The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission of India to assess and accredit higher education institutions in the country. It was established in 1994 to address the deterioration of quality in higher education. NAAC functions through its General Council and Executive Committee, assessing institutions based on criteria like teaching-learning, research, infrastructure, and student support. It grades institutions on a scale of A++ to D to ensure satisfactory quality standards. The aims of NAAC include contributing to national development and promoting excellence in higher education.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The National Council of Educational Research and Training (NCERT) was established in 1961 to promote and organize research in education and improve educational techniques. It disseminates knowledge through various publications and training programs. The Maharashtra State Council of Educational Research and Training (MSCERT) was established in 1984 and is responsible for curriculum, textbooks, and teacher training for Maharashtra schools. Both organizations aim to improve quality of education through research, resources, and teacher professional development.
The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission of India to assess and accredit higher education institutions in the country. It was established in 1994 to address the deterioration of quality in higher education. NAAC functions through its General Council and Executive Committee, assessing institutions based on criteria like teaching-learning, research, infrastructure, and student support. It grades institutions on a scale of A++ to D to ensure satisfactory quality standards. The aims of NAAC include contributing to national development and promoting excellence in higher education.
The document summarizes the key aspects of the Secondary Education Commission of 1952-1953 in India. The commission was chaired by Dr. A. Lakshmanaswami Mudaliar and aimed to examine problems in secondary education and its relationship to primary and higher education. Its major recommendations included defining the aims of secondary education as producing ideal citizens, developing skills for earning a livelihood, fostering leadership qualities, and cultivating human virtues. It also recommended making secondary education last 7 years, using the local language as the medium of instruction, introducing English/Hindi later, including various subjects in the curriculum, modernizing textbooks, offering vocational courses, reducing examinations, and establishing a Board of Secondary Education.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA)Sheetal K
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to eligible state higher education institutions in India. The funding is norm-based and outcome-dependent, with ratios of 60:40, 90:10, or 100% funding depending on the state category. Funding flows from the central ministry to state governments to State Higher Education Councils and then to institutions. The objectives of RUSA include improving quality, access, and inclusion in higher education through reforms, infrastructure development, faculty recruitment, research promotion, and addressing regional imbalances. Key implementation bodies include the National Mission Authority, Project Approval Board, and R
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
The document summarizes India's Right to Education Act of 2009. It established free and compulsory elementary education for all children between ages 6-14. Key features include minimum standards for schools, prohibiting unrecognized schools, and reserving 25% of private school seats for disadvantaged students. While the Act aims to improve access to quality education, challenges remain in effective implementation, particularly ensuring disadvantaged urban children are not deprived of their right to education.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government scheme launched in 2009 to improve secondary education access and quality in India. It aims to increase secondary school attendance, improve gender equity, and boost school infrastructure by 2017. RMSA provides funding to state governments to hire more teachers, establish science labs, incorporate technology, and build new classrooms, libraries, and other facilities to enhance education across India. Key achievements so far include over 11,000 new secondary schools, over 300,000 school infrastructure developments, and the construction of classrooms, labs, libraries and other facilities.
This document discusses constitutional provisions relating to education in India. It outlines that the Indian constitution contains directives for the government around education. The seventh schedule lists educational responsibilities of central and state governments. The preamble aims to secure justice, liberty, equality and fraternity for citizens. Several articles outline provisions for free and compulsory education, promotion of weaker sections, and rights of minorities to establish educational institutions. Education is included in the concurrent list, allowing both central and state governments to legislate on it, with central legislation taking precedence. There are arguments both for and against retaining education as a concurrent subject.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
This document presents a theme paper on the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) or National Secondary Education Mission in India. The paper discusses some of the key issues and challenges with RMSA's implementation including lack of proper planning by states, financial issues, and contradictions between national visions and state-level implementation. It argues that RMSA suffers from problems of overlapping administrative systems, unilateral decisions made without consulting states, and potential threats to teachers' academic freedom from increased monitoring. The paper questions whether RMSA's approach can truly achieve its goals of universalizing secondary education and promoting social justice in India.
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a centrally sponsored scheme launched in 2009 by the Ministry of Human Resource Development to improve secondary education in India. The goals of RMSA are to provide universal access to secondary education by 2017, universal student retention by 2020, and improve quality of education while removing gender, socioeconomic and disability barriers. It aims to achieve this through improving infrastructure, access, equity, quality education, and use of information technology in secondary schools nationwide.
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The document outlines key points of India's National Education Policy 2020. It discusses objectives of providing information on the NEP and clarifying doubts. Some highlights of the NEP include focusing on foundational literacy and numeracy, reducing dropout rates, implementing a multilingual approach with home language/mother tongue as the primary medium of instruction, and increasing flexibility in subject choices for secondary students. The vision is to build a globally prestigious education system rooted in Indian values and transform India into a global knowledge superpower.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Report on various types/forms of schoolAngelaMwSabu
The document discusses the various types of schools in the Indian education system. It outlines six main types: public or government schools, which are funded by the government but face challenges like lack of infrastructure; government-aided schools which are privately owned but follow government rules; private schools funded independently and charging high fees; international schools which teach in English and follow a foreign curriculum; national open schools which provide distance education; and special needs schools for children with disabilities.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA)Sheetal K
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to eligible state higher education institutions in India. The funding is norm-based and outcome-dependent, with ratios of 60:40, 90:10, or 100% funding depending on the state category. Funding flows from the central ministry to state governments to State Higher Education Councils and then to institutions. The objectives of RUSA include improving quality, access, and inclusion in higher education through reforms, infrastructure development, faculty recruitment, research promotion, and addressing regional imbalances. Key implementation bodies include the National Mission Authority, Project Approval Board, and R
The Mudaliar Commission was established in 1952 to review secondary education in India. It recommended extending secondary education to 7 years, with the first 4-5 years consisting of primary education and the remaining years divided between lower and higher secondary education. It emphasized developing students' democratic citizenship, vocational skills, leadership abilities, and cultural heritage. The commission also suggested implementing a three language formula in schools, diversifying academic courses, improving teacher training, and incorporating guidance and counseling programs. However, it had some limitations such as not fully addressing students' emotional needs or developing strong language skills.
The Secondary Education Commission of 1952-1953 made several major recommendations, including installing higher secondary education with diversified courses, emphasizing vocational guidance and improving teaching methods. It recommended teaching in mother tongues while also promoting national languages. It sought to improve teachers' status through better pay and benefits. The commission aimed to reform secondary education to produce ideal citizens and develop human virtues through a more well-rounded, activity-based curriculum.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
Sarva Shiksha Abhiyan (SSA) is India's flagship program for achieving Universal Elementary Education launched in 2001. It aims to provide useful and relevant elementary education to all children aged 6-14 by 2010. Key objectives include enrolling all children in school by 2003, completing 5 years of primary schooling by 2007, and 8 years of elementary education by 2010. It focuses on improving access through school infrastructure development, teacher training, and community mobilization with the goal of closing gender and social gaps in education attainment. While significant progress has been made in enrollment, retention remains a challenge.
The document summarizes India's Right to Education Act of 2009. It established free and compulsory elementary education for all children between ages 6-14. Key features include minimum standards for schools, prohibiting unrecognized schools, and reserving 25% of private school seats for disadvantaged students. While the Act aims to improve access to quality education, challenges remain in effective implementation, particularly ensuring disadvantaged urban children are not deprived of their right to education.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government scheme launched in 2009 to improve secondary education access and quality in India. It aims to increase secondary school attendance, improve gender equity, and boost school infrastructure by 2017. RMSA provides funding to state governments to hire more teachers, establish science labs, incorporate technology, and build new classrooms, libraries, and other facilities to enhance education across India. Key achievements so far include over 11,000 new secondary schools, over 300,000 school infrastructure developments, and the construction of classrooms, labs, libraries and other facilities.
This document discusses constitutional provisions relating to education in India. It outlines that the Indian constitution contains directives for the government around education. The seventh schedule lists educational responsibilities of central and state governments. The preamble aims to secure justice, liberty, equality and fraternity for citizens. Several articles outline provisions for free and compulsory education, promotion of weaker sections, and rights of minorities to establish educational institutions. Education is included in the concurrent list, allowing both central and state governments to legislate on it, with central legislation taking precedence. There are arguments both for and against retaining education as a concurrent subject.
The document provides an overview of the National Council for Teacher Education (NCTE) in India, including its objectives to regulate and maintain standards in teacher education programs, functions such as developing norms and guidelines for teacher qualifications and training programs, and organizational structure with regional offices and committees. Key information presented includes NCTE's role in coordinating teacher education, recognized teacher education programs, and regulations and norms developed to improve teacher education standards.
This document presents a theme paper on the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) or National Secondary Education Mission in India. The paper discusses some of the key issues and challenges with RMSA's implementation including lack of proper planning by states, financial issues, and contradictions between national visions and state-level implementation. It argues that RMSA suffers from problems of overlapping administrative systems, unilateral decisions made without consulting states, and potential threats to teachers' academic freedom from increased monitoring. The paper questions whether RMSA's approach can truly achieve its goals of universalizing secondary education and promoting social justice in India.
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a centrally sponsored scheme launched in 2009 by the Ministry of Human Resource Development to improve secondary education in India. The goals of RMSA are to provide universal access to secondary education by 2017, universal student retention by 2020, and improve quality of education while removing gender, socioeconomic and disability barriers. It aims to achieve this through improving infrastructure, access, equity, quality education, and use of information technology in secondary schools nationwide.
The Right to Education Act of 2009 has several key provisions:
- It guarantees the right to free and compulsory education for all children between ages 6-14.
- Private schools must reserve 25% of their seats for disadvantaged students, whose education will be funded by the government.
- Schools cannot charge capitation fees or require entrance exams or interviews.
- Several issues have arisen in implementing the Act, such as lack of qualified teachers, unclear standards, and challenges integrating disadvantaged students.
- Proposed solutions include incentives for school attendance, improving teacher training, and using technology for education.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
The document outlines key points of India's National Education Policy 2020. It discusses objectives of providing information on the NEP and clarifying doubts. Some highlights of the NEP include focusing on foundational literacy and numeracy, reducing dropout rates, implementing a multilingual approach with home language/mother tongue as the primary medium of instruction, and increasing flexibility in subject choices for secondary students. The vision is to build a globally prestigious education system rooted in Indian values and transform India into a global knowledge superpower.
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Report on various types/forms of schoolAngelaMwSabu
The document discusses the various types of schools in the Indian education system. It outlines six main types: public or government schools, which are funded by the government but face challenges like lack of infrastructure; government-aided schools which are privately owned but follow government rules; private schools funded independently and charging high fees; international schools which teach in English and follow a foreign curriculum; national open schools which provide distance education; and special needs schools for children with disabilities.
Empirical study on education system in indiaIlyas Ahmed
The document summarizes an empirical study on the education system in India. It discusses the objectives of studying the pre-independence and post-independence periods. During pre-independence, education levels were very low, especially for women and poor families. After independence, the government expanded general education and institutions, increasing literacy from 19% to 65% between 1951-2001. It also developed technical education. Central government schemes targeted improving access to education for girls, disabled students, and minority groups. While evaluations emphasized exams, reforms are needed in the education system to focus more on skills and holistic development.
The document discusses the education system in India. It outlines the various governing bodies that oversee education at different levels, including the National Council of Educational Research and Training (NCERT) for school education, state government boards, and the University Grants Commission for tertiary education. It also describes initiatives to improve access such as the District Primary Education Program and Sarva Shiksha Abhiyan. Issues discussed include gender gaps in education and the need to improve education quality beyond literacy.
The document discusses the history and functions of the University Grants Commission (UGC) of India. It establishes that UGC was formed in 1956 as a statutory body through an act of Parliament to coordinate and determine standards of higher education. It oversees 967 universities in India, including 54 central universities, 418 state universities, 370 private universities and 125 deemed universities. The key roles of UGC are to provide funds to universities, coordinate and maintain standards of education, and act as a link between higher education institutions and the government.
The document discusses enhancing the quality of primary education in India. It provides details of a team presenting on this topic including their names, college, and team name. It then discusses the roles of central and state governments in the Indian education system and different education levels. It analyzes various government schemes for primary education, their objectives and failures. Data from ASER reports on the status of primary education in rural India is presented. Comparisons are made between the education systems of India and Finland. Suggestions are provided for what the government should do like increasing central control and rural schools. Challenges and solutions are discussed for the different proposals.
The document summarizes the history and development of education in India. It discusses the traditional gurukul system of education and ancient universities like Nalanda. It then outlines the changes introduced during British rule, including the establishment of universities modeled after London University. After independence, it notes the emphasis on a national education system and initiatives like Sarva Shiksha Abhiyan for universal primary education. It also provides details about the structure of school and higher education in contemporary India.
The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
Higher education in India has the third largest system globally after China and the US. It begins after 12 years of schooling and offers a wide range of courses. The historical roots trace back to ancient institutions like Nalanda and Taxila, though there was a lack of development during medieval and British rule. Post-independence, the government has reformed and strengthened the system through various commissions and regulatory bodies. Currently, India has over 1,000 universities and over 50,000 colleges catering to over 37 million students.
Contemporary Issues and Challenges in the Indian Education SystemDr. Amarjeet Singh
Education is the root of each nation. A nation won't
have the capability to make due in the alert world, if its
guidance framework isn't fit for contributing for its
enhancement. Indian training framework is broadly criticized
in multi-measurements for its inability to make required
employability in its understudies as per the business
prerequisites and its failure to add to comprehensive
development in the country all in all. This paper deeds to
feature the issues and give a few answers for purpose them.
The study utilizes optional information from different
accessible sources. The analyst presumes that the issues in the
present training framework that are overwhelming the
development of this nation can be handled successfully if
helpful and submitted moves are made by the Government to
determine them.
SECONDARY EDUCATION: 1. Secondary Education, the second stage traditionally found in formal education, beginning about age 11 to 13 and ending usually at age 15 to 18.
2. Secondary Education is a crucial stage in the educational structure as it prepares students for higher education.
3. Secondary education may be general or specialized. General secondary education provides systematized knowledge of the fundamentals of various subjects.
4. It also teaches the abilities and skills necessary for work in various areas of the nation’s economy, culture, and everyday life and for obtaining a specialized education in vocational-technical, secondary, and higher educational institutions.
FEATURES OF SECONDARY EDUCATION: # Secondary education has a very strategic position in the educational system of India. It is the bridge between primary education and higher education. The importance of Secondary Education is:
1.) To make the students all-rounders in understanding the important branches of knowledge.
2.) To train India's students to be good citizens who will contribute to the country's social and economic development and to maintain the democratic spirit of India.
3.) To improve the rational development and practical skills of students.
4.) To improve the practical efficiency of the students.
# For the successful implementation of any program, it is essential to have efficient administration and management, not only would this ensure proper implementation, but also help in achieving the goal of the program. In our country, the school administration, especially the secondary and senior secondary school, falls under the following three heads.
*Central level
*State level
*Local level
# Over the years, schools established by philanthropic individuals and institutions have continued to thrive with state recognition through grant-in-aid policy. In India, educational institutions are operated through the government, grant-in-aid to private agencies, private organizations or by minorities. Thus, there are four forms of educational management in India:
a) Publicly managed and funded (e.g. government primary schools)
b) Publicly managed, but publicly and privately funded (e.g. government secondary schools)
c) Privately managed but publicly funded (e.g. government aided schools and colleges). Government aided schools are charitable trust run schools that receive partial funding from the government e.g. DAV College d) Privately managed and funded (e.g. unaided schools and colleges) e.g. The Doon School, Delhi Public School
HIERARCHY TO REACH SECONDARY EDUCATION: Secondary Education plays a vital role in the education of the community.
Schools providing secondary education were not prevalent in ancient and medieval India.
Schools providing secondary education or expansion of secondary education in India were initially started by the British and after that by those who promoted Indian education.
The education system in ancient India until 1947 had several levels including pre-school, primary school, middle school, secondary school, higher secondary, undergraduate, and postgraduate. However, it faced many challenges like high illiteracy rates, understaffed classrooms, teacher absenteeism, high dropout rates, and low spending on education. While education is now free and compulsory until age 14, improvements have been slow and access remains limited for disadvantaged groups. Most schools focus on rote learning and exams rather than creativity. [/SUMMARY]
The document provides an overview of the education system in ancient India until 1947. It discusses key aspects of the system such as levels of education from pre-school through undergraduate and postgraduate levels. It also addresses types of schools including government, private, and international schools. The document notes that while literacy rates have increased, there are still big differences in quality across India due to state boards controlling education. Overall, it presents a high-level view of the different parts that comprised the education system in ancient India.
Sarvottam International School was founded over 60 years ago by the United Group, an industrial house involved in manufacturing kitchenware. The school's motto is "Belonging - Being - Becoming" which focuses on strengthening bonds within the global community and emphasizing personal growth and change. Sarvottam provides excellence in education from primary to higher levels. It also focuses on vocational training to help students find careers. While India has made efforts to provide education for all, challenges remain in achieving universal literacy, with rural areas and girls facing greater barriers. Sarvottam aims to empower students socially, morally and ethically through a focus on quality education.
The document summarizes India's draft National Education Policy from 2019. The key points are:
1) The policy aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all, with a focus on access, equity, quality, affordability, and accountability.
2) It proposes reforms to school and higher education, including strengthening early childhood education, ensuring foundational literacy, integrating vocational education, increasing public funding for education, and consolidating higher education institutions.
3) The draft policy faces challenges in its implementation due to issues around funding, coordination with states, addressing disparities in learning levels, and ensuring quality especially in rural government schools.
The document discusses several issues and challenges facing the Indian education system. It notes that the government education system suffers from insufficient funding, weak infrastructure, lack of teachers and resources particularly in rural areas. As a result, the quality of education provided is poor. It also discusses high dropout rates, lack of practical skills training, neglect of Indian languages, costly higher education, and brain drain as major problems. Several reforms are needed in the areas of governance, infrastructure, teacher quality, and curriculum to overcome these challenges and improve access to quality education for all Indians.
1.1.pptx inclusive education for med and bedDevarajuBn
The document discusses definitions, concepts, and the need for inclusive education. It defines inclusive education as providing services and support for students with disabilities in age-appropriate general education classrooms. It notes the debate around mainstreaming versus full inclusion. The need for inclusive education is that research shows students perform better academically and socially in inclusive environments, and it helps create an accepting society. The document then provides a brief history of education for students with diverse needs in India, including the establishment of early special schools and initiatives to promote inclusive education through integrated programs and national policies.
- India places great importance on education, seeing it as a way to promote national cohesion, scientific temper, and independent thinking in line with constitutional values.
- The education system in India follows a 10+2+3 structure of schooling leading to higher education. At the school level, emphasis is placed on inclusion and vocational training. Higher education institutions include universities, technical schools, open universities, and professional institutions.
- Recent developments include the Right to Education Act, increased investment in primary education, mid-day meal schemes, and efforts to promote girls' education and inclusive education for children with disabilities. Overall, the Indian government is committed to providing universal access to education.
The document discusses electronic spreadsheets and their uses. Spreadsheets like Microsoft Excel allow users to organize data into rows and columns, perform calculations on stored numbers, and maintain and analyze information. Excel is the most commonly used spreadsheet program. It allows arranging data in a tabular format, performing mathematical operations, and generating graphs and reports from stored financial and inventory records. The key components of an Excel spreadsheet include the title bar, ribbon, rows, columns, cells, worksheets, and workbooks.
A computer is an electronic device that takes in data as input, processes it, and provides the output. It has two main components - hardware, which are the physical parts like input and output devices, and software, which are the instructions that control the hardware. A computer's functions include taking input from the user, processing operations on the data, storing the data, and displaying the output.
The history of computers began around 2000 years ago with the invention of the abacus in ancient Babylonia. In 1642, Blaise Pascal created one of the first digital computers. Herman Hollerith developed punched cards in the 1890s that could automatically read and store information without human assistance, laying the foundation for modern data processing. In 1942, the ENIAC was created at the University of Pennsylvania, occupying 1800 square feet and using 18,000 vacuum tubes. It was about 1000 times faster than previous computers. Through the 1950s-1980s, technologies like magnetic core memory, transistors, semiconductors, microprocessors advanced computing power and allowed for personal computers.
Mathematics reveals hidden patterns that help us understand the world. It provides training for logical thinking and problem solving. Mathematics is the study of patterns, orders, numbers, geometric objects, algorithms, and change. It has its own precise language and symbols to concisely represent concepts, like pi (π). Mathematics allows abstract concepts to be expressed concretely and helps solve problems in daily life. It is an intellectual exercise with its own rules and puzzles. Mathematics yields results that are either exactly right or wrong, with no in-between.
Input devices allow users to enter data and instructions into a computer. Common input devices include keyboards, mice, scanners, microphones, and light pens. Keyboards are the most common input device and are used to type data and instructions into memory. Mice are pointing devices that control cursor movement on screen when rolled over a mousepad. Scanners convert printed text and images into digital format. Microphones convert spoken words into electric signals for voice recognition. Light pens are used to draw directly on the computer screen.
Monitors and printers are two common output devices that receive data from computers. Monitors display information visually while printers provide a hard copy output. There are different types of monitors including CRT and LCD, and different types of printers such as inkjet printers, laser printers, and dot matrix printers. Each printer type uses a distinct printing method such as spraying ink, using a laser beam, or striking pins to produce characters on paper.
Qualities and professional comepetencies of computer science teacher.pdfvarshachhajera
A computer science teacher requires strong academic and professional qualifications. Academically, they need at least a master's degree in computer science or related field along with teaching certification. Professionally, relevant work experience and continual professional development are important for staying current in the field. Qualitatively, a good computer science teacher has a passion for the subject, seeks to continually improve their knowledge, introduces topics simply while challenging students, and motivates students to learn and achieve. They also understand how to effectively manage and teach a classroom of students engaged in different computer science activities.
Role of administration in inclusive school.pptxvarshachhajera
The school administration plays a key leadership role in ensuring the successful implementation of inclusive education. Some of the main responsibilities of the administration include: (1) Ensuring accessibility by providing infrastructure like ramps and accessible classrooms, toilets, etc. (2) Working to build positive attitudes towards disability among students and teachers. (3) Organizing appropriate human resources like qualified teachers and special educators. (4) Arranging appropriate teaching materials and resources. (5) Supervising and supporting teachers. (6) Monitoring student evaluation and providing remedial instruction.
Co-curricular activities are organized in addition to academic work and are now considered an important part of the school curriculum. They contribute to the all-round development of students by developing qualities like leadership, cooperation and discipline. There are many types of co-curricular activities including physical activities like sports, academic activities like science clubs, literary activities like debate, cultural activities like music and dance, social activities like NSS and moral activities like celebrating important days. Co-curricular activities help bridge the gap between theory and practice and motivate students while teaching them how to learn by doing.
A SWOC analysis is a strategic planning tool that can be used during curriculum assessment to identify strengths, weaknesses, opportunities, and challenges (SWOC). It provides a framework for collaborative discussion to assess existing degree programs. The objective is to develop areas of focus for improving the curriculum. A SWOC analysis considers internal factors like strengths and weaknesses that are somewhat controllable, and external factors like opportunities and challenges that are less controllable. It can be used for self-assessment, educational, or career planning.
This document outlines the topics and objectives for two lessons on basic computer components and word processing. Lesson 1 covers the basic components of computers, including the history of computers, hardware, software, memory, and printers. The objectives include defining terms, listing components, and demonstrating basic computer functions. Lesson 2 introduces word processing, covering topics like formatting text, using headers and footers, mail merge, and hyperlinks. The objectives involve applying word processing skills like changing fonts and creating a basic document.
The document discusses triangles and quadrilaterals. It defines triangles as plane figures with three sides and angles, and lists different types of triangles including isosceles, scalene, equilateral, and right triangles. Properties of triangles like angle sums and relationships between sides and angles are presented. Quadrilaterals are defined as figures with four sides, and types such as parallelograms, rectangles, squares, rhombi, trapezoids, and kites are described based on their defining geometric properties. Teaching methods like examples, diagrams, and definitions are provided to explain the key concepts.
Surface Area of a Right Circular Cylinder.pptxvarshachhajera
1) A right circular cylinder is formed by stacking circular sheets vertically with the base being circular.
2) To find the surface area, a rectangular sheet is wrapped around the cylinder with length equal to the circumference and breadth equal to the height.
3) The curved surface area of a cylinder is 2πrh, where r is the radius of the base and h is the height. The total surface area, including the top and bottom circles, is 2πr(r + h).
System software includes operating systems, language processors, and device drivers. It manages computer hardware resources and provides basic functionality for users and other software. Application software helps users complete tasks like doing online research, designing graphics, and playing games. There are general purpose applications, customized applications for specific industries, and utility applications for system maintenance tasks. Computer software consists of programs and libraries that enable hardware to perform tasks through a set of instructions.
A computer network consists of servers that store and share data, clients that can access data from other computers, and transmission media like wires or cables that connect all the devices. Special network interface cards are used to format and transmit data between computers on the network. A hub broadcasts all incoming data requests to the entire network while a switch uses addressing to send requests directly to the intended server. Routers connect multiple computer networks together, allowing communication between different local area networks.
Computer memory comes in three main types: cache memory, primary/main memory, and secondary memory. Cache memory is the fastest type and acts as a buffer between the CPU and main memory to store frequently used data and instructions. Main memory is volatile and holds the data and instructions currently being processed, while secondary memory is non-volatile storage like hard disks used to permanently store data. The different memory types vary in speed, capacity, volatility, and purpose in a computer system.
Sarva Shikhsa abhiyan
* About
* Features
* Objectives of SSA
* History and funds
* Padhe bharat badhe bharat
* RTE
* SSA in Chandigarh
* Schooling facility in Chandigarh
* Intervention for out of school children
* Mid-day meal
* Quality improvement programme
* Inclusive education
* Success stories of SSA
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. ● “India with more than 1.4 million schools
and more than 230 million enrolments, is
home to one of the largest and complex
school education systems in the world
along with China”
-British
Council
3. Types of Schools
Public government schools : Most of the schools in India are
funded, and run by 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 : Some Indian parents aspire to send their
children to a private school because government schools do not
provide adequate education.
● International schools : There are international schools in all major
cities. They are attended by expatriates and Indian children.
4. ● National open schools : Private education upto 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.
5. BRITISH COUNCIL, INDIA SURVEY OF INDIAN
SCHOOL EDUCATION SYSTEM, 2O14
1. Segmentation by Means of Levels of Education :
● Private Play Schools for children between the ages
of 18 months and three years.
● Kindergartens for pre-schools education. At this
level, education is not compulsory. These schools are
divided into lower kindergarten (for three to four-
year-olds) and upper kindergarten (for four-to-five
year olds).
● Primary schools which cater for six-to-ten-year
olds. Education is compulsory and free.
6. ● Middle schools for 11 to 14-year olds ; sixth to eighth
standard/class.
● Secondary (High) Schools for 14 to 15 year olds ; ninth
and tenth standard/class/grade.
● Higher Secondary for 16-to-17-year old ; 11th and 12th
standard/class/grade.
7.
8. 2. Segmentation by means of Ownership of
Educational Institutions
● Schools owned by the government : These are run by
the Central Government or state governments, public
sector undertaking or autonomic organizations.
● Schools owned by the private sector :
Private-aided institutions
Private unaided institutions
9.
10. 3. Segmentation by means of Educational Board Affiliations
(a) National Boards
1. Central Board of Secondary Education(CBSE) :
Established in 1962
Affiliation to both public and private schools
2. Council of Indian School Certificate Examination (CISCE) :
Established in 1956
Private, non-government educational board
3. State Government Boards : majority of Indian schools are
affiliated with the state government boards. e.g. PSEB,
HSEB etc.
4. National Institute of Open Schooling (NIOS) :
Established in 1989
Distance education to remote areas
11. (b) International Boards
1. International Baccalaureate Organization (IBO)
Founded in 1968 in Geneva
109 IB schools in India with 3 IB programs
2. Cambridge International Examination (CIE)
Examination board under Cambridge University
310 CIE schools in India AS and A level exams.
12. TYPES OF SCHOOLS IN CONTEMPARORY
INDIA AND THEIR FUNCTIONS
1. Air Force Schools in India : These schools follow CBSE
pattern of education
2. Army / Military Schools or Army public Schools in India :
public schools directly under Ministry of Defence, India
managed by Army Welfare Education Society (AWES).
Follows CBSE pattern
3. Catholic Schools in India :
meant for Christian community
admits children from other religions also
4. International Schools in India : These schools have been
established especially for children of international Personnel
13. 5. Kendriya Vidyalayas in India : These are central government
schools under MHRD managed by Kendriya Vidyalaya
Sangathan. These are co-educational schools affiliated to CBSE.
6. Navodaya Vidyalayas in India : These are fully financed by
Government of India and managed by Navodaya Vidyalaya
Samiti under MHRD. These were setup with National Policy on
Education 1986. Admission to these Vidyalayas at class XI level
are filled through an All India Level Selection Test.
7. Schools for Deaf and Dumb in India : Some Schools for Deaf
and Dumb are run by Government like Government School For
Deaf & Dumb – Thiruvananthapuram (Kerala) ,while some by
private organizations like Vatika High School for Deaf and
Dumb, Chandigarh.
14. 8. Schools for Physically Challenged in India : These are
mostly managed by NGO’s and also run by government as
well.
9. Schools for Gifted Children in India : These are for those
who have a high IQ level.
10. Schools for the Blind in India : Schools for Blind provide
appropriate education, rehabilitation, intervention,
training to provide awareness, empowerment and
employment.
15. A few problems
1. Low Quality : The actual quantity of schooling that children
experience and the quality of teaching they receive are
extremely insufficient in government schools.
2. Education Creating Income Inequalities : Education which
is a source of human capital can create wide income
inequalities. Surprisingly income inequalities are created
within same group of educated people.
3. Enhancing the Quality of Education in Government
Schools : All children should have access to government
schools. Through Common Schooling limited resources can
be utilized in efficient way.
16. 4. Poor Quality of Teachers : Government currently spends
only 3% of its GDP on education. To improve quality of
education, the govt. needs to spend more
5. 80% of schools are managed by government. Private
schools are expensive.
6. More hands to earn remains the mentality amongst many
families and little kids are set out to fend for family.
17. 7. Infrastructure facilities in schools across rural areas and
in slums dispense very poor quality of education.
8. Some teachers are not well qualified and not willing to
work hard enough.