Indian education system
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Indian education system Indian education system Presentation Transcript

  • •In India the Guru or theteacher is held in highesteem.•Indeed, there is anunderstanding that if thedevotee were presentedwith the guru and God, firsthe would pay respect tothe guru, since the guruhad been instrumental inleading him to God.
  • In compiling the vedic mantras,VED VYASA edited them into fourbooks, the Rig-Veda, the Yajur-Veda, the Sama-Veda, and the
  • The Vedas are a large body oftexts originating in ancient India.Composed in Vedic Sanskrit, thetexts constitutes the oldest layerof Sanskrit literature and theoldest scriptures of Hinduism.•Scholars have determined that theRig Veda, the oldest of the fourVedas, was composed about 1500B.C.
  • Gurukul was a type of school in India, residential innature, with pupils living in proximity to the guru. In a gurukul, students resided together as equals,irrespective of their social standing, learnt from the guruand helped the guru in his day-to-day life.At the end of his studies, the pupil offered dakshina (fees)to the guru. The gurudakshina is a traditional gesture ofacknowledgment, respect and thanks.
  • Nālandā is the name of an ancient university in Bihar, Indiaand was a Buddhist center of learning from 427 CE to 1197CE. It has been called "one of the first great universities inrecorded history.
  • There were universities like Taxila,Ujjain, Kanchi etc. for medicine andlearning including mathematics andastronomy.
  • Education of Indians had become a topic of interest among East India Company officials. The policy’s goal was• to advance knowledge of Indians and• to employ that knowledge in the East India Company
  • • Since English was increasingly being employed as the language of instruction, during 1852–1853 petitions were sent to the British Parliament in support of both establishing and adequately funding university education in India which resulted in the Education Dispatch of July 1854 which helped in shaping the education system of India.
  • • Established a Department of Public Instruction in each province of British India. • Established teacher-training schools for all levels of instruction. • Increased the number of Government colleges ,vernacular schools and high-schools . • The Department of Public Instruction was in place by 1855. By 1857 a number of universities were established modeled on the University of London.Educational reforms in the early 20 th century led towards the nationalisation of manyuniversities.
  • GRANT MEDICALCOLLEGE,1844
  • • Rabindranath started an open-air school known as the Patha Bhavan at Shantiniketan that gradually developed into an international university named Visva Bharati where the cultures of the East and the West met in common fellowship and thereby strengthening the fundamental condition of world peace.
  • PATHABHAVAN, theschool of hisideals, whosecentral premisewas that learningin a naturalenvironmentwould be moreenjoyable and
  • •The main attractions of Shantiniketan include the various buildings of the Visva-Bharati campus. Chinese faculty,College of Arts and Crafts, Patha Bhavan (the
  • • Some of the famous students of Visva- Bharati include Indias former Prime Mister the Ms Indira Gandhi ,world famous film director Mr.Satyajit Ray and Nobel Laureate
  • •Following independence in 1947, MAULANA AZAD, Indias first education minister recommended strong central government control over education throughout the country, with a uniform educational system.
  • The Indian government lays greatemphasis to primary education up tothe age of fourteen years (referred toas Elementary Education in India.)The Indian government has alsobanned child labour in order toensure that the children do not enterunsafe working conditions.
  • Education has also been made free for children for six to 16 years of age.The District Primary Education Programme(DPEP) was launched in 1994 with an aim touniversalize primary education in India byreforming and vitalizing the existing primaryeducation system
  • • The Mid-day Meal Scheme is the popular name for school meal programme in India. It involves provision of lunch free of cost to school-children on all working days with an objective to:• increase school enrolment and attendance, improve socialisation among children belonging to all
  • The current scheme for universalizationof Education for All is the SARVASHIKSHA ABHIYAN which is one ofthe largest education initiatives in theworld.
  • RIGHT TO EDUCATIONEvery child between the ages of 6 to 14years has the right to free andcompulsory education. The governmentschools shall provide free education toall the children. Private schools shalladmit at least 25% of the children in
  • 2.1 In our national perception, Education2.2 refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit - thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution.2.32.4
  • .The government is committed to providingeducation through mainstream schools forchildren with disabilities.The need for inclusive education arisesprecisely because it is now well understoodthat most children with disabilities can,with motivation and effort on the part ofteaching institutions, become an integralpart of those institutions
  • There is a common educationalstructure(10+2+3) followed allover the country.
  • School education 10+2Pre primary (FOR 1 YEAR)Primary (GRADE 1-5)Middle (GRADE 6-8)Secondary (GRADE 9-10)Senior Secondary (GRADE11-12)
  • Significant feature of Indiassecondary school system is theemphasis on inclusion of thedisadvantaged sections of thesociety. Another feature of Indiassecondary school system is itsemphasis on profession basedvocational training to helpstudents attain skills for findinga vocation of his/her choosing.
  • The Secondary education is supported by the following organisations under the administrative control of the Union Department of Education: Some of the institutes are:-•National Council of EducationalResearch and Training (NCERT)•Central Board of SecondaryEducation (CBSE)•National Institute of OpenSchooling (NIOS)
  • The National Policy on Education (NPE),1986, has provided for environment awareness,science and technology education, andintroduction of traditional elements such asyoga into the Indian secondary school system
  • The CBSE was set up by a special resolution ofthe Government of India in 1929 at Ajmer with a view to play a useful role in the field ofSecondary Education and to raise its standard.
  • . The Main functions of the board are: to conduct Class X and XII examinations and grant certificates, to prescribe courses of instructions, prescribe conditions for examinations, and to affiliate institutions for the purpose of examinations. The CBSE also conducts all India entrance examinations at the under graduate level for pre-medical/pre-dental, engineering and architecture courses.
  • The CBSE has constantlybeen engaged in process ofcurriculum design, in-serviceteacher empowermentprogrammes and developmentof textual material .
  • CBSE has introducedCONTINUOUS AND COMPREHENSIVE EVALUATION (CCE) at thesecondary level. The scheme of CCE discourages mechanical testing. Itenvisages employment of variety of tools and techniquesfor assessment in informal and formal settings which aremore interesting, relevant and meaningful and involvelearners for greater participation and learning.
  • It is a system of school basedassessment that covers all aspects ofstudent’s development. It emphasizestwo fold objectives. Continuity inevaluation and assessment of broadbased learning. CCE will cover thescholastic and co scholastic areas ofschool education.
  • NCERT is an autonomous bodyfully funded by the Ministry ofHuman Resource and Development(MHRD)The NCERT was established in 1961. It functions asa resource centre in the field of school education andteacher education. Publication of school textbooksand other educational material like teachers’guides/manuals etc. are its major functions.It aims at making environmental education an integralpart of curriculum in school education.
  • Indias higher educationsystem is the third largest inthe world, after China and theUnited States.
  • imbued with ascientific culture wasJawaharlal Nehrusaim. One suchinitiative was theAll-India Instituteof Medical Sciencesas an institution ofnational importanceby an Act ofParliament and hasset the pace formedical educationand research in
  • Some institutions of India, such as theIndian Institutes of Technology (IITs),have been globally acclaimed for theirstandard of education. The IITs enrollabout 8000 students annually and thealumni have contributed to both thegrowth of the private sector and thepublic sectors of India.
  • Higher education in India has evolved indivergent streams with each streammonitored by an apex body(UNIVERSITYGRANTS COMMISION- organisation set up by Uniongovernment in 1956, for the coordination, determination andmaintenance of standards of university education )indirectlycontrolled by the Ministry of HumanResource Development. Most universities areadministered by the States, but there are 18important universities called CentralUniversities, which are maintained by theUnion Government.
  • The National Law School of India University ishighly regarded, with its students beingawarded Rhodes Scholarships to OxfordUniversity, and the All India Institute of MedicalSciences is consistently rated the top medicalschool in the country . Indian Institutes ofManagement (IIMs) are the top managementinstitutes in India .
  • Delhi Chief Minister Ms.SheilaDikshit launched the ‘Ladli’.Under the scheme, the stategovernment intends to depositRs.100,000 in the account ofevery girl child (belonging to aparticular income group) bythe time she attains the age of18.As per the scheme, thegovernment will depositRs.10,000 in the name of a girlchild at the time of her birthand Rs.5,000 each at the timeof admission to Class I, VI, IX,X and XII to encourage hereducation.
  • • Vocational education is imparted through Industrial Training Institutes (ITIs) and polytechnics.
  • •India which has alwaysbeen a centre for thetextile and garment trade. Now the fashion industryhas become so specializedthat it encompasses a vastfield of studies in design,concept management,design productionmanagement, qualitycontrol, planning, fabricdesign, printing, fashionaccessory design, fashionmerchandising, textilescience, colour mixing,marketing and so on.
  • National Institute of Fashion Technology wasset up in 1986 under the aegis of the Ministryof Textiles, Government of India. It hasemerged as the premier Institute of Design,Management and Technology, developingprofessionals for taking up leadership positionsin fashion business in the emerging globalscenario.
  • MATHS LABS ARE A PART OF THE INFRASTRUCTURE ALONG WITHPHYSICS,CHEMISTRY,BIOLOGY,PSYCHOLOGY,HOME SCIENCE ANDCOMPUTERS.
  • THEATRE,SINGING,DANCING,POETRY WRITING AND RECITATIONARE A FEW CO CURRICUAR ACTIVITIES WHICH ENHANCE THEPERSONALITY OF THE LEARNERS.
  • VARIOUS CLUBS AND SOCIETIES IN SCHOOL ENGAGE THE STUDENTS INSOCIAL SERVICE, TREE PLANTATION ,CLEANING OF NEIGHBOURHOODAND SPREADING AWARENESS REGARDING VARIOUS ISSUES.
  • The online projects encourage our students to collaborate ,cooperate and communicatewith the students all over the world. This use of cyber space has led to the globalisationof education.
  • We give them roots, we give them wingsAnd great joys from, little things, A hope that they will soar , A hope that they will try, We are sure that one day , Our children will learn to fly.PREPARED BYSt.Mark’s Sr. Sec. Public school,Meera Bagh, New delhi