The document discusses primary education in India. It notes that while India has made progress towards universal primary education, many challenges remain. Approximately 20% of Indian children aged 6-14 are still not enrolled in school. For those who are enrolled, the quality of education is generally poor, with most students failing to attain basic literacy and numeracy levels. Factors like a lack of properly trained teachers, low standards, and an overemphasis on rote learning rather than conceptual understanding are cited as contributing to the low quality of primary education in India. Overall, the document suggests that improving the system and focus on developing children's skills and knowledge will be important to address this ongoing issue.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
The higher education market in India accounts for a substantial share of the total education in India. This segment is estimated to be worth INR 6.5 bn and is expected to be growing at 12% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The growth in the student population is fuelling growth in this sector.
The report begins with an introduction to the higher education industry covering the various regulatory bodies and councils that exist in this space including their functions with respect to specific courses. The overview section indicates the market size and growth of the higher education sector and institutions in this space as well as information regarding market segmentation. The intake of students across India for various courses has also been mentioned. The current scenario in India has been discussed covering the fundamental shortcomings in the market, low gross enrolment ratio, low public spending, not-for-profit mandate of the government and the approach adopted by private players, lack of co-operation between public and private sector and lack of large players in the market.
The key initiatives of the government identified include the introduction of National Commission for Higher Education and Research (NCHER), Foreign Educational Institutions Bill of 2007, provisions for higher education under the 11th Five Year Plan and passing of the Right of Children to Free and Compulsory Education Bill. An analysis of the drivers explains growth factors such as growing middle class with the ability to afford a private education, India’s demographic advantages, poor perception towards alternative education streams, growing private players due to large demand-supply gap and expenditure on foreign education.
The competition section highlights the major private players including their business focus and expansion plans.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
The higher education market in India accounts for a substantial share of the total education in India. This segment is estimated to be worth INR 6.5 bn and is expected to be growing at 12% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The growth in the student population is fuelling growth in this sector.
The report begins with an introduction to the higher education industry covering the various regulatory bodies and councils that exist in this space including their functions with respect to specific courses. The overview section indicates the market size and growth of the higher education sector and institutions in this space as well as information regarding market segmentation. The intake of students across India for various courses has also been mentioned. The current scenario in India has been discussed covering the fundamental shortcomings in the market, low gross enrolment ratio, low public spending, not-for-profit mandate of the government and the approach adopted by private players, lack of co-operation between public and private sector and lack of large players in the market.
The key initiatives of the government identified include the introduction of National Commission for Higher Education and Research (NCHER), Foreign Educational Institutions Bill of 2007, provisions for higher education under the 11th Five Year Plan and passing of the Right of Children to Free and Compulsory Education Bill. An analysis of the drivers explains growth factors such as growing middle class with the ability to afford a private education, India’s demographic advantages, poor perception towards alternative education streams, growing private players due to large demand-supply gap and expenditure on foreign education.
The competition section highlights the major private players including their business focus and expansion plans.
Improving the nutritional status of children in classes I-V
Encouraging poor children, belonging to disadvantaged sections, to attend school more regularly and help them concentrate on classroom activities
Providing nutritional support to children of primary stage in drought affected areas during summer vacation
(To achieve the above objectives a cooked mid day meal with nutritional content will be provided to all children studying in classes I-V)
India’s Higher Education System - May 2016Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrolments as well as institutions in the coming decades.
As good institutes are in short supply, the scope for
higher education services providers will only grow in
the coming years. The report presents an overview of
the status of education in the country, number and type
of institutions and their growth, aggregate enrolments
and growth, nature of research conducted in Indian
institutions, opportunities for joint degrees/sandwich
programmes and research collaborations.
Higher Education in India An Analysis of Trends Challenges and Opportunitiesijtsrd
The global community has come to the conclusion that a nations educational system has a direct bearing on its level of economic prosperity. Education is the key to a nations success. It is unavoidable that an educated population will be found in a developed nation. The higher education system in India is the third largest in the world, after the systems found in the United States and China respectively. Since its independence, India, which is still considered a developing nation, has been making consistent advancements in the sphere of education. Even if there have been a lot of obstacles in the way of Indias higher education system, there are also a lot of potential to overcome these obstacles and make Indias higher education system much better. It requires more openness and responsibility from those responsible. It is of the utmost significance that fresh scientific study on how individuals learn, in addition to the function that educational institutions like colleges and universities will play in the new millennium. People in India who have a high level of education and relevant experience are what our economy needs to make progress. India is a source of people with a very high level of expertise for other countries. As a result, it will not be difficult at all for India to move our country from the category of developing nation to that of developed nation. This study intends to emphasise the increasing number of universities and colleges in accordance with the requirements of higher education, as well as problems and opportunities in Indias system of higher education. Dr. B. Vijaya | Mrs. Nivedita "Higher Education in India: An Analysis of Trends Challenges and Opportunities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57531.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57531/higher-education-in-india-an-analysis-of-trends-challenges-and-opportunities/dr-b-vijaya
Education is the most important element of growth and prosperity of a nation. India is in the process
of transforming itself into a developed nation by 2020. Yet we have 350 million people who need literacy and
many more who have to acquire employment skills to suit the emerging modern India and globe. Children who
belong to weaker sections of our society are undernourished and only a small percentage of them managed to
complete eight years of satisfactory education. We need to think specially for them. Primary education is the
foundation on which the development of every citizen and the nation as a whole built on. In recent past, India
has made a huge progress in terms of increasing primary education enrolment, retention, regular attendance
rate and expanding literacy to approximately two third of the population. India’s improved education system is
often cited as one of the main contributors to the economic development of India. At the same time, the quality
of elementary education in India had also been a major concern
Enhancing effectiveness of education deliveryRavi Balgi
Article by Prof. Som Sekhar Bhattacharyya of NITIE &
Mr. Ravi Balgi, on how education can reach more
effectively to socio‐economically poorest sections of the society.
They recommend cartoocation, reusing the ancient
technique of story telling through a pictorial depiction!
India’s Higher Education System - September 2015Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrollments as well as the number of institutions in the
come decades. With a shortage of good institutes the
scope for higher education services providers will only
grow in the coming years. The report presents an overview
of the status of education in the country, number
and type of institutions and their growth, aggregate
enrollments and growth, nature of research conducted
in Indian institutions, opportunities for joint degrees/
sandwich programmes/ and research collaborations.
Status of Elementary Education in Uttarakhandijtsrd
Education, after food, clothing, and shelter, is the most basic requirement for humans in todays society. Before school, we only interact with our family, parents, and other immediate family members, and this primary exposure not only generates new ideas in us, but also instils sociable practises such as identification, relationship, sharing, support, and empathy, all of which are important contributors to adulthood. Because primary education serves as a firm basis for further education, career choices, and peoples lifestyles, it is one of the most basic and important concerns.Because of many government measures implemented even in rural locations, enrolment in primary schools has been a flourishing tale in the state of Uttarakhand. However, keeping these children until their education is completed remains a major challenge. Female are more likely than male students to drop out of primary school. The purpose of this paper is to look into the various factors that contribute to this high dropout rate, to assess the impact of primary education standards on the states HDI and the consequences of this, to learn about the various initiatives taken by the government and other non governmental organisations to fulfil the right to education in Uttarakhand, and to look into the various challenges that come with achieving the RTE Right to Education Act and possible solutions for these problems in State. Alka "Status of Elementary Education in Uttarakhand" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49276.pdf Paper URL: https://www.ijtsrd.com/economics/other/49276/status-of-elementary-education-in-uttarakhand/alka
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
School Education for children plays a significant role in the development of Indian economy. The nation should concentrate on its education system and invest more in school education.
How to Make a Field invisible in Odoo 17Celine George
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Primary education
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.Takshasila was the earliest recorded
centre of higher learning in India from at least 5th century BCE and it is
debatable whether it could be regarded a university or not. The Nalanda
University was the oldest university-system of education in the world in
the modern sense of university.[2] Western education became ingrained
into Indian society with the establishment of the British Raj.
Education in India falls under the control of both the Union
Government and theState Governments, with some responsibilities
lying with the Union and the states having autonomy for others. The
various articles of the Indian Constitution provide for education as a
fundamental right. Most universities in India are controlled by the
Union or the State Government.
India has made progress in terms of increasing the primary
education attendance rate and expanding literacy to approximately
three quarters of the population.[3]India's improved education system is
often cited as one of the main contributors to the economic rise of
India.[4] Much of the progress, especially in higher education and
scientific research, has been credited to various public institutions. The
private education market in India was 5%[citation needed] and in terms of
value was estimated to be worth US$40 billion in 2008 but had
increased to US$68–70 billion by 2012.[5]
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all
rural children between the ages of 6-14 were enrolled in school. This is
the fourth annual survey to report enrollment above 96%. 83% of all
rural 15-16 year olds were enrolled in school. However, going forward,
India will need to focus more on quality.
Gross enrollment at the tertiary level has crossed 20% (as per an Ernst &
Young Report cited in Jan 2013 in Education News/minglebox.com)
As per the latest (2013) report issued by the All India Council of
Technical Education (AICTE), there are more than 3524 diploma and
post-diploma offering institutions in the country with an annual intake
capacity of over 1.2 million.
The AICTE also reported 3495 degree-granting engineering colleges in
India with an annual student intake capacity of over 1.76 million with
actual enrollment crossing 1.2 million..
Capacity for Management Education crossed 385000, and post graduate degree slots in
Computer Science crossed 100,000. Pharmacy slots
reached over 121,000.
Total annual intake capacity for technical diplomas
and degrees exceeded 3.4 million in 2012.
According to the University Grants Commission
(UGC) total enrollment in Science, Medicine,
Agriculture and Engineering crossed 6.5 million in
2010.
Charu Sudan Kasturi reported in the Hindustan Times
(New Delhi, 10 January 2011) that the number of
women choosing engineering has more than doubled
since 2001.
In the India education system, a significant number of
seats are reserved under affirmative action policies for
the historically disadvantaged Scheduled Castes and
Scheduled Tribes and Other Backward Classes. In
universities/Colleges/Institutions affiliated to the
federal government there is a minimum 50% of
reservations applicable to these disadvantaged groups.
At state level it can vary. Andhra Pradesh had 83.33%
reservation in 2012, which is the highest percentage of
reservations in India.
3. Primary
education
58% of children do not complete primary
education in India.
i
According to the Annual Status of Education
Report (ASER) 2012, 10 crore children in India
are two or more years below their grade level.
ii
As of 2012, only 30% of standard three
students could read a standard 1 text a drop
from
50% in 2009iii
.
The ASER report also estimates that only 50%
of rural children enrolled in standard five can
fluently read a standard two text book.
40% of standard five students in rural India
cannot solve simple two-digit subtractions.
4. Primary education
29.3% of India’s population falls in the age group of 0-
14 yearsv
. Primary education lays the
foundation towards building a pool of capable and
empowered citizens. Investment in
education will enable the citizens to participate in the
growth process through improved
productivity, employment, and wages. This would
drive sustained economic growth for
decades. Hence, primary education should be a critical
component of the inclusive growth
agenda of the Indian Government.
The past decade has seen substantial increase in
education investments under the Sarva
Shiksha Abhiyan (SSA), the Right to Education Act
2010 as well as the Mid Day Meals Scheme.
The Right to Education (RTE) Act makes education a
fundamental right. The Mid Day Meals
Scheme provides free cooked lunch to children from
both primary and upper primary classes
studying in government schools to tackle the dual
issue of food security as well as give them an
incentive to go to school. Analysis of both
administrative and survey data shows considerable
improvements in most input-based measures of
schooling quality but research suggests very
little impact of these improvements in school facilities
on learning outcomesvi
. The Programme
for International Student Assessment (PISA) which
tests literacy levels of Math and English,
placed India at the bottom just above Kyrgyzstan.
According to PISA this is because of “lack of
application-oriented math in schools
In India today, 4% of our children never start school.
58% don’t complete primary schools. And 90% don’t
complete school. At Teach For India, the fact that only
10% of our children go on to college both saddens and
angers us.
Teach For India exists because of a deep belief that every
child can and must attain an excellent education. Teach
For India exists to prove that no child’s demographics
should determine their destiny. To us, the end of
educational inequity is the freedom for all children to
have the opportunity to reach their potential. And the
day that all children reach their potential is the day that
India reaches her potential.
Teach For India believes that that day will come in our
lifetime.
Teach For India believes that it will take a movement of
leaders with the idealism, belief, skills and commitment
to actualize this vision. We are committed to finding,
developing and supporting India’s brightest, most
promising leaders for this to happen.
5. Primary
education
Importantly, the report notes that the decline is
cumulative, which means that the “learning decline”
gets accumulated because of neglect over the years.
The poor quality of education from Std 1 pulls down
their rate of learning progressively so that by the time
they are in Std 5, their level of learning is not even
comparable to that of Std 2. The private schools are
“relatively unaffected” but their low standards remain
low. They have also shown a “downturn” in maths
beyond number recognition. The poor quality of
education and rate of decline are however not
uniform across India. Some states are low in quality,
but are staying where they are (Karnataka, Tamil
Nadu and Andhra Pradesh) while some have higher
levels of education, which are neither improving nor
deteriorating (Himachal Pradesh, Kerala and Punjab).
It also says that the decline is more noticeable since
2010, when the RTE came into effect, indicating
targets of blanket coverage compromising quality and
standards.
6. Primary education
The report notes that the private sector is
making huge inroads into education in rural
India. By 2019, when the RTE would have done
a decade, it will be the majority service
provider. The private sector involvement will
also be strengthened by 25 percent quota of
the government (under the RTE Act). Quoting
DISE (District Information System of
Education) data, it says that Kerala, Tamil
Nadu, Pondicherry and Goa have more than
60% of private enrollment in primary schools.
Andhra, Maharashtra and Karnataka are at 40
percent, while UP is at 50%. Ironically, the
highest private sector enrollment is in Kerala,
where successive governments claim
commitment to welfare policies, particularly
on education and health. Besides private
schools, parents also spend considerable
amount of money on private tuitions, making
quality education more inaccessible to people
without money.
That the country is in a serious crisis – its quality of school education is
startlingly low and is in free fall, while the private sector is exploiting this
weakness even in rural India. Although the study doesn’t throw considerable
light on the reasons of the decline and possible corrective steps, it does indicate
a correlation between the acceleration of the deterioration and the
implementation of the RTE Act. If the correlation is correct, it is clear yet again
that a populist and insincere political instrument does more harm than good.
When the Act was passed, there were misgivings by many – particularly on the
haste, lack of appropriate consultation with all stakeholders and also on the
logic of applying a uniform principle across states with huge disparity in
coverage and quality of education. In some states such as Kerala, Himachal and
Punjab it was evidently superfluous. Even after two years, it’s still not clear, how
the finances are met and if the states are committed at all. The estimates in 2010
for the implementation of RTE was pegged at about Rs 210,000 crores with
centre shouldering 68 percent of the burden. Whether the RTE is being
implemented or not, it’s abundantly clear that it is certainly not working. “There
has been a feeling that RTE may have led to relaxation of classroom teaching
since all exams and assessments are scrapped and no child is to be kept back.
Continuous Comprehensive Evaluation(CCE) is now a part of the law and several
states are attempting to implement some form of CCE as they understand it,”
says the report. “Does CCE catch this decline? Are teachers equipped to take
corrective action as the law prescribes? Is corrective action going to be taken?
Given the magnitude of the problem, it will be a good idea to focus just on basics
at every standard and not treat it as a “remedial” measure. At this stage,
teaching-learning of basic foundational skills should be the main agenda for
primary education in India.” As the report notes there is a national crisis in
learning. The quality of education and performance of the students in both
government and private schools have to improve and the government has to
check the invasion of the sector by private capital. Higher education has long
since been sold out and today it is only the preserve of those with money. With
or our without RTE, even the primary school education is moving in the same
direction. If markets are to run the country, why do we need government
7. mentions is the achievement of the Navodaya Vidyalaya Samiti, an autonomous
organisation under the ministry of human resources development. The Samiti runs
Jawahar Navodaya Vidyalayas, which have outperformed CBSE schools in terms of Class
10 and 12 exam marks by a large extent. The report recommends that grants be extended
to set up these schools all over India.
But unless the problems of declining grades and the paucity of teachers are addressed, all
these initiatives may remain moot.
The problem with primary education in India is a familiar one: several states still lag far
behind in meeting RTE norms in critical areas such as the number of primary schools
built, the provision of drinking water and toilet facilities and the number of teachers, etc.
According to the demand for grants 2012-13 of the department of school education and
literacy, presented in the Rajya Sabha on May 3, while the percentage of completion of
infrastructural facilities is high (between 90-96%), the progress made in getting the
required number of teachers still lags behind, at 62.4%. Further, shockingly, the report
finds that several states, including Delhi, Haryana, Andhra Pradesh and Maharashtra saw
a reducing number of teachers between 2009-10 and 2010-11. States like Bihar, Uttar
Pradesh and West Bengal have the highest number of untrained teachers, although the
number is high for several other states as well.
The report does find that enrollment in primary and upper primary schools has become
more inclusive, with the proportion of girls and SC/STs having gone up between 2005-06
and 2009-10. But, alongside that, it finds that student performance is declining as they
progress to higher classes. For example, while 61.89% of the students in class 3 passed in
mathematics, only 42.71% passed the subject in class 8. This shows the quality of
education remains a problem, perhaps due to the paucity of qualified teachers.
8. Primary
Education
There’s an urgent need to
improve children’s
knowledge of concepts rather
than rote learning. For that
to happen, teaching systems
at the primary level must be
overhauled
9. hen Devanik Saha started teaching in 2011, Nishika was three years behind her grade level. Despite numerous assignments and standardised
tests over two academic years, she made only a tiny progress of 0.7 years (about eight-and-a-half months) in maths and 0.5 years (six months)
in English.
“She was never taught properly in school due to lack of invested teachers,” says Saha who teaches maths, English and science at Pratibha
Nigam Vidyalaya, a public school in Delhi. “The progress, although tiny, is not a measure of her true abilities and potential, which I believe is
in arts.”
There are other students in the school run by the city municipal corporation who made big jumps of 1.6 years (about a year and seven
months) or 1.9 years (a year and almost 11 months) but Saha doubts the quality of education they get. He calls it more a training to do well in
skewed assessments rather than instilling conceptual understanding. “The focus is on procedural fluency to raise their scores, which leads to
curriculum deformation,” says Saha, who describes the school as one of the most “unfortunate” with no infrastructure, not even proper toilets
for the 1,500 girls who study there.
The quality of primary education in India has been a cause for concern for quite some time. While the current policy, including a new
legislation for universal education, lays out a grand vision of raising children’s education profile, it barely lays emphasis on developing their
skills to learn.
The Programme for International Student Assessment (PISA) ranks India almost at the bottom of the pack in terms of maths and English
literacy. This, according to its test, is attributed to the “lack of application-oriented maths in schools”.
However, the PISA test was conducted in only two states in India and theoretically cannot be extrapolated to the rest of the country. It could
also be that local students find the test patterns difficult to recognise.
Nevertheless, Dana Kelly, US representative on PISA’s governing board, says the test helps identify variation in performance and the
resources available. “In developing economies such as India, the lack of investment in facilities and educational resources could be a reason
for the low performance,” says Kelly.
Broader studies have also found similar results.
The Annual Status of Education Report (ASER) released earlier this year had some startling observations on reading and maths levels in all
Indian states. In 2010, nationally, 46.3 percent of all children in Class V could not read a Class II-level text. This proportion increased to 51.8
percent in 2011 and further to 53.2 percent in 2012. This decline in reading levels is mainly in states such as Haryana, Bihar, Madhya Pradesh,
Maharashtra and Kerala, which happens to be the most literate state in the country. In maths, the situation seems as grim, especially in
government schools. In 2012, only 11-20 percent of Class V students could do division in states such as Gujarat and Tamil Nadu.
10. Primary Education
The World Education Forum, held in 2000 set an ambitious goal: universal
primary
education by the year 2015. Schooling all children until they reach young
adulthood is
recognized as important because it leads to many substantial positive effects:
better family
health, lower birth rate, higher productivity, higher earnings, and improved
economics of
the country as a whole. Globally, however, more than 115 million children of
primary school
age do not attend school.
The constitution of India supports the right of universal education until age 14
and has had a longstanding goal of free and compulsory education for all
children between the ages of six and 14.
However, India remains a land of contradictions. Despite a vibrant emerging
economy and a string of
excellent colleges that produce high caliber professionals, India has not made
the grade yet on
primary education.
Current status of primary education in India
About 20% of Indian children between the ages of six and 14 are not enrolled in
school. Even among
enrolled children, attendance rates are low and 26% of pupils enrolled in
primary school drop out
before Grade 5. The situation is worse in certain sectors of the population: the
poor, those living in
rural areas, girls, and those living in some states, such as Bihar and Rajasthan.
Barriers to universal primary education in India
The reasons for the situation are many and complex.
India is a developing country with a population of over one billion. A
significant portion of that
population lives in poverty: 26% live on less than US $1 a day and 35% are
considered illiterate.
In a large country, physical distance can be an issue. In rural areas, some
communities do not have
a school nearby. In urban settings, unsafe travel conditions, such as traveling
alone or crossing bus
Social distance can be an even greater hurdle. Some communities do not see
the value of school
education � they feel the things learned at school are not relevant to their lives.
In some cases, the
school may be in another community of a different socio-economic class, caste,
or religion, making
it difficult for the child to cross that invisible but effective barrier. While
discrimination on the basis
of caste is now illegal, attitudes of thousands of years are difficult to change
quickly.
Gender gaps exist. Literacy rates are 21% lower for females than for males.
Among those children
aged six to 14 not enrolled in school, more than 60% are girls. Some
communities do not see the
need to educate daughters because they will be married off at an early age and
live and work with
their in-laws, mostly doing housework and raising children.
Child labour is prevalent. Many children need to work and earn in order to
supplement a meager
family income and therefore do not attend school.
Schools often lack facilities and teaching aids including classroom space,
toilets, drinking water,
blackboards, and chalk.
Teachers lack training and motivation.
Improving primary education in India
Realizing the importance and the critical state of primary education in India
today, many organizations
on many levels are focusing on this issue.
International agencies, such as UNESCO and UNICEF, are deeply involved.
UNESCO has pledged to
work with national governments and development partners to achieve universal
free primary
11. education by 2015, as was agreed upon at the World Education Forum in Dakar. UNICEF also has
primary education as part of its mission. Both are supporting the Government of India in its task with
funds and expertise.
The Government of India began a program for improving the status of primary education in 2001, with
the following areas of focus:
Increase in teacher appointments and training
Improvement in elementary education content and techniques
Provision of teaching materials
Improvements in infrastructure
Education for disadvantaged groups: girls, disadvantaged castes, and the disabled
The Indian national government is hoping to achieve universal primary education by 2010, five years
earlier than the goal set in Dakar. This is an ambitious goal, and much depends on the will to make it
happen at the national and international level, and on the thousands of NGOs involved in education.
Many NGOs in India run schools for poor children. Some organizations, such as Katha, Pratham, and
Prayas, have made universal primary education their focus and operate education centers for children
in slum areas. Others NGOs are niche players that target particular segments of the child population
with innovative programs. For example, Ruchika School Social Service runs 20 schools in the eastern
state of Orissa on train platforms so that the many homeless children who live in the train stations,
begging and working, can learn something as well. Hole-in-the-Wall Education has set up computers in
slums and rural areas throughout India. These computers are easily accessible to children and are
loaded with simple children�s education software. There is little supervision or intervention and the
children learn at their own speed and in their own way. The program has been so successful that there
are plans to try it in Cambodia and some African countries.
12. Primary
Education
The future of primary education in India
The importance of universal primary
education has now been widely
recognized by everyone involved.
Policies and pledges are easy to make but
implementation can be difficult and goals
hard to achieve,
especially in a vast and populous country
such as India. International agencies, the
government of
India, and the numerous NGOs will have
to work together � with will, wisdom and
tremendous energy
� to make their desire for universal
primary education by 2015 a reality in
India.
13. Primary education is the foundation on which the development of every citizen and the
nation as a whole built on. In recent past, India has made a huge progress in terms of
increasing primary education enrolment, retention, regular attendance rate and
expanding literacy to approximately two thirds of the population. India’s improved
education system is often cited as one of the main contributors to the economic
development of India. At the same time, the quality of elementary education in India has
also been a major concern.
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.
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.
14. Education in India
Podcast
In the first episode of the
Education in India podcast,
Subir Shukla, Principal Co-
ordinator at IGNUS-ERG, talks
about a wide range of topics
relating to education in India.
Subir has worked for over 25
years in school education in
India in the areas of quality
improvement, curriculum and
textbook development and
teacher training, amongst many
other things.
15. THIS IS
PRESENTATION BY
PRAVEEN KUMAR
AND GROUP
we wanted to give awareness to the our people in this country
today’s every one studying, but they don’t no what they are studying, whey
they wanted to study, how long ago we wanted to study, after that what he
can do, what he can doo possibilities.
in this meenviled they are losing their interest, drop outs, adducting drugs,
loosing self confidence, getting to trying youth subsides, they are adducting
to hilliness people - mentally, psychologically and they are becoming useless
and crimes, and they are wasting their time and parents also losing their
interests with children, because their breaking relationship also.
That’s way just we can think once atlatl our education system prosier and
syllabus, ads time. Today education is become a big business in India. why
youth unrest, un-employment, and youth subsides, crimes, parents & family
getting financial and health, and psychological problems - these all
increasing day by day. Whey it is happening in this country. if Rates are tax
will be increment in the world, World saying China and India is reesonbull ,
If Things will be shortage any ware , World saying India and China is
Reason, why it's will be coming like this, If any one thicken this topic, In this
time India getting more Changes.
India Education system Wanted to Change - whey because if there is need
for History for everyone, there is no need for all science subjects in the
academic year, there is no need for locally language some extra Subjects.
Our locally language is important and at the same time English language
also important, in High School level we r giving local language, after that in
Subjects including with English, that time People are suffering with language
defenses.