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Education in India GK Questions and Answers

Education in India is compulsory for children between the ages of 6 and 14. The education system is divided into three levels: primary, secondary, and higher education. The literacy rate in India is 77.7%.

Here you are given Multiple Choice Questions (MCQs) on the Education in Indiathe topic of General Knowledge. First of all, you have to read all the GK questions related to Education in India and click on one correct answer for each question. If your answer is correct, you will be displayed with a ✅ sign, but if your answer is wrong, a ❌ sign will be displayed, so that you can identify the correct answer you have given.

 ◉ Overall education-water safety campaign

✅ Correct

 ◉ Nirmal Bharat Abhiyan

❌ Incorrect

 ◉ Chief Minister Jal Swavalamban Abhiyan

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List of Education Ministers of India from 1947 to 2024 🔗

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Education in India – A Detailed Analysis

Last updated on July 24, 2024 by ClearIAS Team

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 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.

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

November 27, 2019 at 10:33 pm

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

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

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.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

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.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

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.

June 16, 2020 at 12:20 am

Excellent Work

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 ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education ​very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

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

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

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.

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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Questions and Answers

True or false: education in india is primarily managed by the state-run public education system at two levels: central and state, true or false: free and compulsory education is provided as a fundamental right to children aged 3 to 14 in india, true or false: the approximate ratio of the total number of public schools to private schools in india is 10:3, true or false: education in india does not cover early childhood education, primary education, secondary education, higher education, and vocational education.

<p>False</p> Signup and view all the answers

True or false: Education in India is not influenced by various policies and programmes at the national and state levels?

Study notes, education in india.

• Education in India is primarily managed by the state-run public education system at two levels: central and state.

Education as a Fundamental Right

• Free and compulsory education is provided as a fundamental right to children aged 6 to 14 in India, not 3 to 14.

Public vs Private Schools

• The approximate ratio of the total number of public schools to private schools in India is 7:3, not 10:3.

Levels of Education

• Education in India covers early childhood education, primary education, secondary education, higher education, and vocational education.

Influencing Policies and Programmes

• Education in India is influenced by various policies and programmes at the national and state levels.

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NCERT Solutions for Class 8 English It So Happened Chapter 11 Ancient Education System of India

NCERT Solutions for Class 8 English It So Happened Chapter 6 The Fight are provided below. These solutions contain answers to all the textbook questions. All the questions are solved by experts with a detailed explanation that help students to complete their assignments and homework. NCERT Solutions for Class 8 English It So Happened Chapter 6 The Fight are prepared as per the latest CBSE syllabus and curriculum. Students of Class 8th can study the answers provided here to score well in their school exams.

Ancient Education System of India Class 8 NCERT Questions and Answers

Comprehension Check (Page No 92)

Question 1: Why were travellers attracted towards India?

Answer: The fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide. Also, the education system of ancient times was regarded as a source for the knowledge, traditions and practices that guided and encouraged humanity. So to the travellers, India was a land of wonder and they were attracted towards our country.

Question 2: What were the sources of the ancient education system?

Answer : The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Medical treatises of Charaka and Sushruta teachings were the sources of learning.

Question 3: What were the features of education system in ancient India?

Answer: Some of the features of education system in ancient India included the following:

(i) Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life

(ii) Education system focused both on learning and physical development

(iii) Education in India had a heritage of being pragmatic, achievable and complementary to life.

Question 4: What was the role of guru in pupils’ lives?

Answer: The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. In order to assess pupils’ learning, shastrartha (learned debates) were organised. Also, pupils at an advanced stage of learning guided younger pupils.

Comprehension Check (Page No 97)

Question 1: Where did nuns and monks receive their education?

Answer: Monks and nuns received their education in monasteries which were the centres of art and learning.

Question 2: What is Panini known for?

Answer: Panini was a Sanskrit grammarian who gave a comprehensive and scientific theory of phonetics, phonology, and morphology. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi.

Question 3: Which university did Xuan Zang and I-Qing study at?

Answer: Nalanda, when Xuan Zang visited it, was called Nala and was a centre of higher learning in various subjects

Question 4: Which subject did Xuan Zang study in India?

Answer: Xuan Zang studied logic, grammar, Sanskrit, and the Yogacara school of Buddhism during his time at Nalanda.

Question 5: How did society help in the education of the students?

Answer: Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land. This form of free education was also prevalent in other ancient universities like Valabhi, Vikramshila and Jagaddala.

Discuss the following questions in small groups and write your answers.

Question 1: Which salient features of the ancient education system of India made it globally renowned.

Answer: Some of the salient features of the ancient education system of India that made it globally renowned are listed as below:

(i) The ancient education system of India focused on the moral, physical, spiritual and intellectual aspects of life.

(ii) Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life.

(iii) It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations.

Question 2: Why do you think students from other countries came to India to study at that time?

Answer: Students from other countries came to India to study because:

(i) In ancient times, monasteries/viharas were set up and around these viharas, other educational centres of higher learning developed, which attracted students from other countries.

(ii) In ancient times, Takshashila was a noted centre of learning, including religious teachings of Buddhism, for several centuries. It continued to attract students from around the world.

Question 3: Why is education considered ‘a way of life’?

Answer: In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life, that is why education is called a way of life.

Question 4: What do you understand by holistic education?

Answer: Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace.

Question 5: Why do you think Takshasila and Nalanda have been declared heritage sites?

Answer: Takshashila was an ancient Indian city, It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980. Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara, a world heritage site.

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• IAS Preparation
• UPSC Preparation Strategy
• Indian Education System Issues And Challenges

Major Issues in the Indian Education System

The Indian Education System has its share of issues and challenges which need to be resolved to provide better and improved education to children, who are the future of the country. Over the years, a lot has changed in the Indian education system but still, there are many loopholes and problems which need to be resolved. 

In this article, we shall discuss in detail the issues and challenges with the Indian Education System and a few counter solutions to overcome these challenges. Also discussed are a few schemes which have been initiated by the Government for the improved education of students across the country. 

Aspirants preparing for the upcoming IAS Exam must carefully go through this article. 

Education System in India – Issues Download PDF Here

About the Indian Education System

A major shift in the education system can be observed from the pre and post-British rule till today in India. Initially, children were educated in Gurukuls which was later modified and the modern education system was introduced. 

After India became independent, the constitution committed six fundamental rights, of which one was the Right to Education. It allowed free education for every child up between the ages of 6 and 14 years. 

The education system is mainly divided into pre-primary, primary, elementary and secondary education, which is followed by higher studies. 

However, there are many drawbacks and loopholes in this system which if curbed can work for the overall development of the country. 

To know in detail about the Right to Education Act (RTE) , aspirants can visit the linked article.

Current Issues in Education in India

Discussed below are the current issues with the Education system in India:

• Expenditure on education – More funds should be allotted for the development of the education system in India. In the past few years, many beneficial steps have been taken in this direction and if the same is continued India may soon overcome the current challenges.
• Gross enrolment pattern – As followed by the UN must also be adopted by India.
• Capacity utilisation – The world now needs creative minds and the Government must encourage schools to boost the students and utilise their capacities to the max and not let their ideas go unheard.
• Infrastructure facilities – Better infrastructure must be provided especially in Government schools. Since the Government is now focussing on digital education, they must undertake steps to provide all necessary facilities in the Government schools and rural areas as well.
• PPP model – Well-designed PPPs can create models of innovation for the school system in India. Thus the Public-Private Partnership (PPP) model must be taken into consideration.
• Student-teacher ratio – The number of students in search of proper education is way more in comparison to the teachers and faculty available. Thus, qualified teachers must be appointed to impart knowledge to the future of the country.
• Accreditation and branding – quality standards.
• Students studying abroad – Many students choose to study abroad because of these issues in the Indian education system. The concerned authorities must work on them and students must also choose to stay, learn in India and empower the country through their knowledge.

UPSC and other Government exam aspirants can also refer to the links given below for exam preparation:

Indian Education System Problems and Solutions

There are a few simple solutions which can help in overcoming the problems with the India Education System:

• Innovations required – India is moving towards digital education. This will help in budding the innovative minds of students and the youth of the country. This will bring a transformation in the Indian education system and the authorities and Government must encourage and boost the young minds to focus on overall development rather than just the book-learning.
• Quality of education – There is a major difference in the quality of education being provided in the rural and urban areas of the country. Steps must be taken to standardize the quality of education across India so that everyone can get equal and unbiased knowledge and opportunities to grow.
• Making education affordable – There are Government schools and educational Institutions which are affordable but lack in terms of infrastructure and quality. On the other hand, there are various private education institutions which demand high fees and have better infrastructure and equipment to study. This disparity must be worked upon and the Government must make education affordable and accessible for all. 

Schemes & Campaigns to Boost Education System in India

Given below is a list of Government schemes introduced to enhance the education system in India:

• Sarva Shiksha Abhiyan – Launched in 2001 to promote ‘Education for All’, strengthening the existing infrastructure of schools and construction of new schools. To know in details about the Sarva Shiksha Abhiyan (SSA) , visit the linked article.
• National Programme for Education of Girls at Elementary Level – It is a focused intervention of the Government of India, to reach the “Hardest to Reach” girls, especially those not in school. Read more at Elementary Education: Moving Towards RTE And Quality Improvement.
• Mid-Day Meal Scheme – It is one meal that is provided to all children enrolled in government schools, government-aided schools, local body schools, special training centres (STC), madrasas and maktabs supported under Sarva Shiksha Abhiyan (SSA). Visit the Mid Day Meal Scheme page to learn more.
• Rashtriya Madhyamik Shiksha Abhiyan – It is a flagship scheme aiming at enhancing secondary education and increasing the enrolment rate by providing a secondary school within a reasonable distance of every home.
• Scheme for Infrastructure Development in Minority Institutes – The scheme would facilitate the education of minorities by augmenting and strengthening school infrastructure in Minority Institutions to expand facilities for formal education to children of minority communities.
• Beti Bachao Beti Padhao – The scheme to promote girl child education in India. Visit the Sukanya Samriddhi Yojana page to learn more about the BBBP campaign.

Aspirants can get the detailed UPSC Syllabus for the prelims and mains examination at the linked article and start their exam preparation accordingly. 

Frequently Asked Questions about Indian Education System

What are some of the problems that beset the indian education system, how effective is the indian education system.

For any further updates, candidates can visit BYJU’S and get the latest study material and preparation strategy. 

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Education and The Colonial Rule Questions & Answers

Hi Everyone!! This article will share Education and The Colonial Rule Questions & Answers. In my previous post, I have shared the Objective Type Questions & Answers of Education and The Colonial Rule so, make sure to check this post as well.

Education and The Colonial Rule Questions & Answers

Question 1: who conceptualised nai talim.

Answer: Mahatma Gandhi coceptualised Nai Talim.

Question 2: Give the names of the traditional centres of learning of Hindus and Muslims.

Answer: Pathshalas and Maktabs were the traditional centres of learning of Hindus and Muslims respectively.

Question 3: Which proposal was described as the ‘Magna Carta of English Education in India’?

Answer: Wood’s Educational Despatch was described as the ‘Magna Carta of English Education in India’.

Question 4: Why was the Calcutta University Commission appointed?

Answer: In 1917, the Government appointed the Calcutta University Commission mainly to study the problem of the University of Calcutta.

Question 5: Where were the Universities founded in 1857?

Answer: The Universities were founded at Calcutta, Bombay and Madras in 1857.

Question 6: Discuss the traditional education system of India.

• Prior to the British rule, traditional system of education was followed in India.
• Elementary education was imparted in pathshalas and maktabs and restricted to the study of three Rs (reading, writing and arithmetic), religion while higher education was restricted to the study of classical Sanskrit, Arabic and Persian in tols and madrasas.
• Grammar, Classical Literature, Logic, Philosophy, Law and Religious texts formed the main elements of higher study.
• The local schools had no printed books, no fixed fee, no separate school building, no classrooms, no roll calls, no annual examinations and no fixed time-table.
• This flexible system of education was suitable to local needs that enabled the rural children to support their families and to study.

Question 7: How did female education receive great impetus in British India?

• Female education received a great impetus through various reformed samajas and societies such as the Brahmo Samaj, the Arya Samaj and Servants of Indian Society, etc.
• The formation of the Hindu Balika Vidyalaya in Kolkata in 1849 marked a turning point in the history of female education.
• Wood’s Despatch of 1854 made a special reference to education of women and the British Government assumed direct responsibility for making women literate.
• The first Indian Women’s University was started in 1916 by Maharshi Karve.
• An All-India Women’s Conference was founded in 1927.
• It did outstanding work in promoting female education.

Question 8: What were the recommendations of Wood’s Despatch?

Answer: The recommendations of Wood’s Despatch were:

• To create a separate Department of Education in each province,
• To establish Universities at the Presidency towns, namely, Kolkata, Mumbai and Chennai,
• To take adequate measures for the establishment of institutions for training teachers for all classes of school,
• To maintain and reform existing government colleges and high schools and increase their number, if required,
• To open new middle schools,
• To improve vernacular schools, native schools for elementary education,
• To introduce a grants-in-aid system in private schools.
• Emphasis was to be given on mass education and women education.

Question 9: Why did Mahatma Gandhi believe that colonial education enslaved Indians?

• Mahatma Gandhi believed that colonial education had enslaved Indians because Indians began admiring British rule and considered western civilisation superior.
• Indians educated in British institutions began to treat their own culture as inferior.

Question 10: What were the reasons for the appointment of the Universities Commission?

Answer: The reasons for the appointment of the Universities Commission were:

• To recommend measures to improve their organization and working.
• To inquire into the conditions and future prospects of the Indian Universities established by the British Government.
• To suggest ways and means to raise the standard of University teaching and to promote advancement of learning.

Question 11: Write a note on the initiatives taken by the Indians in the field of Education.

• It was only from 1817 that we find concerted Indian initiatives in the field of education.
• The notable institution, namely, the Calcutta School Book society was founded in 1817 to make available good textbooks not only in English but also in Indian languages suitable for schools.
• In the same year, another most significant initiative was the establishment of Hindu College by Raja Rammohan Roy, in association with David Hare.
• There were men in Bengal who admitted the value of Oriental learning for advancement of civilization.
• Raja Rammohan Roy, one of the greatest supporters of Western education also founded the Vedanta College to offer courses which will be a blend of Western and Indian learning.
• Ishwar Chandra Vidyasagar was instrumental in opening approximately thirty-five schools in Bengal.
• Swami Dayanand Saraswati, Swami Vivekananda and several others did pioneer work by establishing various schools and colleges.

Question 12: What was the impact of educational policies of the British?

• The British Government looked at modern education as the medium to strengthen the foundations of their political power in India.
• The decision to make English as the medium of Indian education failed to take into account the Muslims and women.
• Elementary schools were not opened in large numbers as more emphasis was given on modern and higher education. Therefore, mass education was neglected through vernacular schools.
• The government was not willing to spend on education more than the money allotted for the purpose and relied on the ‘filtration theory’.
• According to the theory, the government would educate a handful of Indians who would expect to educate the masses and spread modern ideas among them.
• English education was the only provision for higher appointments opened to the Indians. Further, the entire system of indigenous learning was dependent mainly on the patronage of opulent Hindu and Muslim families. As a result, Western education made rapid progress and the traditional system of Indian learning gradually declined.

Question 13: Creative learning could be imparted within natural ambiance. Give reasons.

• Rabindranath Tagore was another notable scholar who promoted national education.
• He always envisioned a school where a child would be free, happy and creative and was able to explore his thoughts.
• He felt that self-learning should be promoted from childhood and it should be outside the rigid schooling system of British.
• According to Tagore, teachers should be innovative and imaginative.
• They should understand children and help them to develop their curious minds.
• He was of the opinion that creative learning could be imparted within natural ambiance.

Question 14: Education in English had made Indians ‘strangers in their own lands’. Give reason.

• Mahatma Gandhi wanted such an educational system that could enable the Indians to recover their self-respect and sense of dignity.
• He strongly felt that Indian languages should be the medium of instruction because education in English had made Indians ‘strangers in their own lands’.

So, these were Education and The Colonial Rule Questions & Answers.

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NCERT Solutions for Class 8 English Chapter 8 Ancient Education System of India

• 8th June 2023

NCERT Solutions for Class 8 English It So Happened Supplementary Reader Chapter 8 Ancient Education System of India free PDF is given here. These Solutions contains answers to all questions provided in the textbook. Class 8th English It So Happened Chapter 8 solutions are explained by the expert English teacher and as per NCERT (CBSE) guidelines.

Class 8 English Ancient Education System of India Questions and Answers

Comprehension Check Page No. 69

Question 1: Why were travellers attracted towards India?

Answer: The fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide. Also, the education system of ancient times was regarded as a source for the knowledge, traditions and practices that guided and encouraged humanity. So, to the travellers India was a land of wonder and they were attracted towards our country.

Question 2: What were the sources of the ancient education system?

Answer : The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Medical treatises of Charaka and Sushruta teachings were the sources of learning. Besides, the sources of learning were drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation), Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).

Question 3: What were the features of education system in ancient India?

Answer: Some of the features of education system in ancient India included the following:

• Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life
• Education system focused both on learning and physical development
• Education in India had a heritage of being pragmatic, achievable and complementary to life.

Question 4: What was the role of guru in pupils’ lives?

Answer: The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. In order to assess pupils’ learning, shastrartha (learned debates) were organised. Also, pupils at an advanced stage of learning guided younger pupils.

Comprehension Check Page No. 74

Question 1: Where did nuns and monks receive their education?

Answer: The nuns and monks received their education from various monasteries or viharas which were educational centres of art and learning. These centres were mainly set up to meditate, discuss and debate with the learned for their quest for knowledge during the ancient period.

Question 2: What is Panini known for?

Answer: Panini was a Sanskrit grammarian who gave a comprehensive and scientific theory of phonetics, phonology, and morphology. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi.

Question 3: Which university did Xuan Zang and I-Qing study at?

Answer: The Chinese scholars’ I-Qing and Xuan Zang visited Nalanda in the 7th century CE. When Xuan Zang visited it, Nalanda was called as Nala, which was a centre of higher learning in various subjects.

Question 4: Which subject did Xuan Zang study in India?

Answer: Xuan Zang studied logic, grammar, Sanskrit, and the Yogacara school of Buddhism during his time at Nalanda.

Question 5: How did society help in the education of the students?

Answer: Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land. This form of free education was also prevalent in other ancient universities like Valabhi, Vikramshila and Jagaddala.

Discuss the following questions in small groups and write your answers.

Question 1: Which salient features of the ancient education system of India made it globally renowned.

Answer: Some of the salient features of the ancient education system of India that made it globally renowned are listed as below:

• As our ancient education system in India evolved over the period, it focused on the holistic development of the individual that included taking care of both the inner and the outer self.
• The ancient system focused on the spiritual, physical, moral and intellectual aspects of life.
• It emphasized on values such as truthfulness, humility, self-reliance, discipline, and respect for all creative works.
• Students were taught to appreciate and strike the balance between human beings and nature.
• Teachers taught and followed the tenets of Vedas and Upanishads which mentioned about fulfilling one’s responsibilities towards self, family and society covering all the aspects of life.

Question 2: Why do you think students from other countries came to India to study at that time?

Answer: In ancient times, students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries were attracted to come to India and study as India was considered a land of wonder with a rich source of knowledge that had educational centres of higher learning. Various monasteries or viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period.

Besides, Takshashila was also a noted centre of learning that included religious teachings of Buddhism, for several centuries. It continued to attract students from around the world until its destruction in the 5th century CE.

Question 3: Why is education considered ‘a way of life’?

Answer: In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life, that is why education is called way of life.

Question 4: What do you understand by holistic education?

Answer: Holistic education refers to the development of the inner and outer self of an individual which prepares them for life. Although ancient education system in India was free, but it was not centralized. Its foundations were mostly laid in the rich cultural traditions of India that helped in the development of the physical, spiritual, intellectual and artistic aspects of life holistically.

Question 5: Why do you think Takshasila and Nalanda have been declared heritage sites?

Answer: Takshashila was an ancient Indian city, It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980. Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara, a world heritage site.

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UPSC Mains Previous Year Questions: Education System in India | Indian Society for UPSC CSE PDF Download

How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate your answer (UPSC GS1 2020)

Digitalization is the trending term in 21st century. Right from a child to an experienced old person, they are surrounded by laptops, computers, tablets and smartphones. Educational system is also getting influenced due to the digitalization era. Contribution of digital initiatives on the functioning of the education system in India 

• Education is the pillar of any country. Education transforms the person and leads him/her on the path where he can strive for the economic and social development of the country. The educational system is going through rapid transformation due to which, the children of this generation are be limited to traditional textbooks. 
• Their thirst for knowledge cannot be quenched using the age-old methodologies and pedagogies. Their hunger for ever-increasing information can be satisfied by the use of digital tools and Internet in the form of e-learning courses, digital textbooks, interactive animation videos and integrating ICT in classrooms The traditional classrooms are getting transformed to “SMART” classrooms. However, this process of digitalization has not touched the rural areas of India effectively. This has created a digital divide between the urban areas and rural areas. “Digital India” aims to bridge this gap by connecting the remotest villages through WIFI and broadband. 
• The “Digital India” programme is a flagship programme aiming to transform India into a digitally powerful and energized society and skilled economy. 
• The Government of India visions to see the most secluded, inaccessible village to be connected by high-speed internet and broadband facilities. This will help in bridging the digital divide between rural and urban areas. This will help in achieving social inclusion and financial inclusion of the rural areas. This also ensures that there is uniformity in the services provided to urban and rural areas. 
• e-Basta: To be consistent with the Government’s Digital India initiative, this project has been created to make school books approachable, easy-to-use and user-friendly. e-Basta books are available in digital format. E-Bastas can be read and used on tablets and laptops. The main idea is to bring various publishers and schools together on the same stand. The participants of the eBasta framework are publishers, schools, teachers and students. The e-Basta app can be easily downloaded by the students from all over the world. The contents required are selected by the schools and teachers. The publishers upload and manage content in the portal. 
• E-Pathshala: It is an app developed by NCERT. This app is house for different kinds of quality textbooks, audios and videos. It addresses a wide audience and also helps in bridging the digital divide between urban and rural areas. It has variety of accessibility options. It can accessed through mobiles (android or IOS) or through web platforms on laptops or desktops. 
• Shaala Siddhi: It is a platform initiated by National Institute of Educational Planning and Administration. It aims at evaluating the schools to achieve the goal of sustainable improvement. They can also take sensible decisions for achieving their goals by comparing their performance with the criteria specified by the Schools Standards and Evaluation Framework. 
• e-Education: Digital India aims to connect all the schools in India through Wi-Fi and broadband facilities. This again ensures that all the schools, be it in urban or rural, are able to access the state of art facilities. Digital India would enable inclusive growth by providing access to better educational facilities. People who had to quit school education can make use of online educational facilities like Swayam. This would in turn increase the literacy rate in India. Digital Tools Used and Impact of Learning Outcomes in the Indian Schools. 
• Primary and Secondary schools across the country appear to be more advanced in the adoption of technology. Teachers in primary schools use smart boards and LCD screens to teach concepts in Mathematics, Science, and English Grammar. 
• Schools across the country are using technology seamlessly to engage with students and achieve desired results through well-planned learning methods. 
• Most schools utilize digital tools such as smart boards, LCD screens, audio-visual videos, digital recordings of older lectures and so on to teach children difficult as well as easy concepts. 
• Moreover, the role of a teacher has always been to impart knowledge to students and become facilitators using digital tools. 
• However, many school heads concur that these technologies will never replace the physical presence of a teacher, instead complement the entire teaching process. 
• In India, most of the school’s teachers are conducting ‘Smart Classes for 6-12th standard and teachers have been trained with the software to use it for main subjects (Maths, Science, History and Geography). The teachers are using it extensively in all the classes; and they plan ahead. The schools will soon be a place where the students will learn to study on their own with the help of computers while the teacher being a mere facilitator. 
• For a Digital India to succeed in impacting education, it needs a vision and mission to integrate technology as an important part of our large and complex school system. It must have a targeted approach to improve education through digitalization and by providing better teachers and with a comprehensive vision to provide benefit to a large extent of children. 
• Some of the techniques that can be incorporated in schools-Introduce benefits of technology in education–The very basic thing is to teach children how to incorporate technology with their education, to gain benefit and to use it as a tool to compete with the ever-growing world. This is mainly required in rural areas where children are very far away from this piece of knowledge. E learning apps– After this some innovative tools can be introduced for providing notes, books, resolving queries of student, practicing question etc. 
• There are 100’s of app and software available for students to learn. Smart schools Government should try to incorporate technology from the ground level that is school, more smart school should be open, public schools must be digitalized, classes must be provided to teach student and teachers about the benefits of digital world and everybody must have basic computer proficiency. Smart tools-Schools should be digitalized and must use smart tool to provide education to students like smart board, visual/audio education, school management software for management of school data.

Conclusion As the access to internet in India has increased over the years and still rising due to the Bharat Net program, there should be more convergence between traditional and digital education. To achieve the highest potential, the digital divide must be narrowed down further. The digital platform has been the sole medium in the testing time of Covid-19 pandemic which indicates the success of the Digital India Mission. In the coming future one can expect the rise in investment in edutech startups in digital education that can take India to better position of growth and development.

Topics covered - Digitalisation, Digital Divide, Digital Ecosystems

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Q1 . The purpose of Gurukul system of education is to: A. Promote equality and excellence B. Minimise stress in learning C. Empowering for future learning D. Encourage self-help

Q1. The purpose of Gurukul system of education is to: A. Promote equality and excellence B. Minimise stress in learning C. Empowering for future learning D. Encourage self-help

Q2. Which of the following commission/ committee in the post-independent India has paid attention all the levels of education? A. Radhakrishnan Commission B. Mudaliar Commission C. Kothari Commission D. Acharya Rammurthi Committee

Q3. NMEICT is an acronym for: A. National Massive Education through Information and Communication Technology B. National Mission on Education through Information and Communication Technology C. National Multipurpose Education through Information and Communication Technology D. National Mode of Education through Information and Communication Technology

Q4. What is SWAYAM? A. Non-Governmental Organisation B. Digital Programme to achieve the principles of education C. On-line platform D. Name of a web site

Q5. Identify the scheme which aims to encourage Social Science Research in Policy relevant areas so as to provide vital inputs in policy formulation, implementation and evaluation. A. ICSSR Fellowship B. Cognitive Initiatives C. ICSSR – EMPRESS D. ICSSR Research Projects

Q6. Name the scheme which facilitates academic and research collaboration between Indian Institution and the best institution in the world. A. ICSSR – IMPRESS B. Staff Development Scheme C. SPARC D. Institutional Development Scheme

Q6. Name the scheme which facilitates academic and research collaboration between Indian Institution and the best institution in the world. A.ICSSR – IMPRESS B. Staff Development Scheme C. SPARC D. Institutional Development Scheme

Q7. Which of the following statements represent the main functions of UGC? (i) Recognition of institutions (ii) Maintenance of quality and standards (iii) Appointment of Vice Chancellor (iv) Giving grants to institutions (v) Making state governments responsible for educational development   Choose the correct answer from the options given below: A. (i), (ii) and (iii) B. (i), (iii) and (iv) C. (i), (ii) and (iv) D. (ii), (iii) and (v)

Q8. Which of the following is a non-conventional learning programme in higher education? A. Swayam B. Face-to-face teaching-learning C. Tutorial class D. Seminar

Q9. The main aim of the faculty recharge scheme of UGC was to: A. Address the shortage of faculty in higher education institution B. Upgrade the teaching skills of the C. Upgrade the research infrastructure for the faculty D. Strengthen the academia — industry linkage

Q10. For the day to day administration of University, which of the following bodies is responsible? A. Senate B. Syndicate/Executive council C. Student council D. Academic council

Q11. Which of the following is an online store house of all academic awards like certificates, diplomas, degrees, mark sheets etc.? A. SWAYAM B. National Digital Library C. National Academic Library D. National Academic Depository

Q12. Generally, who is the visitor of Central Universities of India? A. Prime Minister of India B. Minister, MHRD C. President of India D. UGC Chairman

Q13. Which of the following statements explain the concept of Gross Enrolment Ratio? A. Total number of students divided by total population B. Total number of enrolled students of a particular age group divided by total population of that age group C. Total number of students divided by the total number of children not admitted to the institution D. Total number of students not admitted to the institution divided by total children of that age group

Q14. Which discipline has the highest percentage of enrolment in the higher education of India? A. Arts B. Science C. Commerce D. Technology and engineering

Q15. Which of the following indicates the pillars of learning contained in the UNESCO Report 1996 ‘Learning The Treasure Within”? (a) Learning to know (b) Learning to be (c) Learning to learn (d )Learning to understand (e)Learning to live together Choose your answer from options given below: (1)        (a), (b), (c) and (d) (2)       (a), (c), (d), (e) (3)       (b), (c), (d), (e) (4)       (a), (b), (c), (e)

Q.16 Below are given two columns. Column — A presents the stream of courses and column -B Presents the name of course. Match the two columns  (a) Professional (i) Engineering Architecture (b) Academic (ii) Carpentering, Sewing (c) Technical (iii) Medicine, Law (d) Skill based (iv) Arts, Commerce   A. (a)-(ii); (b)-(ii); (c)-(i); (d)-(iv) B. (a)-(ii); (b)-(iii); (c)-(iv); (d)-(i) C. (a)-(i); (b)-(ii); (c)-(iii); (d)-(iv) D. (a)-(iii); (b)-(iv); (c)-(i); (d)-(ii)

Q17. Name the scheme which aims to create research ambience in the institutes by promoting research in engineering sciences. A. E-Shodh Sindhu B. Entrepreneurship Development Cell C. Research Promotion Schemes(RPS) D. Institution Development Scheme

Q18. The medium of instruction in the vedic system of education has been, A. Sanskrit B. Pali C. Hindi D. Urdu

Q19.National Curriculum Framework was developed by which of the following? A. UGC B. NCERT C. NCTE D. CBSE

Q20. ‘Inspire scholarship’ is intended by the funding agency            A. Indian Council of Social Science and Research(ICSSR) B. University Grants Commission(UGC) C. Department of Science and Technology(DST) D. National Council of Education, Research and Training(NCERT)

Q21. The methods of learning in Higher Education in India in the past consisted of A. Memorization, Brain Storming procedure and seminar B. Memorization, Critical Analysis and Story telling C. Critical Analysis, Assignment Writing and Oral reports D. Story Telling, Brain Storming procedure and Seminar

Q22. In which given below, higher education in India got a set back? A. British Era B. Buddhist Era C. Mughal Era D. Post-Independence Era

Q23. In which year the Modern Indian University got established? A. 1957 B. 1857 C. 1947 D. 1964

Q24. The report of which of the following Education Commission carries the sub-title ‘Education for National Development’? A. RadhaKrishnan Commission B. Mudaliar Commisssion C. Calcutta University Commission D. KOTHARI COMMISSION

Q25. The expansion of SANKALP is, A. Sanskrit Awareness and knowledge Acquisition of Language Programme B. Skills Acquisition and Karatae Awareness for Livelihood Promotion C. Skills Acquisition and Knowledge Awareness for Livelihood Promotion D. Sanskrit Awareness and knowledge for Livelihood Promotion

Q26. Which of the following NOT correctly matched? Gyan Darshan-Satellite based educational T.V. channel Gyan Vani-Educational FM Radio network MOOC-Massive Open Online Credits  Choose the correct answer from the options given below:   Only (i) and (ii) Only (ii) and (iii) Only (iii) Only (i) and (iii)

Q27. The present form of Inter University Board that was previously established for promoting cooperation and coordination among Universities is A. UGC B. AIU C. NUEPA D. ICSSR

Q28. The Education commission of India that first took serious note of the problem of Brain Drain was A. The Education Commission of India B. The University Education Commission C. The Calcutta University Commission D. The Sargeant Commission

Q29. In      past      independence      India,      which      one      of      the      following committee/Commission’s report deals with all levels of education in India? A. Sargeant Commission B. Hartog Commission C. Kothari Commission D. RadhaKrishnan Commission

Q30. Which one of the following instructional designs is not a part of SWAYAM launched by Government of India? A. E-tutorial B. E-content C. Physical Interaction D. Discussion Forum

Q31. Which one of the following institutions was established as a consequence to the closure of inter-University Board brought in of cooperation among the University in the field of education and allied areas? A. Association of Central Universities B. University Grants Commission C. IIAS ,Shimla D. Association of Indian Universities

Q32. Which of the following instructional designs is part of SWAYAM launched by Government of India? i. E-Tutorial ii. E-Content iii. Assessment iv. Discussion Forum v. Classroom teaching Choose the correct option from below (i)and (ii) only (i),(iii),(iv) and (v) only (i),(ii),(iii) and (iv) only (iii) and (v) only

Q33. The introduction of MOOC in open and distance learning programmes is Justified because of its A. Low cost considerations B. Accessibility considerations C. Speed considerations D. Novelty considerations

Q34. Through which Act University Grants Commission came into existence? A. UGC Act- 1956 B. UGC Act- 1949 C. UGC Act- 1944 D. UGC Act- 1968

Q35. “Gyan Darshan” launched by IGNOU refers to which one of the following? A. Satellite based educational T.V. Channel B. Educational FM radio network C. Global initiative of Academic networks D. Online courses

Q36. Which one of the following five year plans of India has given special emphasis on “Education and Manpower”? A. Third Five Year Plan B. Fourth Five Year Plan C. Second Five Years Plan D. Fifth Five year Plan

Q37. GIAN (Global Initiative of Academic Networks) has been launched by Government of India in order to A. Encourage Indian Scholars to learn abroad B. Discourage Indian Scholars from researching in India C. Encourage global scholars engage with their counter parts in India D. Encourage global scholars to engage with Indian Scholars abroad

Q38. The premier organization established in India to deal with capacity building and research in planning and management of education in India and South Asia is A. AIU B. SAARC University C. NUEPA D. Nalanda University

Q39. Brain drain problem which was dominant in the middle of 20 th Century in India is indicative of which one of the following aspects? i. Lack of adequate facilities for advanced study and research in India ii. The capacity of the developed nations to buy the talent at a price beyond the means of the developing nations iii. Increase of population and underutilization of human research Choose the correct option from below A. Only (i) and (iii) B. Only (ii) and (iii) C. Only (iii) D. Only (i) and (ii)

Q40. Which one of the following forms a necessary component of Conventional Education system in India? A. Learning from books B. Learning from the teacher C. Learning from thinking D. Learning through instructional material

Q41. Which one of the following reports addressed the academic, technical and administrative problems of the examination system? A. Reports on the standards of the Educational System (1965) B. Report of University Education Commission (1948-49) C. Sargent Report (1944) D. Hartog Committee report (1929)

Q42. During which year the present system of affiliation of colleges to the universities was introduced in India? A. 1857 B. 1948 C. 1928 D. 1966

Q43. SWAYAM refers to A. Study World of Action Learning for Young Aspiring Minds B. Study Webs of Active Learning for Young Aspiring Minds C. Student World of Action Learning for Young Ailing Minds D. Study Webs of Active Learning for Young Awareness Models

Q44. The constitution of India provides right to establish educational institutions of their choice by all minorities as per A. Article 30(1) B. Article 29 C. Article 33 D. Article 16(2)

Q45. Which one of the following is an educational FM radio network? A. Gyan-Darshan B. Gyan-Vani C. Gyan-Dhara D. GIAN

Q46. Gyanvani launched by IGNOU to cover the educational needs of India refers to A. Satellite based educational TV channel B. Educational FM radio network C. Global initiative of academics network D. MOOCs

Q47. In which of the following ancient Indian universities, the culture and civilization of Tibet was built mainly through the writings of the scholars? A. Nalanda B. Vikramashila C. Jagaddala D. Mithila

Q48. Which one of the following coordinates, promotes, and funds research activities of all social science disciplines? A. ICPR, Delhi B. IIAS, Shimla C. ICSSR, Delhi D. NUEPA, Delhi

Q49. A special focus on the problems of the examination system of India formed the apart of which one of the following reports? A. Report of the Calcutta university commission B. Report of the University Education commission (1964-66) C. Hartog committee report D. Report on standards of University education UGC (1965)

Q50. Which one of the following universities is not amongst the first three that were established during 1857? A. Calcutta B. Bombay C. Delhi D. Madras

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Ancient Education System of India MCQ Questions Class 8 English Supplementary Chapter 11

Question 1:

(i) Land of natural beauty

(iii) Practices

(ii) By taking care of outer self

(iii) Both (i) & (ii)

Question 4:

(ii) Physical

(ii) Nature and human beings 

(iii) Land and water

Question 7:

(iv) All of them.

(iv) Both (i) & (ii)

(i) Creative literature

(ii) Imaginative

(iv) Both (ii) & (iii).

What were the sources of learning drawn from various disciplines?

(iii) Varta, Dhanurvidya

(ii) Polity

Which sources of learning means ‘logic’?

(iv) Polity

(iv) All of these

Question 18:

(ii) Guidance

(i) To meditate

(iii) Viharas

(iv) All of these.

—– was a noted centre of religious teachings of Buddhism.

(iv) Twelve

(i) Tolkaappiyam

Question 55:

(i) Kalhana

(iii) Robert Ballard

Question 60:

(i) Yogashastra

Which was one of the oldest universities of the world?

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Q. National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement. (UPSC GS-2 Mains 2020).

• Start the answer by briefly discussing the envisaged goal of the National Education Policy (NEP) 2020.
• Discuss the significance of NEP.
• Discuss the associated issues with NEP
• Conclude suitably.

Introduction

In order to transform India’s declining education system, the government of India has launched the National Education Policy 2020 (NEP). Apart from fundamental literacy and numeracy and overall cognitive development, the NEP envisions imparting 21st-century skills, well-rounded character building, critical thinking, holistic, inquiry-based, discovery-based, discussion-based and analysis-based hands-on learning.

Implementing SDG-4: SDG -4 envisages ensuring inclusive and equitable quality education and promotes lifelong learning opportunities for all. The NEP through the following provisions strives to achieve these targets.

Significance of NEP

• Recognizing Importance of Formative years: In adopting a 5+3+3+4 model for school education starting at age 3, the policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future.
• Multi-Disciplinary Approach: Another key aspect of school education in the new policy is the breaking of the strict division of arts, commerce, and science streams in high school.
• Education and Skills Integration: NEP introduces vocational courses with an internship. This may nudge the vulnerable sections of society to send their children to school.
• Making Education More Inclusive: The NEP proposes the extension of the Right to Education (RTE) to all children up to the age of 18.
• Effective Regulation: The policy also seeks to establish a super-regulator for education which will be responsible for standards-setting, funding, accreditation and regulation of higher education in India.
• Allowing Foreign Universities: The document states universities from among the top 100 in the world will be able to set up campuses in India.

However, on many issues, the NEP falls short in identifying what exactly ails India’s Education system.

• Marks Dominated Education System: Until marks or grades dominate the education system, it would be challenging to bring transformation as envisaged by NEP.
• Persistent Inequity & Inequality: The NEP falls short in addressing the two main problems that plague our society and education system — inequity and inequality.
• Knowledge-Jobs Mismatch: There is a persistent mismatch between the knowledge & skills imparted and the jobs available. This has been one of the main challenges that have affected the Indian education system since Independence.
• Federal Angle: Though education is a concurrent subject in India’s federal structure, yet the NEP approach is suggestive of over-centralization.

Though the NEP 2020 seeks to bring a holistic change in the education system of India, its success depends on the will and way in which it will be implemented.

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Independence Day 2024: Common GK Questions On Indian History

Curated By : Education and Careers Desk

Local News Desk

Last Updated: August 10, 2024, 11:17 IST

Delhi, India

Britishers ruled India for about 200 years.

The Revolt of 1857 is called the first act of rebellion by India against the Britishers.

India will celebrate its 78th Independence Day on August 15, 2024. The security arrangements have increased in Delhi along with full dress rehearsals of Indian armed forces at Red Fort in the national capital on Sunday. According to media reports, around 1,800 special guests including sarpanches, Khadi workers, primary school teachers and nurses have been invited for the Independence Day celebrations on August 15. While Indian citizens are gearing up for the celebration, many are unaware of the Indian history of independence. It includes questions like why India was given independence on August 15 and who chose this date. Let’s look at some general questions and see if you can answer them.

Why was the date of 15th August chosen for India’s Independence?

The date of 15th August was chosen for India’s independence because it was the second anniversary of the surrender of the Allied forces of Japan. This date was chosen by Lord Mountbatten.

For how many years did the British rule India?

The British ruled India for about 200 years.

When did the Jallianwala Bagh massacre take place?

Jallianwala Bagh happened on April 13, 1919. According to the official report, around 379 unarmed Indian men, women and children were killed in this massacre.

When did Mahatma Gandhi set out to break the salt law and when did he reach Dandi?

 Mahatma Gandhi set out on March 12 1930 and reached there on April 5, 1930.

When did the Quit India Movement take place?

The Cornerstone movement of Independence Day, Quit India Movement took place on August 8, 1942.

When did the Simon Commission come to India?

Simon’s commission came to India in 1927. It was a group of seven British Members of Parliament (MPs) who arrived in India in 1928 to study constitutional reform in British India.

Where was Mahatma Gandhi imprisoned after the Quit India Resolution was passed?

Mahatma Gandhi was imprisoned in the Aga Khan Palace after the Quit India Resolution was passed.

In which year did the Muslim League first demand a separate country for Muslims?

It demanded the separation in 1940. All India Muslim League was founded under the leadership of Aga Khan and Mohsin ul Mulk.

Which rebellion is called the first freedom struggle?

The Revolt of 1857 is called the first act of rebellion by India against the Britishers. The revolt began on May 10, 1857, at Meerut as a sepoy mutiny. It was initiated by sepoys in the Bengal Presidency against the British officers.

Which British Prime Minister declared India’s independence?

Clement Attlee

When India got independence, which party was in power in Britain?

Labour Party

Who formed the Indian National Army for the independence of India?

Subhash Chandra Bose

Apart from India, which other countries celebrate Independence Day on 15 August?

Answer: South Korea, Bahrain, Congo and Liechtenstein

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Visual stories.

Independence Day 2024:  This year, India will celebrate its 78th Independence Day on August 15th. This time, the country has announced various initiatives to mark this historic day.

The Ministry of Defence's spokesperson, Bharat Bhushan Babu, has announced the "Viksit Bharat" (Developed India) theme for 2024 Independence Day. This theme represents India's goal of becoming a fully developed nation by 2047, the country's 100th anniversary of independence.

India launched year-long celebrations with a slew of programs and projects to showcase 'development, governance, technology, reform, progress, and policy over the years. Test your knowledge by solving the quiz based on Independence Day.

1. What is the theme for 78th Independence Day?

(a) Viksit Bharat

(b) Promote India's culture

(c) Nation First, Always First

(d) None of the above

Explanation: The theme for the 78th Independence Day is 'Viksit Bharat', which aligns with the government's goal of transforming the country into a developed nation by 2047. 

READ|  Happy Independence Day 2021: Wishes, WhatsApp Messages, Quotes, Slogan, Images & SMS

2. When did British came to India?

Explanation:  The British first came to India on August 24, 1608, via the Port of Surat. They initially came to establish trade relations and set up factories for the East India Company.

3. Which of the following is/are true regarding the ratio of the national flag?

(a) The ratio of the length to the height of the flag shall be 3:2

(b) The ratio of the length to the width of the flag shall be 3:2

(c) The ratio of the length to the height of the flag shall be 2:3

(d) Both (a) and (b)

Explanation: The national flag shall be rectangular in shape. The ratio of the length to the height (width) of the flag shall be 3:2.

READ| Independence Day 2024 Questions with Answers for Government Exams

4. For how many years India was under British Rule?

(a) 200 years

(b) 89 years

(c) 190 years

(d) 100 years

Explanation:  The British first came to India in 1600, where they established their East India Company. After that, they gradually expanded their control over the Indian subcontinent. This went on until 1947, when India gained independence. So, the British ruled India for 200 years, solidifying their dominance over India.

5. On Independence Day, the Prime Minister of India hoists our tricolour flag at:

(a) the Purana Qila, Delhi

(b) the Red Fort, Old Delhi

(c) the Red Fort, Agra

(d) the India Gate, New Delhi

Explanation:  India became free from British rule on 15th August 1947 and the first Prime Minister of Independent India, Pt. Jawaharlal Nehru hoisted the Indian National Flag above Lahori Gate of Red Fort in Delhi. From that day Prime Ministers of India hoist our tricolour flag at the Red Fort, Old Delhi.

6. Who among the following was the Prime Minister of Britain at the time of Independence?

(a) Lord Mountbatten

(b) Winston Churchill

(c) Clement Attlee

(d) Ramsay MacDonald

Explanation: Clement Attlee was the Prime Minister of Britain at the time of Independence. He served the post from 1945-1955. 

7. Who among the following was the first Governor-General of New Dominions of India until June 1948?

(b) C. Rajgopalchari

(c) Dr BR Amdedkar

(d) Dr. Rajendra Prasad

Explanation: Lord Mountbatten became the first Governor-General of the new Dominions of India until June 1948. He swore in Jawaharlal Nehru as the first Prime Minister of independent India.

8. The famous quote "a tryst with destiny" is given by

(a) Dr BR Ambedkar

(b) Pt. Jawaharlal Nehru

(c) Mahatma Gandhi

(d) Abdul Kalam Azad

Explanation: First Prime Minister Pt. Jawaharlal Nehru said, "Long years ago, we made a tryst with destiny and now the time comes when we shall redeem our pledge… At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom."

9. Which of the following Plans was known as the partition plan?

(a) Macaulay Plan 

(b) Atlee Announcement

(c) Montagu-Chelmsford Reforms

(d) Mountbatten Plan

Explanation: Lord Mountbatten, the Viceroy of India in 1947, put forth the partition plan widely known as the Mountbatten Plan. The Plan was accepted by Congress and the Muslim League.

10. Which of the following are the extremist leaders?

(a) Lala Lajpat Rai

(b) Bal Gangadhar Tilak

(c) Bipin Chandra Pal

(d) All of the above

Explanation: The Extremist leaders were Lala Lajpat Rai, Bal Gangadhar Tilak, Bipin Chandra Pal, and Aurobindo Ghosh. Instead of the PPP (Protest, Prayer, and Petition) path, they emphasise self-reliance, constructive work, and swadeshi.

11. Who presided over the 1905 Congress session in Banaras?

(a) Gopal Krishan Gokhale

(b)  Dadabhai Naroji

(c) Bal Gangadhar Tilak

(d) Aurobindo Ghosh

Explanation: The Congress session in Banaras (1905) was presided by Gopal Krishan Gokhale.

12. When did the Jallianwala Bagh Massacre take place?

(a) 10 April 1917

(b) 13 April 1918

(c)  9 April 1916

(d) 13 April 1919

Explanation: Jallianwala Bagh Massacre took place on 13 April 1919. People were gathered at Jallianwala Bagh in Amritsar to protest against the arrest of Saifuddin Kitchlew and Satyapal on 13 April 1919.

• Champaran Satyagraha - 1917
• Kheda Satyagraha - 1918
• Ahmedabad Mill Strike - 1918
• Rowlatt Act Satyagraha - 1919

(b) Both 2 and 3

(d) Both 2 and 4

Explanation: Kheda Satyagraha took place in 1917.

14. Who presided over the 1907 Congress Session in Surat on the bank of the river Tapti?

(a) Pherozeshah Mehta 

(b) Dadabhai Naroji

(c)  Lala Hardayal 

(d) Gopal Krishan Gokhale

Explanation: 1907 Congress Session in Surat on the bank of the river Tapti was presided over by Pherozeshah Mehta due to the differences between Moderates and Extremists first split in Congress occurred.

15. In which session of the Congress both Extremist and Moderate leaders were united?

(b) Lucknow

(c) Calcutta

(d) Banaras

Explanation:  Lucknow Session of Congress 1916 was presided over by Ambika Charan Majumdar (Moderate leader) where both Extremist and Moderate leaders were united.

16. When was Non-Cooperation Movement started?

Explanation: Non-Cooperation Movement was started in 1920.

17. When was Gandhi Irwin Pact signed?

(a) 3 March 1930

(b) 5 March 1931

(c) 5 April 1931

(d) 15 April 1930

Explanation:  On 5th March 1931, Gandhi Irwin Pact  was signed.

18. Who among the following retained as the head of State until India transits a full republic?

(a) Dr Rajendra Prasad

(b) King George VI

(d) Queen Elizabeth II

Explanation: After getting independence on 15 August 1947 from the British. India retained King Gorge VI as the head of the State until its transition to a full republic on 26 January 1950.

19. The first Prime Minister Jawaharlal Nehru raised the Indian National Flag on 15 August, 1947 which of the following gates of the Red Fort?

(a) Lahori Gate

(b) Delhi Gate

(c) Kashmiri Gate

Explanation: The first Prime Minister  Jawaharlal Nehru  raised the Indian National Flag on 15 August 1947 above the Lahori Gate, Red Fort, Delhi, subsequently the incumbent Prime Minister customarily raises the Indian National Flag above the mentioned gate.

20. Who among the following played Shehnai at the celebration of Indian Independence Day 1947?

(a) Ali Ahmed Hussain Khan

(b) Bismillah Khan

(c) Madhukar Dhumal

(d) Ahmed Ali

Ans. (b) 

Explanation: Bismillah Khan played Shehnai at the celebration of Indian Independence Day 1947. He was the first Indian to greet the nation with his musical instrument Shehnai.

21.  In which of the following Congress sessions, the Indian National Congress declared Purna Swaraj?

(a) Lahore Session, 1929

(b) Karachi Session, 1930

(c) Nagpur Session, 1929

(d) Calcutta Session, 1929

Explanation: At the 1929 Lahore Session, Indian National Congress declared Purna Swaraj and was promulgated on 26 January, 1930. 

22. Who among the following did not participate in official events of Indian Independence Day 1947?

(a) Sardar Vallabhbhai Patel

(b) Dr. Rajendra Prasad

(d) Dr. B. R Ambedkar

Explanation: Mahatma Gandhi did not participate in the official event of Indian Independence Day 1947. Instead, he marked the day with 24 hours fast in Calcutta, encouraging peace during riots.

23. Who was conferred with the rank of first Field Marshal of India?

(a)Kodandera M. Cariappa

(b) Sam Mankeshaw

(c) K.M. Cariappa

(d) Arjan Singh

Explanation:  Sam Manekshaw was conferred with the rank of first Field Marshal of India. To date, only two Indian Army officers have been conferred with the rank. After Sam Manekshaw, the second individual was Kodandera M. Cariappa. 

24. When was India's first five-year plan launched?

(c) 1950 

Explanation:  The first Prime Minister of India, Jawaharlal Nehru, presented the First Five-Year Plan to the Parliament of India in 1951. The First Five-year Plan mainly focused on the development of the primary sector and was based on the Harrod–Domar model with few modifications. 

25. When were the first Lok Sabha elections held in India?

Explanation:  General elections were held in India between 25 October 1951 and 21 February 1952. They were the first elections to the Lok Sabha after independence in August 1947. The First Session of this Lok Sabha commenced on 13th May 1952.

26. In which year did India make education the fundamental right of children?

Explanation:  The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Indian Parliament that was enacted on August 4, 2009. When the Act came into force on April 1, 2010, India became one of the countries in the world to make education a fundamental right.

27. In which year was the Indian Space Research Organisation (ISRO) formed?

Explanation:  ISRO was formed in 1969 with a vision to develop and harness space technology in national development while pursuing planetary exploration and space science research. ISRO replaced its predecessor, INCOSPAR (Indian National Committee for Space Research). 

28.  The British Monarch at the time of Indian Independence was________.

(A)  George V

(B) King Edward VII

(C) George VI

(D) None of the above

Explanation: George VI was King of the United Kingdom and the Dominions of the British Commonwealth from 11 December 1936 until his death in 1952.

29. Which one of the following parties was in power in the U.K. when India got independence?

(A) Socialist Party

(B) Liberal Party

(C) Labour Party

(D)  Conservative Party

Explanation: The Labour Party is a political party in the United Kingdom that has been described as an alliance of social democrats, democratic socialists, and trade unionists.

30. The Mountbatten Plan became the basis for______.

(A) Solution of communal problems

(B) Partition of the country

(C) Transfer of power

(D)  Continuity of British Rule

Explanation: The Mountbatten Plan included the Principle of the partition of British India, which was accepted by the British Government. Successor governments would be given dominion status.

31. Who designed the National Flag of India?

(A) Pingali Venkayya

(B) MK Gandhi

(C) Sachindra Das Bose

(D) Hemachandra Kanungo

Explanation: The design of the flag of India that was first presented in 1921 to Mahatma Gandhi, leader of the All-India Congress, was created by Pingali (or Pinglay) Venkayya.

32. Who was the first British person to visit India?

(a) Lord Mountbatten

(b) Captain William Hawkins

(c) Vasco Da Gama

(d) John Mildenhall

Explanation:  The first British person to visit India was John Mildenhall, who arrived by land in 1599 and presented himself as an East India Company minister. He was one of the first British travellers who travelled overland to India.

33. The national song of India, "Vande Mataram," was first sung by _____

(a) Bankim Chandra Chatterjee

(b) Mahatma Gandhi

(c) Rabindranath Tagore

(d) Subhash Chandra Bose

Explanation:  The national song of India, "Vande Mataram," was written by Bankimchandra Chatterji. However, it was first sung by Rabindranath Tagore in 1896. It was adopted by the constituent assembly on January 24, 1950.

34. How many years has it been since India gained independence?

(c) 76 

Explanation:  India gained independence on August 15, 1947, and its first anniversary was observed on August 15, 1948. So, this year, we will celebrate the 78th Independence Day on August 15, 2024.

35. When did Dandi March start?

(a) 14 April 1930

(b) 12 March, 1931

(c) 12 March, 1930

(d) 12 April, 1930

Explanation:  On March 12, 1930, Mahatma Gandhi began the Dandi March from Sabarmati Ashram to Dandi, a village on the Gujarat coast. This march was a key part of the Civil Disobedience Movement, launched with the support of the Indian National Congress and the people of India. The movement aimed to peacefully defy British laws and assert India's demand for independence.

36. Who was the founder of the Arya Samaj?

a) Raja Ram Mohan Roy

b) Swami Vivekananda

c) Dayanand Saraswati

d) Bal Gangadhar Tilak

Explanation: Dayanand Saraswati founded the Arya Samaj in 1875, a Hindu reform movement that promoted values based on the Vedas.

37. The Swadeshi Movement was launched to protest against which event?

a) Partition of Bengal

b) Jallianwala Bagh Massacre

c) Rowlatt Act

d) Simon Commission

Explanation: The Swadeshi Movement was launched in 1905 to protest against the Partition of Bengal, encouraging Indians to boycott British goods and promote Indian-made products.

38. Who was the leader of the Bardoli Satyagraha?

a) Mahatma Gandhi

b) Subhas Chandra Bose

c) Sardar Vallabhbhai Patel

d) Jawaharlal Nehru

Explanation: Sardar Vallabhbhai Patel led the Bardoli Satyagraha in 1928, a successful non-violent movement against increased land revenue assessments in Bardoli, Gujarat.

39. Who  was the first Indian to win a Nobel Prize?

a) C.V. Raman

b) Rabindranath Tagore

c) Amartya Sen

d) Mother Teresa

Explanation: Rabindranath Tagore became the first Indian to win a Nobel Prize in 1913 for his literary work "Gitanjali."

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