essay about ancient education system

Open Access is an initiative that aims to make scientific research freely available to all. To date our community has made over 100 million downloads. It’s based on principles of collaboration, unobstructed discovery, and, most importantly, scientific progression. As PhD students, we found it difficult to access the research we needed, so we decided to create a new Open Access publisher that levels the playing field for scientists across the world. How? By making research easy to access, and puts the academic needs of the researchers before the business interests of publishers.

We are a community of more than 103,000 authors and editors from 3,291 institutions spanning 160 countries, including Nobel Prize winners and some of the world’s most-cited researchers. Publishing on IntechOpen allows authors to earn citations and find new collaborators, meaning more people see your work not only from your own field of study, but from other related fields too.

Brief introduction to this section that descibes Open Access especially from an IntechOpen perspective

Want to get in touch? Contact our London head office or media team here

Our team is growing all the time, so we’re always on the lookout for smart people who want to help us reshape the world of scientific publishing.

Home > Books > Education at the Intersection of Globalization and Technology

Indian Education: Ancient, Medieval and Modern

Submitted: 03 July 2020 Reviewed: 17 July 2020 Published: 27 October 2020

DOI: 10.5772/intechopen.93420

Cite this chapter

There are two ways to cite this chapter:

From the Edited Volume

Education at the Intersection of Globalization and Technology

Edited by Sharon Waller, Lee Waller, Vongai Mpofu and Mercy Kurebwa

To purchase hard copies of this book, please contact the representative in India: CBS Publishers & Distributors Pvt. Ltd. www.cbspd.com | [email protected]

Chapter metrics overview

3,881 Chapter Downloads

Impact of this chapter

Total Chapter Downloads on intechopen.com

Total Chapter Views on intechopen.com

Overall attention for this chapters

Education is a platform in which young generations are trained and make them future-ready. Education provides knowledge and skills which help the person to be employable. The Indian education system is very popular and diversified among other countries’ education systems due to its change in the evolution from ancient to the modern education system. During the ancient and medieval periods of education, students were trained by teachers in such a manner that they can survive and live in that era. After independence, there is a tremendous growth in the Indian education system providing teaching and training in all aspects, but it does not satisfy the global demands of the market. This chapter focuses on teaching methodology, curriculum, characteristics, methods of learning, aims of the Indian education system during the ancient and medieval period and how it differed in today’s modern education and what are the things that our today’s modern education need to learn and implement from ancient and medieval education. The mentioned points are used to differentiate ancient, medieval, and modern education with advantages and disadvantages. Through this chapter, students, teachers will get to know the difference in the education system and what else to be adapted in the future to overcome all the problems.

Author Information

Mangesh m. ghonge *.

• Department of Computer Engineering, Sandip Institute of Technology and Research Centre, Nashik, Maharashtra, India

Aniket Singh

*Address all correspondence to: [email protected]

1. Introduction

Technological improvement has boosted the economic growth in India. Science and technology have an important role in the economic development of India. Compared to other developed countries, India has more youth manpower. Proper education will play a significant role in making youth future-ready and increasing economic growth by providing skilled persons which will also boost industrial development. In the modern era of education, every institution or university is adapting new teaching methods using their teaching methodologies. Indian education is the biggest and well-known education systems in the world. During ancient education, there were 5 big well-known universities like Takshashila, Nalanda, Vallabhi, etc., which focus on the all-round development of students and those in the medieval period there exists 2 institutions madrasah and maqtabs which mostly focus on building student religious and leaders of the future. In modern education, there are well known autonomous institutes like IITs and IIMs which are famous all around the world.

During ancient education, students live away from their parents, their education comprises of subjects like physical education, mental education, politics, economics, etc. They were shaped in a way that they can live in any condition considering how difficult the situation will be? Medieval education also followed the same protocol as ancient education in spite that their education mostly focuses on religion. In today’s modern era of big institutes like the Indian Institute of Technology (IITs) and Indian Institute of Management (IIMs), everything is changed like the living standard of students, curriculum, all-round development. The principle objective of the student has been to just achieve its goal and be successful. Only the big institutes like IITs, IIMs, and some other private and aided universities have adopted modern methods of learning. There is a difference in curriculum, teaching methods, and living standards of students in every institute. The syllabus of the current education system is not industry-oriented and also not according to new upcoming trends. The main objective of education is mostly theoretical and not practically implemented [ 1 ].

The main purpose of this paper is to convey what all the things need to adopt in our current education system from ancient and medieval times and also some new trends associated with it. The paper is mainly categorized into three sections Ancient, Medieval and Modern education system, including sub-sections such as curriculum, method of learning, the aim of education, characteristics of education, educational institutes, higher educational institutes, advantages, and disadvantages of the particular education system.

2. Ancient education

During the ancient period, two systems of education were developed, Vedic, and Buddhist. The medium of language during the Vedic system was Sanskrit, while those in the Buddhist system were pali. During those times the education was of Vedas, Brahmanas, Upnishads, and Dharmasutras. From the Rigveda onwards, our ancient education started with the objective of developing the students not only in the outer body but also on the inner body. The ancient education focused on imparting ethics like humility, truthfulness, discipline, self-reliance, and respecting all creations to the students. The education was mostly imparted in ashrams, gurukuls, temples, houses. Sometimes pujaris of the temples used to teach students. The education system of ancient India has some special features and uniqueness which was not found in any other ancient education system of the other countries. The education was mostly given in forests under the blue sky, which keeps the student’s mind fresh and alive. During ancient times people used to live a simple life and doing their work with devotion and hard work [ 2 ].

2.1 Aim of education

The main objective of education was to equip the students with a good quality of education. The education mostly focused on the enrichment of culture, character, and personality, development, and cultivation of noble ideals. The objective was gaining the mental, physical, and intellectual personality of students, to make the students future-ready and survive in any situation [ 3 ].

2.2 Characteristics of education

During the ancient period, the state government and the people did not interfere in designing curriculum, payments of fees, regulation of teaching hours. There was a strong bonding between teacher and student. Every student was allotted with one teacher and more emphasis was given to the student-teacher relationship, each student used to meet teachers personally to learn and gain instructions from them. During ancient times, royal families, as well as kings of states, used to donate their wealth to improve the education system and quality. The syllabus was designed in accordance with the demands of that era. At that time students used to leave their houses and went to live with their gurus until their education was completed. During the early Vedic period, women’s education was also given more emphasis. The education focuses on the physical and mental development of students. The course duration was about 10–12 years, as there were no books so students used to memorize all things, memory played a crucial role during learning. The education was imparted in forests away from cities and peoples to give students a pleasant and silent environment of study.

2.3 Curriculum

Curriculum plays an essential role in the education system. It was dynamic and not static; it was made up of different stages. The fundamental goal of building a good curriculum was to develop students physically and mentally. The curriculum consists of four Vedas, six vedangas, Upnishads, darshanas, Puranas, Tarka Shastra. The six vedangas were Shiksha, Chhandas, Vyakarana, Nirukta, Jyotisha, and Kalpawhile the darshanas were Nyaya, Baiseshika, Yoga, Vedanta, Sankhya, Mimasa. Algebra, Geometry, and grammar were also given more importance at that time. Panini was famous in the domain of grammar at that time. The curriculum of the Buddhist system consists of pitakas, Abhidharma, and sutras. Besides this medicine, Vedas were also given importance. Hindu learning was a part of Buddhist learning, although more emphasis was given to Buddhist learning. Both the systems were going hand in hand at that time. The education was totally through orals and debates, and the exams were conducted every year. The education system of the ancient period focused on subjects like warfare, military, politics, religion.

2.4 Methods of learning

At that time books were not there, so students had the habit to learn and memorize all the things taught in the class, and teachers also helped them in memorizing.

The students used to deep dive into the concepts taught by their teachers and explore new methods to learn it.

Listening, Contemplation, and concentrated contemplation were some new methods of exploring the way of learning.

The teachers used the storytelling methods to teach the students.

Students used to ask questions about the topics taught by the teachers and these topics were discussed and then answered to the students.

The education of that time mainly focused on practical knowledge of the topics taught in the class.

The students got plenty of knowledge through seminars and debates conducted at frequent intervals.

2.5 Educational institutions

Gurukul was the hometown of teachers where students come after completing their initiation ceremony and learn until the completion of their study. The parishads or academies were the places of higher learning and education where students learn through discussions and debates. Goshti or conferences were the places where the kings of the states used to invite scholars from every institute to meet and exchange their views. Ashramas or hermitages were the other learning centers where students from various parts of the country used to come and learn from saints and sages. Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc. Agraharas was an institution of Brahmins in villages where they used to teach. Viharas were the educational institutions founded by Buddhists where the students were taught the subjects related to Buddhism and philosophy.

2.6 Higher educational institutions

Takshashila or Taxila: Takshashila was the famous center of learning, including religion and teaching of Buddhism in ancient times. It was famous for his higher education learning comprising of subjects like ancient scriptures, law, medicine, sociology, astronomy, military science, and 18 silpas, etc. The well-known scholars from the university were great grammarian Panini, he was an expert in his subject of grammar and published his work on Ashtadhyayi, Chanakya who is skilled in statecraft both studied here. Students from Kashi, Kosala, Magadha, and also from different countries flocked into the university despite a long and arduous journey. Takshashila was an ancient Indian city currently situated in north-western Pakistan was the well-known center of learning and has been declared as an archeological site and world heritage by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1980.

Nalanda: When Xuan Zang came to Nalanda it was called Nala, which was the center of learning in many subjects. The students used to come here from different parts of the country and the world to study here. Different subjects were taught, including the Vedas, fine arts, medicine, mathematics, and astronomy. Xuan Zang itself became the student of Yogashastra. Nalanda which is currently situated in Rajgir, Bihar, India was also declared as a world heritage site by UNESCO. The other famous institutes around ancient times were Vallabhi, Vikramshila, Ujjain, and Benaras.

2.7 Advantages

The system focuses on the all-round development of students.

More emphasis was given to practical knowledge rather than theoretical knowledge.

The students were not just involved in bringing the ranks, but their main focus was on knowledge.

Classrooms were built-in forests which provide a pleasant study environment to the students.

There was no pressure laid on students related to studies so that they can learn effectively.

The government did not interfere with the formation of curriculum, kings at that time helped in the development of education.

2.8 Disadvantages

Women were not admitted to the Gurukuls.

There was caste discrimination as only Kshatriya was allowed, Eklavya was not given admission to the Gurukul.

3. Medieval education

During the eighth century Anno Domini (A.D) a huge number of Mohammadian invaded India. Mahmud Ghaznavi captured India and set up a large number of schools and libraries in the country by the looted wealth. Later Muslim leaders established their permanent empire in India, they brought a new system of education. The ancient education system was drastically changed. The Arabs and the Turks bought some new cultures, traditions, and institutions in India, in that the most remarkable change was the Islamic pattern of education which was different from the Buddhist and Brahmanic education system. The medieval age, education system primarily focused on the Islamic and Mughal System.

3.1 Aim of education

The main objective of education during the medieval period was the spread of knowledge and the propagation of Islam. The objective behind this era of education was to spread Islamic education its principles, and social conventions. The purpose of the education system was to make people religious minded [ 4 ].

3.2 Characteristics of education

The rulers helped in the spread and development of education. They helped in the establishment of different educational institutes and funded it, big landlords also gave them some wealth in the development of institutes. There was no control of rulers over the educational institutes and also to their management. The student-teacher relation was also good like the Buddhist and Brahmanic period, although students did not live with their teachers at that time. Teachers took interest in learning, at that time teachers were used to teaching students individually.

3.3 Curriculum

During that time books were not there, therefore the students were used to write on taktis. The stress was laid on teaching the student from the beginning that is teaching them first alphabets and then words. Calligraphy and grammar were the most important subjects taught during those days. Students also learned “paharas”(multiple of numbers), and also they memorized it while learning. Arabic and Persian were the main languages of communication and these languages were important for the students who wanted to get higher posts. The recitation of the Quran was made compulsory, the students used to learn the Quran by heart as this was an important part of their curriculum. The students at their early ages were taught to recite the first 13 chapters of the Quran as a poem. Ibn Sina, an Islamic Persian scholar, and a teacher write that students during the age of 14 should be given the choice of selecting their favorite subjects for masters, for example, reading, manual skills, literature, medicine, geometry, trade, and commerce. There were two types of education during medieval times like secular and religious education. Religious education consists study of the Quran, Mohammad, and his invasions Islamic laws and Islamic history. The secular education consists of the study of Arabic literature, grammar, history, philosophy, mathematics, geography, politics, economics, Greek language, and agriculture.

3.4 Methods of learning

Orals, discussions, and recitations of the lesson taught were the main methods of learning at that age.

Emperor Akbar encouraged the students to focus more on reading and writing and to reform the scripts. He wanted the education system to be systematic and advised teachers to first teach students about the knowledge of alphabets, then words-knowledge, and then sentence formation.

More emphasis was given on practical education.

There was no half-yearly or annual examination fixed for students, but the students were evaluated based on practical situations of life.

3.5 Educational institutions

Maktabs:-Maktabs were the center of the primary education for the children of general people. Along with religious education, students were also taught subjects like reading, writing, and arithmetic. They were also taught some romantic literature of Persian example, Laila-Majnu, Yusuf-Julekha, etc. Along with practical education, letter writing applications, and accountancy were also taught in Maktabs.

Madrasas:- After completing the primary education in Maktabs, the students were sent to the Madarsas for higher education. Madarsas were the centers of higher learning and Emperor Akbar did remarkable development in the education of the medieval era. Along with religious and practical education, Akbar stopped the tradition of the Islamic religion and instructed to teach Hinduism and philosophy in many Madrasas. The subjects such as medicine, history, geography, economics, political science, astrology, philosophy, and mathematics were taught in Madarsas. Akbar made subjects like Vedanta, Jurisprudence, and Patanjali compulsory for Sanskrit students.

3.6 Important educational centers

Delhi: Nasiruddin established Madarsa -i-Nasiria under the reign of the Shiraz Allauddin Khilji and established many Madarsas with renowned teachers in them. Mughal emperor Humayun established many big institutions of astronomy and geography in Delhi. He also introduced institutions where subjects like Arabic, Persian, Grammar, Philosophy, and Astronomy was taught.

Agra: Sikandar Lodi established many Madarsas and Maktabs in Agra and attracted many students from other countries to come and study. Akbar made Agra the center of culture, fine arts, and crafts.

Jaunpur: Sher Shah Suri completed his education in one of the educational institutes of Jaunpur city. The main subjects of teaching were political science, warfare, history, and philosophy, Ibrahim Sharki set up many Madarsas in Jaunpur.

Bidar: Mohammad Gawan had established many Madarsas and Maktabs in this city and it became the famous center of learning. The city consists of a library that contains 3000 books on subjects like Islamic theology, culture, philosophy, medical science, astronomy, history, and agriculture.

3.7 Advantages

Practical education was given more importance, students and teacher’s relations were good. Students were taught from the basics and rulers also supported the development of education.

3.8 Disadvantages

Religious and Islamic education was given more importance.

The student aimed to focus on leadership for ruling the country.

4. Modern education

In the middle of the medieval age, the British invaded India and started to capture it. The modern education was introduced during the British empire. In the 1830s Lord Thomas Babington Macaulay introduced the English language. The subjects and the syllabus were limited to some extent, the main aim of modern education of the British was to spread Christianity. As time passed education started to develop and entered into the modern era that is in the twenty-first century, the era of science, technology, and innovations. And the demand and the need for education stills remain the same as it was in ancient and medieval times. In the modern era of science and technology, the industrial sector is increasing day by day. As demand increases our education sector also needs to change and adapt to that environment [ 5 , 6 ].

4.1 Aim of education

The objective of modern education was to inculcate values in students such as equality, secularism, education for all, and environmental protection, etc. To understand the culture as well as people of our country, every student must be provided at least a minimum level of education and also to provide education to the people who cannot afford it, to prepare the students with the ever-increasing demands.

4.2 Characteristics of education

The student-teacher relations remained the same as it was in ancient and medieval, but students did not live in the teacher’s house. As technology is increasing day by day, the education sector is also following the trend of technology by teaching the students through online lectures and Massive Open Online Course (MOOC). In Aviation and the medical sector, more emphasis is on practical knowledge as compared to other sectors. Women’s education is giving more importance, and the Government has launched many programs to encourage women’s education. In the modern era electronics gadgets like projectors, Light Emitting Diode (LED), and computers are used to teach the students. The Government has established many programs and there are many organizations that promote education in India.

4.3 Curriculum

In modern education along with studies, the emphasis is given on extracurricular activities and sports for all-round development of students.

4.4 Methods of learning

Students mostly learn concepts through online platforms like YouTube, Coursera, and Udemy.

Students refer to the notes given by the teacher’s side by side while learning online.

During class hours doubts are solved through discussions, debates, etc.

Pupils were assessed based on mid-sem written exams and practical exams to check their practical knowledge.

4.5 Educational institutions

Schools: Schools are the educational institutes where children are sent for their primary education. There are many private and government schools situated in India, primary education means education from Nursery to 10th standard. Children at their early ages are sent to schools to learn poems, grammar, prayers, alphabets, etc. besides this, the other subjects taught in the schools are English, mathematics, science, history, geography, and other regional languages. Schools are situated inside the city, also there are many cultural programs and sports events conducted in schools for the students to develop their interpersonal and physical skills. Private schools are run by organizations and the principal manages the academics and cultural activities in schools.

Colleges: After completing primary education from schools, students are sent to colleges for secondary education. After primary education, students are required to give entrance exams to take entry into colleges and according to the marks scored in entrance exams students are allotted colleges. In some states, during college, they are advised to choose a stream from science and commerce and then further carry on their secondary education. College education consists of 11th and 12th standard. Different subjects taught in secondary education according to their streams are physics, chemistry, geometry, algebra, accounts, and many other regional languages.

University : After the secondary education, students are required to give the entrance exams like Joint Engineering Entrance (JEE) and other state-level exams to take admissions in universities. Students are given choices to choose a stream like a computer, electronics, civil, and Mechanical and then start their career in it. The University provides undergraduate and postgraduate course comprising of course duration of 4 and 3 years, different universities in India are Savitribai Phule Pune University, Mumbai University, and many other aided non-aided and private universities. There are many cultural and sports events conducted in universities for giving students some time to joy and relax from studies.

4.6 Higher educational institutions

Indian Institute of Technology: It is one of the greatest universities in India for higher education like undergraduate, postgraduation, and many more streams. There is a total of 23 IIT colleges in India, every year lakhs of students compete to take admissions in these IIT’s. JEE-Mains and JEE-Advance are the two entrance examinations to take admission in these IIT’s, according to the All India Rank (AIR) and marks students are allotted IIT’s. Due to its high level of educational teaching and curriculum, IIT is famous all around the world.

The other top universities are Birla Institute of Technology and Science (BITS), National Institute of Technology (NIT), Indian Institute of Science (IISC).

4.7 Advantages

Use of technology in learning, students is learning free-lancing and many other new technologies.

Many programs and missions have started to increase the employment of India.

Top class universities and colleges with good infrastructure and environment.

4.8 Disadvantages

Interference of government in education, management, and syllabus.

Lack of quality teaching as well as the environment in government schools and colleges.

Increase in fees of schools and colleges of private institutes.

Lack of practical knowledge orientation.

Due to the increase in fees, the family, which is below the poverty line cannot afford education and hence there is an increase in the number of laborers in India.

Lack of connectivity of the students who lived in rural areas.

5. Conclusion

In the modern era, industries and technology are increasing day by day. Every industry sector is looking for a person who best suits their industry. With the ever-increasing demand for industrial sectors, our current education system also needs to be upgraded. In universities, students are learning just for competing with each other to come first, no practical knowledge is gained. There is a lot of pressure and burden of work and studies on them, due to this student are committing suicide. Our education system needs to learn from ancient and medieval education system regarding the implementation of practical knowledge, student-teacher relations, ways of life student lived in that age, the contribution of kings towards the education, there was no stress laid on students and much more. The future of industries and commercial sectors will be very tough and ever demanding, so our government has to provide such an education system which will bring all-round development in students and make them future-ready and also teach them to live in any critical situation.

Conflict of interest

The authors declare that there is no ‘conflict of interest’.

• 1. Glukhov VV, Vasetskaya NO. Improving the teaching quality with a smart-education system. In: 2017 IEEE VI Forum Strategies Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE). 2017
• 2. Ahmed A, Ahmed HA. A proposed model of education system using cloud computing. In: 2018 3rd International Conference on Emerging Trends in Engineering, Sciences and Technology (ICEEST). 2018
• 3. Available from: http://www.vkmaheshwari.com/WP/?p=512
• 4. Available from: https://www.sociologygroup.com/indian-education-system-features-pros-cons/
• 5. Jayapalan N. History of Education in India; 1996
• 6. Available from: http://digitaltk.com/indian-education-system-advantages-disadvantages/

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3.0 License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Continue reading from the same book

Edited by Sharon Waller

Published: 07 April 2021

By Patience Uzezi Otolo

786 downloads

By Anna Joskin

634 downloads

By Dimas Bagus Wiranatakusuma

599 downloads

IntechOpen Author/Editor? To get your discount, log in .

Discounts available on purchase of multiple copies. View rates

Local taxes (VAT) are calculated in later steps, if applicable.

Support: [email protected]

• History & Society
• Science & Tech
• Biographies
• Animals & Nature
• Geography & Travel
• Arts & Culture
• Games & Quizzes
• On This Day
• One Good Fact
• New Articles
• Lifestyles & Social Issues
• Philosophy & Religion
• Politics, Law & Government
• World History
• Health & Medicine
• Browse Biographies
• Birds, Reptiles & Other Vertebrates
• Bugs, Mollusks & Other Invertebrates
• Environment
• Fossils & Geologic Time
• Entertainment & Pop Culture
• Sports & Recreation
• Visual Arts
• Demystified
• Image Galleries
• Infographics
• Top Questions
• Britannica Kids
• Saving Earth
• Space Next 50
• Student Center
• Introduction & Top Questions
• Prehistoric and primitive cultures

Mesopotamia

North china.

• The Hindu tradition
• The introduction of Buddhist influences
• Classical India
• Indian influences on Asia
• Xi (Western) Zhou (1046–771 bce )
• Dong (Eastern) Zhou (770–256 bce )
• Qin autocracy (221–206 bce )
• Scholarship under the Han (206 bce –220 ce )
• Introduction of Buddhism
• Ancient Hebrews
• Education of youth
• Higher education
• The institutions
• Physical education
• The primary school
• Secondary education
• Early Roman education
• Roman modifications
• Education in the later Roman Empire
• Ancient Persia
• Elementary education
• Professional education
• Early Russian education: Kiev and Muscovy
• Influences on Muslim education and culture
• Aims and purposes of Muslim education
• Organization of education
• Major periods of Muslim education and learning
• Influence of Islamic learning on the West
• From the beginnings to the 4th century
• From the 5th to the 8th century
• The Irish and English revivals
• The cultural revival under Charlemagne and his successors
• Influences of the Carolingian renaissance abroad
• Education of the laity in the 9th and 10th centuries
• Monastic schools
• Urban schools
• New curricula and philosophies
• Thomist philosophy
• The Italian universities
• The French universities
• The English universities
• Universities elsewhere in Europe
• General characteristics of medieval universities
• Lay education and the lower schools
• The foundations of Muslim education
• The Mughal period
• The Tang dynasty (618–907 ce )
• The Song (960–1279)
• The Mongol period (1206–1368)
• The Ming period (1368–1644)
• The Manchu period (1644–1911/12)
• The ancient period to the 12th century
• Education of the warriors
• Education in the Tokugawa era
• Effect of early Western contacts
• The Muslim influence
• The secular influence
• Early influences
• Emergence of the new gymnasium
• Nonscholastic traditions
• Dutch humanism
• Juan Luis Vives
• The early English humanists
• Luther and the German Reformation
• The English Reformation
• The French Reformation
• The Calvinist Reformation
• The Roman Catholic Counter-Reformation
• The legacy of the Reformation
• The new scientism and rationalism
• The Protestant demand for universal elementary education
• The pedagogy of Ratke
• The pedagogy of Comenius
• The schools of Gotha
• Courtly education
• The teaching congregations
• Female education
• The Puritan reformers
• Royalist education
• The academies
• John Locke’s empiricism and education as conduct
• Giambattista Vico, critic of Cartesianism
• The condition of the schools and universities
• August Hermann Francke
• Johann Julius Hecker
• The Sensationists
• The Rousseauists
• National education under enlightened rulers
• Spanish and Portuguese America
• French Québec
• New England
• The new academies
• The middle colonies
• The Southern colonies
• Newfoundland and the Maritime Provinces.
• The social and historical setting
• The pedagogy of Pestalozzi
• The influence of Pestalozzi
• The pedagogy of Froebel
• The kindergarten movement
• The psychology and pedagogy of Herbart
• The Herbartians
• Other German theorists
• French theorists
• Spencer’s scientism
• Humboldt’s reforms
• Developments after 1815
• Girls’ schools
• The new German universities
• Development of state education
• Elementary Education Act
• Secondary and higher education
• The educational awakening
• Education for females
• New Zealand
• Education under the East India Company
• Indian universities
• The Meiji Restoration and the assimilation of Western civilization
• Establishment of a national system of education
• The conservative reaction
• Establishment of nationalistic education systems
• Promotion of industrial education
• Social and historical background
• Influence of psychology and other fields on education
• Traditional movements
• Progressive education
• Child-centred education
• Scientific-realist education
• Social-reconstructionist education
• Major trends and problems
• Early 19th to early 20th century
• Education Act of 1944
• The comprehensive movement
• Further education
• Imperial Germany
• Weimar Republic
• Nazi Germany
• Changes after World War II
• The Third Republic
• The Netherlands
• Switzerland
• Expansion of American education
• Curriculum reforms
• Federal involvement in local education
• Changes in higher education
• Professional organizations
• Canadian educational reforms
• The administration of public education
• Before 1917
• The Stalinist years, 1931–53
• The Khrushchev reforms
• From Brezhnev to Gorbachev
• Perestroika and education
• The modernization movement
• Education in the republic
• Education under the Nationalist government
• Education under communism
• Post-Mao education
• Communism and the intellectuals
• Education at the beginning of the century
• Education to 1940
• Education changes during World War II
• Education after World War II
• Pre-independence period
• The postindependence period in India
• The postindependence period in Pakistan
• The postindependence period in Bangladesh
• The postindependence period in Sri Lanka
• South Africa
• General influences and policies of the colonial powers
• Education in Portuguese colonies and former colonies
• German educational policy in Africa
• Education in British colonies and former colonies
• Education in French colonies and former colonies
• Education in Belgian colonies and former colonies
• Problems and tasks of African education in the late 20th century
• Colonialism and its consequences
• The second half of the 20th century
• The Islamic revival
• Migration and the brain drain
• The heritage of independence
• Administration
• Primary education and literacy
• Reform trends
• Malaysia and Singapore
• Philippines
• Education and social cohesion
• Education and social conflict
• Education and personal growth
• Education and civil society
• Education and economic development
• Primary-level school enrollments
• Secondary-level school enrollments
• Tertiary-level school enrollments
• Other developments in formal education
• Literacy as a measure of success
• Access to education
• Implications for socioeconomic status
• Social consequences of education in developing countries
• The role of the state
• Social and family interaction
• Alternative forms of education

• What was education like in ancient Athens?
• How does social class affect education attainment?
• When did education become compulsory?
• What are alternative forms of education?
• Do school vouchers offer students access to better education?

Education in the earliest civilizations

Our editors will review what you’ve submitted and determine whether to revise the article.

• World History Encyclopedia - Education in the Elizabethan Era
• Academia - Return on Education Using the Concept of Opportunity Cost
• National Geographic - Geography
• Table Of Contents

The Old World civilizations of Egypt, Mesopotamia, and North China

The history of civilization started in the Middle East about 3000 bce , whereas the North China civilization began about a millennium and a half later. The Mesopotamian and Egyptian civilizations flourished almost simultaneously during the first civilizational phase (3000–1500 bce ). Although these civilizations differed, they shared monumental literary achievements. The need for the perpetuation of these highly developed civilizations made writing and formal education indispensable.

Recent News

Egyptian culture and education were preserved and controlled chiefly by the priests , a powerful intellectual elite in the Egyptian theocracy who also served as the political bulwarks by preventing cultural diversity . The humanities as well as such practical subjects as science , medicine , mathematics , and geometry were in the hands of the priests, who taught in formal schools. Vocational skills relating to such fields as architecture , engineering , and sculpture were generally transmitted outside the context of formal schooling.

Egyptians developed two types of formal schools for privileged youth under the supervision of governmental officials and priests: one for scribes and the other for priest trainees. At the age of 5, pupils entered the writing school and continued their studies in reading and writing until the age of 16 or 17. At the age of 13 or 14 the schoolboys were also given practical training in offices for which they were being prepared. Priesthood training began at the temple college , which boys entered at the age of 17; the length of training depending upon the requirements for various priestly offices. It is not clear whether or not the practical sciences constituted a part of the systematically organized curriculum of the temple college.

Rigid method and severe discipline were applied to achieve uniformity in cultural transmission, since deviation from the traditional pattern of thought was strictly prohibited. Drill and memorization were the typical methods employed. But, as noted, Egyptians also used a work-study method in the final phase of the training for scribes .

As a civilization contemporary with Egyptian civilization, Mesopotamia developed education quite similar to that of its counterpart with respect to its purpose and training. Formal education was practical and aimed to train scribes and priests. It was extended from basic reading, writing, and religion to higher learning in law , medicine, and astrology . Generally, youth of the upper classes were prepared to become scribes, who ranged from copyists to librarians and teachers. The schools for priests were said to be as numerous as temples. This indicates not only the thoroughness but also the supremacy of priestly education. Very little is known about higher education , but the advancement of the priestly work sheds light upon the extensive nature of intellectual pursuit.

As in the case of Egypt, the priests in Mesopotamia dominated the intellectual and educational domain as well as the applied. The centre of intellectual activity and training was the library , which was usually housed in a temple under the supervision of influential priests. Methods of teaching and learning were memorization, oral repetition, copying models, and individual instruction. It is believed that the exact copying of scripts was the hardest and most strenuous and served as the test of excellence in learning. The period of education was long and rigorous, and discipline was harsh.

In North China, the civilization of which began with the emergence of the Shang era, complex educational practices were in effect at a very early date. In fact, every important foundation of the formation of modern Chinese character was already established, to a great extent, more than 3,000 years ago.

Chinese ancient formal education was distinguished by its markedly secular and moral character . Its paramount purpose was to develop a sense of moral sensitivity and duty toward people and the state. Even in the early civilizational stage, harmonious human relations, rituals, and music formed the curriculum.

Formal colleges and schools probably antedate the Zhou dynasty of the 1st millennium bce , at least in the imperial capitals. Local states probably had less-organized institutions, such as halls of study, village schools, and district schools. With regard to actual methods of education, ancient Chinese learned from bamboo books and obtained moral training and practice in rituals by word of mouth and example. Rigid rote learning, which typified later Chinese education, seems to have been rather condemned . Education was regarded as the process of individual development from within.

The New World civilizations of the Maya, Aztecs, and Incas

The outstanding cultural achievements of the pre-Columbian civilizations are often compared with those of Old World civilizations. The ancient Mayan calendar , which surpassed Europe’s Julian calendar in accuracy, was, for example, a great accomplishment demonstrating the extraordinary degree of knowledge of astronomy and mathematics possessed by the Maya . Equally impressive are the sophistication of the Incas ’ calendar and their highway construction, the development of the Mayan complex writing system, and the magnificent temples of the Aztecs . It is unfortunate that archaeological findings and written documents hardly shed sufficient light upon education among the Maya, Aztecs, and Incas. But from available documents it is evident that these pre-Columbian civilizations developed formal education for training the nobility and priests. The major purposes of education were cultural conservation, vocational training, moral and character training, and control of cultural deviation.

Being a highly religious culture , the Maya regarded the priesthood as one of the most influential factors in the development of their society. The priest enjoyed high prestige by virtue of his extensive knowledge, literate skills, and religious and moral leadership, and high priests served as major advisers of the rulers and the nobility. To obtain a priesthood, which was usually inherited from his father or another close relative, the trainee had to receive rigorous education in the school where priests taught history, writing, methods of divining, medicine, and the calendar system.

Character training was one of the salient features of Mayan education. The inculcation of self-restraint, cooperative work, and moderation was highly emphasized in various stages of socialization as well as on various occasions of religious festivals. In order to develop self-discipline, the future priest endured a long period of continence and abstinence and, to develop a sense of loyalty to community , he engaged in group labour.

Among the Aztecs , cultural preservation relied heavily upon oral transmission and rote memorization of important events, calendrical information, and religious knowledge. Priests and noble elders, who were called conservators, were in charge of education. Since one of the important responsibilities of the conservator was to censor new poems and songs, he took the greatest care in teaching poetry, particularly divine songs.

At the calmecac , the school for native learning where apprenticeship started at the age of 10, the history of Mexico and the content of the historical codices were systematically taught. The calmecac played the most vital role in ensuring oral transmission of history through oratory , poetry, and music, which were employed to make accurate memorization of events easier and to galvanize remembrance. Visual aids, such as simple graphic representations, were used to guide recitation phases, to sustain interest, and to increase comprehension of facts and dates.

The Incas did not possess a written or recorded language as far as is known. Like the Aztecs, they also depended largely on oral transmission as a means of maintaining the preservation of their culture. Inca education was divided into two distinct categories: vocational education for common Incas and highly formalized training for the nobility. As the Inca empire was a theocratic, imperial government based upon agrarian collectivism, the rulers were concerned about the vocational training of men and women in collective agriculture. Personal freedom, life, and work were subservient to the community. At birth an individual’s place in the society was strictly ordained, and at five years of age every child was taken over by the government, and his socialization and vocational training were supervised by government surrogates.

Education for the nobility consisted of a four-year program that was clearly defined in terms of the curricula and rituals. In the first year the pupils learned Quechua , the language of the nobility. The second year was devoted to the study of religion and the third year to learning about the quipu ( khipu ), a complex system of knotted coloured strings or cords used largely for accounting purposes. In the fourth year major attention was given to the study of history, with additional instruction in sciences, geometry, geography , and astronomy. The instructors were highly respected encyclopaedic scholars known as amauta s. After the completion of this education, the pupils were required to pass a series of rigorous examinations in order to attain full status in the life of the Inca nobility.

• CBSE Notes For Class 8
• Class 8 English Notes and Summary
• Supplementary Chapter 11 Ancient Education System of India

Ancient Education System of India Summary & Notes - CBSE Class 8 English It So Happened

Summary of ancient education system of india.

Chapter 11 of the Class 8 English Supplementary Reader – It So Happened, consists of a prose – Ancient Education System of India, which explains how the education system in India has evolved since ancient times. Students can read the prose summary of CBSE Class 8 English Prose Notes – Ancient Education System of India in CBSE English Notes Class 8 format here. We hope this summary will assist them to get a detailed understanding of the chapter and prep up for their exams properly.

Students can also improve their writing section for the English exam by practising essays on various topics.

CBSE Class 8 English Ancient Education System of India Summary

The Ancient Education System of India explains the evolution of the education system in India from time immemorial. It discusses the source of different kinds of information and the evidence that education has been prevalent in the nation since ancient times in the form of stone inscriptions, palm leaf records and metal engravings. This lesson also demonstrates the existence of ancient educational institutions and the rich cultural heritage of India. The ancient education system of India was primarily focused on the holistic development of a student and skills enhancement.

Ancient Education System of India – Part 1 Summary

Several travellers from different parts of the world having diverse cultures and climates visited India. They came here to explore the rich Indian culture, religions, philosophies, art and beauty, etc. along with the educational practices prevalent in the country. The salient features of the ancient education system in India focused on the holistic development of both the inner and outer self of an individual. It emphasised on imparting rich human values such as honesty, self-discipline and reliance, humility among others.

The education system was primarily focused on the overall development of the student in terms of physical, mental, intellectual and moral aspects. The learning was particularly based on the tenets of the Vedas and Upanishads that teach students about performing their duties towards self, family and the society as a whole. The evolution of the ancient education system was derived from the Vedas, Upanishads, Brahmanas and Dharmasutras.

Some other sources of learning were the writings and the medical treatises and teachings of Sushruta and Charaka. There were several branches or disciplines such as Shastras, Kavyas, Itihas, Anviksiki, Mimamsa, Shilpashastra, Arthashatra, Varta and Dhanurvidya among others from which students were imparted learning. Besides, physical education was also considered an important co-curricular activity in the form of Krida or recreational games, Vyayamaprakara, Dhanurvidya and Yoga Sadhana These were some of the other disciplines that were taught with dedication and integrity.

Various kinds of debates among learners were also organised for assessment of their learning. Besides, students were made to live a disciplined life so that they could realise their own potential. Peer learning and teachings in groups were an integral part of education that promoted better learning among students. Different educational institutions imparted education formally or informally.

In India, the school has been considered a temple of knowledge. Gurukuls were the residential schools in and around the surroundings and the pathshalas, temples and schools were the premier institutes of knowledge. Students who wished to pursue higher education could go to universities. In ancient times, there were also women Vedic scholars. In addition to providing education through scripts, the focus was also laid on personality development and skill-based learning.

Ancient Education System of India – Part 2 Summary

From ancient times, several monasteries and viharas were set up for monks and nuns for meditation, debate and discussion purposes. For higher education, universities were set up for students coming from different countries. Kings and people of the society promoted education through Jataka tales given by Xuan Zang and I-Qing (Chinese scholars). Some of the notable universities that developed during that period were situated at Nalanda, Takshashila, Valabhi, Odantapuri, Vikramshila and Jagaddala. These universities catered to the needs of advanced level students who would develop knowledge through mutual discussions and debates with well-known scholars. The kings would also summon scholars of several universities and they would meet, debate and exchange their views.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has declared these universities as heritage sites that are considered the best centres of learning in the world. Takshashila was a noted religious Buddhist centre of learning that attracted students from several countries. This famous place of learning would impart knowledge through the study of ancient scriptures, medicine, law, military science, astronomy, arts, etc. as a part of its curriculum. Legendary academicians such as Panini, Jivaka and Chanakya have studied there.

The teacher also played a crucial role right from selecting students to framing the curriculum. When the teacher was satisfied that the students had developed a good understanding, the course would conclude henceforth. They encouraged oral learning among students. Nalanda was one of the most renowned institutes of higher education. The Chinese scholars such as I-Qing and Xuan Zang visited Nalanda in the seventh century CE and gave realistic accounts of the place of learning. Besides, the syllabus was diverse as it included studying from the Vedas and students were also trained in fine arts, mathematics, medicine, astronomy, the art of warfare and politics.

The role of community was also significant in promoting education as financial support was given to educational institutions by rich merchants, well-to-do parents and society. Free education was imparted in ancient universities such as Valabhi, Vikramshila and Jagaddala. In South India, agraharas served as centres of learning. South Indian kingdoms also had cultural institutions which were known as Ghatika and Brahmapuri.

Therefore, the ancient education system continued in ashrams, temples and indigenous schools. During the medieval period, maktabas and madrassas also served as educational institutions. Thus, the ancient Indian education system focused on the holistic development of the students, comprising both inner and outer self that would prepare them for life. Our present education system has a lot to learn and derive from the ancient education system. Educationists play a key role in recognising the importance of multilingual and multicultural education, thereby bridging the gap between traditional and contemporary methods of learning.

Conclusion of Ancient Education System of India

The chapter – Ancient Education System of India teaches students that the ancient education system played a vital role in developing the holistic development of students and how it has evolved over the years. Here, we present the CBSE Class 8 English It So Happened Prose Summary of Ancient Education System of India that must have helped 8th standard students to have an in-depth understanding of the chapter.

Additionally, they can visit the BYJU’S website to view resources such as CBSE Notes and CBSE study materials . They can also download BYJU’S: The Learning App and check out CBSE sample papers and previous years’ question papers.

Frequently asked Questions on CBSE Class 8 English: Ancient Education System Of India

Name some of the ancient universities in india..

Some of the notable universities of ancient India were Nalanda, Takshashila, Valabhi, Odantapuri, Vikramshila and Jagaddala.

What is UNESCO?

UNESCO stands for United Nations Educational, Scientific and Cultural Organisation.

Who was Chanakya?

Chanakya was also known as Kautilya. He was an Indian statesman and philosopher, chief advisor and Prime Minister of the Indian Emperor Chandragupta Maurya.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Formal Education System in Ancient India

by Sushmita Nath | 2016 | 63,563 words

Summary : This essay sudies the formal education system in Ancient India with reference to Vedic and Buddhist period and its relevance today. The first part deal with educational methods prevalent during the Samhita Brahamana periods and the associated rules, ceremonies and duties of pupils in this period of ancient India. It is also observed how Buddhists developed organished educational institutions such as the world renowned Takshashila, Nalanda Mahavihara university and Valabhi.

Source 1: exoticindiaart.com Source 2: shodhganga.inflibnet.ac.in

Contents of this online book (  +  /  -  )

The full text of the Formal Education System in Ancient India in English is available here and publically accesible (free to read online). Of course, I would always recommend buying the book so you get the latest edition. You can see all this book’s content by visiting the pages in the below index:

Article published on 06 November, 2023

I humbly request your help to keep doing what I do best: provide the world with unbiased sources, definitions and images. Your donation direclty influences the quality and quantity of knowledge, wisdom and spiritual insight the world is exposed to.

Let's make the world a better place together!

• Corpus ID: 56512236

EDUCATION SYSTEM IN ANCIENT INDIA

• Kalam Chouhan
• Published 2016
• Education, History

5 Citations

Achievement of the ancient hindu way of propagation of education and suggestion of incorporation of some of the methods in the teaching of the modern medical education in india: look back to go forward, “om”: singing vedic philosophy for music education, development in teaching style on classroom management, international journal of intellectual advancements and research in engineering computations a review on experiential learning, india’s emerging trends and meanings in healthy human-nature relationships: indian outdoor education practitioner perspectives, 13 references, ancient indian education: an inquiry into its origin, development, and ideals, ancient indian education : indian education through the ages, education in ancient india, educational ideas and institutions in ancient india, social, cultural, and economic history of india : modern times, related papers.

Showing 1 through 3 of 0 Related Papers

Difference between Ancient and Modern Education System in India

Back to: UGC NET Paper 1 Unit 10

Difference between ancient and modern education system in India

Education in India dates back to the 3rd century BC. It mainly consisted of religious training elements and imparting of traditional knowledge. The education was imparted orally by sages and scholars while palm leaves and the barks of trees were used as writing materials. Both formal education and informal education were imparted at the time and indigenous education was imparted at temples, tols, Gurukuls, and the like. The foundation of ancient Indian education was epistemological and philosophical traditions revolving around the idea of the ephemerality of life and world, concept of ultimate death, and the futility of mundane pleasures.

Difference Between Ancient and Modern Education System in India 

There are many differences between the ancient Indian education system and modern education system. A lot of advancement has been made in the sphere of education since the early days. These days, many digital initiatives are being taken to facilitate quality and convenient education which was not so during ancient days.

Essay on Ancient Education and Modern Education

Students are often asked to write an essay on Ancient Education and Modern Education in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Ancient Education and Modern Education

Introduction.

Education has always been a crucial part of human society. From ancient times to the modern era, it has seen significant changes.

Ancient Education

In ancient times, education was mainly about survival skills and cultural values. It was informal and passed down from generation to generation.

Modern Education

Modern education, on the other hand, is formal and structured. It focuses on subjects like science, mathematics, and languages. It aims to prepare students for various professions.

While the methods of ancient and modern education differ, both share the common goal of imparting knowledge and skills to the next generation.

250 Words Essay on Ancient Education and Modern Education

Ancient education was primarily oral, with a focus on building moral character and practical skills. In Greece, education was a means to create a well-rounded citizen, while in India, the Gurukul system emphasized spiritual education. The ancient Egyptian system, on the other hand, was vocational, equipping students with skills necessary for specific trades.

Contrastingly, modern education is more structured, standardized, and inclusive. It centers around literacy and numeracy, while also integrating a wide array of subjects to provide a holistic learning experience. Modern education, facilitated by technological advancements, has transcended geographical boundaries, enabling learning anytime, anywhere.

While ancient education was tailored to individual needs and local societal structures, modern education aims to provide a uniform learning experience. The latter, however, is criticized for its one-size-fits-all approach, often failing to cater to individual learning styles.

In conclusion, ancient and modern education systems, distinct in their methodologies and objectives, are reflective of their respective eras. The challenge for contemporary education is to integrate the strengths of ancient education – its focus on character building and individuality – with the benefits of modern systems, thereby fostering a balanced and effective educational landscape.

500 Words Essay on Ancient Education and Modern Education

Education, a fundamental human right, is a dynamic and evolving process. Over time, it has transformed significantly, from the ancient Gurukul system to the modern digital classrooms. This essay explores the journey of education from its ancient roots to its contemporary form.

Ancient Education System

Ancient education was a personalized experience where the teacher-student relationship was central. Knowledge was orally transmitted, and learning was more experiential and practical. However, it was often exclusive, with education primarily accessible to the upper classes, and there was a lack of standardized curriculum.

Transition to Modern Education

The transition from ancient to modern education was marked by the democratization of knowledge. The invention of the printing press in the 15th century was a significant turning point, making books more accessible and affordable, thereby promoting literacy among the masses. The industrial revolution further necessitated a shift in the education system to produce skilled workers for factories.

Modern Education System

Modern education promotes critical thinking, problem-solving, and creativity. The use of technology has further revolutionized education, making it more interactive and engaging. Online platforms, digital classrooms, and e-learning have made education accessible to everyone, regardless of geographical boundaries.

However, modern education is often criticized for its examination-oriented approach, which can limit the scope of learning. It is also seen as overly theoretical, with less emphasis on practical, hands-on learning.

The ideal education system would be a blend of both, taking the holistic approach of ancient education and the accessibility and standardization of modern education. It would foster a learning environment that encourages critical thinking, creativity, and character building, while also being inclusive and accessible to all.

Education, being an ever-evolving process, should continue to adapt and transform, incorporating the best of both worlds to foster a more enlightened and inclusive society.

That’s it! I hope the essay helped you.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

A Comparative Study of Ancient and Modern Education System: With Reference to India

2021, International Journal of Advanced Research

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, Pathshalas, Tolas, Chatuspadis and Gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. A Gurukula or Gurukulam is a type of education system in ancient India with Shishya (students or disciples) living near or with the guru, in the same house. At the end of ones education, a Shishya offers the Gurudakshina before leaving the Gurukula.Over a period of time two system of education developed, the Vedic and the Buddhist. As the name indicates in the former system Vedas, Vedanta, Upanishads and other allied subjects were taught while in the latter system, thoughts of all th...

Related Papers

Anantbodh Chaitanya

Kurian Kachappilly

International Res Jour Managt Socio Human

Education as a process is as old as the progression of human race. Knowledge and skills related to processes of fulfilling basic human needs were passed on from one generation to another. Thereafter with the growth of civilization the need of formal education for the development of the individual as well as the society was realized and gradually education was institutionalized. Education has not remained stagnant, but with the passing of time, it has undergone great changes. The growth of education shall be studied through its different periods, namely Vedic period, Buddhist period and medieval period.

Aniket Singh

Education is a platform in which young generations are trained and make them future-ready. Education provides knowledge and skills which help the person to be employable. The Indian education system is very popular and diversified among other countries’ education systems due to its change in the evolution from ancient to the modern education system. During the ancient and medieval periods of education, students were trained by teachers in such a manner that they can survive and live in that era. After independence, there is a tremendous growth in the Indian education system providing teaching and training in all aspects, but it does not satisfy the global demands of the market. This chapter focuses on teaching methodology, curriculum, characteristics, methods of learning, aims of the Indian education system during the ancient and medieval period and how it differed in today’s modern education and what are the things that our today’s modern education need to learn and implement from ...

nirmala karuna

Reeta Bhattacharya

Bindiya Soni

The traditional Indian education system of “Gurukul” is basedon Vedas. In the ancient times, education was mainly impartedthrough hearing and not writing. This system of educationthrough lips and ears had the power to develop cognition,intelligence and strong memory. The present case study discussesdetails of Gotirth Vidyapeeth (Cow based education), started bythe promoter Shri Gopalbhai Sutaria, in Ahmedabad. Heestablished a Gurukul setup, in a spiritual environment, forproviding education to the students in a traditional way. Thestudents learn various skills here such as music, martial arts,agriculture, cattle rearing, preparation of various ark (extractsfrom the cow’s urine), ayurvedic medicines, reciting shlokas,performing yagnas, vedic mathematics, yoga etc. This schoolcaters to students from diverse backgrounds with no discrimination between the rich and the poor.

PERENNIAL JOURNAL OF HISTORY

Iqra Ashraf

In this paper a discovery of the philosophy of educational systems from an Ancient Indian perspective. A limited number of articles have been written from a standpoint of philosophical, historical, and the Ancient perspective when resultantly, this article not only aims to fill in the gaps in literature, but also aspires to provide an insight on educational philosophy from the Ancient Indian perspective. In the Indian context, the origin of education can be traced from the Vedic literatures such as the Valmiki Ramayana, the Mahabharata (includes the Bhagavad-Gita) and the Puranas. The foundation of this paper revolves around hermeneutics, which are a qualitative research methodology involving the studying, understanding and interpretation of ancient text. With the help of the aforementioned methodology, authors disclose some ancient lessons on today’s educational system. The aim of this paper is to knowing the Educational System of Ancient India. In the ancient times, two education ...

Journal ijmr.net.in(UGC Approved)

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Yudhisthir Mishra

IOSR Journals

Education, Sustainability & Society

Dr.Urmila Y A D A V (SUSOL Associate Professor)

Asian J of Professional ethics & Management

R.N. Iyengar

International Journal of Physical and Social Sciences

Mohit Kumar

Journal of Social Sciences

Vishal Pajankar

Kate Wharton

Niladri Sekhar Ghosh

Irina Gvelesiani

Shanlax International Journal of Education

Surabhi Choudhary , Sonali Jain

Isara solutions

Ricardo Guerrero

Hsi Lai Journal of Humanistic Buddhism

James A . Santucci

Travaux de Symposium International: Le Livre. La Roumanie.L’Europe. Troisième édition—20-24 Septembre 2010. Section IIIA: Le Veda-Vedāṅga et l’Avesta entre oralité et écriture (ed. by J.E.M. Houben and J. Rotaru)

Saraju Rath

Education in Ancient India -Nalanda and Valabhi Universities

Suvarna Nalapat

International Journal of Research Publication and Reviews

Priti Kumari

Vijay Bedekar

Shivani Chadha , Aman Habbi

Sampark Acharya

PARIJAT CHAKRABARTY

Anuradha Pandit , Dhvani Pandya

isara solutions

International Journal of Advance Research Ideas and Innovations in Technology

Ijariit Journal , Shubham Goyal

Dr. Javed Kalhoro

Commissioned by North American Institute of Oriental and Classical Studies, Franklin, Tannessee, USA, for publication in Bharata Samskriti

Kalyan Kumar Chakravarty

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Ancient Indian Education: It’s Relevance and Importance in the Modern Education System

International Journal of Case Studies in Business, IT, and Education (IJCSBE), 7(2), 238-249, ISSN: 2581-6942. (2023).

11 Pages Posted: 25 Aug 2023 Last revised: 5 Sep 2023

Nandita Mishra

Chetana’s Institute of Management and Research

P. S. Aithal

Poornaprajna College

Date Written: May 24, 2023

Purpose: India has a rich tradition of education and learning right from ancient times and especially during the Renaissance period, the Golden Age of Indian Culture. The major three achievements in education, during this period were the decimal system, the great Sanskrit epics, and the contribution to the sciences of astronomy, mathematics, and metallurgy. The four Vedas, i.e., the Rigveda, Yajurveda, Samaveda, and the Atharvaveda were configured through ideals, practices, and conducts. The doctrine of action (Karma) occupies a very significant place in the Indian system of education and has evolved during the transition from ancient to modern education. Two methods of teaching were being practiced during the Vedic period. First, the verbal/oral method, and the second based on thinking (Chintan). Current higher education has shown trends of multidisciplinary approaches along similar lines. NEP 2020 also suggests a multidisciplinary approach. Bloom’s Taxonomy defines three domains of learning, cognitive, affective, and psychomotor. The ancient education system is also based on the three domains, to develop higher-order learning by building up the lower-level cognitive skills. Approach: The exploratory study based on secondary published research articles on the education system in India, seeks to interpret extant academic research on the relevance of the ancient education system in modern multidisciplinary education. Findings: The literature analysis emphasizes that ancient learning systems based on Vedas included many yogic practices. In general, to calm the mind and improve learning, asanas, chanting of mantras, and meditation were done. The same practices are emphasized by HEI, guided by UGC and AICTE. Universal Human value (UHV) has been implemented for all-around personality development and practice of an integrated approach in Yoga. Modern methods to develop memory include the logical method, spaced learning, and rational memory. All of these are derived from the ancient way of teaching and learning. Using the ABCD listing methodology this paper explores the advantages, benefits, constraints, and disadvantages of the modern education system, both from learners’ viewpoint and teachers’ viewpoint.

Keywords: Ancient Education, Vedic Knowledge, Multidisciplinary, ABCD Analysis framework, Modern Education

Suggested Citation: Suggested Citation

Chetana’s Institute of Management and Research ( email )

P. s. aithal (contact author), poornaprajna college ( email ).

Poornaprajna Institute of Management Udupi District Karnataka India +919343348392 (Phone)

HOME PAGE: http://www.pim.ac.in

Do you have a job opening that you would like to promote on SSRN?

Paper statistics, related ejournals, humanities education ejournal.

Subscribe to this fee journal for more curated articles on this topic

Anthropology of Education eJournal

Educational sociology ejournal, south asian history ejournal.

Essay on Indian Education System for Students and Children

500+ words essay on indian education system for students and children.

The Indian education system is quite an old education system that still exists. It has produced so many genius minds that are making India proud all over the world. However, while it is one of the oldest systems, it is still not that developed when compared to others, which are in fact newer. This is so as the other countries have gone through growth and advancement, but the Indian education system is still stuck in old age. It faces a lot of problems that need to be sorted to let it reach its full potential.

Problems with Indian Education System

Our Indian education system faces a lot of problems that do not let it prosper and help other children succeed in life . The biggest problem which it has to face is the poor grading system. It judges the intelligence of a student on the basis of academics which is in the form of exam papers. That is very unfair to students who are good in their overall performance but not that good at specific subjects.

Moreover, they only strive to get good marks not paying attention to understanding what is taught. In other words, this encourages getting good marks through mugging up and not actually grasping the concept efficiently.

Furthermore, we see how the Indian education system focuses on theory more. Only a little percentage is given for practical. This makes them run after the bookish knowledge and not actually applying it to the real world. This practice makes them perplexed when they go out in the real world due to lack of practical knowledge.

Most importantly, the Indian education system does not emphasize enough on the importance of sports and arts. Students are always asked to study all the time where they get no time for other activities like sports and arts.

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

How Can We Improve Indian Education System?

As the Indian Education System is facing so many problems, we need to come up with effective solutions so it improves and creates a brighter future for students . We can start by focusing on the skill development of the students. The schools and colleges must not only focus on the ranks and grades but on the analytical and creative skills of children.

In addition, subjects must not be merely taught theoretically but with practical. This will help in a better understanding of the subject without them having to mug up the whole thing due to lack of practical knowledge. Also, the syllabus must be updated with the changing times and not follow the old age pattern.

Other than that, the government and private colleges must now increase the payroll of teachers. As they clearly deserve more than what they offer. To save money, the schools hire teachers who are not qualified enough. This creates a very bad classroom environment and learning. They must be hired if they are fit for the job and not because they are working at a lesser salary.

In conclusion, the Indian education system must change for the better. It must give the students equal opportunities to shine better in the future. We need to let go of the old and traditional ways and enhance the teaching standards so our youth can get create a better world.

FAQs on Indian Education System

Q.1 What problems does the Indian Education System face?

A.1 Indian education is very old and outdated. It judges students on the basis of marks and grades ignoring the overall performance of the student. It focuses on academics side-lining arts and sports.

Q.2 How can we improve the Indian education system?

A.2 The colleges and schools must hire well and qualified teachers. They must help students to understand the concept instead of merely mugging up the whole subject.

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Samantha Putterman, PolitiFact Samantha Putterman, PolitiFact

Leave your feedback

• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

Support Provided By: Learn more

Educate your inbox

Subscribe to Here’s the Deal, our politics newsletter for analysis you won’t find anywhere else.

Thank you. Please check your inbox to confirm.

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/

GCSE results day 2024: Everything you need to know including the number grading system

Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.   

Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.  

When is GCSE results day 2024?  

GCSE results day will be taking place on Thursday the 22 August.     

The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.  

Schools will issue their own instructions on how and when to collect your results.   

When did we change to a number grading scale?  

The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.  

By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.  

The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.  

What do the number grades mean?  

The grades are ranked from 1, the lowest, to 9, the highest.  

The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.  

The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.    

Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.  

What to do if your results weren’t what you were expecting?  

If your results weren’t what you were expecting, firstly don’t panic. You have options.  

First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.   

They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.   

If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.  

Look for other courses with different grade requirements     

Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.    

Consider an apprenticeship    

Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.  

As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.   

You can find out more about how to apply here .  

Talk to a National Careers Service (NCS) adviser    

The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the  National Careers Service page  and Skills for Careers to explore your study and work choices.   

You may also be interested in:

• Results day 2024: What's next after picking up your A level, T level and VTQ results?
• When is results day 2024? GCSEs, A levels, T Levels and VTQs

Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

Members of the public should call our general enquiries line on 0370 000 2288.

Sign up and manage updates

Follow us on social media, search by date.

Comments and moderation policy

Cookies on GOV.UK

We use some essential cookies to make this website work.

We’d like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Guide to GCSE results for England, summer 2024

Grading has continued as normal in summer 2024, following the return to pre-pandemic standards last year. Overall GCSE results are similar to summer 2023.

Today, students in England are receiving more than 5.6 million GCSE results. Students’ grades have been determined by their performance in their exams and assessments. These qualifications provide students with trustworthy evidence of their achievements so they can move forward in their education or training.  

Grading has continued as normal this summer, following the return to pre-pandemic standards last year. It is important that grades reflect what students know, understand and can do, to support students in making the right choices about their next steps. 

The Chief Regulator at Ofqual, Sir Ian Bauckham CBE, said: “Consistent, rigorous standards of grading are producing consistent results.   

“It is evidence that we have settled back into a pattern of dependable and trustworthy results.”

Key points 

Grading has continued as normal this summer and standards have been maintained from summer 2023.   

GCSE entries have increased by more than 250,000 compared with summer 2023. There has been an increase in the 16-year-old population since 2023, and there are more entries from post-16 students this summer for GCSE English language and maths. The changes to the post-16 cohort are reflected in the GCSE English language and maths results published today. 

Overall GCSE results are similar to 2023. Outcomes at grade 7 and above are 21.7% compared with 21.6% in 2023, and outcomes at grade 4 and above are 67.4% compared with 67.8% in 2023. 

The results for GCSE French, German and computer science reflect the small adjustments we required exam boards to make this summer.

Today (22 August 2024) we are publishing: 

a summary of results (below) 

infographics about this year’s GCSE results  

interactive visualisations of outcomes by centre type, variability in school and college GCSE results, GCSE outcomes in England, an interactive map of England showing GCSE results in different subjects by grade and county and GCSE grade combinations 

results of the 2024 National Reference Test

As normal, the Joint Council for Qualifications (JCQ) has  published results in England for GCSE , overall and by subject. These results are also shown in our  interactive visualisation .

Centre type results 

Ofqual has updated its interactive visualisation to show GCSE results for different types of school and college compared with previous years, overall and by subject. The centre type categories are based on the  national centre number (NCN) register  and are self-reported by schools and colleges. Our interactive visualisations only include those schools or colleges that have entries for a particular subject in every year from 2018 to 2024. 

Overall results for all types of school and college are broadly similar to 2023 at grade 7 and above and grade 4 and above. When students take exams, the same assessment arrangements apply to everyone. Differences in outcomes are therefore likely to reflect longstanding trends in the pattern of results for different centre types. Changes compared with 2023 will reflect changes in attainment or changes in the cohort of students taking qualifications across different types of centre. For example, more post-16 students took GCSEs this summer compared with 2023, and these students typically make up the majority of GCSE entries in further education establishments and colleges.

Cumulative percentage outcomes by centre type – grade 7 and above

Cumulative percentage outcomes by centre type – grade 4 and above

Centre variability 

Ofqual’s interactive visualisation shows the level of variation in schools’ and colleges’ GCSE results compared with 2023. We know that, in any year, individual schools and colleges may see variation in the proportion of students achieving particular grades compared with previous years. This can be due to many different factors, including differences in the mix of students entered for particular qualifications, different teaching approaches, changes in teaching staff or teaching time, and changes to qualifications.   

Our interactive visualisation allows users to explore variation in centres’ results for different age groups and sizes of centres.

GCSE French, German and computer science 

This summer we required exam boards to award GCSE French, German and computer science more generously .  

The positive adjustments in French and German follow our detailed review of an extensive evidence base as part of our work on inter-subject comparability, and subsequent announcement in 2019, that we would seek  to align grade standards in GCSE French and German with Spanish . Exam boards were required to make small positive adjustments in French at grades 7 and 4, and in German at grades 9, 7 and 4. This follows adjustments in both subjects at grades 9, 7 and 4 in summer 2023. The adjustments were taken into account during awarding and are reflected in results. We did not require exam boards to make a further adjustment at grade 9 in French this summer, as the evidence suggests that there was broad alignment with Spanish in summer 2023.

For GCSE computer science we conducted an extensive programme of research considering grading standards over time , given the changes that have been made to the qualification in the short time that it has been available (the first awards were in 2012). Our research suggests that standards may have become slightly more stringent through the period from 2014 to 2019, likely due to the changes to the qualification and the context during this period. We therefore required exam boards to award more generously this summer at grades 9, 7 and 4, to reflect the findings of the research. These small adjustments were taken into account during awarding and are reflected in results.

Equalities analyses 

As well as the results breakdowns published today, Ofqual will be repeating the equalities analyses that we have published since 2020 . Ofqual makes this information available so that the whole sector can understand qualification results and use this to inform policy making and practice. These detailed analyses consider whether the gaps between results for different groups of students have changed compared with previous years, while controlling for a range of student characteristics. It is important that these analyses control for as many student characteristics as possible, so that meaningful conclusions can be drawn from the results. This does mean, however, that it is not possible for us to complete these analyses ahead of results being issued, because final data from exams is only available very close to results days. We will publish our equalities analyses as soon as we can, in the autumn. 

When students take exams, the same assessment arrangements apply to everyone – students’ grades are solely determined by the number of marks they achieve in the assessments, and the same rules apply to everyone taking the same qualification. The gaps between results for different groups of students are therefore likely to reflect long-standing trends in attainment, and any changes this year will reflect changes in attainment. Differential patterns of achievement in qualifications reveal, rather than create, educational disparities. They are an important part of the evidence needed for addressing those disparities.

Grade boundaries 

Exam boards have set grade boundaries this summer based on a combination of data and qualitative evidence. As in any year, there has been an important role for examiner judgement. Expert examiners have reviewed the quality of students’ work compared with previous years.  

Grade boundaries typically change each exam series and are often different between exam boards. This reflects any differences in the difficulty of the assessments. If an exam paper is harder the grade boundaries will be lower, and if an exam paper is easier the grade boundaries will be higher. This is important to ensure that students are not advantaged or disadvantaged based on the exam paper that they sit. This means that some grade boundaries are lower than 2023, while others are higher. 

Grading has taken place as normal this summer and standards have been maintained from summer 2023. Students can therefore be confident in the grades they receive, irrespective of the grade boundaries or how they compare with last year.

Share this page

The following links open in a new tab

• Share on Facebook (opens in new tab)
• Share on Twitter (opens in new tab)

Updates to this page

Related content, is this page useful.

• Yes this page is useful
• No this page is not useful

Help us improve GOV.UK

Don’t include personal or financial information like your National Insurance number or credit card details.

To help us improve GOV.UK, we’d like to know more about your visit today. Please fill in this survey (opens in a new tab) .