The Indian education system follows a 10+2+3 pattern, with 10 years of primary and secondary school, 2 years of higher secondary school, and 3 years of bachelor's degree studies. Key aspects of the system include a national policy on education established in 1968 that aims to provide universal access and quality education. Historically, India had gurukul residential school systems and ancient universities like Nalanda and Taxila. The government plays a large role in education, establishing policies and programs and allocating significant funding, though issues remain around quality and skills-based learning.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
First and foremost Commission of Indian Education emphasized on Women and primary education. Also established 3 universities in the London University modelled.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
When Mauritius became independent in 1968, there was one national university: The University of Mauritius. After nearly fifty years of independence, the higher education landscape has expanded significantly to include some 65 tertiary education institutions (TEIs), 10 of which are publicly-funded. This expansion in the tertiary education sector reveals the impressive progress achieved in the young independent state that Mauritius is, but in a globalised and competitive world, this expansion has started to face challenges and will continue to do so.
The Gurukul was a type of school in ancient education system. The gurukul system is an ancient learning method. Gurukulam has existed since the vedic age.
Source<> http://www.edubilla.com/blog/the-gurukul-system-of-education/
Educators at Sarvottam believe that the destiny of man is shaped in the classroom. The curriculum strives to create an environment where every child excels and caters to learning of life skills.
This presentation aims to elaborate the current prevailing education system and its emergence in India.
Anshika Singh, Masters in Corporate Communication Management 3rd Semester, 2016-18, Banaras Hindu University.
The Indian school education system is one of the largest and most complex in the world. The complexity of the system stems from India’s need to maintain standard and uniformity while giving scope for its diverse culture and heritage to grow and flourish across the length and breadth of the country. After independence, India has worked hard to provide access to almost all its young people, but it has only just begun to focus on aspects of quality and seek to improve learning outcomes.
Present Education System :
The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay.
It has a western style and content.
The British Govt. did not recognize the traditional structures and so they have declined.
It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule.
EDUCATION FOR ALL:
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education as a Fundamental Right.
Right to education:
The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), is an Act of the Parliament of India enacted on 4 August 2009, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21a of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the Act came into force on 1 April 2010.
The Comparative Studies of Educational Policies in India After Independenceijtsrd
Education is fundamental to achieve national development. A better education system develops good human resources. These human resources bring prosperity and equity and transform society by utilising their potential. Better education relies on the education policies framed by its government and bringing changes in them from time to time. India has so far three education policies after independence. The first national education policy in India came in 1968 and the second in 1986 the national education policy of 1986 was revised in 1992. The third national education policy came in the recent year of 2020. In this article, a comparison of these three national education policies has been made by the researchers by analysing the available secondary data. This study is intended to investigate the Indian education system, earlier National Education policies, its objectives, implementation, areas of failures and necessity for a new national policy on education in India and the challenges foreseen to new national educational policy. This paper is an attempt by the researcher to study different policies and their comparison related to the to school education system in post independence period. Dr. Suresh P. Agale "The Comparative Studies of Educational Policies in India After Independence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59879.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/59879/the-comparative-studies-of-educational-policies-in-india-after-independence/dr-suresh-p-agale
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Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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1. INTRODUCTION:
The educational structure in India is generally referred to
as the Ten + Two + Three (10+2+3) pattern. The first
ten years provide undifferentiated general education for
all students. The +2 stage, also known as the higher
secondary or senior secondary, provides for differentiation
into academic and vocational streams and marks the end
of school education. In +3 stage, which involves college
education, the student goes for higher studies in his
chosen field of subject.
(http://www.highereducationinindia.com/).
2. MAULANA AZAD, India's first education minister
recommended strong central government control over
education throughout the country, with a uniform
educational system.
3. National Policy on Education:
The National Policy on Education (NPE) is
a policy formulated by the Government of India to
promote education amongst India's people.
The first NEP was promulgated in 1968 by
the government of Prime Minister Indira
Gandhi, and the second by Prime
Minister Rajiv Gandhi in 1986.
4. The NPE called for a "child-centred approach" in
primary education, and launched "Operation
Blackboard" to improve primary schools nationwide
The NPE emphasizes three aspects in relation to
elementary education:
•universal access and enrolment,
•universal retention of children up to 14 years of age, and
•a substantial improvement in the quality of education to
enable all children to achieve
•Revival of Sanskrit and other classical languages for
contemporary use
5. Gurukul was a type of school in India, residential in
nature, with pupils living in proximity to the guru.
In a gurukul, students resided together as equals,
irrespective of their social standing, learnt from the
guru and helped the guru in his day-to-day life.
At the end of his studies, the pupil offered dakshina
(fees) to the guru. The gurudakshina is a traditional
gesture of acknowledgment, respect and thanks.
7. There were universities like Taxila, Ujjain, Kanchi
etc. for medicine and learning including
mathematics and astronomy.
8. Nālandā is the name of an ancient university in
Bihar, India
and was a Buddhist center of learning from 427 CE to
1197 CE. It has been called "one of the first great
universities in recorded history.
9.
10. OVERVIEW OF THE INDIAN EDUCATION SYSTEM:
10+2+3 PATTERN:
10th i.e. Primary + Secondary Education;
12th i.e. Higher Secondary; &
3 Years for bachelor’s degree(Graduation)
This pattern originated from the recommendation of the
Education Commission of 1964–66.
11. I) PRIMARY EDUCATION SYSTEM IN INDIA:
The primary or the elementary education is highly
emphasised by the Indian Government upto 14 years of the
age.
The Child labour is also banned by the Indian Govt. in order
to ensure that the children do not enter into the unsafe
working condition.
Figures released by the Indian government in 2011 show that
there were 5,816,673 elementary school teachers in India. As
of March 2012 there were 2,127,000 secondary school
teachers in India.
Education has also been made free for children for 6 to 14
years of age or up to class VIII under the Right of Children to
Free and Compulsory Education Act 2009.
12. PRIMARY EDUCATION SYSTEM IN INDIA:
Private education
80% of all schools are government schools making the government
the major provider of education.
27% of Indian children are privately educated because of poor
quality of public education.
private schools cover the entire curriculum and offer extracurricular activities such as science fairs, general
knowledge, sports, music and drama etc.
Even the poorest often go to private schools despite the fact that
government schools are free. A study found that 65% of
schoolchildren in Hyderabad's slums attend private schools
13. II) SECONDARY EDUCATION:
Secondary education covers children 14–18 which covers 88.5
million children according to the Census, 2001.
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.
Kendriya Vidyalaya project 1965.
A special Integrated Education for Disabled Children (IEDC)
programme was started in 1974 with a focus on primary
education but was converted into Inclusive Education at
Secondary Stage.
14. III) HIGHER EDUCATION:
After passing the Higher Secondary Examination (the grade
12 examination), students may enroll in general degree
programmes such as bachelor's degree in arts, commerce or
science, or professional degree programmes such as
engineering, law or medicine.
3rd largest in the world.
Main governing body is UNIVERSITY GRANTS
COMMISSION (INDIA).
15. HIGHER EDUCATION:
India has:
20 central universities
215 state universities,
100 deemed universities,
5 institutions established and functioning under the State
Act, and
33 institutes which are of national importance.
Other institutions include 16,000 colleges, including 1,800
exclusive women's colleges, functioning under these
universities and institutions
16. Women's Education:
“If you educate a man you educate an individual,
however, if you educate a woman you educate a whole
family. Women empowered means mother India
empowered”.
PT. JAWAHARLAL
NEHRU
Women in India constitute 50 per cent of the country’s
human resources and their contributions are vital for the
nation’s progress.
A woman has to play three roles in the course of her life.
Each of these roles expects some duties from her.
1) good daughter
2) good wife
3).Good mother.
18. Rural Education:
Following independence, India viewed
education as an effective tool for bringing
social change through community
development.
The administrative control was effectively
initiated in the 1950s, when, in 1952, the
government grouped villages under a
Community Development Block—an
authority under national programme which
could control education in up to 100 villages
19. Rural education cont...
Education in rural India is valued differently than
in an urban setting, with lower rates of
completion. A gender gap exists within the
schools; 18% of males earn a high school
diploma compared with only 10% of females.
Vocational education
The government of India is taking many positive
steps to turn the education vocational and job
oriented.
20. Central Government Involvement
During the Financial Year 2011-12 the Central
Government of India has allocated Rs 38,957 crores
for the Department of School Education and
Literacy which is the main department dealing with
primary education in India.
Within this allocation, major share of Rs21,000
crores, is for the flagship programme “Sarva Siksha
Abhiyan”.
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.
21. Central govt. Involvement
Cont...
The announcements are;
(a) To progressively increase expenditure on education to around
6% 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.
22. INDIAN EDUCATION SYSTEM: WHAT
NEEDS TO CHANGE?
Focus on skill based education.
Reward creativity, original thinking, research and
innovation
Get smarter people to teach
Implement massive technology infrastructure for
education
23. .
.
Re-define the purpose of the education system
Take mediocrity out of the system
CONCLUSION:
Technology should be changed.
Focus should be on practical knowledge.
Innovations should be encouraged.
Smart classes should be opted by the institutions.