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Essay on Education System

dulingo

  • Updated on  
  • Jun 20, 2024

Essay on Education System

The future of a country is shaped by its classrooms. Implementing a sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish. As education is the most important and basic right, everyone should have, it is our moral duty to facilitate the perfect learning environment for our students.

With the educational journey playing the foundation role in one’s career, there are contrary views concerning the type of education system and approaches we need to take. Hence, it has become a frequently asked topic under the essay writing section in school tests as well as competitive exams. To help you with this topic, we have curated a complete guide on how to write an essay on education system, with useful tips and tricks as well as reference samples. 

This Blog Includes:

How to write an essay on education system, essay on education system in india in 100 words, essay on education system in india in 200 words, sample essay on education system in 300 words, essay on new education system, essay on education system in india during covid-19, essay on education system in india: good or bad, how can we improve the indian education system, list of best education systems in the world.

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Generally, the essay topics on education system revolve around analysing a specific education system, its strengths and weaknesses as well as suggesting the solutions for its improvement. You might also be asked about writing an essay on the Education system of India in which you must mention the characteristics of the history of our educational apparatus from the Gurukul Education System to the Current education system in India . You can also take notes from our exclusive blog on the New Education Policy formulated by India with a unique approach to academics. Further, your essay on education system must also imperatively elucidate the key aspects of the system and its salient features as well as an unbiased analysis of its strong characteristics as well as a critical overview of its weak areas where improvement is needed.

  • Format – Before drafting an essay on education system, you must know about the format of essay writing. Take a look at the following pointers which elaborate upon the general format of writing structured and impressive essays
  • Introduction -The education system essay introduction should provide an overview of the given topic in the introduction, i.e. highlight the recent instances or questions related to the concerned education system. When it comes to the writing style, the introduction as the first paragraph will set the tone of the whole essay thus make sure that it covers a general outline of your topic
  • Body of Content – After the introduction, you can start elaborating on the topic of the education system, its role in the development of a country, its key objectives, salient features (if a specific education system is given as a topic) as well as highlight its strong and weak areas. Then, you can further assess how the education system has evolved from earlier times. For example, talk about the history of the education system, and the prominent measures that contributed to its growth, amongst others. Analyse the major points thoroughly according to the essay question and then move towards the next section
  • Conclusion – The conclusion is the final section as you wrap up your essay underlining the major points you have mentioned. Avoid ending it abruptly, either go for an optimistic touch to it or just summarize what has been mentioned above

The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher education. The Indian education system gives equal value to knowledge-based learning as well as co-curricular. Countries are now rigorously working on providing free access to education. Nowadays, being in school isn’t the same thing as before. Every individual is skilled in different fields and interests with a due focus on the set curriculum. We need a society that is more elevated towards balanced personal and professional growth . 

Also Read: Importance of Education in Development

Also Read: Essay on Co-education

For a nation to have harmony, the education system must focus on a holistic learning approach, i.e. provide equal educational opportunities to everyone, emphasize a wholesome curriculum as well and incorporate educational technologies to make learning a fun and interactive process. When it comes to the education system in India it is not only focused on rote learning and also pushes students towards sports , building interpersonal skills , etc. When schools were shut due to a global pandemic, Indian schools adopted online learning as the new method. There are a few drawbacks as well that the grading system starts from elementary classes and students are under the constant burden to score and pass the exams. Instead of learning something, new students become competitive to score better than the other students. The constant competition and comparison affect the mental health of all students. 

Also Read: Gurukul Education System

Also Read: Essay on Sarojini Naidu

Also Read: Essay on Online Education

The need for a well-balanced education system has become a necessity for every country as it plays a significant catalyst in its growth and development. As we know irrespective of one’s background, or family income the right to education is a necessity for everyone. Thus, the government of a nation shall work to make the system more accountable to every citizen. It should aim to enhance the features and policies as per the needs of the country so that it can contribute to the overall development as well as the growth of the economy.  Every child should get an opportunity to attend school and get educated as it is rightly said that “educated people make an educated nation”. The teachings of a sound education system help us to improve our lives in every way. For individuals, education raises self-confidence and opens opportunities for earning. On a country-wide level, it reduces the level of poverty and develops long-term economic growth.

The lack of diversity and engaging recreational activities is one of the biggest problems leading to the global crisis of illiteracy. For the developing nations, it is necessary to have ample knowledge regarding who is learning and what they are learning, so that they can mould their system in a more efficient way and hence, the future. The need for making the system reliable for children is very specific. It should aim to promote comprehensive growth which will ultimately help them in almost every aspect of life. The school and the teachers together shall prepare the children for future times. The children must know the practical aspects of what they are learning in the class. It can be easily said that students nowadays lack the ability to perform efficiently when given fundamental tasks. Thus, an education system must aim to penetrate creativity, decisiveness, communication, collaboration leadership and the spirit of teamwork.

Also Read: Women Empowerment Essay

Rooted in the ancient learnings of Vedas and Puranas, the Indian education system has come a long way from the old-school Gurukuls to the new-age hi-tech academic institutions. The students in schools and colleges are not just tested based on their learning abilities but also on their acquired knowledge and skills as well as their performance in extracurricular activities . This system is implemented in order to emphasize the importance of the overall growth of the child to broaden their horizons. The academic institutions in India, be it primary, secondary, or higher education, are embracing advanced technologies in facilitating learning and bringing a revolutionary change to the same-old classroom teaching. Many schools have brought tablets into their traditional classrooms to make learning an engaging and interesting process by teaching kids through digital applications .  

Also Read: Speech on Education for Students in English

Covid-19 has affected the world of education leading to a major shift from traditional four-walled classrooms to online classes. Online classes for online courses definitely lack the ‘personal’ touch and one-to-one interactions between teachers and students. On the contrary, traditional classrooms are less flexible and accessible to many students, especially in underprivileged communities. Attention and interaction are objective to every individual and can’t be attributed to any platform or mode of learning . Teachers and students have enhanced interaction and creative learning by using chatboxes, screen-share, whiteboards, etc. Which are useful for the presentation of images or PPTs. online classes becoming the new normal also gave the world the opportunity to make learning more flexible and accessible on a global level. It is also cost-effective since a good internet connection and a working computer is all you need to teach your class. 

Also Read: Best Schools in Delhi

The Indian education system is one of the oldest, most diverse learning systems in the world. The Indian educational system is designed to ensure a well-developed and uniform curriculum across different states for different grades in the subcontinent. Education is given utmost importance in India with schemes like free and compulsory education for children between the ages of 6 to 14, Beti Bachao, Beti Padhao campaign and Mid-meals in government schools to encourage students to attend school. Under the system, sports and performing arts are given the utmost significance and all students are encouraged to take part and develop a skill or expertise that will help them in the future. The Indian education system also focuses on practical learning and group activities to provide exposure and teach students the importance of teamwork and communication . The Indian education system focuses on the overall development of each student by introducing them to the basics of all the subjects from the start till the secondary level.

Also Read: Essay on Freedom: Wings of Liberation

With the rise in a lot of problems in the Indian Education System, we need a proper solution that will be effective. There is a requirement for improvement that creates a brighter future for the candidate. We can initiate a focus on skill development at the school level. Students and parents must understand that not only the ranks and grades but also the analytical and creative skills are also important. The subject taught in school must have both theory and practical teaching methods. Time-to-time syllabus update is necessary with changes with time.

This is also a high time for the government and private colleges to increase the payroll of teachers. The teachers who are working hard for the future of the students deserve more than what they are offered. The schools must hire teachers qualified teachers. The Indian Education System must change all these things. The schools must give equal opportunities to the students. The system now needs to let go of the old and traditional ways to elevate the teaching standards so our students can create a better and more advanced world.

Also Read: Best Education System in the World

  • UK Education System
  • Japan Education System
  • German Education System
  • Singapore Education System
  • USA Education System
  • Chinese Education System
  • South Korean Education System
  • Australian Education System
  • French Education System
  • Buddhist Education System
  • Gurukul Education System
  • Finland Education System
  • New Zealand Education System

Relevant Blogs

A sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish.

The best education systems in the world focus tightly on key concepts which are taught in detail at an early age and ensure that students master the basics from which to build.

The modern school system was brought to India by Lord Thomas Babington Macaulay in the 1830s.

The Boston Latin School, established in 1635, was the first school.

Despite having improved over the years, the Indian education system still needs to be updated in various ways and the teaching techniques need to be revised.

Thus, we hope that this blog has helped you with the tips and tricks of essay writing on the topic education system. Unsure about finding the right course and university after completing 12th ? Our Leverage Edu counsellors are here to guide you throughout the process of finding the best program and university and sorting out the admission procedure to ensure that you send a winning application! Sign up for a free session with us today

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  • Indian Education Essay

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Read Indian Education Essay on Vedantu

The Education of a child is one of the most important decisions a parent can make. While there are many different types of educational options available, not all are created equal. Children in India have the unique opportunity to receive a world-class education, thanks to the many excellent schools that are available. Since ancient times, India has been known for its great educational system. The country's first university, Nalanda, was founded over 1,000 years ago. Today, there are thousands of schools in India, many of which are among the best in the world.

What is Indian Education?

Indian Education is a term used to refer to the Education that is offered primarily to American Indian students. The Indian Education Act of 1972 defined its purpose as "to meet the unique educational and culturally related academic needs of American Indian children."

Similarities Between Mainstream Education and Indian Education

There are several similarities between mainstream education in America, also known as public schools, and Indian Education. Traditional public schools are subject to the same educational mandates as Indian schools overseen by the Bureau of Indian Affairs (BIA). Most incorporate a core set of subjects such as English, math, social studies, and science into their curriculum. The school year is roughly 180 days long, and students attend class 5 days a week for around 6 hours each day.

Differences Between Mainstream Education and Indian Education

Despite these similarities, there are also some key differences between mainstream education and Indian Education. Perhaps the most notable is that Indian Education is often delivered in a culturally relevant and inclusive manner, which takes into account the unique needs of Native American students. This can include incorporating tribal history and culture into the curriculum, providing Native American educators, and incorporating traditional tribal values and beliefs into the school environment. In addition, Indian Education is often offered on or near reservations, while mainstream Education is not.

Essay on Indian Education

Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to Education. 

Indian Education is one of the largest and complex education systems in the world along with China. India is committed to providing basic Education to its citizens, the framework of which is defined in the National Policy of Education. Elementary Education is now compulsory in India. At the time of Independence, only 14% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold.

History of Education System

The history of the Indian education system comes from the times of Ramayana and Mahabharata. The historic Indian education system is also called the Gurukula system. There were gurus then who are now known as teachers and shishyas who are called students now. The gurus and the shishyas lived together under one roof in Gurukula until the completion of their Education. The shishyas were expected to help the guru in all the daily chores as part of their learning. The children belonging to higher strata of the society were taught all the subjects from Sanskrit to Holy Scriptures and mathematics to metaphysics by the gurus. The Gurukulas during those times focused on the practical aspects of life. The students were taught in the open classroom in the surrounding area of nature. This early system of Education in India continued for many years until the modern education system came into the picture in the nineteenth century.

In the early 19th century, during the British period, the modern education system was brought into our country by Lord Thomas Babington Macaulay. The basic strength of this modernized education system was the examinations and a well-defined curriculum, which gave importance to subjects like science and mathematics and subjects like philosophy, metaphysics were given a back seat. The brick and mortar classrooms replaced the open classrooms in the Gurukulas. The essence of the guru shishya bond was taken over by a more formal relationship between the teacher and the student. To understand the progress of any student, examinations were conducted at frequent intervals. The focus of the education system shifted from learning to memorizing the concepts to score good marks in the examinations.

Problems of Indian Education System

Over a period of time, it has been observed that there are many loopholes in the system of Education in India. Instead of understanding the concepts, students started cramming and memorizing the lessons. Knowledge is given a backseat and scoring in high rankings takes importance. Modern parents have tuned their mindsets accordingly, and their goal is to ensure that their children score good marks instead of acquiring knowledge right from the primary level. 

Private schools and colleges have been rapidly increasing in the country but the results produced by them are far beyond satisfactory. It has also been observed that the quality of teachers deteriorated with the passing of time. Our examination system is responsible for the wide skill gap. India is producing lakhs of engineers and professionals every year but only a fraction of this number is actually getting employed. This is because the Indian examination system focuses more on scoring good percentages rather than the actual continuous comprehensive evaluation. 

Research and development, which should be the cornerstone of our system, are given the least importance. The private schools and colleges focus on the admission of more students and are least interested in the quality of their Education. This is the major reason why the faculties and the teachers lack skills and specialization. This is quite evident from the fact that a single professor is assigned to teach multiple subjects.

How Can We Improve the Indian Education System?

First and most importantly we should improve the grading system. Rote learning should be discouraged completely. Teachers and faculties should focus more on the analytical skills of the students and grade them accordingly. There should be more focus on comprehensive evaluation instead of scoring only good marks. Workshops must be organized for teachers on a regular basis to keep them updated about the latest developments in the sector of Education. At the same time, the curriculum should be reframed according to the present needs of Education in India.

Indian Education is a unique and specialized Education system that is offered primarily to Indian students. It incorporates culturally relevant and inclusive elements not found in mainstream Education but is subject to many of the same mandates .

The payroll structure of the teachers and the faculties, especially in the government institutions should be improved. This step will help in motivating the teachers to develop their skills and they will take a keen interest in grooming or shaping up a student's life and career. The government and other entities who are associated with the education sector, need to understand the importance of quality of Education. Education should be a holistic process that must focus on the overall development of the physical, emotional, social, and cognitive skills of a child. It needs to be a slow and cyclic process and must take place gradually to help the child develop into an autonomous, independent, and knowledgeable individual.

An educated individual is an individual who should be able to contribute towards the betterment of the economic and social development of the society as well as the country. The true goal of Education must exceed awarding the degrees and certificates to the students. Education is not a tool to earn livelihood, but it is a way to liberate the mind and soul of an individual.

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FAQs on Indian Education Essay

1. Why is Education Important for Any Individual?

Education is important for the development of an individual. It makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

2. What Problems Does the Indian Education System Face?

The Indian education system focuses on rote learning. It means that the education system focuses more on memorizing instead of understanding the concepts. The grading system in the Indian education system is very poor. Teachers and faculties lack in skills and qualification. They don’t update themselves with the latest facts. Teachers are paid very less and so they lose motivation.

3. How Can the Education System Improve in India?

The education system in India should be improved by discouraging rote learning and changing the grading system. Utmost importance should be given to the research and development, which is the cornerstone of our system. Parents and teachers should focus on the overall development of a child and focus on their cognitive and analytical skills.

4. How are Women Empowered Through Education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5. What are the Skills Someone Needs to Acquire Through Education?

There are many skills that develop through Education, but some of the core ones include Communication, Critical Thinking, Active Listening, Leadership, etc. A truly educated individual should be able to communicate effectively with others and use critical thinking to help them make the right decisions in life. Moreover, active listening is a skill needed for introspection, and leadership is important for guiding and motivating people. All these skills are essential for the overall development of an individual. These skills help one in achieving success not only in their Education but also in professional life. One of the main reasons for the success of the western world is that they put a great deal of emphasis on education and reward students who excel in it. These skills helped in making them leaders in their respective fields.

6. What are the Educational Goals of India?

India mainly has three educational goals - Equality, Excellence and Equity. To achieve the first two goals, the government of India is making tremendous efforts by providing free Education to students belonging to weaker sections of society. This measure helps in providing opportunities to all the children irrespective of their socio-economic background. To achieve excellence in Indian Education, the Central Board of Secondary Education (CBSE) has taken many initiatives, including setting up world-class institutions, promoting research activities, etc. The third goal is equity in Education. The government is implementing schemes like Sarva Shiksha Abhiyan to promote equitable distribution of resources for Education across different sections of society, including weaker and marginalized sections.

7. How Is Education Related to Employment?

Education is directly related to employment because of multiple reasons. Most importantly, qualifications are required for securing jobs. The more the qualification, the better is the chance of landing a good job. Moreover, an individual with quality education is more likely to be productive at work and do his/her tasks in a precise manner which helps their employer to achieve their goals as well. Also, the person is likely to be paid better if they have a good educational background. In a nutshell, Education helps an individual in getting a good job and earning a respectable salary.

8. How is Education Linked With Economic Development?

Education is the key to economic development because an educated person is able to contribute more to society. They are able to think innovatively and come up with new ideas that can help in improving the economic condition of their country. Moreover, they are able to work in various sectors like agriculture, manufacturing, services, etc., and contribute to the economic growth of their country. It can also be seen as a key to social development because an educated individual is able to contribute more towards societal welfare. This, in turn, plays a major role in reducing poverty and hunger levels across the world.

9. How Do We Make Education More Interesting and Interactive?

Education should be made more interesting and interactive by providing real-life examples in the classroom. For example, a mathematics teacher can explain a topic in a class by referring to a purchase receipt or tax statement of an individual. This way, students will be able to connect with what is being taught in the classroom and understand it better. Moreover, the teacher should not only rely on textbooks. Instead, they should use various other sources like newspapers, magazines, and the Internet to supplement teaching. Also, awarding marks for participation in classroom activities such as debates & discussions will help students develop public speaking skills and improve their communication. Vedantu teachers are constantly being trained in this area to provide better interactive sessions in the classroom.

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Education in India – A Detailed Analysis

Last updated on September 5, 2024 by ClearIAS Team

Education

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

Also read: Learning Poverty

Table of Contents

History of Education in India

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India has a rich tradition of imparting knowledge.

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The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways . 

Still, the education system in India needs a lot of reforms.

Also read: Examination System in India

Current Status of Education in India: Data from Census 2011

Literacy Rate Trend in India

  • Literacy rate in India as per Census 2011:  74%.
  • Literacy rate: Male: 82.1%; Female: 65.5%
  • Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
  • Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
  • Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
  • Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
  • The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
  • There are large state variations in the gender gap.
  • However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
  • Be that as it may, India is still lagging behind the world  literacy rate of 86.3%(UNESCO 2015).  A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.  

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

  • Pre-primary level: 5-6 years of age.
  • Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
  • Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
  • Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

  • Under  Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by  the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
  • To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
  • SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

  • 86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
  • The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

  • ‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of  elementary education.
  • Provision for a non-admitted child to be admitted to an age-appropriate class.
  • Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
  • Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
  • It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
  • Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
  • To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

  • Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
  • There is a fear of financial burden on the government for teacher recruitment and training.
  • The grey area of teacher transfer is also not helping the cause.
  • Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
  • RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
  • Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
  • 70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted   learning  for children from  disadvantaged  groups to provide an equitable education system.
  • Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
  • There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
  • RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
  • District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
  • According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
  • Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism  with the Indian value system.  ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

  • Wisdom and Knowledge 
  • Aims of the Social Order : the desired social order for which youths are being educated.
  • Love for higher values in life
  • Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

  • Standardization of educational system on 10+2+3 pattern.
  • Emphasized the need to make work experience and social/national service an integral part of education.
  • Linking of colleges to several schools in the neighborhood.
  • Equalization of opportunities to all and to achieve social and national integration .
  • Neighborhood school system without social or religious segregation and a s chool complex system integrating  primary and secondary levels of education.
  • Establishment of Indian Education Service.
  • On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
  • To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

  • The policy provided for “radical restructuring” and  equalization of educational opportunities to achieve national integration and greater cultural and economic development.
  • Increase public expenditure on education to 6% of GDP.
  • Provide for better training and qualification of teachers.
  • Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

  • The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
  • Launching of “Operation Blackboard”  to improve primary schools nationwide.
  • IGNOU, the Open University, was formed.
  • Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

  • ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
  • The policy of no detention should be upheld only till class five and not till class eight.
  • There is a steep rise in teacher shortage, absenteeism, and grievances.
  • Need to constitute an Autonomous Teacher Recruitment Board.
  • Four years integrated B.Ed. the course should be introduced.
  • There is an inadequate integration of information technology (IT) and the education sector.
  • The National Skills Qualification Framework should be scaled up.
  • The choice of vocational courses should be in line with local opportunities and resources . 
  • Bringing formal certification for vocational education at par with conventional education certificates.
  • All India Education Service.
  • Existing separate laws governing individual regulators in higher education should be replaced by the said act.
  • The role of existing regulatory bodies like UGC and AICTE should be revised.
  • National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education: 

  • Low accessibility.
  • The curriculum doesn’t meet the developmental needs of children.
  • Lack of qualified and trained teachers.
  • Substandard pedagogy.
  • Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
  • Guidelines for up to three-year-old children.
  • Educational framework for three to eight-year-old children.
  • This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
  • Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
  • There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
  • The current structure of school education is to be restructured based on the development needs of students.
  • 10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
  • The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
  • Force students to concentrate only on a few subjects.
  • Do not test learning in a formative manner.
  • Cause stress among students.
  • To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
  • Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
  • Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
  • A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
  • These will also include anganwadis, vocational education facilities, and an adult education center.
  • Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
  • This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
  • A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
  • Teachers should be deployed with a particular school complex for at least five to seven years.
  • They will not be allowed to participate in any non-teaching activities during school hours.
  • Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
  • Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
  • Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
  • The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Higher Education

  • According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
  • Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
  • The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
  • Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
  • Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
  • Research universities focus equally on research and teaching.
  • Universities focus primarily on teaching.
  • Colleges focus only on teaching at undergraduate levels.
  • All such institutions will gradually move towards full autonomy.
  • Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
  • NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
  • Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
  • Introduce four-year undergraduate programs in Liberal Arts.
  • By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
  • Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
  • Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
  • The student-teacher ratio of not more than 30:1 must be ensured.
  • All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

  • Improving the classroom process of teaching, learning, and evaluation
  • Aiding teacher training.
  • Improving access to education.
  • Improving the overall planning, administration, and management of the entire education system.
  • Electrification of all educational institutions paves the way for technology induction.
  • An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
  • Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

  • Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
  • Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
  • Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
  • The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
  • National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

  • Establishing an autonomous  Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
  • Adult Education Centers will be included within the school complexes.
  • Relevant courses are made available at the National Institute of Open Schooling.
  • National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Read:  New India Literacy Programme (NILP)

Education and Indian Languages

  • The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
  • 3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
  • To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
  • The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

  • Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
  • The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

  • The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
  • The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
  • There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

  • The New Education Policy lacks operational details.
  • It is not clear from where the funding will be sourced.
  • Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
  • One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
  • With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
  • Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
  • The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
  • The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
  • Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
  • Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
  • The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

  • Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
  • China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
  • Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
  • But the girl’s enrollment rate is lower than that of boys at the higher education level.
  • A gap is visible across social categories in terms of enrollment rate at the higher education level.
  • According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
  • The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

  • Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
  • The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are   cumulative, which leaves students grossly   handicapped for further education .
  • India had fared poorly in the Programme for International Student Assessment  (PISA) test in 2008, and 09.
  • Education policies in India are focused on inputs rather than on learning outcomes.
  • Teacher shortages.
  • Local politics.
  • Corruption in teacher appointment.
  • Defects in teacher training.
  • Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
  • There is no accountability, as there is a guaranteed lifetime job independent of performance.
  • From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
  • Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
  • All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
  • Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
  • The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
  • Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
  • At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
  • At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
  • Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
  • India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
  • National Policy on  Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
  • Budget 2019-20  stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The  Budget has also increased focus on  ‘new-age skills’  like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
  • Currently, B Tech courses in AI are offered mostly in premier institutions only.
  • The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the  Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

  • Early childhood education (ECE) is needed for  cognitive development in the early stage.
  • Integrated Child Development Scheme (ICDS)  has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
  • There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
  • There are multiple service providers but there is no clarity in the types of services provided.
  • The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
  • Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
  • There is a decline in the quality and training of teachers.
  • S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

  • There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
  • Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
  • There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
  • The government has launched Padhe Bharat Bade Bharat –  targeting early reading and writing. The twin-track  approach of comprehension and math is the main focus.
  • There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

  • RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
  • The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
  • This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
  • Inclusive learning can be furthered through school.
  • Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

  • Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
  • There is a need to expand RTE to cover the 14-18 age groups.
  • To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

  • The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
  • There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
  • CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

  • There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
  • Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
  • The desired levels of research and internationalization of Indian campuses remain weak points.
  • Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
  • Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
  • These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee,  on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
  • Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
  • Indian higher education system is of a linear model with very little focus on specialization.
  • UGC and AICTE act more as controllers of education than facilitators.
  • Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
  • Poor governance , with mindless  over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
  • There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
  • Compartmentalization and fragmentation of the knowledge system.
  • Disconnect with society.
  • Overemphasis on entrance tests.
  • Absence of innovation in learning methods.
  • Corrosion of autonomy of universities.
  • For long basic disciplines across the physical and social sciences and humanities were ignored.
  • However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
  • Budget 2019-20 proposes ‘Study in India’  with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
  • Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
  • Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

  • Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7  percent of GDP over the past two decades.
  • The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
  • The  separation of research from teaching leads to a situation where universities  have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
  • India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
  • Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

  • It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
  • There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
  • There is also a need to encourage Investigator-led Research for funding science research.  Science and Engineering Research Board (SERB) 2008,  a statutory body of DST, is a step in the right direction.
  • 50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
  • It would strengthen state universities and provide knowledge in areas specific to a state.
  • National Research Foundation,  to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
  • Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
  • National Mission on Dark Matter
  • National Mission on Genomics
  • National Mission on Energy Storage Systems
  • National Mission on Mathematics
  • National Mission on Cyber-Physical Systems
  • National Mission on Agriculture
  • Ramanujan Fellowship Scheme.
  • Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
  • Ramalingaswami Re-entry Fellowship.
  • Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
  • Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
  • Greater public engagement of the science and research establishment is needed. A greater effort at science communication  is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

  • NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
  • It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
  • It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
  • However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
  • NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
  • Supreme Court had said that NEET should be the sole basis for admission to medical courses.
  • There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
  • In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
  • This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
  • Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
  • Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

  • About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
  • 11th 5-year plan  (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
  • State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
  • RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
  • RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC)  made medium-long-term state perspective plans.
  • Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

  • On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
  • HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
  • Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
  • The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

  • Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
  • Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
  • Selected government institutions would be provided with ₹1,000 crore over five years.
  • The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
  • Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
  • The model for the sector remains dependent on state patronage.
  • Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
  • Funding only for public institutions is discriminatory.
  • Humanities institutions were neglected.
  • Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
  • Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

  • NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
  • So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

  • With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
  • It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

 Foreign Education Providers Bill 2013 

  • There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
  • The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

  • JP movement had provided an impetus to the politicization of students.
  • In Indian higher education institutions, university politics has become a launchpad for political ambitions.
  • Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
  • One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

  • By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
  • By teachers → who reinforced the belief that boys are quick learners.
  • Girls are eased out of school to work on home chores or get married.
  • Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
  • For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
  • In higher education, gender disparities still prevail in enrollment.
  • Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

  • Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
  • From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
  • The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

  • Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
  • Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

  • Teachers play the most critical role in a student’s achievement.
  • The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
  • However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
  • NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
  • These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
  • World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
  • However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
  • This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
  • Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

  • There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
  • However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

  • The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
  • Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
  • The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
  • IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
  • Preference for private school tutoring is there.
  • The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
  • States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
  • ASER 2016 has shown small improvements in learning outcomes in government schools.
  • Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
  • Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
  • However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
  • Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
  • Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
  • Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to  enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a  five-year vision plan on education, released by MHRD, by  the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

  • Group 1: Strategies for expanding access
  • Group 2: Towards global best teaching/learning process
  • Group 3: Promoting Excellence
  • Group 4: Governance reforms
  • Group 5: Assessment, Accreditation, and Ranking Systems
  • Group 6: Promotion of research and innovation
  • Group 7: Employability and Entrepreneurship
  • Group 8: Using Technology for Better Reach
  • Group 9: Internationalisation
  • Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

  • Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
  • Upgrade the quality of education to global standards.
  • Position at least 50 Indian institutions among the top 1000 global universities.
  • Introduce governance reforms in higher education for well-administered campuses.
  • Accreditation of all institutions as an assurance of quality.
  • Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
  • Double the employability of the students passing out of higher education.
  • Harness education technology for expanding the reach and improving pedagogy.
  • Promote India as a global study destination.
  • Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

Also read: PM-USHA

In the larger domain of human capital , education, and skill development have a big role.

Census 2011 data on literacy gives us a quick perspective on the current status of education. However, education is not just about literacy.

RTE act acts as a cornerstone for Indian education. Nevertheless, it is the various education policies, charted out since Independence, which led to the historical evolution of the education system in India.

The results of these policies can be said to be mixed. There is still a lot of room for improvement.

There are various government initiatives targeting each level of the education system in India. The higher Education System is given a greater focus these days.

The latest update in the education sector is the Kasturirangan report or draft new education policy . It captures the need of the hour for reforming education.

The modern Indian education system is crying for a revamp. The draft New Education Policy (NEP) is the right moment to take stock of its history, achievements, and misgivings to chart out a futuristic education plan for 21st-century India.

Also read:  Education in state list: Should it be restored?

Article by  Sethu  Krishnan M, curated by ClearIAS Team

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Reader Interactions

write an essay on school education in india pdf

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

write an essay on school education in india pdf

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

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November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

write an essay on school education in india pdf

November 28, 2019 at 12:35 pm

Good Source thank you Team.

write an essay on school education in india pdf

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

write an essay on school education in india pdf

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

write an essay on school education in india pdf

December 16, 2019 at 5:31 pm

write an essay on school education in india pdf

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

write an essay on school education in india pdf

June 16, 2020 at 12:20 am

Excellent Work

write an essay on school education in india pdf

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

write an essay on school education in india pdf

May 27, 2021 at 12:38 pm

Great article about Education ​very informative thanks for sharing

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May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

write an essay on school education in india pdf

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

write an essay on school education in india pdf

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

write an essay on school education in india pdf

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

write an essay on school education in india pdf

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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Essay on Indian Education System

Education is like a key that opens doors to a world of knowledge, opportunities, and growth. In India, a vast and diverse country, the education system plays a crucial role in shaping the future of millions of students. In this essay, I will argue that the Indian education system has its strengths and challenges, and it is continually evolving to provide quality education to its youth.

The Foundation of the Indian Education System

The roots of the Indian education system can be traced back to ancient times, where gurus (teachers) imparted knowledge to their students. This rich history forms the foundation of modern Indian education. Today, the system is a blend of traditional values and contemporary approaches.

The Structure of Indian Education

The Indian education system is divided into several stages, including primary, secondary, and higher education. It is governed by various boards and councils, such as the Central Board of Secondary Education (CBSE) and the Indian Certificate of Secondary Education (ICSE). These boards set standards and conduct examinations.

Strengths of the Indian Education System

One of the strengths of the Indian education system is its emphasis on STEM (Science, Technology, Engineering, and Mathematics) subjects. India has produced many successful scientists, engineers, and IT professionals who have made significant contributions worldwide.

Furthermore, the Indian education system places importance on rote learning, which helps students develop strong memory and discipline. It also fosters a competitive spirit, motivating students to excel academically.

Challenges Faced by the Indian Education System

Despite its strengths, the Indian education system faces several challenges. One significant challenge is the disparity in access to quality education between urban and rural areas. Many rural schools lack proper infrastructure and trained teachers, hindering the education of countless students.

Another challenge is the pressure of examinations and competition. High-stakes exams can create stress and anxiety among students, which may not always be conducive to their overall development.

The Importance of Vocational Education

Recognizing the need for practical skills, the Indian education system has been gradually incorporating vocational education. Vocational courses provide students with skills that are directly applicable to various industries, making them job-ready upon graduation. This is a positive step towards reducing unemployment and enhancing employability.

The Role of Technology in Indian Education

In recent years, technology has played a significant role in transforming Indian education. E-learning platforms and digital classrooms have made education more accessible and interactive. These innovations bridge the gap between urban and rural students, providing them with valuable resources.

Expert Opinions on Indian Education

Experts in education, such as Dr. A.P.J. Abdul Kalam, the former President of India, have stressed the importance of holistic education. They advocate for a system that not only focuses on academics but also nurtures creativity, critical thinking, and ethical values.

The Journey Towards Educational Reforms

The Indian government has been working on several educational reforms to address the challenges faced by the system. Initiatives like the National Education Policy 2020 aim to provide quality education, promote research and innovation, and reduce the burden of exams.

Conclusion of Essay on Indian Education System

In conclusion, the Indian education system is a complex and evolving landscape. It has its strengths, including its emphasis on STEM subjects and rote learning, and its challenges, such as the rural-urban education divide and exam pressure. However, with ongoing reforms and a focus on holistic education, India is working towards nurturing well-rounded individuals who can contribute to the nation’s growth and prosperity. The Indian education system continues to shape the minds and futures of millions, guided by the vision of a brighter tomorrow.

Also Check: Simple Guide on How To Write An Essay

Education for All in India

The Quality of Education in India: Addressing the Challenges (November 2023)

Quality of Education in Indian Schools: A Critical Analysis

Introduction.

India has made significant progress in increasing access to education in the last few decades. However, the quality of education in Indian schools remains a matter of concern. While the Indian education system has seen many reforms, there is still a long way to go in improving the country’s education quality.

One of the main reasons of poor quality of education in India is the lack of trained and qualified teachers. According to a report by the NSSO: National Sample Survey Organization, nearly one-third of the teachers in India do not have the necessary qualifications to teach. This significantly impacts the quality of education as untrained teachers are less equipped to deliver quality education to students. Additionally, many teachers lack adequate training in modern teaching techniques and cannot provide their students with an interactive and engaging learning experience.

Another issue is the outdated curriculum in many schools. The curriculum in most Indian schools is based on rote learning, which focuses on memorization rather than understanding. This leads to a lack of critical thinking skills and makes it difficult for students to apply what they learn in real-life situations. Furthermore, the curriculum is often not updated regularly, leading to students learning outdated information.

The Pursuit of Quality School Education: A Key Imperative for India’s Future, 2023

A lack of infrastructure and resources is also a significant contributor to the poor quality of education in Indian schools. Schools in rural areas in Inda lack basic facilities such as electricity, clean water, and sanitation. Additionally, schools in urban areas may not have adequate resources, such as computers and libraries, to provide a well-rounded education. This lack of resources and infrastructure also affects the quality of teaching, as teachers may not have access to necessary teaching aids and materials.

Implications of the Teacher Shortage for Student Learning Outcomes (November 2023)

Students’ socioeconomic status also plays a significant role in determining their education quality. Children from economically disadvantaged backgrounds often attend poorly funded schools with inadequate facilities and resources. Moreover, such students may have to work to support their families, affecting their attendance and school performance.

To improve the quality of education in Indian schools, the government must take concrete steps. First, the government must ensure that all teachers are adequately trained and qualified to teach. Investing in teacher training programs and providing incentives to attract the talent to the profession is essential. Secondly, the curriculum must be updated regularly to ensure students receive a modern education to succeed in the 21st century. Additionally, the government must invest in improving the infrastructure and resources in schools, particularly in rural areas. Finally, steps must be taken to provide equal opportunities to all students, regardless of their socioeconomic status.

In conclusion, the quality of education in Indian schools is a significant concern that needs to be addressed urgently. The Government of India must take steps to meet the challenges of the  21st century. Investing in teacher training programs, updating the curriculum regularly, improving infrastructure and resources in schools, and providing equal opportunities to all students are essential. Only then can India achieve its goal of becoming a global leader in education.

How is school quality in India measured?

Various methods, including standardized tests, assessments, and evaluations, measure the quality of education in Indian schools. These methods aim to evaluate students’ academic performance and the schools’ effectiveness in providing quality education. School quality in India is measured through the following:

  • National and State-Level Board Examinations: The Central Board of Secondary Education (CBSE) and various state-level boards conduct annual examinations for students in grades 10 and 12. These board exams are standardized tests that assess students in various subjects. The scores obtained by students in these exams are used to determine their eligibility for higher education and future employment opportunities.
  • National Achievement Survey (NAS): The National Council of Educational Research and Training (NCERT) conducts the National Achievement Survey (NAS) to evaluate the academic performance of students in grades 3, 5, and 8. The survey covers various subjects, including mathematics, science, social science, and language, and assesses the knowledge and skills of students in these subjects.
  • School Inspections: The government conducts regular inspections of schools to evaluate their infrastructure, teaching quality, and other aspects of school management. These inspections aim to identify areas where schools need improvement and help school authorities take corrective measures to improve the quality of education.
  • Accreditation: Various agencies, such as the National Assessment and Accreditation Council (NAAC) and the National Board of Accreditation (NBA), provide accreditation to schools and colleges based on their academic performance and infrastructure. Accreditation is a voluntary process that helps schools improve their quality by providing feedback and recommendations.
  • Surveys and Feedback: The government and private organizations conduct surveys and collect feedback from students, parents, and teachers to evaluate the quality of education in schools. These surveys and feedback mechanisms help identify areas where schools need improvement and provide valuable insights for policymakers and authorities.

The quality of education in Indian schools is measured by various methods, including standardized tests, assessments, evaluations, inspections, accreditation, and surveys. These methods help identify areas where schools need improvement and provide valuable feedback for policymakers and school authorities to take corrective measures and improve the quality of education.

The National Achievement Survey (NAS) is a standardized assessment conducted by the National Council of Educational Research and Training (NCERT) to evaluate students’ academic performance in India. The NAS was first conducted in 2001, and since then, it has become an essential tool for assessing the quality of education in India.

Historical Perspective: The history of standardized assessments in India dates back to the 19th century when the British colonial government introduced standardized tests to evaluate students’ performance in the education system. These tests were primarily used to select students for higher education and government jobs.

After independence, India established a universal education system, and various reforms were implemented to improve the quality of education. In 1961, the Indian government established the NCERT to develop a national curriculum and conduct research in education. The apex institution, namely the NCERT, has played a significant role in shaping the education system in the Country and has been at the forefront of developing and implementing standardized assessments.

The NAS was first conducted in 2001 to evaluate students’ academic performance in grades 3, 5, and 8. The survey covers various subjects, including mathematics, science, social science, and language, and assesses the knowledge and skills of students in these subjects. The NAS is conducted every three years. The results are used to identify areas where students need improvement and to develop policies and programs to improve the quality of education in India.

The NAS has evolved over the years, and in recent years, it has become more focused on assessing students’ understanding of concepts rather than just memorization of facts. The survey has also been expanded to include assessments of students’ problem-solving and critical-thinking skills.

The NAS has been an important tool for policymakers and educators in India, providing valuable insights into the country’s education quality. The survey has helped identify areas where students need improvement and has guided the development of policies and programs to improve the quality of education.

In conclusion, the National Achievement Survey has a significant historical perspective on the education system of India. It has evolved over time and has become an essential tool for assessing the country’s education quality. The survey has played a critical role in identifying areas where students need improvement and has guided the development of policies and programs to improve the quality of education. The NAS has been a vital step in the ongoing effort to provide quality education to all students in India.

How is NAS conducted?

The NCERT conducts the National Achievement Survey (NAS) in India to evaluate students’ academic performance in various subjects. Here is a general overview of how the NAS is conducted:

  • Sampling: The NCERT selects a representative sample of schools and students across the Country. The sample is chosen based on various factors, including location, language, and socioeconomic status.
  • Assessment Tools: The NCERT develops assessment tools, including question papers and answer sheets, for each subject to be tested. The question papers are designed to assess students’ understanding of concepts, problem-solving skills, and critical thinking abilities.
  • Test Administration: The assessment is conducted daily, and students in grades 3, 5, and 8 participate in the test. The tests are administered in the schools where the students are enrolled under the supervision of trained examiners.
  • Evaluation and Analysis: The answer sheets are collected, and the NCERT uses statistical methods to analyze the results. The results are summarised as a report, which includes an analysis of students’ performance in various subjects and regions.
  • Feedback and Improvement: The NCERT shares the results of the NAS with the participating schools and the education departments of the various states. The results are used to identify areas where students need improvement, and policies and programs are developed to improve the quality of education.

In conclusion, the NAS is conducted by selecting a representative sample of schools and students, developing assessment tools for each subject, administering the test on a single day, analyzing the results using statistical methods, and sharing the results with the education departments and participating schools. The NAS has been a valuable tool in assessing the quality of education in India and guiding the development of policies and programs to improve the education system.

What are the significant findings of NAS?

As of the cutoff of September 2021, a National Achievement Survey (NAS) has not been conducted in 2022 yet, as the survey is typically conducted occasionally. The most recent NAS was conducted in 2017, and the results were published in 2018.

However, it is worth noting that the NCERT conducted the NAS in India in 2017 & 2021, and the survey findings can vary from year to year based on various factors, such as changes in the education system, policies, and practices.

In the past, the NAS has highlighted several areas of improvement for the education system in India, including the need for more emphasis on conceptual understanding, critical thinking, and problem-solving skills. The survey has also identified regional disparities in students’ performance and the need for targeted interventions in specific regions.

Overall, the NAS serves as an essential tool for policymakers and educators to identify areas where students need improvement and to develop policies and programs to improve the quality of education in India.

The most recent NAS for students in classes III, V, and VIII and the significant findings of the survey are as follows:

  • Student’s performance in the survey was generally better in language subjects (such as English, Hindi, and Urdu) than in mathematics and science.
  • The average performance of students in mathematics and science subjects declined as they moved from lower to higher classes.
  • The gender gap in learning outcomes favoring girls was observed in most subjects, but it was more pronounced in language subjects.
  • Students’ performance in government schools is lower than in private schools, especially in mathematics and science subjects.
  • Students from rural areas performed lower than their urban counterparts in all subjects.
  • Students’ performance in Northeastern states is found e lower than the national average in most subjects.
  • Rote learning methods were widespread among students, especially in mathematics.

Overall, the NAS findings highlight the need for reforms in the education system, including teacher training, curriculum development, and promoting critical thinking and problem-solving skills among students.

What are the follow-up activities of NAS 2022?

Based on the findings, various states’ NCERT and education departments carried out follow-up activities. The follow-up activities aimed to address the areas where students needed improvement and to improve the overall quality of education in India.

Some of the follow-up activities carried out after the NAS 2017 include:

  • Development of learning materials: Based on the survey findings, the NCERT developed learning materials and resources to improve students’ understanding of concepts in various subjects.
  • Capacity building of teachers: The NCERT organized training programs to enhance their teaching skills and help them impart quality education to students.
  • Targeted interventions: The education departments of various states implemented targeted interventions to improve student’s performance in specific regions and communities.
  • Review of textbooks and curriculum: The NCERT and education departments reviewed the textbooks and curriculum to ensure they aligned with the student’s learning objectives and requirements.

In conclusion, the follow-up activities of the NAS are focused on addressing the areas where students need improvement and improving the overall quality of education in India. The activities include the development of learning materials, capacity building of teachers, targeted interventions, and review of textbooks and curriculum. These activities aim to create a more effective and efficient education system in India, which can provide quality education to all students.

Is it possible for India to attain the quality of school education shortly, and what are the challenges?

India can attain quality school education in the real sense shortly, but it will require a concerted effort from all stakeholders, including policymakers, educators, parents, and students. Several challenges need to be addressed to improve the quality of school education in India. Some of the challenges are:

  • Access to quality education: Despite several initiatives and programs, there are still disparities in access to quality education in India, especially in rural areas and disadvantaged communities.
  • Infrastructure and resources: Many schools in India lack basic infrastructure and resources, such as adequate classrooms, libraries, laboratories, and trained teachers.
  • Curriculum and pedagogy: The current curriculum and pedagogy must be revised with the changing needs of society, industry, and global trends. The focus should be on promoting critical thinking, problem-solving, and creativity.
  • Teacher training and capacity building: Teachers need ongoing training and capacity building to improve their teaching skills and enhance their ability to teach a diverse group of students.
  • Assessment and evaluation: There is a need for a more comprehensive and continuous assessment and evaluation system to identify areas where students need improvement and to provide targeted interventions.
  • Funding and budgetary allocations: Adequate funding and budgetary allocations are necessary to ensure that schools have the necessary resources and infrastructure to provide quality education.

In conclusion, India can attain quality school education in the real sense shortly, but it will require addressing the abovementioned challenges. The government and other stakeholders must work together to ensure that all children have access to quality education and are prepared to meet the challenges of the 21st century in the real sense.

What grades and subjects are covered in NAS 2022?

As of the cutoff of September 2021, a National Achievement Survey (NAS) has not been conducted in 2022 yet. The NAS is typically conducted every three years, with the most recent survey conducted in 2017.

In the NAS 2017, students from grades 3, 5, and 8 were assessed in language, mathematics, environmental studies (EVS), and social sciences. The assessment covered both governments and government-aided schools across the Country.

The assessment included multiple-choice, short-answer, and long-answer questions designed to assess students’ understanding of concepts, problem-solving skills, and critical-thinking abilities. The survey aimed to provide a comprehensive and reliable picture of student learning outcomes in different subjects and grade levels across the Country.

How is NAS different than Prathams ASER?

The National Achievement Survey (NAS) and Pratham’s Annual Status of Education Report (ASER) are two different assessments conducted in India to measure student learning outcomes. While both assessments aim to evaluate student learning, however, some of the critical differences between NAS and Pratham’s ASER:

  • Purpose: The primary purpose of the NAS is to present a comprehensive picture of student learning outcomes in different subjects and grade levels across the Country. In contrast, Pratham’s ASER aims to provide a snapshot of children’s essential reading and arithmetic skills in rural India.
  • Scope: The NAS is conducted by the National Council of Educational Research and Training and covers both government and government-aided schools across all states and union territories of India. In contrast, Pratham’s ASER is conducted by Pratham Education Foundation and covers rural areas of India only.
  • Grade Levels and Subjects: The NAS assesses students in grades 3, 5, and 8 in language, mathematics, environmental studies (EVS), and social sciences. In contrast, Pratham’s ASER assesses students in reading and arithmetic skills in grades 3 to 8.
  • Assessment Methodology: The NAS uses a structured assessment framework that includes multiple-choice questions, short-answer questions, and long-answer questions designed to assess students’ understanding of concepts, problem-solving skills, and critical thinking abilities. In contrast, Pratham’s ASER uses a simple tool to assess reading and arithmetic skills, consisting of reading and arithmetic tasks, which are administered orally.
  • Frequency: The NAS is conducted every three years, while Pratham’s ASER is conducted annually.

In conclusion, while both NAS and Pratham’s ASER aim to assess student learning outcomes, their scope, purpose, grade levels and subjects covered, assessment methodology, and frequency differ. The NAS provides a more comprehensive picture of student learning outcomes across the Country. In contrast, Pratham’s ASER provides a snapshot of the essential reading and arithmetic skills of children in rural India.

Which is more reliable, NAS or ASER?

Both the National Achievement Survey (NAS) and Pratham’s Annual Status of Education Report (ASER) use different methodologies to measure student learning outcomes, and both have their strengths and limitations.

The NAS uses a structured assessment framework that includes multiple-choice, short-answer, and long-answer questions designed to assess students’ understanding of concepts, problem-solving skills, and critical thinking abilities. This framework is developed by the National Council of Educational Research and Training (NCERT) and is based on the National Curriculum Framework. The NAS also covers a representative sample of students across all states and union territories of India, and trained evaluators conduct the assessment under standardized conditions. This makes the NAS a reliable measure of student learning outcomes across the Country.

On the other hand, Pratham’s ASER uses a simple tool to assess reading and arithmetic skills, consisting of reading and arithmetic tasks that are administered orally. The ASER is conducted by volunteers and covers rural areas of India only. While the ASER provides a snapshot of children’s basic reading and arithmetic skills in rural India, the assessment tool used is less structured than the NAS, and the sample may not represent the entire population.

It is important to note that both assessments have different goals, so their reliability cannot be compared directly. The NAS aims to provide a comprehensive picture of student learning outcomes in different subjects and grade levels across the Country. In contrast, Pratham’s ASER aims to provide a snapshot of children’s essential reading and arithmetic skills in rural India. Both assessments are valuable tools for policymakers and educators to understand the current state of education in the Country and make informed decisions to improve the quality of education.

What is the size of the sample of ASER and NAS?

The sample size in ASER and NAS is different, as both assessments have different goals and objectives.

Pratham’s Annual Status of Education Report (ASER) covers rural areas of India. It uses a representative sample of households and schools to assess children’s learning in the age group of 5-16 years. The sample size for ASER varies from year to year but typically includes around 600-700 districts, 16,000-18,000 villages, and 3,50,000-4,00,000 children.

On the other hand, the National Achievement Survey (NAS) covers both government and government-aided schools across all states and union territories of India. The sample size for NAS is based on a Stratified Random Sampling design to achieve a representative sample of students at different grade levels and socioeconomic backgrounds. In NAS 2022, the sample size was 1.5 lakh schools and 22 lakh students from grades 3, 5, and 8.

It is important to note that both assessments use different sampling methods and sample sizes to achieve their objectives. The sample size for ASER is designed to provide a representative picture of learning outcomes in rural areas. In contrast, the sample size for NAS is designed to provide a representative picture of learning outcomes across the Country.

How are these surveys’ outcomes used to improve the quality of school education?

The outcomes of the National Achievement Survey (NAS) and Pratham’s Annual Status of Education Report (ASER) are being used in several ways to improve the quality of school education in India. Here are some ways in which the outcomes of these surveys can be used:

  • Identify strengths and weaknesses: The outcomes of these surveys can help identify the strengths and weaknesses of the education system in terms of student learning outcomes. This information can be used to develop targeted interventions to address the weaknesses and build on the education system’s strengths.
  • Develop evidence-based policies: The outcomes of these surveys can be used to develop evidence-based policies to improve the quality of education. For example, the outcomes of the NAS can be used to develop state-specific policies to improve learning outcomes. In contrast, the outcomes of ASER can be used to develop policies to improve basic literacy and numeracy skills.
  • Monitor progress: The outcomes of these surveys can be used to monitor the progress of educational interventions over time. This can help policymakers and educators track the effectiveness of interventions and make necessary adjustments to ensure they achieve their goals.
  • Improve accountability: The outcomes of these surveys can be used to improve accountability in the education system. By publicly reporting on student learning outcomes, schools, and education systems can be held accountable for their performance and work towards improving learning outcomes.
  • Encourage collaboration: The outcomes of these surveys can be used to encourage collaboration among stakeholders in the education system. By sharing the results of these surveys with teachers, parents, and communities, stakeholders can work together to develop strategies to address them.

In conclusion, the outcomes of the NAS and ASER can be used in several ways to improve the quality of school education in India. By using these outcomes to identify strengths and weaknesses, develop evidence-based policies, monitor progress, improve accountability, and encourage collaboration, we can work towards ensuring that all children in India have access to quality education.

How does the quality of school education affect the quality of higher education ?

The quality of school education significantly impacts the quality of higher education. Here are some ways in which the quality of school education affects the quality of higher education:

  • The foundation of knowledge: School education forms the foundation of knowledge that students build upon in higher education. If the quality of school education is poor, students may not have a solid foundation of knowledge, which can impact their ability to learn and succeed in higher education.
  • Development of skills: School education also plays a critical role in developing skills, such as critical thinking, problem-solving, and communication skills, which are essential for success in higher education. Students who do not develop these skills in school may struggle in higher education.
  • Preparation for higher education: School education should also prepare students for the challenges of higher education, such as the demands of coursework and the need for independent learning. If students are not adequately prepared, they may struggle to adjust to the demands of higher education.
  • Impact on enrollment: The quality of school education can also impact enrollment in higher education. Students who receive a poor quality of education are less likely to pursue higher education due to a lack of confidence in their ability to succeed.
  • Impact on the workforce: Finally, the quality of school education can impact the quality of the workforce. Suppose students do not receive a quality education in school. In that case, they may lack the skills and knowledge necessary to succeed in the workforce, which can have broader implications for the economy.

In conclusion, the quality of school education is critical to higher education. A strong foundation of knowledge, development of skills, adequate preparation for higher education, and a positive impact on enrollment and the workforce are all essential factors contributing to higher education quality.

Without improving the quality of school education, can India attain SDG4 education?

Achieving Sustainable Development Goal 4 (SDG 4), which means ensuring inclusive and equitable education for all, is challenging for India. Improving the quality of school education is crucial for India to attain SDG 4. Here is why:

  • Inclusive and equitable education: SDG 4 aims to ensure the inclusive and equitable quality of education for all, regardless of gender, socioeconomic status, and other factors. For this, improving the quality of education provided in schools across the country is essential. If the quality of education is not improved, there is a risk that certain groups of students will continue to be left behind, hindering progress toward SDG 4.
  • Improved learning outcomes: Improving the quality of school education can lead to improved learning outcomes for students. This, in turn, can help reduce the education gap between different groups of students and improve overall education quality, thus contributing to the achievement of SDG 4.
  • Importance of foundational skills: SDG 4 emphasizes the importance of foundational skills, such as literacy and numeracy, which form the basis for higher-level learning. Improving the quality of school education is critical in ensuring that students develop these foundational skills.
  • Long-term benefits: Improving the quality of school education can have long-term benefits for individuals and society. A better-educated workforce can contribute to economic growth and development, while improved education can positively impact health, social and cultural development, and other aspects of life.

In conclusion, improving the quality of school education is essential for India to attain SDG 4. By ensuring inclusive and equitable education, improving learning outcomes, emphasizing foundational skills, and achieving long-term benefits for individuals and society, India can make progress toward ensuring quality education for all.

What efforts are currently being made in India to improve the quality of programs currently going on?

Several efforts are being made in India to improve the quality of school education. Here are some of the current programs and initiatives:

  • National Education Policy (NEP) 2020: The NEP 2020 is a comprehensive policy that aims to transform the education system in India. It focuses on improving the quality of education, increasing access, promoting research and innovation, and fostering critical thinking and creativity among students.
  • Samagra Shiksha Abhiyan: Samagra Shiksha Abhiyan is a flagship program launched by the Government of India to improve the quality of school education across the Country. The program aims to provide universal access, retention, and quality of education to all students from preschool to higher secondary levels.
  • RMSA: Rashtriya Madhyamik Shiksha Abhiyan is a program launched by the Government of India to improve the quality of secondary education in the Country. The program focuses on improving infrastructure, teacher training, and curriculum development to provide quality education to students.
  • Operation Digital Board: Operation Digital Board is a program launched by the Government to provide digital education to students. Under this program, digital classrooms are being set up in schools, and digital content is developed to enhance students’ learning experiences.
  • National Achievement Survey (NAS): The National Achievement Survey is a nationwide survey conducted by the Government of India to assess students’ learning outcomes in various subjects. The survey provides feedback to schools and policymakers on the quality of education and helps identify improvement areas.
  • Teacher Training Programs: Various teacher training programs are being conducted by the government and non-government organizations to improve the quality of teaching. These programs focus on enhancing the teaching skills of teachers and equipping them with the latest teaching methods and technologies.

In conclusion, several programs and initiatives are currently being implemented in India to improve the quality of school education. These programs focus on various aspects, including infrastructure development, teacher training, curriculum development, and digital education. These efforts are expected to significantly improve the quality of education provided in schools across the Country.

What is there in Samagra Shiksha for quality improvement?

Samagra Shiksha Abhiyan is a comprehensive program launched by the Government of India to improve the quality of school education across the Country. The program includes several components aimed at improving the quality of education, including:

  • Strengthening of School Infrastructure: Samagra Shiksha Abhiyan focuses on providing basic amenities such as toilets, drinking water, and school electricity. This is done to create a conducive environment for learning and improve the overall quality of education.
  • Quality Education: Samagra Shiksha Abhiyan emphasizes the need for quality education and supports schools in terms of teaching-learning material, teacher training, and capacity building. The program promotes innovative teaching methods, active learning, and skill-based education.
  • Equity: Samagra Shiksha Abhiyan seeks to provide equal opportunities for education to all children, regardless of their social and economic background. The program aims to address the issue of dropouts and ensure that all children complete their education.
  • Digital Education: The program also emphasizes the need for digital education and supports the development of digital content, e-learning platforms, and the use of technology in teaching.
  • Vocational Education: Samagra Shiksha Abhiyan also focuses on providing vocational education to students to equip them with the necessary skills for employment and entrepreneurship.

In conclusion, Samagra Shiksha Abhiyan is a comprehensive program that aims to improve the quality of education in India. The program includes several components that focus on strengthening school infrastructure, promoting quality education, addressing equity issues, and providing digital education and vocational education. These efforts are expected to lead to significant improvements in the quality of education provided in schools across the Country.

What role do teachers play in improving the quality of school education?

Teachers play an essential role in improving the quality of school education. They are responsible for imparting knowledge, shaping students’ minds, and inspiring them to learn and achieve their goals. Teachers play several roles in improving the quality of education, some of which are:

  • Teaching: The primary role of teachers is to teach students the required curriculum. They should ensure that they cover all the necessary topics, use effective teaching methods, and create a conducive environment for learning.
  • Mentorship: Teachers also act as mentors and guide students in their academic and personal development. They should identify the strengths & weaknesses of each student and provide appropriate guidance to help them overcome their weaknesses and excel in their strengths.
  • Assessment: Teachers are responsible for assessing students’ progress and providing feedback. They should use various assessment tools to evaluate student’s learning outcomes and provide constructive feedback to help them improve.
  • Professional Development: Teachers should continue to improve their knowledge and skills through professional development programs. They should be open to learning new teaching methods, technology, and other advancements in the field of education.
  • Collaboration: Teachers should collaborate with other teachers, parents, and stakeholders to improve the quality of education. They should share best practices, exchange ideas, and o create a positive learning environment.

In conclusion, teachers play a crucial role in improving the quality of school education. They should focus on effective teaching, mentorship, assessment, professional development, and collaboration to provide quality education to students. Teachers can make a significant impact on the future of students and the Country by playing their role effectively in improving the quality of school education.

How do para teachers affect the quality of education in India?

Para teachers are teachers employed on a contractual or part-time basis to supplement school teaching staff. They are usually appointed to fill the gap created by the shortage of regular teachers in schools. Para teachers can positively and negatively impact the quality of education in schools.

Positive Impacts

  • Addressing Teacher Shortage: Para teachers can help address the school’s teacher shortage. They can assist regular teachers in teaching, assessment, and other related activities.
  • Increased Access to Education: Para teachers can help increase access to education in areas with a shortage of teachers. They can provide education to students who would otherwise not have access to education.
  • Innovative Teaching: Para teachers can bring new and innovative teaching methods to the classroom. They can use their unique skills and experiences to engage students and make learning more enjoyable.

Negative Impacts

  • Quality of Teaching: Para teachers may not have the same training and qualifications as regular teachers, which can result in lower-quality teaching.
  • Lack of Accountability: Since para teachers are often appointed on a contractual or part-time basis, they may not feel as accountable as regular teachers. This can lead to a lack of motivation and commitment toward their work.
  • Unequal Pay: Para teachers may be paid less than regular teachers, leading to a lack of motivation and commitment. This can also lead to resentment among regular teachers, negatively impacting the school’s overall morale.

In conclusion, para teachers can positively and negatively impact the quality of education in schools. The appointment of para teachers should be made carefully considering their qualifications and experience. Proper training and support should be provided to para teachers to ensure they can provide quality education to students.

Education For All in India

Professor Arun C Mehta, Ex. HoD of EMIS Department, NIEPA

Professor Arun C Mehta, Ex. HoD of EMIS Department, NIEPA

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Essay on Indian Education System in English for Children and Students

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Essay on Indian Education System: Indian education system has changed over the time. A major change in our education system came with the colonization of the country by the Britishers. It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages – lower primary, upper primary, high school and higher secondary.

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Students follow a fixed curriculum up to 10 th standard; though, in higher secondary they get to choose from various streams i.e. science, commerce, etc. Apart from certain textual changes and over time rectifications, nothing much has changed in Indian Education system. The need to reform and restructure our education system has been felt many time. However, no concrete steps have yet been taken in this direction.

Long and Short Essays on Indian Education System in English

Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam.

After going through this Indian Education System Essay you will be well versed with the Indian Education system and its shortcomings.

Also, you would be able to assess it and make suggestions for its improvement.

These Essays will help you in your school essay writing competition and also in several debate competitions.

Short Essay on Indian Education System – Essay 1 (200 words)

Indian education system is quite different from that of the foreign nations. The curriculum in the western countries is known to be quite light and based on practical knowledge whereas in India the focus is on theoretical knowledge and acquiring marks by hook or crook.

Students are expected to mug up chapter after chapter and fetch good grades in the class. The marking system in the Indian schools begins from the primary classes thereby burdening little kids. The competition is growing by the day. Parents want their children to outperform their peers and teachers want their class to do better than the other classes.

They are so blinded by the urge of staying ahead of the competition that they do not realize that they are pushing the children in the wrong direction. At an age when the students should be given the chance to explore their interests and hone their creative side, they are pressurized to follow a set curriculum and slog day and night to get good marks.

Instead of making the students understand various concepts of mathematics, physics and other subjects so that they can use them at different stages in their life, the focus is on blindly learning the chapters whether or not the concepts are understood just so that one can get good marks. So, the very basis of the Indian education system is inappropriate.

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Essay on Indian Education System Needs Serious Reforms – Essay 2 (300 words)

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Introduction

Indian education system is said to be old and mundane. In the times, when the organizations are looking for creative and enthusiastic individuals, the Indian schools train the young minds, to follow a set curriculum and behave as they are told for almost fifteen years of their lives. There is no freedom to provide suggestions or share ideas. There is a serious need to reform the Indian education system which in turn helps in developing smarter individuals.

Need to Think Out of the Box

There is a dire need to think out of the box if we want to make new inventions, bring positive changes in the society and prosper at a personal level. However, unfortunately our schools train us otherwise. They tie us to a set study schedule and keep us so busy with completing the assignments and learning theoretical lessons that there is no room left for creativity.

The Indian education system must be changed to make way for creative thinking. Schools must focus on activities that challenge the student’s mind, hone their analytical skills and invoke their creative thinking ability. This will help them perform better in different fields as they grow up.

Need for All Round Development

The primary focus of the Indian education system is on academics. Here also the focus is not on understanding the concept and enhancing knowledge but only on mugging up the lessons with or without understanding them with the sole aim of attaining good marks. Even though some schools have extra-curricular activities, there is hardly one class per week for these activities.

Education in the Indian schools has just been reduced to gaining theoretical knowledge which is not enough to raise an intelligent and responsible individual. The system must be changed to ensure the all round development of the students.

The people in power must understand that the Indian education system requires serious reforms. The system must change to develop students spiritually, morally, physically as well as mentally.

Essay on Indian Education System and Its Development – Essay 3 (400 words)

Indian Education System has seen quite a few changes ever since its inception. It has changed with the changing times and with the changes in the society. However, whether these changes and developments are for good or not is still a question.

The Gurukul

The Indian education system dates back several centuries. From the ancient times, children are being sent to the teachers to learn lessons on different subjects and to add value to their lives and make them skilled to live a self dependent life. During the ancient times, the gurukuls were set up in various parts of the country.

Children went to gurukuls to seek education. They stayed with their guru (teacher) in their ashram until they completed their education. The students were taught various skills, given lessons in different subjects and were even involved in doing the household chores to ensure their all round development.

British Brought About Changes in the Indian Education System

As the Britishers colonized India, the Gurukul system began to fade away as the Britishers set up schools that followed a different education system. The subjects taught in these schools were quite different from that taught in the gurukuls and so was the way the study sessions were conducted.

There was a sudden change in the entire education system of India. The focus shifted from the all round development of the students to the academic performance. This was not a very good change. However, one thing that changed for good during this time was that girls also began to seek education and were enrolled in schools.

Introduction of Educomp Smart Classes

The education system introduced by the British is still prevalent in India. However, with the advancement in technology many schools have adopted to newer means to impart education to the students. Educomp smart classes have been introduced in the schools. These classes have brought about a positive change. Unlike the earlier times when the students only learned from the books, they now get to see their lessons on a big wide screen installed in their class rooms. This makes the learning experience interesting and helps the students grasp better.

In addition to it, many extra-curricular activities are also being introduced by the schools for the all round development of the students. However, the marking system still remains as stringent and the students have to focus largely on their academics.

So, there has been a major shift in the Indian education system since the ancient times. However, we require further reforms in the system for the proper development of the students.

Essay on Education System in India is Good or Bad – Essay 4 (500 words)

The Indian education system is said to be largely flawed. It does more harm than good to the young minds. However, some people may argue that it gives a good platform to the students as it challenges their mind and focuses on increasing their grasping power. The debate on whether the Indian education system is good or bad is ongoing.

The Good and Bad of the Indian Education System

While the people in power discuss the good and the bad in the Indian education system and whether there is a need to bring in reforms or not, here is a look at the pros and cons of the same.

Cons of Indian Education System

Indian education system has many cons. Here is a look at some of the main cons in the system:

Lack of Practical Knowledge

Focus of the Indian education system is on the theoretical part. Teachers read out from the book during the classes and explain the concepts verbally. Students expected to understand even the intricate concepts theoretically. The need to impart practical knowledge is not felt even though it is highly essential.

Focus on Grades

The focus of the Indian schools is on mugging up the chapters to get good grades. Teachers do not bother if the students have understood the concept or not, all they look at is the marks they have obtained.

No Significance to All Round Development

The focus is only on studies. No effort is made to build a student’s character or his physical health. The schools do not contribute in the all round development of their students.

Over Burdening

The students are over burdened with studies. They study for long hours in the school and are given a pile of home work to complete at home. In addition to it, the regular class tests, first term examination, weekly examination and mid-term examination puts a lot of pressure on the young minds.

Pros of Indian Education System

Here are some of the pros of the Indian education system:

Provides Knowledge on Different Subjects

The Indian education system includes a vast curriculum and imparts knowledge on various subjects including maths, environmental science, moral science, social science, English, Hindi and computer science to name a few. All these subjects form a part of the curriculum from the primary classes itself. So, the students gain knowledge about different subjects from an early age.

Inculcates Discipline

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they punished. This is a good way to inculcate discipline in the students.

Increases Grasping Power

Owing to the marking and ranking system in the Indian schools, the students required to learn their lessons thoroughly. They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation.

Long Essay on Indian Education System – Essay 5 (600 words)

Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there any significant change in the way the education imparted.

Problems with Indian Education System

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

Another problem is that the focus is only on theory. No importance given to practical learning. Our education system encourages the students to become bookworms and does not prepare them for handling the real problems and challenges of life.

Academics given so much importance that the need to involve the students in sports and art activities overlooked. Students also overburdened with studies. Regular exams held and students scrutinized at every step. This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.

Ways to Improve Indian Education System

Many ideas and suggestions have shared to improve the Indian education system. Some of the ways to change our education system for good include:

Focus on Skill Development

It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must enhanced. In order to do so they must involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

Impart Practical Knowledge

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge. This needs to changed. Students must imparted practical knowledge for better understanding and application.

Revise the Curriculum

The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning. Similarly, there should classes on developing good communication skills as it is the need of the hour.

Hire Better Teaching Staff

In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they not highly skilled and experienced. This approach must changed. Good teaching staff must hired in order to nurture the young minds well.

Look Beyond Academics

The education system of our country must look beyond academics. Sports, arts and other activities must also given importance to ensure the all round development of students.

While the need to change the Indian education system has emphasized several times nothing much has done in this regard. It is the time to understand the importance of changing this old system for the better future of the children as well as the country as a whole.

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Education for Sustainable Development: Trends and Prospects in India

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Part of the book series: Implementing the UN Sustainable Development Goals – Regional Perspectives ((IUNSDGRP))

Education as a lifelong and continuous process is critical to fostering healthy lifestyles, developing skills in youth, inculcating essential thinking and social values, and reducing poverty, thus enhancing sustainable growth. India is committed to bringing quality, inclusive, and holistic education to every child and youth of this country. Moreover, equal access to education is a fundamental right of every citizen. This chapter has critically investigated trends and growth in the education sector over the past 5 years to see its alignment with the sustainable development goals of 2030.

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Value of Education Essay

500 words essay on value of education.

Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.

value of education essay

                                                                                                                        Value Of Education Essay

Importance of Education

Education makes people independent. Furthermore, it increases knowledge, strengthens the mind, and forms character. Moreover, education enables people to put their potentials to optimum use.

Education is also a type of reform for the human mind. Without education, the training of the human mind would always remain incomplete.

Education makes a person an efficient decision-maker and a right thinker. Moreover, this is possible only with the help of education. This is because education acquaints an individual with knowledge of the world around him and beyond, besides teaching the individual to be a better judge of the present.

A person that receives education shall have more avenues for the life of his choice. Moreover, an educated person will be able to make decisions in the best possible manner. This is why there is such a high demand for educated people over uneducated people for the purpose of employment .

Negative Impact of Lack of Education

Without education, a person would feel trapped. One can understand this by the example of a man who is confined to a closed room, completely shut from the outside world, with no way to exit it. Most noteworthy, an uneducated person can be compared to this confined man.

Education enables a person to access the open world. Furthermore, a person without education is unable to read and write. Consequently, a person without education would remain closed to all the knowledge and wisdom an educated person can gain from books and other mediums.

The literacy rate of India stands at around 60% in comparison to more than 80% literacy rate of the rest of the world. Moreover, the female literacy rate is 54.16% in accordance with the 2001 population census. These figures certainly highlight the massive problem of lack of education in India.

To promote education, the government of India takes it as a national policy. The intention of the government is to target the very cause of illiteracy. As such, the government endeavours to eradicate illiteracy, which in turn would lead to the eradication of poverty .

The government is running various literacy programmes like the free-education programme, weekend and part-time study programme, continuing education programme, mid-day meal programme, adult literacy programme, etc. With the consistent success rate of these programmes, hopefully, things will better.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of Value of Education Essay

Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.

FAQs For Value of Education Essay

Question 1: What is the importance of education in our lives?

Answer 1: Having an education in a particular area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also enhances their community. In addition, education develops the human personality and prepares people for life experiences.

Question 2: Explain the meaning of true education?

Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society.

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