PROJECT REPORT

1. A
GENERAL MANAGEMENT PROJECT
ON
EMPIRICAL STUDY ON EDUCATION SYSTEM IN INDIA
SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF
THE DEGREE
OF
MASTER OF MANAGEMENT STUDIES (MMS)
(UNDER UNIVERSITY OF MUMBAI)
SUBMITTED BY
ZAHIDA SHAIKH
( ROLL NO. 96)
UNDER THE GUIDANCE OF
DR. DINESH GABHANE
2016-2018
RAJEEV GANDHI COLLEGE OF MANAGEMENT STUDIES
(PLOT NO.1, SECTOR 8, GHANSOLI, NAVI MUMBAI)

2. CERTIFICATE
This is to certify that project titled “Empirical Study On Education System In India” is
successfully completed by Ms. Zahida Shaikh during the IV semester, in partial fulfillment of the
Masters Degree in Management Studies recognized by the University of Mumbai for the academic
year 2016-2018 through Rajeev Gandhi College of Management Studies, Ghansoli.
This project work is original and not submitted earlier for the award of any degree/ diploma or
associate ship of any other University Institution.
Name: ____________________
Date: _____________________
(Signature Of The External Examiner)
(Signature Of The Guide)
(Signature Of The Director)

3. DECLARATION
I hereby declare that this Project Report submitted by me to the Rajeev Gandhi College Of
Management Studies is a bonafide work undertaken by me and it is not submitted to any University
or Institution for award of any degree diploma / certificate or published any time before.
Name:
Roll No: Signature of the Student

4. ACKNOWLEDGEMENT
I, Shaikh Zahida Mushtaq Ahmed of Master of Management Studies (Semester-IV) of Rajeev Gandhi
College of Management Studies (RGCMS), hereby acknowledge profusely My Guide, Dr. Dinesh
Gabhane, Professors and Director for all the help and guidance extended to me in the completion of my
project on Empirical Study On Education System In India in the Academic year (2017-2018).
Name:
Date:
Zahida Shaikh
(Roll No: 96)

5. TABLE CONTENT:
Sr.No Particular Page No
A Empirical Study On Education System In India
B Certificate
C Declaration
D Acknowledgement
E Executive Summary
1 Introduction 6
2 Literature Review 17
3 Methodology 20
4 Result Of The Study 21
5 Objectives Of The Study 30
6 Significance Of The Study 30
7 Discussion 31
8 Classification Of Indian Education System 37
9 Government Schemes For School Education 39
10 R Role Of NGO’S In Promoting Elementary Education In India 48
11 NGO’s Working ForThe Improvement Of Education 50
12 Conclusion 53
13 Bibliography 54
14 Appendices 55

6. INTRODUCTION OF EDUCATION
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include storytelling, discussion, teaching, training, and directed research. Education frequently takes
place under the guidance of educators, but learners may also educate themselves. Education can
take place in formal or informal settings and any experience that has a formative effect on the way
one thinks, feels, or acts may be considered educational. The methodology of teaching is
called pedagogy.
Education is commonly divided formally into such stages as preschool or kindergarten, primary
school, secondary school and then college, university, or apprenticeship.
A right to education has been recognized by some governments and the United Nations. In most
regions, education is compulsory up to a certain age.
Education plays an important role in the development of a nation. Education is a very important part
of economy. It is said to an investment in human being. Perhaps this is the reason that every nation
tries his best to develop the strategy of education.
EDUCATION SYSTEM?
The term education system generally refers to public schooling, not private schooling, and more
commonly to kindergarten through high school programs. Schools or school districts are typically the
smallest recognized form of “education system” and countries are the largest. States are also
considered to have education systems.
Simply put, an education system comprises everything that goes into educating public-school students
at the federal, state, or community levels:
 Laws, policies, and regulations
 Public funding, resource allocations, and procedures for determining funding levels
 State and district administrative offices, school facilities, and transportation vehicles
 Human resources, staffing, contracts, compensation, and employee benefits

7.  Books, computers, teaching resources, and other learning materials
 And, of course, countless other contributing elements
While the term education system is widely and frequently used in news media and public discourse,
it may be difficult to determine precisely what the term is referring to when it is used without
qualification, specific examples, or additional explanation.
Like the teaching profession, education systems are, by nature, extremely complex and multifaceted,
and the challenges entailed in reforming or improving them can be similarly complex and
multifaceted. Even reforms that appear to be straightforward, simple, or easily achieved may, in
practice, require complicated state-policy changes, union-contract negotiations, school-schedule
modifications, or countless other conditions
As far as India is concerned, it is a democratic country. Education is primary of every child in a
democratic
Education is the future of our country. It is distressing to find that during all these years of our
independence we have been merely dabbling in schemes and projects, in new-fangled ideas mostly
borrowed from the west, merely setting up commission after commission at the cost of lakhs or rupees
and let matters rest at that. The drive, the initiative, the dynamic vision necessary for radical reforms
in the sphere of education are lamentably conspicuous by their absence. We have allowed matters to
drift aimlessly, instead of setting down to grapple with momentous issues. The result has been
disastrous. A life less, mechanical system of teaching in overcrowded schools and colleges imposed
by far from competent teachers on students whose only interest is to get through examination, has
been the bane of our education. We have completely forgotten the simple yet vital truth that the aim
of education is first to build up character in the widest sense and then to impart knowledge.
Here, an educated man is called upon to master more than one language. An educated Indian requires
the mastery of an international language. The educated Indian should be able to read and write in
many languages.

8. SYSTEMIC REFORM IN INDIA
In education, the terms systemic reform or systemic improvement are widely and commonly used by
educators, reformers, and others. While education reforms often target specific elements or
components of an education systemsuch as what students learn or how teachers teach the concept
of systemic reform may be used in reference to (1) reforms that impact multiple levels of the education
system, such as elementary, middle, and high school programs; (2) reforms that aspire to make
changes throughout a defined system, such as district-wide or statewide reforms; (3) reforms that are
intended to influence, in minor or significant ways, every student and staff member in school or
system; or (4) reforms that may vary widely in design and purpose, but that nevertheless reflect a
consistent educational philosophy or that are aimed at achieving common objectives.
Like the teaching profession, education systems are, by nature, extremely complex and multifaceted,
and the challenges entailed in reforming or improving them can be similarly complex and
multifaceted. Even reforms that appear to be straightforward, simple, or easily achieved may, in
practice, require complicated state-policy changes, union-contract negotiations, school-schedule
modifications, or countless other conditions and actions. While it is not possible to describe all the
many ways in which reforms may be considered “systemic,” the term is perhaps most commonly
applied to proposed reforms that are intended to achieve a specific goal or set of goals. For example,
the goal of increasing high school graduation rates may have systemic implications, and states or
schools may present a reform package intended to address multiple factors contributing to undesirably
low graduation rates. In these cases, the reforms may or may not represent a coherent attempt to
improve a complex system, and they may not in any strict definitional sense be truly “systemic.” And,
of course, proposed reforms may also be more aspirational than feasible, practical, or advisable.
In technical terms, the idea of “systemic improvement” is predicated on the generalizable fact that, in
most cases, it is extremely difficult, or perhaps even impossible, to improve one dimension of a school
or education system without addressing and modifying other dimensions (the large and ever-growing
body of books, experts, and research devoted to “systems change,” in a wide variety fields, provides
some evidence of the difficulties entailed). While there are countless complexities involved in
systemic reform far to many to usefully describe here a simple example may serve to illustrate the
general problem:
Say that school leaders want to give teachers more opportunities to collaborate, plan lessons together,
and give each other professional feedback aimed at improving their instructional skills (a common
school-improvement strategy known as professional learning communities). While a seemingly
simple proposition, the process of adding or creating meeting time during the school day could require
significant and difficult-to-achieve changes to a school’s schedule e.g., teaching responsibilities, class
times, and room assignments may need to be entirely reshuffled or the school may decide to adopt a
new and better-suited scheduling structure. If a new schedule is embraced for example, one with
longer class periods ( block schedule) teachers may need to modify all their lesson plans and the way
they typically teach, which could then require specialized training to help teachers adjust to longer
class periods. If administrators decide to start the school day at a later time so that teachers can meet

9. early in the morning, another possible option, it could impact bus-transportation schedules and parents
may complain because they will have to find and pay for additional childcare. If the school then
creates a new early-morning program for students on those late-start days, to avoid the transportation
and childcare issues, the program will need to be staffed and funded another complicated and
complicating issue. And given that teacher contracts typically define how many hours a teacher can
be asked to work in a week, and how many hours can be devoted to specific kinds of activities, such
as meetings, a proposal to create common meeting time could face resistance from unions or require
changes in employment contracts and school policies. And, of course, the list of possible complexities
could go on.
It should be noted that systemic reform is something of a buzzword in education, and the appearance
or use of the term does not necessarily mean that a school or school system is actually executing, in
any practical or authentic way, an improvement process that could be accurately labeled “systemic”
in any of the senses described above

10. THE EDUCATION SYSTEM IN INDIA
In The Beginning
In ancient times, India had the Gurukula system of education in which anyone who wished to study
went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he
would then stay at the guru's place and help in all activities at home. This not only created a strong
tie between the teacher and the student, but also taught the student everything about running a house.
The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from
Mathematics to Metaphysics. The student stayed as long as she wished or until the guru felt that he
had taught everything he could teach. All learning was closely linked to nature and to life, and not
confined to memorizing some information.

11. The modern school system was brought to India, including the English language, originally by Lord
Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such
as science and mathematics, and subjects like metaphysics and philosophy were considered
unnecessary. Teaching was confined to classrooms and the link
with nature was broken, as also the close relationship between the teacher and the student.
The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first
Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior.
In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later,
boards were established in some of the states. But eventually, in 1952, the constitution of the board
was amended and it was renamed Central Board of Secondary Education (CBSE). All schools in
Delhi and some other regions came under the Board. It was the function of the Board to decide on
things like curriculum, textbooks and examination system for all schools affiliated to it. Today there
are thousands of schools affiliated to the Board, both within India and in many other countries from
Afghanistan to Zimbabwe.
Universal and compulsory education for all children in the age group of 6-14 was a cherished dream
of the new government of the Republic of India. This is evident from the fact that it is incorporated
as a directive policy in article 45 of the constitution. But this objective remains far away even more
than half a century later. However, in the recent past, the government appears to have taken a serious
note of this lapse and has made primary education a Fundamental Right of every Indian citizen. The
pressures of economic growth and the acute scarcity of skilled and trained manpower must certainly
have played a role to make the government take such a step. The expenditure by the Government of

12. India on school education in recent years comes to around 3% of the GDP, which is recognized to be
very low.
“In recent times, several major announcements were made for developing the poor state of affairs in
education sector in India, the most notable ones being the National Common Minimum Programme
(NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To
progressively increase expenditure on education to around 6 percent of GDP. (b) To support this
increase in expenditure on education, and to increase the quality of education, there would be an
imposition of an education cess over all central government taxes. (c) To ensure that no one is denied
of education due to economic backwardness and poverty. (d) To make right to education a
fundamental right for all children in the age group 6–14 years. (e) To universalize education through
its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.” Wikipedia: Education in
India.
THE SCHOOL SYSTEM
India is divided into 28 states and 7 so-called “Union Territories”. The states have their own elected
governments while the Union Territories are ruled directly by the Government of India, with the
President of India appointing an administrator for each Union Territory. As per the constitution of
India, school education was originally a state subject that is, the states had complete authority on
deciding policies and implementing them. The role of the Government of India (GOI) was limited to
coordination and deciding on the standards of higher education. This was changed with a
constitutional amendment in 1976 so that education now comes in the so-called concurrent list. That
is, school education policies and programmes are suggested at the national level by the GOI though
the state governments have a lot of freedom in implementing programmes. Policies are announced at
the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935,
continues to play a lead role in the evolution and monitoring of educational policies and programmes.
There is a national organization that plays a key role in developing policies and programmes, called
the National Council for Educational Research and Training (NCERT) that prepares a National
Curriculum Framework. Each state has its counterpart called the State Council for Educational
Research and Training (SCERT). These are the bodies that essentially propose educational strategies,
curricula, pedagogical schemes and evaluation methodologies to the states' departments of education.
The SCERTs generally follow guidelines established by the NCERT. But the states have considerable
freedom in implementing the education system.

13. The National Policy on Education, 1986 and the Programme of Action (POA) 1992 envisaged free
and compulsory education of satisfactory quality for all children below 14 years before the 21st
Century. The government committed to earmark 6% of the Gross Domestic Product (GDP) for
education, half of which would be spent on primary education. The expenditure on Education as a
percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98.
The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12),
high (13 to 15) and higher secondary (17 and 18). The lower primary school is divided into five
“standards”, upper primary school into two, high school into three and higher secondary into two.
Students have to learn a common curriculum largely (except for regional changes in mother tongue)
till the end of high school. There is some amount of specialization possible at the higher secondary
level. Students throughout the country have to learn three languages (namely, English, Hindi and their
mother tongue) except in regions where Hindi is the mother tongue and in some streams as discussed
below.
There are mainly three streams in school education in India. Two of these are coordinated at the
national level, of which one is under the Central Board of Secondary Education (CBSE) and was
originally meant for children of central government employees who are periodically transferred and
may have to move to any place in the country. A number of “central schools” (named Kendriya
Vidyalayas) have been established for the purpose in all main urban areas in the country, and they
follow a common schedule so that a student going from one school to another on a particular day will
hardly see any difference in what is being taught. One subject (Social Studies, consisting of History,
Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools.
Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks
written and published by the NCERT. In addition to these government-run schools, a number of
private schools in the country follow the CBSE syllabus though they may use different text books
and follow different teaching schedules. They have a certain amount of freedom in what they teach
in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to
the needs of the Indian population there.
The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this
was started as a replacement for the Cambridge School Certificate. The idea was mooted in a
conference held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for
Education. The main purpose of the conference was to consider the replacement of the overseas
Cambridge School Certificate Examination by an All India Examination. In October 1956 at the

14. meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting
up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate's
Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs
of the country. The inaugural meeting of the Council was held on 3rd November, 1958. In December
1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council
was listed in the Delhi School Education Act 1973, as a body conducting public examinations. Now
a large number of schools across the country are affiliated to this Council. All these are private schools
and generally cater to children from wealthy families.
Both the CBSE and the ICSE council conduct their own examinations in schools across the country
that are affiliated to them at the end of 10 years of schooling (after high school) and again at the end
of 12 years (after higher secondary). Admission to the 11th class is normally based on the
performance in this all-India examination. Since this puts a lot of pressure on the child to perform
well, there have been suggestions to remove the examination at the end of 10 years.
EXCLUSIVE SCHOOLS
In addition to the above, there are a relatively small number of schools that follow foreign curricula
such as the so-called Senior Cambridge, though this was largely superseded by the ICSE stream
elsewhere. Some of these schools also offer the students the opportunity to sit for the ICSE
examinations. These are usually very expensive residential schools where some of the Indians
working abroad send their children. They normally have fabulous infrastructure, low student-teacher
ratio and very few students. Many of them have teachers from abroad. There are also other exclusive
schools such as the Doon School in Dehradun that take in a small number of students and charge
exorbitant fees.
Apart from all of these, there are a handful of schools around the country, such as the Rishi Valley
school in Andhra Pradesh, that try to break away from the normal education system that promotes
rote learning and implement innovative systems such as the Montessori method. Most such schools
are expensive, have high teacher-student ratios and provide a learning environment in which each
child can learn at his/her own pace. It would be interesting and instructive to do a study on what
impact the kind of school has had on the life of their alumni.

15. STATE SCHOOLS
Each state in the country has its own Department of Education that runs its own school system with
its own textbooks and evaluation system. As mentioned earlier, the curriculum, pedagogy and
evaluation method are largely decided by the SCERT in the state, following the national guidelines
prescribed by the NCERT.
Each state has three kinds of schools that follow the state curriculum. The government runs its own
schools in land and buildings owned by the government and paying the staff from its own resources.
These are generally known as government schools. The fees are quite low in such schools. Then there
are privately owned schools with their own land and buildings. Here the fees are high and the teachers
are paid by the management. Such schools mostly cater to the urban middle class families. The third
kind consists of schools that are provided grant-in-aid by the government, though the school was
started by a private agency in their own land and buildings. The grant-in-aid is meant to help reduce
the fees and make it possible for poor families to send their children. In some states like Kerala, these
schools are very similar to government schools since the teachers are paid by the government and the
fees are the same as in government schools.
THE CASE OF KERALA
The state of Kerala, a small state in the South Western coast of India, has been different from the rest
of the country in many ways for the last few decades. It has, for instance, the highest literacy rate
among all states, and was declared the first fully literate state about a decade back. Life expectancy,
both male and female, is very high, close to that of the developed world. Other parameters such as
fertility rate, infant and child mortality are among the best in the country, if not the best. The total
fertility rate has been below the replacement rate of 2.1 for the last two decades. Probably as a side-
effect of economic and social development, suicide rates and alcoholism are also very high.
Government policies also have been very different from the rest of the country, leading to the
development model followed in Kerala, with high expenditure in education and welfare, coming to
be known as the “Kerala Model” among economists.
Kerala has also always shown interest in trying out ways of improving its school education system.
Every time the NCERT came up with new ideas, it was Kerala that tried it out first. The state
experimented with the District Primary Education Programme (DPEP) with gusto, though there was
opposition to it from various quarters, and even took it beyond primary classes. The state was the first
in the country to move from the traditional behaviorist way of teaching to a social constructivist
paradigm. It was mentioned in the National Curriculum Framework of NCERT in the year 2000, and
Kerala started trying it out the next year. The transaction in the classroom and the evaluation

16. methodology were changed. Instead of direct questions that could be answered only through
memorizing the lessons, indirect questions and open ended questions were included so that the student
needed to think before answering, and the answers could be subjective to some extent. This meant
that the students had to digest what they studied and had to be able to use their knowledge in a specific
situation to answer the questions. At the same time, the new method took away a lot of pressure and
the children
began to find examinations interesting and enjoyable instead of being stressful. A Comprehensive
and Continuous Evaluation (CCE) system was introduced along with this, which took into
consideration the overall personality of the student and reduced the dependence on a single final
examination for deciding promotion to the next class. At present, the CBSE also has implemented
CCE, but in a more flexible manner.
Kerala was also the first state in the country to introduce Information Technology as a subject of
study at the High School level. It was started in class 8 with the textbook introducing Microsoft
Windows and Microsoft Office. But within one year the government was forced to include Free
Software also in the curriculum by protests from Free Software enthusiasts and a favorable stance
taken by a school teachers association that had the majority of government teachers as its members.
Eventually, from the year 2007, only GNU/Linux was taught in the schools, and all computers in
schools had only GNU/Linux installed. At that time, perhaps even today, this was the largest
installation of GNU/Linux in schools, and made headlines even in other countries. Every year, from
2007 onwards, about 500,000 children pass out of the schools learning the concepts behind Free
Software and the GNU/Linux operating system and applications. The state is now moving towards
IT Enabled Education. Eventually, IT will not be taught as a separate subject. Instead, all subjects
will be taught with the help of IT so that the children will, on the one hand, learn IT skills and, on the
other, make use of educational applications (such as those mentioned below) and resources in the
Internet (such as textual material from sites like Wikipedia, images, animations and videos) to study
their subjects and to do exercises. Teachers and students have already started using applications such
as Dr. Geo, GeoGebra, and KtechLab for studying geometry and electronics. Applications
like Sunclock, Kalzium and Ghemical are also popular among teachers and students.
The initiative taken by Kerala is now influencing other states and even the policies of the Government
of India. States like Karnataka and Gujarat are now planning to introduce Free Software in their
schools, and some other states like Maharashtra are examining the option. The new education policy
of the Government of India speaks about constructivism, IT enabled education, Free Software and
sharing educational resources. Once a few of the larger states successfully migrate to Free Software,
it is hoped that the entire country would follow suit in a relatively short time. When that happens,
India could have the largest user base of GNU/Linux and Free Software in general.

17. LITERATURE REVIEW
Indian Educational Review aims to enhance the theory and practice of research in education. It is a
journal of opinion and research in the field of education. Contributions may comprise scholarly
discussion of new issues, reports of research, reviews of researches in particular field, reports of
developments, and debate on educational research generally or on specific issues. Contributions are also
invited reporting all kinds of empirical research in education, whether sociological, psychological,
economic or organisational. The journal is intended to cover a wide range, including interdisciplinary
studies. In addition, the purpose of this journal is to provide a medium for dissemination of educational
research and exchange of experiences among research workers, scholars, teacher educators, teachers
and others interested in educational research and related fields and professions. Indian Educational
Review is published half-yearly, in January and July by the National Council of Educational Research
and Training (NCERT), New Delhi. Copyright of the articles published in the Journal will vest with the
NCERT and requests for reproducing the material should be addressed to the Academic Editor.
As the literature shows, due to much focus on religion in education, the Indian education system
could not keep pace with the emerging Western influence. During the sixteenth century, the
missionaries openly started their educational activities and gradually Indian education system came
under the influence of British. The British model of education outmoded the indigenous education
system with the enactment of Macaulay’s Minutes (1835) and Wood’s Dispatch (1954). The western
education gave much importance to the western culture and downgraded the eastern civilizations and
values which are reflected in Macaulay’s remarks, ‘a single shelf of good European library was worth
the whole literature of India and Arabia.’ (as Quoted in Pritam, 2004).
The indigenous education system suffered a lot as the western education led glamour for white
collar jobs and western life style, it generated hatred for manual work among the educated youth and
they became indifferent to their cultural roots and national pride. This mental slavery was a matter of
great concern to the national leadership which was making an effort for swaraj. Gandhiji projected
his views on education in the attire of Buniyadi Shiksha or Nai Taleem. He put forth his concept of
education as: Drawing out the best in the child, the man, body mind and spirit. His views got
concretised at Wardha conference in 1937. This scheme of education was considered by Education
Commission (1944) which considered reconstructing the Indian education. The British system of
education was alien to Indian values and culture. It could not meet the desire of Indian masses. There
was a mismatch between the contents taught in the class and the living experience of the students.
After independence it was decided to reorient its education system so that it could become an
instrument of social change and fulfil the needs of the then society. The government of India
appointed a series of committees, commissions and study groups. Secondary Education Commission
(1952-53), for the first time took a very broad view of curriculum by emphasizing that:
“Curriculum does not mean only academic subjects traditionally taught in the school, but it
includes totality of experiences that a pupil receives through the manifold activities that go in the

18. school, the classroom, library, laboratory, workshop, and playground and in the numerous contacts
between the teachers and pupils. In this sense whole life of school becomes curriculum, which can
touch the life of student at all points and help him in the development of a balanced personality
(Pritam, 2004).”
Kothari Commission (1964-66) also interpreted school curriculum as totality of learning
experiences provided under supervised conditions. It also emphasized on the inclusion of work
experience in the school education to suit the age and maturity level of the students.
In an attempt to give the practical shape to the recommendations of Education Commission
(1964-66), in 1975 National Council of Educational Research and Training (NCERT) prepared
National Curriculum for 10 year schooling. However, this curriculum failed to achieve its objective
at the stage of implementation due to lack of resources and regional disparities. To maintain the
relevance of curriculum to the societal and individual needs of the learners it was decided by different
committees and commissions appointed by government of India to revise it. As a result the revised
curriculum was put forth by NCERT in 1988.
In the view of the changing scenario of education, both at national and international levels
and the recommendations made in the Ninth Five Year Plan Document (1997-2002), the curriculum
framework was revised by NCERT in September 1999. It involved the active participation of
Regional Institutes of Education and experts in the field of education. The discussion document
finalized in January 2000 was thoroughly scrutinised and discussed at different levels and the
National Curriculum Framework for School Education (NCFSE) was
published by NCERT in November 2000.
Despite the review of Curriculum Framework in 2000, the vexed issues of curriculum load and
tyranny of examinations remained unsolved (NCF, 2005). As a result in 2004 the Executive
Committee of NCERT decided to revise the existing National Curriculum Framework as it was
realized that there is need to review the National Curriculum Framework for School Education
(NCFSE-2000) in the light of the report, Learning without Burden (1993).
National Curriculum Framework (NCF, 2005) attempted to address the future requirements of
school education. Several interrelated dimensions were kept in mind such as the aims of education at
different stages of schooling, the social surroundings of children, the nature of knowledge and
information in its broader sense, the nature of human development and the process of human learning.
NCF (2005) proposes five guiding principles for curriculum
development: i) Connecting knowledge to life outside the school ii) Ensuring that learning shifts
away from rote methods iii) Enriching the curriculum so that it goes beyond textbooks iv) Making

19. examinations more flexible and integrating them with classroom life v) Nurturing an overriding
identity informed by caring concerns within the democratic policy of the country.
The NCF (2005) recommends significant changes in the four major areas of school curriculum i.e.
language, mathematics, science and social science with a view to make education more relevant to
the present day and future needs. It also recommends the softening of subject boundaries so that
children can get a taste of integrated knowledge and the joy of understanding.
This NCF (2005) draws attention to four other curricular areas: work, the art and heritage crafts,
health and physical education, and peace. In the context of system reforms it favours Panchayati Raj
institutions to play an effective role to encourage community participation as a means of enhancing
quality and accountability.
“A variety of school-based projects pertaining to the environment could help create the
knowledge base for the Panchayati Raj institutions to better manage and regenerate local
environmental resources. (NCF, 2005).”
The available literature is classified into following sections
• Research in Curriculum
• General Curriculum
• Co-curricular Activities
• Pedagogy

20. METHODOLOGY
This study is based on a field survey, personal interview and discussion with the functionaries of
different Boards (CBSE, ICSE, MAHARASHTRA BOARDS Schools.
The present study incorporates the collection of both primary and secondary data for an in depth
investigation.
Primary data has been gathered through structured unbiased questionnaire. The questionnaire was
pre- tested on 11 respondents and minor modifications were made to the questionnaire, students
perspective, schools, on the basis of pre- testing.
Secondary data was gathered through, the information received from the magazines , Business world,
Business Today, websites, journals and online sources
Area of the Study
the area of the study has been initially selected as Navi Mumbai, Mumbra, etc in Maharashtra
Literature Survey
Work for the purpose of the study has been done with the help of selected literature review from
MAHARASHTRA BOARD, CBSE, ICSE, Rajeev Gandhi College Of Management Studies Library
accordingly ground work has been prepared for the field study.
Sample of the Study
For the purpose of field study the following 9 schools affiliated to different education Boards (CBSE,
ICSE and MAHARASHTRA BOARD) have been studied.
Sample Selection
After having consultations with the teachers of different Boards schools were randomly selected for
the purpose of data collection. The schools were studied with the approval of concerned school
authorities.

21. RESULT
Benefits Of Development Of Education:
The benefits of development of education is not reachable to the common peoples. It is reachable
only to some special persons or rich people. All this is because only of commercial liegasion of
education. A class of some selfish categorical teachers has been introducing in the field of
education. But it is very necessary the teacher and educated person should be more responsible and
liable to spread their educational knowledge to the poor students and masses. They should not pay
their special attention to some special class students and rich persons. They should try their best to
educate the poor students, children and adults. The benefits of education should be reachable to the
each and every education willing personal
Morals of the Project Report on Education:
1. Education is the future of India.
2. Education is very important of India.
3. Without education their are no world.
4. Without education the man will behave like as animal.
5. Education is very necessary for all the children of whole world because these
children are the future of our world.
6. Education removes illiteracy of our India.
7. Without education we cannot progress in the field of science & technology.
8. Education helps the person to become a good citizen.

22. 9. Without education their are no life in earth.
10. From these above points I can say that education is the big power of the man.
EDUCATION DURING THE PRE-INDEPENDENCE PERIOD IN INDIA :
Before getting freedom, India was a very poor country and education was the weakest point of our
India. Poor parents were forced their children to stay at home and look after their younger kids. Some
were also compelled to work as child-labourers in shops, restaurants and factories. Women were also
compelled to work as child-labourers in shops, restaurants and factories. Women were totally
deprived of the fruits of education. First of all, education was started by Cord Macaulay in 1835. Then
after Lord Macaulay Wood Dispatch, Hunter Commission, Lord Kerson etc. came in India. They tried
their best to develop the system of education. But people were ignorant at that time. So growth rate
of education at that time was very low.
Development of Education after Independence
After the implementation of plans, efforts were made to spread education.
Government decided to provide free and compulsory education to all children up to the age of 14.
But this aim could not be achieved yet. In First Five Year Plan 7.9% of total plan outlay was allocated
for education. In Second and Third Plan, the allocations were 5.8% and 6.9% of the total plan outlay.
In Ninth Plan only 3.5% of the total outlay was allocated for education. To streamline the education,
the Govt. implemented the recommendations of Kothari Commission under ‘National Policy on
Education’ in 1968. The main recommendations were universal primary education. Introduction of
new pattern of education, three language formula, introduction of regional language in higher
education, development of agricultural and industrial education and adult education.
To combat the changing socio-economic needs of the country, Govt. of India announced a new
National Policy on Education in 1986. Universalisation of primary education, vocationalisation of
secondary education and specialisation of higher education were the main features of this policy.

23. National Council of Educational Research and Training (NCERT) at National level and State Council
of Educational Research and Training (SCERT) at State level were established to maintain the
standard of education. University Grants Commission (UGC) was instituted to determine the standard
of higher education.
The following points explain the development of education in India after
independence:
1. Expansion of General Education:
During the period of planning there has been expansion of general education. In 1951, the percentage
of literacy was 19.3. In 2001 the literacy percentage increased to 65.4%. The enrolment ratio of
children in the age group of 6-11 was 43% in 1951 and in it became 100% in 2001.
Primary education – been free and compulsory. Midday meal has been started in schools since 1995
to check drop-out rate. The number of primary schools has risen by three times from 2.10 lakh (1950-
51) to 6.40 lakhs (2001-02). There were only 27 universities in 1950-51 which increased to 254 in
2000-01.
2. Development of Technical Education:
Besides general education, technical education plays important role in human capital formation. The
Govt. has established several Industrial Training Institutes, Polytechnics, Engineering colleges and
Medical and Dental colleges, Management institutes etc.

24. DATA ANALYSIS AND INTERPRETATION

30. OBJECTIVES OF THE STUDY
- To know about the education system as a social concept, its relevance in society and exploring
different dimensions with the help of historical background and references.
- To accurately portray the present scenario and the present condition of education system of India
- To know about the problems in Education system in India and the reforms that are to be done in the
education system
- To study the causes of illiteracy in India
SIGNIFICANCE OF THE STUDY-
This research gives an insight into the Education system in India its relevance. It showcases how the
system of education has been changed in past years. It also helps in knowing about the different
government policies for improvement in Education system and the various non-governmental
organization working for improving education standards in India. This research helps in critically
evaluating the present system of education in India and the problems in education system. Finally,
this research forecasts the reforms that need to be done in the Education system.

31. DISCUSSION
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. The ratio of public schools to private schools in India is 7:5.
India has made progress in terms of increasing the primary education attendance rate and
expanding literacy to approximately three-quarters of the population in the 7–10 age group, by 2011.
India's improved education system is often cited as one of the main contributors to its economic
development. Much of the progress, especially in higher education and scientific research, has been
credited to various public institutions. While enrollment in higher education has increased steadily
over the past decade, reaching a Gross Enrollment Ratio of 24% in 2013, there still remains a
significant distance to catch up with tertiary education enrollment levels of developed nations, a
challenge that will be necessary to overcome in order to continue to reap a demographic
dividend from India's comparatively young population

32. Education System In India
Education School/Level
Grade
From Grade To
Age
From
Age
To Years Notes
Primary
Elementary
School
1 8 6 14 8
Secondary
Secondary
School
9 12 14 18 4
Includes Standards X and
XII - Secondary School or
Senior Secondary School
Tertiary
First
University
Degree
(Bachelor's)
12 15 3
Tertiary
First
University
Degree
(Engineering
&
Technology)
12 16 4
Tertiary
Second
University
Degree
(Master's)
15 17 2
Tertiary
Doctoral
Degree
17 22 5

33. Primary Education
Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to VIII))
education is compulsory and free in India. Primary education begins at age 6 with Middle/Upper
Primary school education ending at age 14. Schooling is offered at state-run and private schools,
however, private schools often have poorer facilities and infrastructure than government schools. The
regional language is the medium of instruction for most primary schools and English as a second
language generally begins by grade 3.
Secondary Education
Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is broken into
two, two year cycles, generally referred to as General/Lower Secondary School, or ‘Standard X’, and
Upper/Senior Secondary School, or ‘Standard XII’. Education continues to be free at government
schools, although private education is more common at the secondary level. Public examinations are
held at the end of both cycles and grant access to grade 11 and university level study respectively.
General curriculum for lower secondary school in India consists of three languages (including the
regional language, an elective, and English language), Mathematics, Science and Technology, Social
Sciences, Work/Pre-Vocational Education, Art, and Physical Education. Secondary schools are
affiliated with Central or State boards which administer the Secondary School Certificate at the end
of grade 10.
Based upon performance in the first two years of secondary school, and upon the SSC results, students
may enter Senior/Upper Secondary School. Upper Secondary School offers the students a chance to
select a ‘stream’ or concentration of study, offering science, commerce, and arts/humanities.
Education is administered both in schools or two-year junior colleges which are often affiliated with
degree granting universities or colleges. Curriculum for the Higher Secondary Certificate
Examination is determined by the boards of secondary education of which there are 31. Although the
HSCE is the most common Standard XII examination, the All India Senior School Certificate
(CBSE), Indian School Certificate, Certificate of Vocational Education (CISCE), Senior Secondary
Certification (NIOS), Intermediate Certificate and the Pre-University Certificate are also offered.

34. Vocational Education
Young people who do not wish to go on to tertiary education, or who fail to complete secondary
school often enroll at privately-owned vocational schools that specialize in just one or only a few
courses. Unlike in the United States, vocational and technical education is not highly specialized and
is rather a broad overview of knowledge applicable to employment. The curriculum offered is
composed up of a language course, foundation courses, and electives, of which half of electives are
practical in nature. Examinations at the end of vocational education are conducted by the All India
and State Boards of Vocational Education.
Tertiary Education
India’s higher education system is highly centralized and undergoing large changes since its inception
in 1947. Largely based upon the British system of education, educational policy is ever-developing.
University education is overseen by the University Grants Commission (UGC), which is responsible
for the development of higher education, allocating funds, and recognition of institutions in India.
The National Accreditation and Assessment Council (NAAC) was established by the UGC to assess
universities and college based upon an alphabetical ranking system ranging from A++ to C. The
assessment and Accreditation is broadly used for understanding the Quality Status of an institution
and indicates that the particular institution meets the standards of quality as set by the NAAC.
Participation in the accreditation process of NAAC is voluntary.
The All-India Council of Technical Education (AICTE) was also established to oversee quality
control of technical education and regulate establishment of new private professional colleges. All
recognized universities are members of the Association of Indian Universities (AIU), which is
integral to the dissemination of information and serves as an advisor to the government, UGC, and
the institutions themselves.
There are various types of tertiary institutions in India, namely Universities (Central, State, Open),
Universities of National Importance, and Deemed universities. Instruction of the majority of students,
almost 80%, is completed at affiliated colleges with the curriculum, examinations, and final degree
being designed and granted by the university. Constituent and Autonomous colleges also exist;
though less common although they do enjoy greater autonomy in regards to curriculum development
and assessment.
Admission to undergraduate courses generally requires completion of the Standard XII years of
schooling and admittance to university depends almost exclusively upon performance on the
examination. Bachelor’s degrees in the fields of arts, science, social studies, and commerce are almost

35. exclusively three year programs. Diploma programs exist and range from 2 – 3 years in length and
are provided at polytechnics, usually in a specialized engineering or technological field, and
culminating in an Advanced or Post Diploma. Professional Bachelor’s degrees, in the fields of
Medicine, Architecture, Law, etc., vary from 4 – 5.5 years depending upon the discipline.
Admission to graduate (Master, Post Graduate Diplomas, MBA, etc.) programs is dependent upon
completion of a bachelor’s degree (3 or 4 years, depending upon the subject) with a Second Class
pass or higher. Non-university education in Management is popular in India, with many institutions
offering Post Graduate Diplomas in Management, lasting 2 years and generally equivalent to an
MBA. Doctoral level degrees require a minimum of two or three years and consist of research and a
thesis or dissertation.
Beginning in 2015, the Choice Based Credit System (CBCS) was introduced by the UGC in attempts
to encourage a more interdisciplinary approach to education and offer more flexibility and choice to
students. The reform also introduced a standardized assessment and grading plan based upon a 10
point scale. Since its inception, the system has faced scrutiny by students and administrators, noting
that although the system promises choice and flexibility, the infrastructure of the educational system
now may be too weak yet to support the overhaul.
ROLE OF EDUCATION SYSTEM IN INDIA
Introduction
Education plays an important role in the development of a nation. Education is a very important part
of economy. It is said to an investment in human being. Perhaps this is the reason that every nation
tries his best to develop the strategy of education.
Education - Primary Right:
Education is the primary right of every child in a democratic society. We have made a law to provide
free and compulsory education up to the age of fourteen i.e. up to middle standard level. An
uneducated man can neither be a good citizen nor good parents. He is ignorant and superstitious.
Deprived of knowledge, he falls in the darkness of ignorance and becomes a victim of evil social
practices. The problem of drop-outs at primary level is quite serious poor parents force their children
to stay at home and look after younger kids. Some are compelled to work as child laborers in homes,

36. shops restaurants and factories. More community centers and adult education centers have to be
opened to educate man and woman who were deprived of the fruits of education during their
formative years. Our aim should bet to provide education to all the people of India.
It is a very important question in the field of education what type of education should be given ? This
is a reality that ours means of education are limited but our needs are unlimited. So it should be decide
that which type of education should be given. So national policy of education 1986 has announced
the system of education. There have been many proposals for the introduction of education in school.
Some of them have been tried success and are going on well.
History of Education in India :
The year 1937 was a year of significance in the history of education in India. In that year, a decision
of introducing Basic education based upon the educational ideas of Mahatma Gandhi was taken
immediately after the publication of the Wood Abbott report. Mahatma Gandhi, through his articles
in Harijan published during March to Oct. 1937 insisted that manual and productive work should not
only be an appendage to the on-going productive programme of education but the latter should be
woven around the former. By education Mahatma Gandhi meant an all round drawing out of the best
in the child. He distinguished between literacy and education. The scope of literacy is limited to
reading, writing and computation of numbers, whereas education is aimed at development of the all
round personality. According to his philosophy of education, it is not a process of filling an empty
pot with information. This would solve the problem of financing education as well, because the
income from the craft would support the running cost of the schools.
Modern Education System:
The Zakir Hussain committee pointed out that modern educational thought was practically unanimous
on the idea of educating the children through some creative work. This approach was regarded as the
most effective method of providing an integrated all sided education. The justification given was that
the active nature of the child never agreed with the purely academic and theoretical instruction
provided in the primary schools. Moreover, the integrated all sided education balances the intellectual
and practical elements of experience and serves as an instrument of educating the body and the mind
in coordination.

37. From the educational point of view, when the curriculum is related to life and its various aspects,
including productive work, it provides scope for correlating knowledge belonging to different subject
areas and give concreteness to it.
CLASSIFICATION OF INDIAN EDUCATION SYSTEM
1. Primary Education:
In the policy 1986, a law is made to provide free, compulsory education up to the age of
fourteen i.e. upto middle standard for example : reading, writing, simple mathematics and
some knowledge about our country and society, these are some basic concept of education.
Also all these are some basic needs to become a good citizen and to get higher education.
This is a fact that the investment in the primary education proves very beneficial in future.
So our government gives very importance to primary education.
2. SecondaryEducation:
After giving the knowledge about the basic concept of education, secondary education
should also be given. There is no need that this type of education should be given to all. This
type of education includes vocational education. Our government has established some
training centers to give this type of education.
3. Higher Education :
Higher education is a very important part of a development nation. This type of education is
given in colleges, universities and in training centers. It also includes technical education.
But it should be given to a few people.
Thus we want to give the primary education to all, secondary education to some people.
Means of education should be divided according to primary, secondary and higher
education. Thus secondary and primary education should be quantative and higher education
should be quantitative.

38. Origin of Dichotomy Education and Work :
In the primitive society, there was no dichotomy between education and work. The very living
process was education for every individual. His physical environment, social environment and the
world of work around him provided all the experiences necessary for his survival and development
of his personality. Thus, the bulk of his education was through doing and involvement in productive
work and services. Consequently, there was no apathy for manual work in those days and there was
no distinction between the intellectual workers and the manual workers. However the
communication skills were developed by imitating his family members and his neighbours. Gaining
of knowledge for its own sake had little significance for him. The various utterances meant for
propitiating the gods and knowledge about does and do not’s for better living were transmitted to
him orally by his elders, and he memorized there by repeating what he listened to.
But gradually, as the individual families concentrated on specialising in particular occupational
skills, the panorama of social structure also changed. There was division of labour which resulted in
the development of the class and caste system based on occupations. Those who were concerned
with intellectual and academic pursuits were regarded as belonging to the higher order and those
who were concerned with manual work suffered a lower status. Acquiring and dispensing of
literacy and numeracy remained the prerogative of the brahmins only. As a result of this, the
distinction between the intellectual worker and the manual worker became distinct. This led to the
development of dichotomy between general education and work. However, its effect was not so far
reaching, because even in the ancient and medieval societies, division of labour was less marked
and even those who pursued intellectually-biased non-formal as well as formal education, had to do
all sorts of indoor as well as out-door manual work. In other words, the cleavage between the world
of education and the world of work was not so wide as it became later. There was no provision of
any work education in these institutions, which continued to serve the cause of the privileged elites
who isolated themselves from those who were not educated in this system. The products of such
educational system, also despised working with their hands and they had to depends upon their less
fortunate brethren for every kind of manual work. Thus the separation between the intellectual
workers and the manual workers increased further, and inclusion of productive manual work in
general education was resisted by the former.

39. EDUCATION POLICY
Education Policy is prepared by the Centre Government and State Governments at national and state
levels respectively. The National Policy on Education (NPE), 1986, has provided for environment
awareness, science and technology education, and introduction of traditional elements such
as Yoga into the Indian secondary school system. A significant feature of India's secondary school
system is the emphasis on inclusion of the disadvantaged sections of the society. Professional from
established institutes are often called to support in vocational training. Another feature of India's
secondary school system is its emphasis on profession based vocational training to help students attain
skills for finding a vocation of his/her choosing. A significant new feature has been the extension of
SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan.
CENTRAL GOVERNMENT SCHEMES FOR SCHOOL
EDUCATION
1. Introduction
Education is the most important lever for social, economic and political transformation. A
well-educated population, equipped with the relevant knowledge, attitudes and skills is essential for
economic and social development in the twenty-first century. Education is the most potent tool for
socio-economic mobility and a key instrument for building an equitable and just society. Education
provides skills and competencies for economic well-being. Education strengthens democracy by
imparting to citizens the tools needed to fully participate in the governance process. Education also
acts as an integrative force in society, imparting values that foster social cohesion and national
identity.
Before 1976, education was the exclusive responsibility of the States. The Constitutional
Amendment of 1976, which included education in the concurrent List, was a far-reaching step. The
substantive, financial and administrative implication required a new sharing of responsibility
between the Union Government and the States. While the role and responsibility of the States in
education remained largely unchanged, the Union Government accepted a larger responsibility of
reinforcing the national and integrated character of education, maintaining quality and standard

40. including those of the teaching profession at all levels, and the study and monitoring of the
educational requirements of the country.
In order to achieve UEE (Universalisation of Elementary Education, the Government of India
has initiated a number of programmes and projects. The Government adopts an integrated approach
in the implementation of the various centrally sponsored schemes, in keeping with principles of the
National Policy on Education, to ensure that the education of equitable quality for all to fully harness
the nation‟s human resource potential. The common objectives are to enhance access through the
expansion of quality school education; to promote equity through the inclusion of disadvantaged
groups and weaker sections, and to improve the quality of education.
The following Centrally sponsored programmes are being implemented in the Education Sector
under Ministry of Human Resource Development
i) Sarva Shiksha Abhiyan: Launched in 2001 Sarva Shiksha Abhiyan(SSA) is one of India‟s
major flagship programmes for universalisation of elementary education. Its overall goals include
universal access and retention, bridging of gender and social category gaps in elementary education,
and achieving significant enhancement in learning levels of children.
SSA is being implemented in partnership with the State Governments and reaches out to 192
million children in 1.1 million habitations across the country. SSA Goals are (a) Enrolment of all
children in school, Education Guarantee Centres, Alternative school; (b) Retention of all children till
the upper primary stage; (c) Bridging of gender and social category gaps in enrolment, retention and
learning; and (d) Ensuring that there is significant enhancement in the learning achievement levels
of children at the primary and upper primary stage.
Provisions of Right to Education Act are being implemented through SSA. Accordingly, norms
have been revised / modified to align them with the requirement of RTE Act, 2009.
Central Government has approved an outlay of `2,31,233 crore for implementation of the
combined RTE-SSA programme for the five year period of 2010-11 to 2014-15. The annual
requirement of funds for the combined RTE-SSA programme will be approximately in the range of
`40,000 to `49,000 crore both for the Central and State Governments.
Under SSA India has not only been able to improve access to 99 per cent of primary level
but has also been able to reduce out of school children to 3-4 per cent of the age cohort of 6-14 years.

41. Under this programme, special focus is on girls, children belonging to SC/ST Communities, other
weaker Sections, Minorities and urban deprived children1.
Details of cumulative progress made under the SSA up to 2011-12 are given in Table below.
Cumulative Progress under SSA up to 2011-12
Sl. No. Item Sanctions
1. Opening of New Schools 2,09,914
2. Opening of New Upper Primary Schools 1,73,969
3. Construction of Primary Schools 1,92,392
4. Construction of Upper Primary Schools 1,05,562
5. Construction of Additional Classrooms 16,03,789
6. Toilets 5,83,529
7. Drinking Water facilities 2,23,086
8. Teachers 19,65,207
Source: Ministry of Human Resource Development, Annual Report,
2011-12
ii) Kasturba Gandhi Balika Vidyalaya: KGBVs are residential upper primary schools
for girls from SC, ST, OBC and Muslim communities. KGBVs are set up in areas of scattered
habitations where schools are at great distances and are a challenge to the security of girls. This
often compels girls to discontinue their education. KGBV addresses this through setting up
residential schools, in the block itself. KGBVs reach out to:
• Adolescent girls who are unable to go to regular schools.
• Out of school girls in the 10+ age group who are unable to complete primary school.
• Younger girls of migratory populations in difficult areas of scattered habitations that
do not qualify for primary/upper primary schools.
KGBVs provide for a minimum reservation of 75 per cent seats for girls from SC/ST/OBC
and minorities communities and 25 per cent to girls from families that live below the poverty line.
Till 2009-10 there were 2570 KGBVs in the country. After the RTE Act came into operation, an
additional 1030 KGBVs were sanctioned, taking the total number of KGBVs in the country to 3600.

42. iii) National Programme for Education of Girls at Elementary Level
(NPEGEL):NPEGEL is implemented in educationally backward blocks (EBB) and addresses the
needs of girls who are „in‟ as well as „out‟ of school. NPEGEL also reaches out to girls who are
enrolled in school, but do not attend school regularly.
NPEGEL emphasizes the responsibility of teachers to recognize vulnerable girls and pay
special attention to bring them out of their state of vulnerability and prevent them from dropping out.
Both NPEGEL and KGBV are expected to work in tandem to complement efforts under SSA
to ensure „inclusion‟ of all girls and provide them „quality‟ education. While NPEGEL is designed
to work through the day schools, KGBV establishes residential schooling facilities for the girls in
remote areas that are un-served by upper primary schools or in areas with educational disadvantage
amongst certain social groups.
iv) Mid-Day Meal Scheme (MDMS): In keeping with the Constitutional provisions to
raise the level of nutrition of children and enable them to develop in a healthy manner, the National
Programme of Nutritional Support to Primary Education (NP-NSPE) was launched as a Centrally
sponsored scheme in 1995. Commonly referred to as MDMS, this was expected to enhance
enrolment, retention, attendance of children in schools apart from improving their nutritional levels.
This was extended to upper primary (classes VI to VIII) children in 3,479 Economically Backwards
blocks (EBBs) in 2007 and then universalised at the elementary level in the year 2008. The scheme
is implemented through the States/UTs. MDMS is managed and implemented by School
Management/Village Education Committees, Panchayati Raj Institutions, and Self-Help Groups.
MDMS now includes madrasas and maktabs supported under the SSA as well as children under the
National Child Labour Projects. A detailed survey of implementation of intended nutritional values
including calorific value, protein inclusion, additional nutritional supplements and vitamins, as
detailed in the scheme, needs to be carried out to ensure that the nutrition scheme is implemented in
both spirit and letter.
MDMS covered 7.18 crore primary school children and 3.36 crore upper primary school
children in 2010–11. The coverage of children in the States of Bihar (43 per cent), UP (57 per cent)
and Jharkhand (58 per cent) is below the national average of 72 per cent, whereas it is well above
the national average in Chhattisgarh (83 per cent) and Odisha (82 per cent). Based on the Annual
Work Plan and Budget of the States/UTs for the year 2012–13, the district-wise performance of the

43. MDMS in all the States/UTs has been analysed and the poor performing districts (144) have been
identified for focused attention. Of the poor performing districts, 17 are in areas affected by the Left
Wing Extremism (LWE); 11 in the North Eastern States (Tripura, Meghalaya, Assam); 17 in tribal
districts, and 13 in the hilly areas
(Uttarakhand, J&K)
v) The Rashtriya Madhyamik Shiksha Abhiyan: A Centrally sponsored scheme with
a funding pattern of 75:25 between Centre and States (90:10 for Special Category and North Eastern
States), was launched in 2009–10. The major objectives of the RMSA are to (i) raise the minimum
level of education to class X and universalise access to secondary education; (ii) ensure good-quality
secondary education with focus on Science, Mathematics and English; and (iii) reduce the gender,
social and regional gaps in enrolments, dropouts and improving retention. The interventions
supported under RMSA included (i) upgrading of upper primary schools to secondary schools; (ii)
strengthening of existing secondary schools; (iii) providing additional classrooms, science
laboratories, libraries, computer rooms, art, craft and culture rooms, toilet blocks and water facilities
in schools; (iv) providing in-service training of teachers; and (v) providing for major repairs of school
buildings and residential quarters for teachers. Despite being launched in the third year of Plan, there
was good progress under the RMSA during the Eleventh Plan (Table given below). Against a target
of enrolling an additional 3.2 million students, 2.4 million additional students were enrolled in
secondary schools during the Eleventh Plan period. Details on numbers of Schools Setup / Sanctioned
under SSA / RMSA are given in
RMSA : Achievement in the Eleventh Plan
Sl. No. Items Target Achievement
(Approved)
1. Sanction of New Schools 11,188 9,636
2. Strengthening of existing Schools 44,000 34,311
3. Additional Classrooms 88,500 49,356
4. Additional Teachers 1,79,000 59,000
5. In-Service Training for All Teachers 100 per cent 100 per cent
6. Annual Grants to Schools Full coverage 75,394
7. Minor Repair to Schools Full coverage 62,221
Source: India, Ministry of Human Resource Development

44. vi) Scheme for Setting up of 6000 Model Schools at Block Level: The
Scheme envisages providing quality education to talented rural children through setting up
6000 model schools as benchmark of excellence at block level at the rate of one school per block.
The scheme was launched in 2008-09 and is being implemented from 2009-10. The objectives are:
 To have at least one good quality senior secondary school in every block.
 To have a pace setting role.
 To try out innovative curriculum and pedagogy
 To be a model in infrastructure, curriculum, evaluation and school governance.
The scheme has two modes of implementation, viz., (i) 3500 model schools are to be set up
in educationally backward blocks (EBBs) under State/UT Governments; and (ii) the remaining 2500
schools are to be set up under Public-Private Partnership (PPP) mode in the blocks which are not
educationally backward. Presently, only the component for setting up of 3500 model schools in
EBBS under State/UT Governments is operational. The component for setting up of 2500 model
schools under PPP mode will be operational in 12th Five Year Plan.
vii) Scheme of Vocationalisation of Secondary Education at +2 level:
Initiated in 1988, this centrally sponsored scheme of Vocationalisation of Secondary Education
provides for diversification of educational opportunities so as to enhance individual employability,
reduce the mismatch between demand and supply of skilled manpower and provides an alternative
for those pursuing higher education.
Hence, it is important and would be implemented from class IX onwards, unlike the present
provision for its implementation from class XI, and would be subsumed under RMSA. Vocational
Education courses will be based on national occupation standard brought out by the Sector kill
Councils (SSCs) that determine the minimum levels of competencies for various vocations.
Academic qualifications would be assessed and certified by educational bodies and vocational skills
would be assessed and certified by respective SSCs.
In the Twelfth Plan, a mechanism would be created for convergence of vocational courses
offered by various ministries, private initiatives and vocational education institutions, and use
schools as the outlet for vocational education of young people. A comprehensive repertoire of

45. vocational courses, duration of each course, equipment and facilities, costs and agencies will be
developed.
viii) Scheme of ICT @ School:The Information and Communication Technology in School
Scheme was launched in December 2004 to provide opportunities to secondary stage students to
mainly build their capacity of ICT skills and make them learn through computer aided learning
process. The Scheme provides support to States/Union Territories to establish enabling ICT
infrastructure in Government and Government aided secondary and higher secondary schools. It
also aims to set up Smart schools in KVs and Navodaya Vidyalayas which are pace setting
institutions of the Government of India to act as “Technology Demonstrators” and to lead in
propagating ICT skills among students of neighbourhood schools.
ix) Inclusive Education for Disabled at Secondary stage:The Scheme of Inclusive
Education for Disabled at Secondary Stage (IEDSS) has been launched from the year 2009-10. This
Scheme replaces the earlier scheme of Integrated Education for Disabled Children (IEDC) and would
provide assistance for the inclusive education of the disabled children in classes IX-XII.
The aim of the Centrally Sponsored Scheme of IEDSS is to enable all students with disabilities, after
completing eight years of elementary schooling, to pursue further four years of secondary schooling
(classes IX to XII) in an inclusive and enabling environment.
x) Quality Improvement in Schools: During the 10th Five Year Plan, “Quality
Improvement in Schools” was introduced as a composite centrally sponsored scheme having the
following components:
i) National Population Education Project, ii)
Environmental Orientation to School Education, iii)
Improvement of Science Education in Schools, iv)
Introduction of Yoga in Schools, and
v) International Science Olympiads.
A decision was taken to transfer four of these components to National Council of Educational
Research and Training (NCERT) w.e.f. APRIL 2006, except the component of improvement of
Science Education in school that was transferred to States.

46. xi) Strengthening of Teachers’ Training Institutions
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 poses major
challenges for improving the quality of teachers and for expanding institutional capacity in States to
prepare professionally trained persons for becoming school teachers. Government has initiated steps
to revise the existing Centrally Sponsored Scheme of Restructuring and Reorganisation of Teacher
Education. This Scheme was initiated in 1987 pursuant to the formulation of the National Policy on
Education, 1986 which emphasised the significance and need for a decentralised system for the
professional preparation of teachers, and it was in this context that District Institutes of Teacher
Education (DIETs), Colleges of Teacher Education (CTEs) and Institutes of Advanced Study in
Education (IASEs) were established.
Analysis shows that there are 5.23 lakh vacancies of school teachers at the elementary level
and the provisions under the RTE Act would lead to additional requirement of around 5.1 lakh
teachers. Moreover, around 7.74 lakh teachers are untrained, i.e. they do not possess the prescribed
qualification.
xii) Adult Education and Skill Development Schemes
Adult Education aims at extending educational options to those adults, who have lost the
opportunity and have crossed the age of formal education, but now feel a need for learning of any
type, including, basis education (literacy), skill development (Vocational Education) etc. In order to
promote adult education and skill development through the voluntary sector, support to Voluntary
Agencies (Vas) was so far being extended through two schemes, namely, (i) Assistance to Voluntary
Agencies in the field of Adult Education and (ii) Jan Shikshan Sansthans. With effect from 1 April
2009 both these schemes have been merged and a modified scheme, named as “Scheme of Support
to Voluntary Agencies for Adult Education and Skill Development” has been put up in place. The
Scheme encompasses three components, namely, State Resource Centres, Jan Shikshan Sansthans
and Assistance to Voluntary Agencies.

47. xiii) Scheme for Providing Quality Education for Madrsas(SPQEM)
SPQEM seeks to bring about qualitative improvement in madrsas to enable Muslim children attain
standards of the national education system in formal education subjects. The salient features of
SPQEM scheme are:
i) To strengthen capacities in Madrsas for teaching of the formal curriculum subjects
like Science, Mathematics, Language, Social Studies etc through enhanced payment of
teacher honorarium.
ii) Training of such teachers every two years in new pedagogical practices.
iii) The unique feature of this modified scheme is that it encourages linkage of madarsas
with National Institute for Open Schooling (NIOS), as accredited centres for providing
formal education, which will enable children studying in such madarsas to get certification
for class 5,8,10 and 12. This will enable them
to transit to higher studies and also ensure that quality standards akin to the national education
system. Registration & examination fees to the NIOS will be covered under this scheme as
also the teaching learning materials to be used.
iv) The NIOS linkage will be extended under this scheme for Vocational Education at
the secondary and higher secondary stage of madarsas.
xiv) Scheme ofInfrastructure developmentin Minority Institutions (IDMI): IDMI
has been operationalised to augment infrastructure in private aided/unaided minority
schools/institutions in order to enhance quality of education to minority children. The salient features
of IDMI scheme are:-
i) The scheme would facilitate education of minorities by augmenting and strengthening
school infrastructure in Minority Institutions in order to expand facilities for formal education
to children of minority communities.
ii) The scheme will cover the entire country but, preference will be given to minority
institutions (private aided / unaided schools) located in districts, blocks and towns having a
minority population above 20%.
iii) The scheme will, inter alia, encourage educational facilities for girls, children with
special needs and those who are most deprived educationally amongst.

48. xv) Setting up of New Polytechnics and Strengthening of Existing Polytechnics
There are 3716 Polytechnics in the country at present. A scheme “Sub-Mission on
Polytechnics under Coordinated Action for Skill Development” has been launched during the 11th
Plan. Under the scheme, this Ministry provides one-time financial assistance upto Rs.12.30 crores
per polytechnic to the State/UT Governments for setting up of new polytechnics in 300 un-served
and under-served districts of the country. The polytechnics are at various stages of construction and
in provisioning of land. Central Government has sought progress report from the State Governments
from time to time. Based on the progress reports further installment of grant is released. However,
no time limit has been fixed for it.
Under the “Sub-Mission on Polytechnics under Coordinated Action for Skill Development”,
financial assistance is provided to the existing Government and Government aided polytechnics in
the country for construction of Women‟s Hostel in the country including states of North-East region
and Arunachal Pradesh. The number of institutions provided assistance under the scheme in the
country including NorthEast region and Arunachal Pradesh.
xvi) Eklavya Model Residential Schools (EMRSs): These schools are funded by the
Government for the welfare of Scheduled Tribes. Proposals for setting of EMRS are received from
the State Government. The Ministry of Tribal Affairs administers special area programme of grant
under Art 275 (1) of the Constitution of India. Under this programme State wise allocation to 26
States including 9 Left Wing Extremism (LWE) States is made on the basis of percentage of
Scheduled Tribes population in the State with reference to total ST population in the Country. A part
of the grant can be used for setting up of Eklavya Model Residential Schools (EMRS). Priority for
the development schemes including setting up of EMRS is fixed and executed by the State
Government within the allocation depending on the felt need of the local area and its people in
accordance with the guidelines issued by the Ministry in June 2010.
Pre-matric Scholarship Scheme: Pre-matric is the Scholarship for students from Minorities
Communities. The Scholarship at Pre-matric level will encourage parents from minority communities
to send their school going children to school, lighten their financial burden on school education and
sustain their efforts to support their children to complete school education. The scheme will form the
foundation for their educational attainment and provide a level playing field in the competitive
employment arena. Empowerment through education, which is one of the objectives of this scheme,
has the potential to lead to upliftment of the socio economic conditions of the minority communities.

49. Role Of Ngos In Promoting Elementary Education In India
The non-governmental organizations (NGOs) which are volunteering their services in various fields
around the world are, no doubt, doing a commendable job. NGOs educate underprivileged children
in India, and develop innovative modules that improve the quality of primary education. Every good
work is important without exception but the work for ‘promotion of education’, by all means, is the
best.
NGOs can play an effective role in assisting the state to complement the public education system and
to improve its effectiveness. Various surveys have revealed that the experimental approaches of the
NGOs have successfully tackled many shortcomings in schooling. NGOs involvement in education
increases the accountability of the schooling system and proper utilization of the state and central
funds to the beneficiaries. The NGOs can establish partnerships with the government to share their
models rather than create islands of excellence. The effectiveness of NGO action is in evidence in the
successful schooling of underprivileged children, communities in remote locations, scheduled castes,
scheduled tribes and other children that face social barriers to education.
NGOs can find out and accordingly suggest the respective authority that targeted actions are required
for specific deprived groups, for instance, the urban poor, child workers or street children. NGOs can
pioneer the concepts of the voluntary teacher and the alternative school to counter teacher
absenteeism and to make appropriate education available for out of school children. It is NGOs which
has pointed out those state-run Urdu medium schools in Maharashtra and Andhra Pradesh are being
deliberately discriminated from SSA or mid-day meal schemes provided by the central government.
The survey conducted by this organization in 2002 throughout Assam has also revealed that there is
a strong demand for education even among the poorest of poor and a responsive education system
can overcome the obstacle of poverty to bring children into schools. The challenge, however, is to
retain the children in the school by making it interesting and worthwhile. An expanded pre-school
education, special attention for first-generation learners, especially in the first three grades, remedial
classes and bridge courses for over-age entrants to schools are considered to be important by the NGO
to increase enrolments and retention in the primary grades.

50. NGO’s Working For The Improvement Of Education
NGO means Non Government Organization. These Organizations are private organizations, but some
of them are funded by the government. Indian NGOs fall into two broad categories - the
"Government-funded" NGOs and the "Multinational NGOs" which receive their funds from foreign
sources. Some of the examples of NGOs working for improving elementary education are as follows:
a) PRATHAM
It is the largest non governmental organization working to provide quality education to the
underprivileged children of India. Pratham was established in 1994 to provide education to the
children in the slums of Mumbai city. Since then, the organization has grown both in scope and
geographical coverage.
Today it reaches out to millions of children living both in rural and urban areas through a range of
interventions. The Pratham team comprises of educationists, development professionals, media
personnel, corporate, workers, activists, PhDs, MBAs, CAs, civil servants, bankers, corporate
professionals, consultants, who all bring their experiences and perspectives to the organization and
are unified by the common vision of improving the future of our children.
Pratham firmly believes in working with the government to bring about large scale change and
therefore our programs are aimed at supplementing rather than replacing governmental efforts. It has
signed Memorandums of Understanding with 8 state governments for our flagship program -Read
India and is working in close collaboration with the municipal corporations in several cities such as
Mumbai and Delhi.
It also works with the school systems and communities to plan and implement our programs.
Thousands of volunteers, mainly women, belonging to the same communities as the children work
with them to implement the interventions at the grassroots. These volunteers are mobilized, trained
and monitored by the Pratham team and are also provided with Teacher Learning Material and books
developed by Pratham.
b) SMILE FOUNDATION
As a Social Venture Philanthropist, Smile Foundation promotes and catalyses universal education
among underprivileged children, create the process to embrace these children into mainstream in a
sustained manner, facilitate them to emerge as productive assets, and set the foundation for nation
building. Smile Foundation believes that the desired changes in the lives of such children will come

51. only when more and more privileged people start participating proactively in finding a solution. The
Foundation also believes that the only way to ensure a better future for these children is by educating
them. That is because education is both the means as well as the end; it empowers these children and
evolves them as better citizens.
Mission Education is a national level programme from Smile Foundation which focuses on basic
education for underprivileged children and youth. Smile believes that whether you are addressing
healthcare, poverty, population control, unemployment or human rights, there's no better place to start
than in the corridors of Education.
Because education is both the means as well as the end to a better life: means, because it empowers
an individual to earn his/her livelihood and the end because it increases one's awareness on a range
of issues from healthcare to appropriate social behavior to understanding one's rights and in the
process evolve as a better citizen.
c) WORKING MODEL - Social Venture Philanthropy
Smile Foundation, adopted this novel concept of social venture capitalism to bring together business
and social entrepreneurs to discover creative solution to complex social problem. By amalgamating
business practices and new economy values into social landscape. Smile Foundation intends to initiate
creative approaches towards philanthropic endeavors. This new platform would get people to think
about their charitable giving, at the same time expanding horizons for funding sources to community
wealth Following philosophy of Social Venture Philanthropy (SVP), Smile Foundation identifies
genuine local grass root initiatives doing exemplary work in promoting children’s education and
health and empowers them. And extend financial support, technical expertise and capacity building
of these initiatives. In addition to these initiatives Smile Foundation also support established local
initiatives doing effective work for this cause by supporting ongoing projects. More than 50 projects
are at present running in various parts of India.Smile Foundation has project office presence in various
locations and cities. A few of them include Delhi NCR, Gurgaon, NOIDA, Faridabad, Lucknow,
Kanpur, Meerut, Jhansi, Allahabad, Dehradun etc
It is clear from the points mentioned above that improvement in elementary education and thus
literacy is one of the basic requirements for national growth. Though government is primarily
responsible for this but without the participation of public, it cannot complete such mammoth task.
NGOs can play a major role in it. However, the Government has to see that the policies made should
attract NGOs and students for this noble objective but at the same time should have a strong
mechanism to monitor to avoid any misuse of public fund and ensure its maximum utilization.

53. CONCULSION
After, My research on study education system in India, I had concluded that the study reflects that all
the boards give high importance to evaluation and examination system but there is a direct need for
revolutionary changes in the India education system like marks and grades system, reservation
system, lack of subject choice, impracticality, money constraint, excessive pressure, because
evaluation system lays importance on examination in all the studied boards but school should include
some additional forms of evaluation such as project work, reading, writing skills, participation in co-
curricular activities, attitude and behaviour,etc
CBSE And ICSE emphasizes on home work, project work, unit test, monthly test, half yearly, pre-
board test and annual examination. It aims to promote national unity and integration through
cross cultural learning. Students performance is assessed not only from the academic point of
view but also in the context of overall or hoslistic development of the children
With the effective learning system, India can successfully utilize its vast human sources.

54. BIBLIOGRAPHY
http://mhrd.gov.in/
www.google.com
www.wekipedia.com
www.studyinindiainfo.com
slideshare.com

55. APPENDICES
GENDER
male
female
AGE
16-25
35-40
1)What is your conception for education?
Gain knowledge about the subject
To score good marks
Waste of time
Key to express yourself
2) Do you think education system in India is in power with the education found abroad?
Yes
No
May be
3) Do you think the students are able to comprehend and practice what the teacher teach, in real life?
Yes
No
Maybe
4) The education system fails to provide a chance to build a holistic perspective on the society and
not restric itself to the integral knowledge. Do you?
Yes
No
Maybe

56. 5) Are you satisfied with the education system in India?
Very poor
Poor
Average
Good
Very good
6) Which Board do you prefer for your child?
CBSE
ICSE
Maharashtra Board
Others
7)Do you think getting higher grades is more important than understanding the subject?
Yes, it is more important
No, the focus should be on understanding the subject
8) The syllabus prepared by CBSE and ICSE is more suitable in comparison to Maharashtra board.
Do you agree?
Yes
No
Not sure
I don’t know what is icse and cbse
9) Do you think the board examination in cbse is fair?
Yes, absolutely fair
No, very poor
Average

57. 10) Which among the below listed characteristics do you think are required in a high school so as to
provide sound education?
Discipline
Talent nurture
Career oriented
English medium
Extra curricular activities
Creative space
11) Why do you think we need to be educated?
To find a satisfactory job
To have a degree
To gain knowledge about the world