education Portal

Get the latest updates on TS SSC 10th Results on the Education Portal of HT

TS SSC 10th Results 2024 Live: Websites to check 

bse.telangana.gov.in

results.bsetelangana.org

TS SSC 10th Results 2024 Live: Top 5 performing districts

Nirmal 

Siddipet 

Rajanna Sircilla 

Jangaon 

Sanga Reddy

TS SSC 10th Results 2024 Live: Supplementary exam details

The Telangana SSC advanced supplementary exam will be held from June 3 to 13. The detailed schedule will be shared later.

TS SSC 10th Results 2024 Live: Pass Percentage details

The pass percentage of regular candidates in the state is 91.31 percent. Pass percentage of girls: 93.23 percent. Boys pass percentage is 89.92 percent.

TS SSC 10th Results 2024 Live: Procedure for re-verification cum photocopy of answer sheets

For re-verification cum photocopy of answer sheets, applications have to be submitted online by head teachers of schools. A fee of ₹ 1,000 per paper will be applicable, BSE Telangana has said.

TS SSC 10th Results 2024 Live: Apply for re-counting till May 15

Students who want to raise a request for re-counting of marks can do it on payment of a fee of ₹ 500 per subject. The deadline is May 15.

Get the latest updates on TS SSC 10th Results  on HT Education Portal

TS SSC 10th Results 2024 Live: Details for students interested in re-counting

Students who want to raise a request for re-counting of marks can do it on payment of a fee of ₹ 500 per subject. The deadline is May 15. Candidates have to apply directly to the office of the Director of Government Examinations in Hyderabad in person or by post.

TS SSC 10th Results 2024 Live: Minimum marks to pass class 10

For second language, students need at least 20/100 marks to pass. 

TS SSC 10th Results 2024 Live: Pass Percentage of Urdu Medium students 

Urdu medium students secured a pass percentage of 81.50 per cent

TS SSC 10th Results 2024 Live: Pass percentage of Telugu Medium students

Telugu medium students secured a pass percentage of 80.71 per cent

TS SSC 10th Results 2024 Live: Pass percentage of English Medium students

Students who have studied in the English medium have recorded the best pass percentage of 93.74 per cent

TS SSC 10th Results 2024 Highlights

 TS SSC 10th Results 2024: Regular and private candidates put together, 5,05,813 candidates appeared for the SSC March Public examination. The pass percentage of regular candidates in the state is 91.31 per cent. Girls have done better in the examination compared to boys.

Pass percentage of girls: 93.23 per cent.

Boys: 89.92 per cent. 

TS SSC 10th Results 2024 Live: Check marks here

Check your Telangana board Class 10 results here

TS SSC 10th Result 2024 Live: Supplementary exam in June

TS SSC 10th Result 2024 Live: The Telangana SSC advanced supplementary exam will be held from June 3 to 13. The detailed schedule will be shared later. 

TS SSC 10th Results 2024 Live: Re-verification cum photocopy of answer sheets

TS SSC 10th Results 2024 Live: For re-verification cum photocopy of answer sheets, applications have to be submitted online by head teachers of schools. A fee of ₹ 1,000 per paper will be applicable, BSE Telangana has said. 

TS SSC 10th Results 2024 Live: Students who want to raise a request for re-counting of marks can do it on payment of a fee of ₹ 500 per subject. The deadline is May 15. Candidates have to apply directly to the office of the Director of Government Examinations in Hyderabad in person or by post. 

TS SSC 10th Results 2024 Live: English medium students record best pass percentage

TS SSC 10th Results 2024 Live: Students who have studied in the English medium have recorded the best pass percentage.

Telugu: 80.71 per cent

English: 93.74 per cent

Urdu: 81.50 per cent

TS SSC 10th Results 2024 Live: RES schools records best pass percentage, government schools at the bottom of list

RES: 98.71 per cent

BC-WEL: 98.21 per cent

SWR: 98.02 per cent

TWR: 97.16 per cent

RES MIN: 96.82 per cent

MODEL: 95.06 per cent

Private: 93.74 per cent

KGBV: 93.06 per cent

ASHRAM: 89.64 per cent

Aided: 89.61 per cent

ZP: 86.03 per cent

Govt: 80.18 per cent

TS SSC 10th Results 2024 Live: Subject-wise pass percentage

1st Language: 97.12 per cent students pass

2nd Language: 99.87 per cent

3rd Language: 98.30 per cent

Mathematics: 96.46 per cent

General Science: 96.60 per cent

Social Studies: 99.05 per cent.

TS SSC 10th Results 2024 Live: Gender-wise result of Class 10

Girls appeared: 245208

Girls passed: 228616

Pass percentage of girls: 93.23 per cent

Boys appeared: 248999

Boys pass: 222656

Pass percentage of boys: 89.42 per cent.

TS SSC 10th Result 2024 available on HT Portal

The Telangana board Class 10 result is also available on the HT Portal

TS SSC 10th result 2024

TS SSC 10th Results 2024 Live: Minimum marks requred to pass Class 10

TS SSC 10th Results 2024 Live: To pass Class 10, students need at least 35/100 marks in each subject, except for Second Language. In that paper, they need at least 20/100 marks. 

TS SSC 10th Result 2024 Live: Private candidates' result

TS SSC 10th result 2024 for Private candidates:

Overallpass percentage - 49.73% 

Boys %- 47.40 

Girls %- 54.14

TS SSC 10th Result 2024 Live: Link here

Check Telangana SSC result 2024 here

TS SSC 10th Result 2024 Live: Top 5 districts

TS SSC 10th Result 2024 Live: Top five districts in terms of pass percentages are

TS SSC 10th Results 2024 Live: Over 4.5 lakh students pass Class 10

TS SSC 10th Results 2024 Live: A total of 494207 regular students appeared for the Telangana board Class 10 exam, of whom 451272 have passed. The pass percentage is 91.31 per cent. 

TS SSC 10th Results 2024 Live: 91.31% students pass Class 10

TS SSC 10th Result 2024 Live: The overall pass percentage in Class 10 is 91.31 per cent for regular students.

TS SSC result 2024 declared

BSE Telangana has announced the Class 10 board exam result. 

TS SSC 10th Results 2024 Live: Keep your hall tickets ready

TS SSC 10th Results 2024 Live: Keep your hall tickets ready. The SSC Public exam roll number is required to download the Class 10 marks memo. 

TS SSC 10th Results 2024 Live: Telangana Class 10 results anytime now

TS SSC 10th Results 2024 Live: Telangana board Class 10 result will be announced anytime now. The press conference is scheduled to begin at 11 am.

TS SSC 10th Results 2024 Live: Update from the press conference venue

TS SSC 10th Results 2024 Live: The stage is set! The Telangana board (BSE) SSC result press conference will begin shortly. 

TS SSC 10th Results 2024 Live: Press conference begins in a few minutes

TS SSC 10th Results 2024 Live: The press conference for the Telangana SSC (Class 10) result begins at 11 am. Live updates from the press conference will be shared here. 

TS SSC 10th Results 2024 Live: Website not working? Here's an alternative method

TS SSC 10th Results 2024 Live: The BSE Telangana websites are not working? Don't worry. We've got you covered. Use this link to check marks at 11 am. 

TS SSC results 2024: Alternative link 

TS SSC 10th Results 2024 Live: How to check marks online

• Go to the board's website, bse.telangana.gov.in.
• Go to the TS SSC result page.
• Key in your hall ticket number.
• Check and download the Class 10 result. 

TS SSC 10th Results 2024 Live: Less than 30 minutes remaining 

TS SSC 10th Results 2024 Live: The countdown for Telangana Class 10 result begins. The BSE is set to announce the SSC Public will be announced in less than 30 minutes. Check all the latest updates here. 

TS SSC 10th Results 2024 Live: Who will announce Telangana BSE 10th results

TS SSC 10th Results 2024 Live: Burra Venkatesham, Principal Secretary to the Government, Telangana, will announce the TS SSC result. The board is expected to share the overall pass percentage, number of students, district-wise result, gender-wise result and other details at 11 am.

TS SSC 10th Results 2024 Live: Check your Class 10 marks here at 11 am. Use the roll number given on your hall ticket and login. 

TS SSC 10th Result 2024 in a few minutes

TS SSC 10th Result 2024 Live: A few minutes remaining. The Telangana BSE SSC result will be announced at 11 am. Students can check their marks on bse.telangana.gov.in and results.bsetelangana.org.

TS SSC 10th Results 2024 Live: Telangana Class 10 result official websites

TS SSC 10th Results 2024 Live: The official websites for Telangana Class 10 results shared by the board are-

• bse.telangana.gov.in and 
• results.bsetelangana.org.

Additionally, students can use the HT Portal to check TS SSC results .

TS SSC 10th Results 2024 Live: How students did last year

TS SSC 10th Results 2024 Live: In the previous year, the Telangana Class 10 board exam saw the participation of 484370 students, of whom  419460 students cleared the exam. The pass percentage was 86.60 per cent.

TS SSC 10th Results 2024 Live: 1 hour remaining

TS SSC 10th Results 2024 Live: One hour to go. The Telangana board Class 10 result will be declared at 11 am today, April 29. 

Telangana SSC 10th Results 2024 Live: Error in your marks memo? What to do next

Telangana SSC 10th Results 2024 Live: If there is any error in the online result displayed through candidate login, students are advised to wait till they receive their marks memos from schools. If the error remains there as well, they should inform it to their schools and raise a correction request to the board. 

The TS SSC or Class 10 result will be out in a few hours on bse.telangana.gov.in and results.bsetelangana.org and HT portal.

Telangana SSC 10th Results 2024 Live: When, where, how to check marks?

When: The Telangana board SSC result will be declared at 11 am today, April 30. 

Where: Students can check their SSC Public exam marks on bse.telangana.gov.in and results.bsetelangana.org and HT portal.

How: The Class 10 final exam marks memos can be checked using the hall ticket number. 

Telangana SSC 10th Results 2024 Live: What details will be shared in the press conference

Telangana SSC 10th Results 2024 Live: The Telangana board is expected to share the following information in the press conference:

• Pass percentage
• The number of students who appeared and passed the SSC Public examination.
• District, gender and school-wise results.
• Details about the Supplementary examination and re-checking of marks.
• Other details.

Telangana SSC 10th Results 2024 Live: Check marks using roll number

Telangana SSC 10th Results 2024 Live: Students can check the Telangana board Class 10 results here at 11 am using their hall ticket numbers.

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