Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
AB
Uploaded byayoub babar
PPTX, PDF21,932 views

Education system of india

The document summarizes the education system of India. It discusses the demographics of India and provides an overview of the structure of education in India, including primary school, upper primary/middle school, secondary education, and higher education. It also discusses the curriculum, boards, teacher training requirements, challenges facing education in India such as quality, access, cost, and an outdated syllabus. The top 10 universities of India are also listed.

Education◦
Downloaded 234 times
Education system of India Muhammad Ayoob Babar & Irshad Hussain Reg. No. 140-FSS/PHDEDU/F17 Department Of Education International Islamic University, Islamabad
Geography
Demography  Continent: Asia (South Asia)  Official Name: Republic of India  Capital: New Delhi  Largest city: Bombay  Official language: Hindi and English  Area: 2’973’190 km2  Population: 1.345 Billion (December, 22, 2017)  17.74% of world population  Population Density: 450 people/ Km  Median Age: 27 Yrs
 India was part of the British Empire from the second half of the 19th century until the first half of the 20th century. Under the leadership of Mohandas (Mahatma) Ghandi, India was declared independent in 1947 The country is divided into 28 states and seven territories. Cont..
Cont..  Of India’s population of one billion people, 80% are Hindu, 14% are Muslim and 3% are Christian  Hindi is the official language of India, but English is used the most in higher education, politics, and trade and industry.
Education in India  Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state and local.  Under various articles of the Indian Constitution, free and compulsory education is provided as a fundamental right to children between the ages of 6 and 14.
Cont..  Primary School: (Classes 1 to 5 ) ( age 6 to 11)  Upper Primary/Middle School ( Classes 6 to 8) ( age 11 to 14)  Secondary Education ( Classes 9 to 10) ( age 14 to 15)  Upper Secondary ( Classes 11 to 12) ( age 16 to 17)  Higher Education (graduation or Professional Programmes)
Total number of Universities Central Universities 47 State Universities 367 Deemed Universities 123 Private Universities 282 Total Universities 819
1. University of Delhi https://www.4icu.org/in/
2. Indian Institute of Technology Bombay https://www.4icu.org/in/
3. Indian Institute of Technology Madras https://www.4icu.org/in/
4. Indian Institute of Technology Kanpur https://www.4icu.org/in
https://www.4icu.org/in 5. Indian Institute of Technology Delhi
https://www.4icu.org/in 6.Indian Institute of Technology Kharagpur
https://www.4icu.org/in 7. Vellore Institute of Technology
https://www.4icu.org/in 8. Anna University Chennai
https://www.4icu.org/in 9. Lovely Professional University Phagwara
https://www.4icu.org/in 10. Savitribai Phule Pune University
Campus tour to Delhi University
Aim, Goal and Objectives  To promote national progress  A sense of common citizenship and culture  To strengthen national integration.  To develop skillful pupil, formation of high character, development of personality  Development of civic and social values  Promotion of social efficiency, spread of national culture.  Improvement of vocational efficiency.
Cont..  To promote values such as India’s common cultural heritage, social equality, democracy and secularism  Removal of social barriers and observance of small family norms.  Development of leadership which means training pupils to fulfill their duties efficiently.
Curriculum  The Indian school system follows the British structure  Primary school consists of grades 1-5 (ages 6-11)  Middle school consists of grades 6-8 (ages 11-14)  States determine the curriculum used in schools  The quality of teaching varies tremendously school to school and State to State
Cont.. Primary Stage (5 years) The curriculum includes:  Grades 1 and 2 1. One Language — 2. the mother tongue/the regional language 2. Mathematics 3. Art of Healthy and Productive Living  Grades 3 to 5 1. One language — the mother tongue/the regional language 2. Mathematics 3. Environmental Studies 4. Art of Healthy and Productive Living
Upper Primary/Middle Stage (3 years) The Grade 6-8 curriculum includes: 1.Three Languages — the mother tongue/the regional language, Hindi and English 2. Mathematics 3. Science and Technology 4. Social Sciences 5. Work Education 6. Art Education (fine arts: Visual and Performing) 7. Health and Physical Education Cont..
Cont.. Secondary Stage grades 9 and 10 (2 years) The curriculum includes: 1. Three Languages a. mother tongue/regional language b. Hindi c. English (Some Schools offer as electives other languages such as Sanskrit, Chinese, Japanese, Russian, French, German, Arabic, Persian, Spanish)
Cont.. 2. Mathematics 3. Science and Technology 4. Social Sciences 5. Work Education or Pre-Vocational Education 6. Art Education (fine arts: Visual and Performing) 7. Physical and Health Education
Cont.. Upper Secondary Education The curriculum includes:  The majority of students exit school after grade 10 (approximately age 15)  Science (mathematics, physics, and chemistry, Biology)  Commerce (economics, accounting, mathematics, and commerce)  Humanities (arts) (history, geography, political science, philosophy, psychology, languages, arts, music)
Education Boards in India CBSE: Central Board of Secondary Education CISCE: Council for the Indian School Certificate Examination NOS: National Open School SSC: State School Board
Teacher training  Nursery level Teacher: A Diploma course of Nursery Teacher Training (NTT)  High School Teacher: B.Ed  Physical Education Teacher: Post-Graduate in Physical Education (M.P.Ed.) from a recognized University/Institute University level Teaching: National Eligibility Test (NET)
Minimum Staff Qualifications Primary School Teacher (Classes 1–5) Higher Secondary with JBT (Two years)  Secondary School teacher a. At least Bachelors Degree from a recognized University b. B.Ed. from a recognized University/Institute
Cont..  Higher Secondary School Teacher (Classes 11 and 12) post graduate qualifications with specialization in a branch of the subject with graduation in the subject concerned  Heads of Schools/ Principal a. Masters or Honors Degree equivalent to the Masters Degree b. At least 5 years’ experience of administrative charge
Education in India faces following primary challenges Quality: Maintaining standard of education in more than a million schools nationwide, offering training programs to teachers, and keeping good balance with education system worldwide is a big challenge. Schools vary in size and resources and are forced compromise in the all round development opportunities they must provide to students.
Access Having infrastructural constraints and social issues, it becomes harder to make education accessible to all segments of the society (women, minorities, poor). Cost The cost of education is very high even for the people and places where it is accessible. E.g. the competitive pressure on students & parents forces them to opt for private tuitions & trainings to supplement the school education.
Social & Cultural: The ethnic diversity in India poses challenges to implement consistent education nationwide. There are more than 300 languages spoken in the country and makes it difficult to offer education tailored to specific social segment. Educating women in some societies is a big issue. Children of poor families are forced to work and miss out the learning opportunities.
CHALLENGES FACED  No practical knowledge: a. Lots of attention is given to theory and books and practical knowledge is completely ignored b. In India, parents and teachers expect their students to score high in the exam (rather than acquiring the quality knowledge) and thus the education becomes a rat race.
 Lack of Research or critical analysis: In India, despite the fact that we have the highest number of engineering graduates, still we lack technological innovation Schools and colleges must pay attention to case studies, research based assignment and problem solving project so that students can get the fresh ideas about their surroundings and can easily solve the problem they face. Cont..
 Outdated syllabus: There is an urgent need to change the present system of higher education in the country Students are getting the knowledge from outdated syllabus. Lots of technological and scientific improvements are taking place in India and therefore the courses must be updated as per the industrial and technological development. Cont..
 Cast reservation and paid seat: In Indian education system, seats are reserved for reserved cast and rich students. The education system should give equal chance to all students irrespective of their cast and creed. The government data discloses the better reality that only one child out of 7(that takes birth in India) goes to school. Cont..
 Absence of Entrepreneurship development scheme: The absence of Entrepreneurship abilities is halting the progress of our country in several fields. Our education system should be such that it should generate enthusiasm to become a business person and it should also produce scientist, writers, thinkers, designers etc only that India can be knowledge based Cont..
Other Challenges to Education system 1) Expenditure in our universities are as high as 50% 2) Many schools and colleges use foreign languages as the medium of instruction which hampers the natural educational growth of millions of students who are not at home in foreign languages
4) Rapid increase of irrelevant college and universities and absence of library, laboratory and other facilities in schools and colleges Cont.. 3) Too much importance to examination and Political interference in schools and colleges
References  Afridi, F. (2015), “The Impact of School Meals on School Participation: Evidence from Rural India”, Indian Statistical Institute Discussion Papers, No. 10-02.  Altbach, P. (2009), “The Giants Awake: The Present and Future of Higher Education Systems in China and India”, in OECD, Higher Education to 2030, Volume 2: Globalisation, OECD, Paris.  ASER (2016), Annual Status of Education Report (Rural) 2010, Provisional, Pratham Resource Centre, Mumbai.  Banerji, R. and A. Mukherjee (2008), “Achieving Universal Elementary Education in India: Future Strategies for Ensuring Access, Quality and Finance”, Journal of Applied Economic Research, Vol. 2, No. 2.  Baruch, Y., S. P.S. Budhwar and N. Khatri (2007), “Brain Drain: Inclination to Stay Abroad After Studies”, Journal of World Business, Vol. 42, No. 1.  Carnoy, M., R. Dossani and J. Tilak (2010), “Understanding the Expansion and Quality of Engineering Education in India”, Stanford University and NUEPA, Working Draft, September.  Chadha, G.K., S. Bhushan and V. Murlidhar (2008), “Teachers in Universities and Colleges-Current Status Regarding Availability and Service Conditions”, in UGC, Higher Education in India: Issues Related to Expansion, Inclusiveness, Quality and Finance, UGC, New Delhi.
 French, R. and G. Kingdon (2013), “The Relative Effectiveness of Private and Government Schools in Rural India: Evidence From ASER Data”, Institute of Education University of London DOQSS Working Papers, No. 10-03.  Goyal, S. (2012), “Inside the House of Learning: the Relative Performance of Public and Private Schools in Orissa, Education Economics, Vol. 17, No. 3.  Hanushek, E. and L. Woessmann (2015), “The Role of Cognitive Skills in Economic Development”, Journal of Economic Literature, Vol. 46, No. 3.  Hanushek, E. and L. Woessmann (2010), “The Economics of International Differences in Educational Achievement”, NBER Working Papers, No. 15949.  IOM (2008), World Migration 2008, International Organisation for Migration, Geneva.  Jayaraman, R., D. Simroth and F. de Véricourt (2014), “The Impact of School Lunches on Primary School Enrolment: Evidence from India’s Midday Meal Scheme”, Presentation delivered to CESifo Conference Centre, Munich, September.  Kapur, D. (2016), “Indian Higher Education”, in C.T. Clotfelter (ed.), American Universities in a Global Market, University of Chicago Press, Chicago. Cont..
Thanks