CURRENT TRENDS AND ISSUES OF EDUCATION

2. CURRENT TRENDS AND ISSUES OF
EDUCATION IN INDIA SINCE
INDEPENDENCE,NATIONAL
EDUCATIONAL POLICY
PRESENTED BY
SUCHISMITA GIRI
M.SC.TUTOR
SUM NURSING
COLLEGE
SOA DEEMEDTO BE
UNIVERSITY

3. introduction
 Education is a planned process of inducing those
attitudes and transmitting those skills that are essential
for local,regional,and national development.
 it is only after independence in 1947 A separate
Department of Education (later on changed to Human
Resources Department, HRD) was formed at the Centre
and Departments of Education were formed in each
State to serve with State Governments who in turn will
work with the local Panchayat to evolve suitable
mechanisms to provide educational and health facilities
for all the children of the locality.

4. Current trends of education in
india since independence
Expansion of
general
education
Preprimary education
Secondary educationPrimary education

5. Preprimary education
 Pre-primary education is considered to be
very important for the child as it is the first
step towards entering the world of
knowledge as well as a healthy and
purposeful life. Pre-primary education helps
children become more independent and
confident as well as promoting the all round
development of the children.

6. Present Status of Pre
Primary Education In India
preschool education is
provided by private schools
and government ICDS
(Anganwadi) centres. In
addition, there are some ECCE
centres running under SSA and
somepreschools are attached
to government as well as
private schools.

7. Primary education
 Been free and compulsory up to the age of 14.
 midday meal has been started in schools since 1995
to check drop out rate.
 from recent research data there is 1.3 million
schools in India .the Indian school system follows
the British structure. primary school consists of
grade1-5(ages6-11) and middle school consists of
grades6-8(ages11-14)
 both are compulsory. however researcher estimate
that an average 70 percent of children between the
age of 6 and 14 actually attend school.

8. curriculum
 Primary stage:
 Curriculum includes:
 1)one language-the mother tongue/regional
language
 2) mathematics
 3) art of healthy and productive living
 4) environmental studies

9. Cont.
 Upper primary /middle stage:
 The grade 6-8 curriculum includes:
 Three languages-mother tongue/regional
language,hindi and English
 Mathematics
 Science and technology
 Social sciences
 Work education
 Art education
 Health and physical education

10. Secondary education
 Secondary education covers children aged 12 to 18 .
 the final two years of secondary is often called higher
secondary,senior secondary or simply the +2 stage.
 -at present,the following schemes targeted at secondary
stage(class ix to xii) are being implemented in the form of
centrally sponsored schemes.
 -rastriya madhyamik shiksha abhiyan(RMSA)
 -girls hostel scheme
 -ICT at schools
 -inclusive education for disabled at secondary stage
 -scheme of vocational education
 -national incentive to girls

11. Technical education
 The technical education system
in the country covers
engineering, technology,
management, architecture,
pharmacy etc.The ministry of
human resource development
supports the programme at
undergraduate, graduate, post
graduate, and research levels.
the technical education system
at the central level comprises of
Indian institute of technology,
Indian institute of management,
Indian institute of sciences,
national institute of technology
and all india council for technical
education(AICTE).

12. Professional education
 An educational process or program that
develops individuals to acquire special
competencies for professional practice.
 Professional councils, likeAll India Council for
Technical Education (AICTE), Distance Education
Council (DEC), NationalCouncil forTeacher
Education (NCTE), MedicalCouncil of India (MCI)
and others are responsible for recognition of
courses, promotion of professional institutions
and providing grants to undergraduate
programmes and various awards.

13. Adult education
 Our Government has rightly
chosen to educate the illiterate
adults.
 In 1973 a Programme of Adult
Education was launched. Its
objective has been to educate
30 crores adults within the age
range of 15-35 years by the end
of the 20th century.The main
purpose of this Adult Education
Programme is to increase the
working efficiency of the adults
and to create in them a social
and national consciousness.

14. Womeneducation
 Objectives:
 to make women over 15 years of age literate and to
make them economically self-dependent.
 to give them training in rearing up children, family
planning and information about health principles.
 to acquaint them with the laws relating to women’s
rights in order to raise their social status and to
inform the Government about the atrocities
committed against them at times.

15. Vocational education
 Central Govt. has
been giving grants
to State
Governments to
implement the
programme since
1988. Agriculture,
Pisciculture, diary,
poultry, typing,
electronics,
mechanical and
carpentry etc. had
been included in
higher secondary
curriculum.

16. Online education in india
 Online education is a system of education training
which is delivered primarily via the Internet to
students at remote locations.
 Online education enables the students to opt for
many online degrees or courses from various
universities.
 This course has various advantages, as pursuing an
online course can be done simultaneously with
one's present occupation. Moreover, an online
degree assists in increasing the career prospects .

17. Distant education in india
 The system of Distant
Education in India is
becoming increasingly
popular.
 The availability of distance
learning courses has assured
that a person can pursue
education from any state or
university accordingly.

18. Non formal education
 The aim was to achieve universal elementary
education to all children in the age group of 6-14
years.The scheme was meant for those children
who cannot attend schools regularly and for full
time due to poverty and pre-occupation with other
works.
 Non-formal education centres have been set up in
remote rural areas, hilly and tribal areas and in
slums.

19. Encouragement to Indian
Language and Culture
 After the adoption of National Policy of Education
1968, regional language became the medium of
instruction in higher education. Syllabus on science
and technology, dictionaries, books, and Question
Papers are translated into regional languages.

20. Education for all
 According to 93rd Amendment, education for all
has been made compulsory.The elementary
education is a fundamental right of all children in
the age group of 6-14 years. It is also free.To fulfill
this obligation Sarva Shiksha Abhiyan (SSA) has
been launched.

21. Issues in education
 Unemployment
 Poverty
 Political unwillingness
 Dearness
 Corruption
 Privatization
 Unawareness of teachers
 No critical analysis
 Social disparity

22. National education policy
 The first NPE was promulgated in 1968 by the
government of Prime Minister Indira Gandhi
 The policy called for fulfilling compulsory
education for all children up to the age of 14,
as stipulated by the Constitution of India, and
the better training and qualification of
teachers.

23. Three language formula

24. Neweducationpolicy
 the government of Prime Minister Rajiv
Gandhi introduced a new National Policy on
Education in May, 1986.
 special emphasis on the removal of
disparities and to equalise educational
opportunity," especially for Indian
women, ScheduledTribes (ST) and
the Scheduled Caste (SC) communities.

25. Cont..
 the policy called for expanding scholarships, adult
education, recruiting more teachers from the SCs,
incentives for poor families to send their children to
school regularly, development of new institutions and
providing housing and services.
 The NPE called for a "child-centred approach" in
primary education, and launched "Operation
Blackboard" to improve primary schools nationwide
 The policy also called for the creation of the "rural
university" model, based on the philosophy of Indian
leader Mahatma Gandhi, to promote economic and
social development at the grassroots level in rural India.

26. Recent development
 District Primary Education Program (DPEP)
 Sarva ShikshaAbhiyan (SSA)/Right to Education
(RTE)
 National Programme for Education of Girls at
Elementary Level (NPEGEL)
 Rashtriya Madhyamik Shiksha Abhiyan (RMSA) for
development of secondary education, launched in
2009.
 Inclusive Education for the Disabled at Secondary
Stage (IEDSS )
 Saakshar Bharat (Saakshar Bharat)/Adult Education)
 Rashtriya uchchatar siksha abhiyan

27. District primary education
programme
 It was launched in 1994.
 Objectives:
 1.To provide all children access to primary education
through either the formal or non-formal stream.
 2.To reduce differences in enrolment, drop-out rates and
learning achievement among gender and weaker section
groups to less than five percent.
 3.To reduce overall primary dropout rates for all children to
less than 10 percent.
 4.To rise the average achievement rate by 25 percent by
measured baseline level and ensuring achievement of basic
literacy and numeracy competencies and minimum of 40
percent achievement in other competencies by all primary
education children.

28. Sarva shiksha abhiyan(SSA)
 Sarva Shiksha
Abhiyan (SSA)
is a
programme for
Universal
Elementary
Education. it
started on 2010
and SSA has
been
operational
since 2000-
2001.

29. objectives
 To provide useful and elementary education for all
children in the 6-14 age group.
 To bridge social, regional and gender gaps with the
active participation of community in the management
of schools.
 To allow children to learn about and master their
natural environment in order to develop their potential
both spiritually and materially.
 To inculcate value-based learning this allows children
an opportunity to work for each other’s well being
rather than to permit mere selfish pursuits.
 To realize the importance of Early Childhood Care and
education and looks at the 0-14 age as a continuum.

30. INTERVENTION
 Opening of new schools
 Construction of schools and additional classrooms
 Toilet and drinking water
 Provisioning for regular teacher
 Free textbook and uniform

31. National Programme for Education of
Girls at Elementary Level (NPEGEL)
 It is launched in july
2003.
Target groups of
NPEGEL :
 Out of school girls
 Drop out girls
 Overaged girls, who
have not completed
elementary education
 Working girls

32. objectives
 To ensure greater participation of women
and girls in the field of education.
 To improve quality of education.
 To stress upon the relevance and quality of
girls education for their empowerment.

33. Rashtriya Madhyamik Shiksha
Abhiyan (RMSA):
 This scheme was launched in March, 2009 with the
objective to enhance access to secondary education
and to improve its quality.The implementation of
the scheme started from 2009-10.
 Important physical facilities provided under the
scheme are:
 Additional class rooms, (ii) Laboratories, (iii)
Libraries, (iv) Art and crafts room, (v)Toilet blocks,
(vi) Drinking water provisions and (vii) Residential
Hostels forTeachers in remote areas

34. objectives
 Improve the quality of education imparted at
secondary level by making all secondary schools
conform to prescribed norms.
 Remove gender, socio-economic and disability
barriers.
 Provide universal access to secondary level
education by 2017, i.e. by the end of the 12th Five
Year Plan
 Enhance and universalize retention by 2020.

35. Inclusive Education for the Disabled at
Secondary Stage (IEDSS ) :
 The Scheme of Inclusive Education for Disabled
at Secondary Stage (IEDSS) has been launched
from the year 2009-10.
 The scheme provides assistance for the inclusive
education of the disabled children in classes IX-
XII.This scheme now subsumed under Rashtriya
Madhyamik ShikshaAbhiyan (RMSA) from 2013.

36. objectives
 The scheme covers all children studying at the
secondary stage in Government, local body and
Government-aided schools, with one or more
disabilities as defined under the Persons with
Disabilities Act (1995)
 Girls with the disabilities receive special focus to
help them gain access to secondary schools, as also
to information and guidance for developing their
potential.

37. components
 Student-oriented components, such as medical
and educational assessment, books and
stationery, uniforms, transport allowance, reader
allowance, stipend for girls, support services,
assistive devices, boarding the lodging facility,
therapeutic services, teaching learning
materials, etc.
 Other components include appointment of
special education teachers, allowances for
general teachers for teaching such children,
teacher training,

38. Saakshar Bharat (Saakshar
Bharat)/Adult Education :
 Saakshar Bharat is a government of India initiative
launched by Prime Minister, Dr. Manmohan
Singh to create a literate society through a variety
of teaching learning programmes for non-literate
and neo-literate of 15 years and above.
 It was launched on 8 September 2009 as a centrally
sponsored scheme.

39. objectives
 The Mission has four broad objectives, namely:
 Impart functional literacy and numeracy to non-
literate and non-numerate adults
 Enable the neo-literate adults to continue their
learning beyond basic literacy and acquire
equivalency to formal educational system .
 Impart non and neo-literates relevant skill
development programmes to improve their
earning and living conditions .
 Promote a learning society by providing
opportunities to neo literate adults for
continuing education.

40. Rashtriya uchchatar siksha
abhiyan
 Rashtriya Uchchattar Shiksha
Abhiyan (RUSA) is a holistic scheme of
development for higher education in
India initiated in 2013 by the Ministry of
Human Resource Development, Government
of India.

41. objectives
 RUSA aims to provide equal development to all higher
institutions and rectify weaknesses in the higher education
system.
 The major objectives are to:
 improve the overall quality of existing state institutions by
ensuring that all institutions conform to prescribed norms
and standards and adopt accreditation as a mandatory
quality assurance framework.
 ensure academic and examination reforms in the higher
educational institutions.
 enable conversion of some of the universities into research
universities at par with the best in the world.
 ensure adequate availability of quality faculty in all higher
educational institutions and ensure capacity building at all
levels of employment.

42. Cont.
 improve equity in higher education by providing
adequate opportunities of higher education
to SC/STs and socially and educationally backward
classes; promote inclusion of women, minorities,
and differently abled persons.

43. Policy innovations to improve education
quality and student learning:

44. summary

45. conclusion
 Many aspects of the current educational
setup demand review and change. Until
concrete steps are taken to reformulate our
methodology of imparting education, we
shall continue to underutilize, even waste our
youth, and this could have serious
consequences in the future.

46. bibliography
 https://www.journals.elsevier.com/internatio
nal-journal-of-educational-development
 www.economicsdiscussion.net
 www.insightsonindia.com
 content.inflibnet.ac.in
 www.indianetzone.com