Education system in india

Education system in indiaACKNOWLEDGEMENTI take this opportunity to present my votes of thanks to every(prenominal) told those guidepost who really acted as lightening pillars to enlighten our way throughout this project that has led to successful and satisfactory completion of this study. I am exceedingly thankful to Mr. Pankaj Jain for her active support, valuable era and advice, whole-hearted guidance, sincere cooperation and pains-taking involvement during the study and in completing the assignment of preparing the said paper within the time stipulated. Without the active participation of our teachers it would have been extremely difficult for me to prepare the project in a time bound framework.HISTORY OF EDUCATION IN INDIAIndian reproduction history is very rich and motivating. In the ancient days, gurus and scholars impart study orally, but later the development of letters, it took the form of writing. Palm leaves and barks of trees were used for teaching, and this in tur n helped in spreading of the written literature. Temples and community centres practically took the role of school. When Buddhism spread in India, raising become available to everyone and this was the time when some human race famous educational institutions were established like Nalanda, Vikramshila and Takshashila. History has taken particular care to give Nalanda University, which flourished from the fifth to 13th century AD, full credit for its brilliance. This university had most 10,000 resident scholars and teachers on its roll at one time. These students included Chinese, Sri Lankan, Korean and other international scholars. It was in the 11th century that the Muslims recognized elementary and tributary schools. This led to the forming of few universities too at cities like Delhi, Lucknow and Allahabad. Medieval period saw excellent interaction surrounded by Indian and Islamic customs in all fields of knowledge like theology, religion, philosophy, fine arts, painting, a rchitecture, arithmetic, medicine and astronomy. Later, when British arrived in India, English education came into being with the help of the European missionaries. Since then, Western education gained advances in the country. With hundreds of universities and thousands of colleges affiliated to them, India has positioned itself happily as a country that provides superiority higher education to its people in specific and to the world in general. typify EDUCATION SYSTEM IN INDIAThe present education system in India mainly comprises of- base education, secondary education, senior secondary education and higher education Elementary education consists of eight years of education. Each of secondary and senior secondary education consists of two years of education. Higher education in India starts after passing the higher secondary education or the 12th stock(a). Depending on the stream(Arts,Commerce or Science). Doing graduation in India evict take three to five years. bear graduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes in addition remains straight-from-the-shoulder. The growing receiving of distance learning courses and growth of the open university system is alike causative a lot in the democratization of higher education in india.WORLD CLASS high EDUCATION INSTITUTES IN INDIAThere are quite a good number of educational institutes in India that can compete with the best educational institutes of the world and made India recognizable in the International Education. Some of them are as follows- The Indian Institutes of Technology (IITs), Indian Institutes of commission (IIMs), Indian Institutes of Science, National Law Schools, Jawaharlal Nehru University are some such institutes.FACILITIES OF EDUCATION TO MARGINALIZED IN INDIAAs education is the means for bringing socio- economic transformation in a society, various measures are being taken to e nhance the access of teaching to the marginalized sections of the society. One such measure is the introduction of the reservation system in the institutes of higher education. Under the present law-(1) 7.5% seats in the higher educational institutes are reserved for thescheduled tribes,(2) 15% for scheduled castes and 27% for the non chromatic layers of theOther Backward Classes (OBCs).PRESENT SCENARIO OF INDIAN EDUCATION Soon after independence in 1947, making education available to all had become a priority for the government. As discrimination on the basis of caste and gender has been a major hurdle in the healthy development of the Indian society, it also restricted the educational development of the nation as a whole. The 86th constitutional amendment has also made elementaryeducation a fundamental right for the children amid the age group- 6 to 14. According to the 2001 census- The total literacy valuate in India is 65.38% . The fe mannish literacy rate is only 54.16%The g ap between rural and urban literacy rate is also very significant in India. This is evident from the fact that only 59.4% of rural creation are literate as against 80. 3% urbanpopulation according to the 2001 census PUBLIC PRIMARY EDUCATION IN INDIA- ANOVERVIEWEarly childhood education in India is subject to two extreme but opposed deficiencies. On the one hand, millions of young children in lower income groups, especially rural and girl children, comprising nearly 40% of first grade entrants never complete primary school. Even among those who do, poorly qualified teachers, very high student-teacher ratios, inadequate teaching materials and out- moded teaching methods result in a low quality of education that often imparts little or no real learning. It is non uncommon for students completing six years of primary schooling in village public schools to wish even rudimentary reading and writing skills.PRIVATE PRIMARY EDUCATION IN INDIA- AN OVERVIEWCildren attending urban schools, especially middle and upper class children in private schools, are subjected to extreme competitive pressures from a very early age to acquire basic language skills and memorize vast amounts of information in order to qualify for admission into the best schools. Parents and teachers exert intense pressure on young children to acquire academic skills at an age when children should be abandoned freedom and encouraged to learn as a natural outcome of their curiosity, playfulness and eagerness to experiment. Necessary steps should be taken to avoid unessential pressure for childrens. system OF PRIMARY EDUCATIONSchemes chthonictaken by the government State-wise Allocation of Central Governments Share Made Under Sarva Shiksha Abhiyan in India (2006-2007)State-wise Amount Spent on Elementary Education from Component of Prambhik Shiksha Kosh in India (2006-2007 and 31.10.2007) State-wise Targets and Achievements under Sarva Shiksha Abhiayan (SSA) in India (2002-2007) Selected State-wise Number of Additional Kasturba Gandhi Balika Vidyalayas (KGBVs) Sanctioned in India (As on 01.02.2006)Funds Released to North Eastern States under CentrallySponsored Schemes for Operation Blackboard and Non Formal Education in India (1997-1998 to 2000-2001) Non Lapsable Central Pool of Resources under Centrally Sponsored Schemes for Elementary Education for North Eastern States in India (1999-2000 and 2000-2001 mature Recorded under Shiksha Karmi Project in India (upto september2001)Efforts are also being taken to improve the access to higher education among the women of India by setting up various ecational institutes exclusively for them or eserving seats in the already existing institutes.Development so far-Under SSA, 1.47 lakh primary schools have been undecided across the country, 1.23 lakh primary schools have been upgraded to have upper primary classes. 9.86 lakh teachers have been recruited, children are provided free textbooks, teachers are provided periodic in-service tra ining, Mid-day meal is provided to all children in classes 1-8 in Government and Government aided schools.GOVERNANCE OF SCHOOL EDUCATIONThe National Council Of Educational Research and Training (NCERT) is the legal body for government activity the curriculam matters for school education in India. The NCERT provides support and technical assistance to a number of schools in India and give guidance to many educational policies in India. contrary Indian curriculam bodies governing school Education in India are as follows- The State Government dialog box The Central Board Of Secondary Education ( CBSE ) Board The Council For The Indian School Certificate Examinations ( CISCE) Board The Indian Certificate Of Secondary Education ( ICSE ) Board The National Institute Of Open Schooling ( NIOS ) BoardGOVERNANCE OF HIGHER EDUCATIONIn order to develop the higher education system, the government had established theUniversity Grants Commission in 1953(UGC) . The primary role of UGC has been t o regulate the standard and spread of higher education in India. There has been a marked progress in the expansion of higher education if we look at the profit of higher educational institutes in India. The higher education system in India comprise of more than17000 colleges, 20 central universities, 217 State Universities, 106 Deemed to Universities and 13 institutes of Natioanl importance. Under the Indian constitution, various minority groups can also set up their own educational institutes. This number will soon inflate as the setting up of30 more central universities, 8 new IITs, 7 IIMs and 5 new Indian Institutes of science are now proposed.PESTLE outline OF EDUCATIONP POLITICAL ANALYSIS SCHOOL LEVEL Schools being privatised (like the NHS) A government initiative creates the assay that the school may fail to deliver the policy or be diverted away from local anesthetic priorities etc.Changes tothe skills required to be a teacher/ tutor Changes to curriculum with short lead times Requirement to be self managing Requirement to be self financing HIGHER LEVEL-Funding allocations to Universities and level of priority given to HE/ science.Funding allocations within the University. RAE 2008 process and its suggested replacements.University league get acrosss and rankings. In vogue research disciplines. Institutional policies on IPR and open access. Publisher lobbying and the DTI. EC position on research dissemination. Pressure for global dissemination of resources including redressing the balance between information poor and information rich. Competitor institutions. Research peaks. Future of the White Rose consortium and regional cooperation in HE. What happens to work when researchers move institutions?E stinting ANALYSIS-SCHOOL LEVEL-Central or local government funding decisions may affect school/ establishment financesClosure of a local manufacturing may affect fund raising plans etc. Ability of parents to raise funds for optional activities The need to run breakfast/ after schools clubs Ability to grace savings/ surpluses Cost of providing resources Staff teaching support Basics books/ paper Technology solutions laptops etcInterest rates Shortages of materials on national/ international markets Over training of school places in the area resulting in competition from neighbouring schools The risk of highly valued, key staff moving on to more up and coming schools/ academies.HIGHER LEVEL-Overall funding allocations to Universities from government and from Research . Councils.Use of short term contracts for researchers. VAT on electronic publications. Publisher business model and the possible impact of open access.. Cost of data storage. Cost of digital preservation actions and/or services. Priority given to outward facing technical services in a financially Restricted environment. Journal subscription model may be in transition libraries universities may worry they are paying for the same thing three times. depository serv ices are unlikely to be income generating or, only indirectly. Student debt may make a research career less attractive.S SOCIAL ANALYSIS SCHOOL LEVEL-Decline in birth rate, reflecting national trends. Local population changes (increasing/ decreasing numbers) . Demographic changes may affect likely pupil rolls or the temperof pupils needse.g. pupils with English as a second language etc. Closure of local firms providing employment Inability to attract staff. Social networking blogs, facebook, twitterChanges to qualifications expected. Integration with local community. Integration of students with special needs. parental preference an increase in parent power has allowed. parents more freedom of choice over their child s school. the risk of highly valued, key staff moving on to more up-and- coming establishments. Information is accessible to staff anywhere in the world via the Internet. Staff were not given enough training or access to effectively change their habits and how they expected information to be made available.HIGHER LEVEL-Widening participation. extendd student to staff ratios.. Use of short term contracts for researchers. Commodification of HE emphasis on HE for monetary gain. Possible lack of lecturers and researchers in the future. Public attitudes towards science and scientific knowledge demand for scientific information. Globalisation of science possibly more democratic access to dissemination mechanishs. T TECHNOLOGICAL ANALYSIS SCHOOL LEVEL-Changes to standards/ equipment required. bump of selecting the wrong technology at times of change (i.e. windows -v- open source).New computer viruses may affect school/ college operations, Disturbing/ illegal images on the internet may affect ICT security measures etc.Move from paper based books to e-book readers. Computer hardware being out of date.Computer software being out of date. Time to manage IT systems.HIGHER LEVEL- general availability of internet access including developing countries. D evelopment of GRID computing. Development of virtual learning environments and virtual research Environments. Generation of increasingly complex digital objects during research. Development of common interoperability standards. Development of metadata standards. Urgent need for digital preservation protocols. Need for and cost of data storage. Massive proliferation of email. Developing scientific disciplines new latent for research. gaind expectations of end users re quality and manner of data delivery. Increasing level of skills needed, particularly programming, to be classed as a techie. Anyone can be a publisher different publishing models. Possible new models for peer review. Local IT development priorities.LITERACY RATE IN INDIA As per 2001 Census, the overall literacy rate of India is 65.38%. The male literacy rate is 75.96% and female literacy rate is 54.28%.Ranking of States and Union Territories by Literacy RateStates literacy rate male literacy rate female literacy rateK erala 90.92 94.20 87.86Mizoram 88.49 90.69 86.13Lakshadweep (U.T.) 87.52 93.15 81.56Goa 82.32 88.88 75.51Delhi (U.T.) 81.82 87.37 75.00Chandigarh (U.T.) 81.76 85.65 76.65Pondicherry (U. T.) 81.49 88.89 74.13(U.T.) 81.18 86.07 75.29Daman Diu (U.T.) 81.09 88.40 70.37Maharashtra 77.27 86.27 67.51Himachal Pradesh 77.13 86.02 68.08Tripura 73.66 81.47 65.41Tamil Nadu 73.47 82.33 64.55Uttaranchal 72.28 84.01 60.26Gujarat 69.97 80.50 58.60Punjab 69.95 75.63 63.55Sikkim 69.68 76.73 61.46West Bengal 69.22 77.58 60.22Manipur 68.87 77.87 59.70Haryana 68.59 79.25 56.31Nagaland 67.11 71.77 61.92Karnataka 67.04 76.29 57.45Chhatisgarh 65.18 77.86 52.40This table shows the literacy rate of various state in india.EDUCATIONAL TARGETS OF 11 th YEAR PLAN Reduce dropout rates of children from elementary school from 52.2% in 2003-2004 to 20% by 2011-2012 Develop minimum standard of educational attainment in elementary school, and by regular testing moniter effectiveness of education to ensure quality. In crease literacy rate for people of age seven years or more to 85% Lower genger gap in literacy to 10 percentage point Increase the percentage of each cohort going to higher higher education from the present 10% to 15% by the end of the eleventh plan.