presentation empirical study on education system in india

1. EMPIRICAL STUDY
ON EDUCATION
SYSTEM IN INDIA

2. OBJECTIVES
TO STUDY THE EDUCATION
DURING THE PRE-
INDEPENDENCE PERIOD IN INDIA
TO STUDY THE DEVELOPMENT
OF EDUCATION AFTER
INDEPENDENCE
TO STUDY THE CAUSES OF
ILLITERACY

3. INTRODUCTION
• 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 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.

4. METHODOLOGY
• There have been two sources of information collected:
a) Primary Sources
• I have met teacher of the some school and have been able to get first
hand information regarding the education system,. And also my Own
observation
b) Secondary Sources
• Secondary source has played a vital role to play in this report. A good
amount of data has been collected from various reports found in
magazines and journals. Another vital source has been the Internet and
particularly the Indian education own website.

5. EDUCATION SYSTEM 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.

6. EXCLUSIVE SCHOOL
• 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superseded by the ICSE stream elsewhere.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.

7. STATE SCHOOL
• Each state in the country has its own Department of Education that runs its own school system with
its own textbooks and evaluation system.
• 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.

8. BENEFITS OF EDUCATION
1. Education is the future of India.
2. Education is very important of India.
3. Without education the man will behave like as animal.
4. Education is very necessary for all the children of whole world because
these children are the future of our world.
5. Education removes illiteracy of our India.
6. Education helps the person to become a good citizen.

9. 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.

10. Development of Education 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.

11. CENTRAL GOVERNMENT SCHEMES FOR SCHOOL
EDUCATION
• 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.

12. • 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.

13. • 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.

14. CONCLUSION
• 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.