Education System in India

1. EDUCATION SYSTEM IN
ANCIENT INDIA
(till 1947)

2. You cannot believe in God
Until you believe in yourself
Swami Vivekananda

4.  The act or process of imparting or acquiring general knowledge,
developing the power of reasoning and judgment, and generally of
preparing oneself or others intellectually for mature life.
 The act or process imparting or acquiring particular knowledge or
skills, as for a profession.
 The knowledge or training acquired by this process his education
has been invaluable to him A degree, level, or kind of schooling ( a
university education)
 The result produced by instruction, training or study ( to show
one’s education)
.

5.  40% of India’s population is illiterate.
 Indian classroom are understaffed. ( I in IV teachers will be
absent on any given day)
 Teachers are not engaging ( only 50% are likely to be teaching
at any given time)
 Drop-out rate is unusually high ( More than I in III children who
begin primary school drop out before reaching the 5th
grade.)
 Education spend is relatively low ( India spends only 3.3 % of
its GDP on education, compared to an average 5.8% in
developed countries )

6.  According to the Right to Education Act. 2009, schooling is free and
compulsory for all children from the ages of 6 to 14. however ,
improvements are slow being implemented and disadvantaged groups
may still not have adequate access to education
 A high value is placed on education, as it ensures a stable future. All
parents want their children to attend best private English schools, but
places are limited. The admission process is therefore highly
competitive.
 Most Indian schools have strong focus on academic subjects, with
little scope for creativity and few or no extra-curricular activities.
Traditional schooling methods tend to emphasis rote learning and
memorization, rather than encouraging independent or creative
thinking. There is a strong focus on examinations from an early age.
This makes the atmosphere at Indian schools competitive.

7.  Pre-school: Education at this level is not compulsory. The
Montessori system is especially popular at the pre-school level.
 Private playschools: Catering the children between the ages of 18
months and three years.
 Kindergarten: This is divided in to lower kindergarten and upper
kindergarten.
 Primary School: First to fifth standard/class/grade
 Middle school: Fifth to eighth standard/class/grade
 Secondary school: Ninth and tenth standard/class/grade
 Higher secondary: 11th
and 12th
standard/class/grade. This is when
students choose an academic area on which to focus.
 Undergraduate: A BA is a three-year degree. Specialized courses
such as medicine and engineering can be longer.
 Postgraduate: A two-year course.

8.  Government schools: Most schools in India are funded and run by
the government. However the public education system faces
serious challenges including a lack of adequate infrastructure,
insufficient funding, a shortage of staff and scarce facilities.
 Private schools: Since many government schools do not provide
adequate education, Indian parents aspire to send their children to
a private school.
 International schools: There are international schools in all major
cities. They are attended by expat and Indian children.
 National open schools: Provide education up to the higher
secondary level for children whose schooling has been interrupted
and have been unable to complete formal education.
 Special-needs schools: Provide non-formal education and
vocational training to children with disabilities.

9.  Additionally, the quality of learning is a major issue and reports
show that children are achieving class-appropriate learning levels.
 According to Parham's Annual Status of Education 2013 report,
close to 78% of children in Standard III and about 50% of children
in standard V cannot yet read standard II Texts.
 Arithmetic is also a cause for concern as only 26% students in
standard V can do a division problem. Without immediate and
urgent help, these children cannot effectively progress in the
education system,
 Improving the quality of learning in schools is the next big
challenge for both the state and central governments.

10.  Focus on skill based education
 Reward creativity, original thinking research and innovation
 Get smarter people to teach
 Implement massive technology infrastructure for education
 Re-define the purpose of the education system
 Effective deregulation
 Take mediocrity out of the system
 Personalize education – one size does not fit all
 Allow private capital in education
 Make reservation irrelevant

11.  With more than 7,40,000/- schools India operates the biggest education
system in the world.
 Literacy rates have increased within the last decades, up to 65% in
2001.
 however, since level boards are in control of education, there are big
differences in quality of education in India
 Availability of primary schools in remote areas is still limited leading to
anomalies in student teacher ratios.
 Although the situation is improving, it will take decades before the quality
of India’s primary education system reaches Western levels.

12.  Secondary education in India includes the two year high school as
well as vocational colleges.
 The main focus of secondary education centers is on the
preparation for certain professions.
 Even though high schools and colleges face the same problems as
primary schools, their quality of education is significantly better.
 This is mainly due too the fact that experienced professionals from
Indian companies and universities are called to teach at secondary
schools on a regular basis.
 Their experiences often compensate teacher’s lack of knowledge.
However, even fewer children than at primary schools are able to
attend secondary schools in India.

13.  The state government’s secondary education
examination board which regulates the majority of
Indian schools.
 The Central Board of Secondary Education.
 The Council for the Indian School Certificate
Examinations.
 The National Open School Board.

14.  Despite many legal obligations there is a great variety of private
schools in India.
 Private schools in India are usually run by religious groups or as
part of an international school network. Since they are privately
funded, they have better equipment than public schools.
 Their student teacher ratio are much better as well and they
usually also offer extra-curricular activities, such as sports,
music and drama classes and science clubs.
 International schools in India usually follow curriculum of their
home country. Their classes are usually held in English.
 This increases the student’s chances of studying abroad.

15.  There are 45 university under national jurisdiction in India and more
than 215 state-run-universities. In addition, there are more than
16000 colleges either preparing students for university or offering
vocational training.
 The focus of Indian university education lies on scientific research
and engineering.
 The most famous institutes are the Indian Institutes of Technology.
They are highly accredited worldwide and offer the best education
in technological fields in India.
 Some universities, however, have started offering their courses in
local Indian languages. Especially in management, scientific and
technical subjects you will only find English in class.

16.  Yes, we do know that many IB schools across India are
trying to bring in interactive education and we laud that
immensely.
 Owing to the fixated style of question papers that have
doing the rounds in board exams from time immemorial,
rote learning has continued.
 We’re very sure that most students won’t be clear about
many of the basic foundation concepts taught in school
even after they’ve graduated.
 Ever heard of students mugging up balanced equations, this
is one fundamental change that needs to come about in our
Indian Education system.

17.  All the over evils of the Indian education system ultimately come
down to the method in which students are marked.
 Is it justified that a student is evaluated only on the basis of
his/her performance for the duration of three hours of the exam.
 If the axis of grading and marking is shifted to classroom
participation, project work, communication and leadership skills
and extracurricular performance, only then will a genuine student
shine out.
 This might sound like a utopian proposition but the Indian
education system badly needs to bring about this change.

18.  Some school and colleges in the country focus on the
extracurricular activities to develop the student
capabilities in terms of problem solving writing skill,
verbal skill communication enhancement , physical
fitness and more.
 Here again the skill development are realized and
accepted uneven if checked across the country.
 These activities should be made available to each
student in the country irrespective of the state and
region.

19.  The hindrance to technology driven classrooms prevails and is
in completely exploited in the nation.
 Proper measures should be undertaken to widely make aware of
the benefits in adding technology to the classroom and bring in a
significant change in student’s perception of subjects.
 The usual brick and mortar concept has reached its peak and
the modern technological classroom should be welcomed as it
can help us bring in a new effective learning atmosphere and
teaching methodology.

20.  Classroom lecture sometimes become too boring encouraging only a little
student involvement or creativity and going through such lessons students
find the proper justification in bunking the classes.
 But ,if the teacher brings practical and exciting analogies to teach the
classroom becomes more interesting and lessons become easy to
understand.
 Many can question that every subject does not need practical guidance and
theoretical knowledge is the base of the subject but the visual experience
and practical guidance can help in avoiding the boredom.
 Many successful entrepreneurs have not got the theoretical knowledge
because their success stands on the experience they have gained.
 This is philosophy what that needs to be imparted from the school days of
the students.

21.  Improve the overall quality of state institutions by ensuring conformity to
prescribed norms and standards and adopt accreditation as a mandatory
quality assurance framework.
 Ensure reforms in the affiliation, academic and examination systems.
 Ensure adequate availability of quality faculty in all higher educational
institutional and ensure capacity building at all levels of employment
 Create an enabling atmosphere in their higher educational institutions to
devote themselves to research and innovations.
 Expand the institutional base by creating additional capacity in existing
institutions and establishing new institutions, in order to achieve enrolment
targets.
 Correct regional imbalance in access to higher education by setting up
institutions in un-served & understand areas.
 improve quality equity in higher education by providing adequate
opportunities of higher education to SC/ST and socially and educationally
backward classes, promote inclusion of women, minorities and differently
abled persons.

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