education development in india essay

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.

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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.

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Education in India – A Detailed Analysis

Last updated on April 21, 2024 by ClearIAS Team

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

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

History of Education in India

India has a rich tradition of imparting knowledge.

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

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

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

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

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

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

Current Status of Education in India: Data from Census 2011

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

Indian Education System: The Present Pyramidal Structure

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

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

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

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

Provisions in the Indian Constitution related to Education

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

RTE Act 2009

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

Provisions of the RTE Act

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

Criticisms of the RTE Act

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

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

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

Radhakrishnan committee

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

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

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

Kothari commission

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

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

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

National Educational Policy 1968

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

National Educational Policy 1985

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

T.S.R.Subramanium committee report

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

Kasturirangan Report On School Education (Draft National Education Policy)

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

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

School Education:

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

Higher Education

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

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

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

Technology in Education

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

Vocational Education

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

Adult Education

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

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

Education and Indian Languages

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

Transforming Education

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

Education Governance

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

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

Financing Education

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

Criticism of the New Education Policy of India

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

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

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

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

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

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

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

The Problems associated with the Education System in India

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

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

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

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

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

Early childhood education

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

Primary level

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

School Complex

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

Secondary level

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

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

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

Private fees

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

Higher education

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

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

Problems of the higher education system in India

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

Research and development (R&D)

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

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

The need of the hour

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

Government initiatives on higher education

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

National Testing Agency (NTA) 2017

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

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

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

HECI: Higher Education Commission of India bill

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

IoE: Institutions of Eminence 2017

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

National Institutional Ranking Framework (NIRF) 2015

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

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

HEFA: Higher Education Financing Agency 2018

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

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

Foreign Education Providers Bill 2013

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

EQUIP report has mentioned the revival of this bill.

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

APAAR: One Nation One Student ID Card

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

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

Other Major Issues connected with the Education sector in India

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

Politicization of campuses

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

Gender Parity

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

Quality of education

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

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

Government initiatives

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

Teacher Training

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

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

Private Schools vs Public Schools: The Big Debate in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Reader Interactions

November 27, 2019 at 10:33 pm

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

November 28, 2019 at 12:09 pm

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

November 28, 2019 at 2:00 pm

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

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

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

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

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

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

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

November 16, 2020 at 10:47 pm

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

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

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

December 16, 2021 at 11:10 am

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

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

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

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

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

May 28, 2023 at 9:10 pm

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

January 23, 2024 at 8:06 pm

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

February 7, 2024 at 7:44 pm

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

March 8, 2024 at 6:22 am

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

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Indian Education Essay

Read Indian Education Essay on Vedantu

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

What is Indian Education?

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

Similarities Between Mainstream Education and Indian Education

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

Differences Between Mainstream Education and Indian Education

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

Essay on Indian Education

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

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

History of Education System

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

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

Problems of Indian Education System

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

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

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

How Can We Improve the Indian Education System?

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

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

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

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

FAQs on Indian Education Essay

1. Why is Education Important for Any Individual?

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

2. What Problems Does the Indian Education System Face?

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

3. How Can the Education System Improve in India?

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

4. How are Women Empowered Through Education?

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

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

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

6. What are the Educational Goals of India?

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

7. How Is Education Related to Employment?

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

8. How is Education Linked With Economic Development?

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

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

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

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Essay on Education System

Updated on
Nov 15, 2023

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

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

This Blog Includes:

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

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

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

Also Read: Importance of Education in Development

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Education System in India – A Comprehensive Analysis

From Current Affairs Notes for UPSC » Editorials & In-depths » This topic

The Indian education system, for a long time, is faced with the problem of inaccessibility and low-quality education that make Indians unemployable. Due to this, India is not able to use the potential of its human capital. Education is one of the vital tools that help a nation to develop. The government needs to address this issue through proactive involvement for the betterment of all Indian citizens.

This topic of “Education System in India – A Comprehensive Analysis” is important from the perspective of the UPSC IAS Examination , which falls under General Studies Portion.

How did it all begin?

In ancient times, India followed the Gurukula system of education.
This system involved the teacher teaching student many subjects like Sanskrit, Holy Scriptures, mathematics metaphysics, etc., in his home.
The student stays in the teacher’s house as long as he wished or until the guru felt he had taught everything he could teach.
All learning in Gurukula was closely linked to nature and life and not confined to memorizing information like it is today.
The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s.
The curriculum was confined to the “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.
Teaching was limited to classrooms and the link with nature was broken, as also the close relationship between the teacher and students.
Uttar Pradesh Board of High School and Intermediate Education was the first Board to be established in India in the year 1921.
Later, other boards were established in several states.
This kind of education system underwent reforms following independence from the British Empire.

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Syllabus-wise learning
Political Science
Anthropology
Public Administration

What is the structure of India’s schooling system since independence?

The Indian education system consists of the following levels of education:

Pre-primary level : 5-6 years of age
Primary (elementary) level : 6-14 years of age. It is guaranteed by the Indian Constitution under Article 21A . The elementary education is universalised by Sarva Shikha Abhiyan .
Secondary level : 14-18 years of age. The government had extended SSA to secondary education through Rashtriya Madhyamik Shiksha Abhiyan .
Higher Education in India generally has 3 levels: UG, PG and MPhil/Ph.D . The Centrally Sponsored Scheme, Rashtriya Uchhattar Shiksha Abhiyan (RUSA) provides for the strategic funding to higher education institutions throughout the country.

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What are the provisions of the Indian Constitution on education?

Article 45 in Directive Principles of State Policy stated that the government should provide free and compulsory education to all until the age of 14 within 10 years from the commencement of the Constitution. Since it was not realized, Article 21A was introduced by the 86 th Constitutional Amendment Act of 2002 . It made elementary education a fundamental right rather than a directive principle.
Article 45 was amended to provide for early childhood care and education to children below the age of 6 years.

Right to Free and Compulsory Education Act, 2009 :

In order to implement Article 21A , the parliament had passed the Right to Education Act .
This Act provided necessary legal backing for the implementation of Sarva Shiksha Abhiyan (SSA).
SSA is the government programme that provides for the Universalization of Elementary Education in a time-bound manner. It has been operational since 2000-01 .

Provisions:

Free and compulsory education to all Indian children between 6 to 14 age groups. “Compulsory” here means the government must provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to all Indian children.
The non-admitted child must be admitted to an age-appropriate class.
As per the Act, the government schools must provide free education to all children and they are managed by School Management Committees (SMCs).
The private schools are to admit at least 25% of the children in their schools without a fee.
This Act mandates a 25% reservation for the disadvantaged sections of the society that includes the SC and STs, Socially Backward Class and differently-abled.
The standards like Pupil-Teacher Ratios (PTRs), buildings and infrastructure, schools’ working days, teacher’s working hours, qualifications and training of the teachers are defined under this Act.
The deployment of teachers is rationalised so that there is no urban-rural imbalance.
It prohibits the deployment of teachers for non-educational works, other than services like decennial census, elections, and disaster reliefs.
It prohibits physical punishment and mental harassment, screen procedures for students’ admission, capitation fee, private tuition by teachers and running of non-recognized schools.
This Act also states that the financial and other responsibilities should be shared between the Centre and state governments.
It aims to make child free of fear, trauma and anxiety through a system of child-friendly and child-centred learning.
The Right of Children to Free and Compulsory Education (Amendment) Act, 2019 removed the clause for “No Detention Policy”.
Though the RTE and SSA have increased accessibility to school that had resulted in a high enrolment rate, drop-out rates have increased. Little has been done to address this issue.
Adequate importance is not given to PTR.
There is a provision in this Act that allows the local authorities to decide on aspects related to the academic calendar. However, this has not been implemented.
Since all state holidays are not relevant to all localities, decisions on the academic calendar should be in the hands of the local authorities so that there is an increase in attendance and the local governments can take ownership of the school.
There is a difference between urban-rural and rich-poor in education. The RTE students in private schools are forced to pay extra fees because they claim that the government fund is inadequate.
Most of the private schools treat RTE as a charity. They feel that the responsibility of universalization of education should be on the government’s hands and not them.
The 2019 Amended Act scraps non-detention policy to allow detention for students of class V and VIII if they fail to pass in examinations.
The provision of “non-detention policy” under the previous Act stated that the students till class 8 must not be failed in the exams. This was done to reduce the drop-out rate.
The amendment was in response to the reducing quality of elementary education.
This RTE Act gives more importance to the education of children from the age of 6. The Kothari Commission had recommended the establishment of centres for the development of pre-primary education in all districts.
The RTE Act recommends a PTR of 30:1 for primary classes and 35:1 for upper primary classes. The District Information System for Education (DISE) report found that 30% of primary and 15% of the upper primary schools have higher PTRs.
Despite the improvement in the Student-Classroom ratio (SCR), India still faces inequality in this context.

How did the modern education system evolve to the present state?

As previously mentioned, the British colonial government introduced India’s modern education system.
From Macaulay minute to Wood’s dispatch to several commissions like Sadler commission, 1904 Indian education policy etc., has built the foundation for the Indian education system during the colonial period.

Radhakrishnan Committee:

In 1948-49, the University Education Commission was set up under Radhakrishnan.
It shaped the education system of independent India based on the needs and aspirations of the newly-formed independent nation.
It projected out the value system of the Indian Education System.
Previously, the education system was only favouring the aspirations of the British government.
For example, Macaulayism focused on eliminating indigenous culture through the planned substitution of British culture through education.
Independent India’s education system is based on the following values as recommended by the commission:
Wisdom and knowledge
Aims of the social order
Love for higher values of life
Training for leadership

Kothari Commission :

It gave the basic framework of the Indian education system.
It recommended the following:
Standardisation of the education system on a 10+2+3 pattern.
Pointed out the need to make work experience and social and national service an integral part of education.
Linking of colleges with several schools in the neighbourhood.
Equal opportunities need to be provided for all to achieve national and social integration.
Increase in the expenditure on education from 2.9% of the GDP to 6% by 1985.
The banning Neighbourhood school system from separating students based on social or religious differences.
A school complex system integrating primary and secondary levels of education.
The Establishment of the Indian Education Service.
The report by this committee paved the way for National Education Policy , 1968 which became the basis for further development of the Indian education system.

National Education Policy, 1968:

It provided for the “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
It also increased the government’s expenditure on education to 6% of the GDP.
It provided for the better qualification and training of the teachers.
The three-language formula: The first language should be the mother tongue/regional language. The second language for the Hindi-speaking states should be modern Indian language. If it is non-Hindi speaking states it should be either Hindi or English. As for the third language, it can be either English or modern Indian language for the Hindi-speaking states and non-Hindi Speaking states. Hindi was encouraged in all states to promote a common language for all Indians.

National Educational Policy, 1985:

Its objective is to remove differences and to provide equal educational opportunities especially to the marginalised sections of the society.
It launched “Operation Blackboard” to improve primary schools across the nation.
IGNOU was set up.
The “Rural university” model was adopted based on the Gandhian philosophy. This was done to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanian Committee report:

It was entrusted with the task of preparing a new education policy for India.
It submitted a report to the government in May 2016.
It had suggested numerous measures the government must take to improve education in India.
Some of the key recommendations are:
Education for children between 4 to 5 age groups must be declared a fundamental right. Early Childhood Care and Education (ECCE) is uneven across the states. So all the government schools should have facilities for pre-primary education so that too much reliance is not in private schools.
This committee recommended that the “no-detention policy” should be upheld only till class V and not till class VIII.
As there is an increase in the teacher shortage, absenteeism and grievances, there is a need for the establishment of an Autonomous Teacher Recruitment Board and 4 years integrated B.Ed. course.
There is insufficient integration of Information and Communication Technology and the education sector.
This committee recommended the enhancement of the National Skills Qualification Framework.
The vocational training courses must be on par with the local opportunities and resources and the formal certification must be equivalent to the conventional education certificates.
All India Education Service must be established.
National Accreditation Board (NAB) must subsume the existing accreditation bodies.

What is the current state of India’s school education?

The following are the key findings of the latest Annual Status of Education Report, 2023:

Youth Enrollment in Education : 86% of youth in the 14-18 age group are within the formal education system (school or college). At age 14, the percentage of youth not enrolled is 5%, increasing to 30% by age 18 .
Educational Attainment Levels : 54% of youth in the 14-18 age group are enrolled in Std X or below, 25% in Std XI or XII, and 6% in undergraduate or other degree courses. 14% are not currently enrolled in any form of formal education .
Gender Disparity in Enrollment : The enrollment gap between males and females in formal education widens with age. At age 18, 32% of females are not enrolled compared to 28% of males .
Mathematical Ability : More than half of the youth struggle with division problems, with only 43% able to solve them correctly .
Reading Skills : 53% of all 14-year-olds can read English sentences, increasing to about 60% for 18-year-olds. Of those who can read English sentences, 79% can explain their meaning .
Applied Literacy and Numeracy Skills : A significant proportion of youth, even those who have completed eight years of schooling, lack foundational skills in reading and math .
Financial Literacy : 76% of youth could not count money correctly, and 56% could correctly add weights in kilograms .
Employment Among Youth : 42% of youth in the 14-18 age group are working, regardless of whether they are enrolled in formal education. Of these, 79% work in agriculture, primarily on their family’s farm .
Digital Skills and Access : Mobile phone usage is widespread among youth (73% had used a mobile phone within the last week). However, significant gender differences exist, with higher male usage compared to females. Only 28% had used the Internet, and 26% had used computers in the last week .
Geographical Awareness : 14% of youth could not identify a map of India, 36% couldn’t name the country’s capital, and 21% could not identify their state .
Career Aspirations : Medicine is the most preferred career (18.1%), followed by engineering (11.6%). The majority of boys wish to join the Army or police, while teaching is the most common preference among females. Only 1.2% of rural youth aspire to work in the agriculture sector .

What are the problems faced by India’s education system?

Very few have higher education:

Even after more than 100 years of the implementation of Gokhale Bill, 1911, universal primary education is still not achieved.
According to the 2011 Census, about 26% of the Indian population is still illiterate.
Currently, half of the population is either illiterate or with only primary education.
According to Educational Statistics at a Glance (ESAG) 2018, the measures to provide primary education has produced results across social and gender categories in Gross Enrolment Rate (GER).
There is an improvement in the female participation up to the secondary level and the GER for girls is more than the boys.
However, the girl’s gross enrolment rate is less than boys at the higher education level.
According to the National Sample Survey Office 71 st round, 2014, the drop-out rates are high for boys at the secondary level because of the economic activities, lack of interests and financial constraints.
Also, the transition rate from secondary school to higher education is very low.

Limited outcomes from education policies :

The reasons for this are as follows:

Higher priority is given to tertiary education when it comes to government spending. Though the government expenditure on elementary education is more than tertiary education, the expenditure per student is more in tertiary. Thus, the quality of elementary education is brought under question.
The quality of education is poor. 2018 Annual Status of Education Report (ASER) pointed out the deficiency in the foundational reading and arithmetic skills. The students are not improving in their higher studies since they are not thorough in the basics.
These policies are focused more on implementation rather than outcomes.

Problems with teachers:

Limited availability of teachers
Corruption in teacher appointment
Limitations of teacher training
Socio-cultural factors like a cynical attitude towards the teaching profession.
There is no accountability for the government teachers as they are guaranteed lifetime job security despite the performance.

The Economic Divide:

There is a stark difference between the rich and the poor at all levels of education.
The poor children are mostly concentrated in the government schools where the education quality and facility is poor.
In contrast, private schools, where the rich children are concentrated, provide a quality education leading to better results.
This difference is because there is an unreasonable hike in the private school fee, making them unaffordable for the poor.
The SC had once addressed this issue by stating that private schools have the power to increase the school fee. It had stated that a reasonable surplus can be generated by schools for the expansion of the institution. It had also pointed out the need for a balance of autonomy of institutions and measures to prevent commercialisation of education are necessary.
The vagueness of this judgement has dampened its outcome.
Though there are state laws that cap private school fees, the implementation and litigation problems have made them ineffective.
The CAG report had also mentioned the cases of misreporting and mismanagement of the private schools. There is a need for stricter laws, inspections and penalties to address this issue.

Unemployable workforce:

The educated youth in India are not employable since they lack the necessary industry-level skills.
The Indian education system does not give priority to the basic foundation.
Skill development programs cannot succeed without a basic foundation.
The government measures to address the unemployment crisis like PMKVY has shown poor results because of this reason.

Issues with Research and Development :

Though there is a steady increase in the Gross Expenditure on Research and Development (GERD), as a fraction of the total GDP, it has remained stagnant between 0.6-0.7percent of the GDP for the past 2 decades.
The universities play a relatively small role in research in India as there is a disconnection between research institutions and universities.
The separation of research from teaching has resulted in a situation wherein the universities have students but lack additional faculty support, while the research institutes have qualified faculty but no young students to undertake research work.
India currently spends very little on R&D purposes.
Incentives must be provided for private companies and universities to increase their R&D activities.

Low-quality infrastructures and education in government schools :

The RTE and SSA have increased the accessibility to government schools.
However, the quality of education and infrastructure in these schools is dismal.
There is a need for the rationalisation in the number of government schools in a particular area so that quality is given more focus instead of the quantity.
Integrated school complexes like Rajasthan’s Adarsh, wherein one school provides classes from I to XII under one principal, is a need of the hour.

New Education Policy 2023 (NEP 2023)

Aims to overhaul India’s education system to be more holistic, accessible, affordable, and relevant for the 21st century .
Achieve 100% youth and adult literacy by 2030.
Focus on imparting critical thinking and problem-solving skills.
Increase Gross Enrollment Ratio (GER) in higher education to 50% by 2025.
Emphasize multidisciplinary and flexible learning, and employability through vocational exposure .
Focus on equitable quality education for children aged 3-18 years.
Emphasis on creativity, critical thinking, communication skills, and vocational skills.
Introduction of innovative institutions like digital universities.
Replacement of the 10+2 structure with a 5+3+3+4 system.
Multilingual approach with a three-language formula up to Grade 12.
Curriculum to integrate fundamental concepts, skills, and multidisciplinary education.
Higher education to offer flexibility, integration with vocational education, and academic credit portability .
Use of mother tongue/regional language as medium of instruction from Grades 1-5 .
Integration of hands-on vocational education from Grade 6 onwards .
Focus on joyful, engaging, and stress-free learning.
Emphasis on experiential learning .
Introduction of a 5+3+3+4 system aligned with cognitive growth stages.
Reduction in curriculum load to prevent rote learning.
Flexibility in undergraduate programs with entry/exit options.
Board exams to assess core capacities instead of memorized facts .
Overhaul of regulatory architecture.
Restructuring of professional councils like AICTE and NCTE.
Evolution of HEIs into large multidisciplinary colleges by 2040 .
Hybrid learning combining online and offline instruction.
Establishment of digital universities.
Use of SWAYAM platform for online courses and virtual labs.
Implementation of an academic bank for credit storage and transfer .
Introduction of skills labs in schools from Grade 6.
Opportunities for internships/apprenticeships .
Targets for achieving quality education by 2040, including 50% GER by 2025.
Development of a teacher vacancies database and virtual labs.
Setting up the Higher Education Commission .

What can be the way forward?

Embracing Holistic and Inclusive Education : The New Education Policy (NEP) 2023 sets a transformative path for India’s education system. It advocates for a holistic educational framework that nurtures critical thinking, creativity, and problem-solving abilities, aligning with the needs of the 21st century. Emphasis should be placed on implementing this holistic approach at all educational levels to foster a generation of innovative, adaptable, and intellectually equipped individuals.
Achieving Comprehensive Literacy : In line with NEP 2023’s ambitious goal to achieve 100% youth and adult literacy by 2030, concerted efforts are required at both governmental and grassroots levels. This includes enhancing accessibility to quality education across rural and urban divides and ensuring inclusive education for marginalized communities.
Restructuring Curriculum and Pedagogy : The NEP 2023 introduces a progressive 5+3+3+4 curricular structure, which better aligns with the cognitive development stages of learners. This restructured approach necessitates a comprehensive revamp of the existing pedagogical practices, focusing on reducing rote learning and encouraging experiential and inquiry-based learning methods.
Digital and Vocational Integration : In response to the rapidly evolving digital landscape, NEP 2023’s emphasis on digital empowerment and vocational education from an early age is a step forward. The integration of digital tools and vocational training in the curriculum can bridge the gap between theoretical knowledge and practical skills, thus enhancing employability and adaptability in a dynamic job market.
Addressing Environmental Education : As underscored by the UNESCO 2023 State of the Education Report for India, integrating environmental education into the curriculum is vital. Educating the young generation about climate change and sustainability practices is imperative for fostering environmental stewardship and addressing the global challenges of climate change.
Fostering Research and Innovation : Strengthening research and innovation in educational institutions is crucial. Encouraging a research-oriented approach in higher education, coupled with adequate funding and support for innovative projects, can place India at the forefront of global educational and technological advancements.
Collaborative Efforts for Implementation : Successful implementation of NEP 2023 requires collaborative efforts from various stakeholders including educators, policymakers, industry experts, and communities. Regular monitoring, feedback mechanisms, and adaptive strategies should be employed to ensure the policy’s objectives are met effectively and efficiently.

Revamping India’s education system can enable us to solve all of the current problems faced by India. This includes poverty, unemployment, intolerance, etc. The government must take steps to mend the existing lacunae in India’s education system so as to improve the lives of all Indians.

Test Yourself

Critically analyse how India’s education system can be revamped to address the current demands. (250 words).

Academic Bank of Credit: will provide multiple entry and exit options for students in Higher education;
1st Year Engineering Programmes in Regional Languages
Guidelines for Internationalization of Higher Education.
Vidya Pravesh, a three month play based school preparation module for Grade 1 students
Indian Sign Language as a Subject at secondary level
NISHTHA 2.0, an integrated programme of teacher training designed by NCERT
SAFAL (Structured Assessment For Analyzing Learning Levels), a competency based assessment framework for Grades 3, 5 and 8 in CBSE schools
A website dedicated to Artificial Intelligence.
DIKSHA is the nation’s digital infrastructure for providing high-quality e-content for school education in states and UTs, as well as QR-coded Energized Textbooks for all grade levels (one nation, one digital platform).
Each class from 1 to 12 has one designated Swayam Prabha TV channel (one class, one channel).
Shiksha Vani – makes extensive use of radio, community radio, and CBSE podcasts. Special e-content for the visually and hearing impaired developed on the Digitally Accessible Information System (DAISY) and in sign language on the NIOS website/YouTube.
PM eVIDYA – unifies all initiatives related to digital education to enable multi-mode access to education.
UNESCO 2023 State of the Education Report for India : This report emphasizes the role of education in addressing climate change, integrating environmental education into the curriculum, and promoting sustainable development . The National Council of Educational Research and Training (NCERT) aligns with the NEP 2020 in addressing climate change through school education. The report offers recommendations for enhancing the education sector’s role in combating climate change .

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Education System in India | Essay on Education System in India

February 13, 2024 by Prasanna

Education System in India: Education is a significant factor in India for its economic development. Since, its independence, India has always focused on improving the literacy rate in our country. The government of India runs many programs to improve Primary and Higher Education in India.

The Indian education system has developed over time. An important difference in our education system came with the establishment of the nation by the Britishers. It was the British Government that introduced contemporary education in India because they wanted a few educated Indians to help them in governing the state. Read the article On Education System In India.

Read More: Essay On New Education Policy

Essay on Indian Education System

Indian Education System Essay is mainly divided into four stages

Lower primary
Upper primary
High school and
Higher secondary.

The age group of lower primary school is 6 years to 10 years, for upper primary, it is 11 and 12 years. Children start their high school usually at the age of 13 ends at 15 or 16. Whereas, at the age of 17 and 18 years, they finish their higher secondary school

The education provided in our schools and colleges is detached from life. The curriculum as formed and presented through the conventional methods of education does not give the students insight into the everyday world in which they are living. When they finish their studies, they feel ill-adjusted in society.

The education practice must make its contribution to the evolution of healthy habits, attitudes, and attributes of character so that the students become effective and disciplined citizens of the nation after the achievement of their studies.

speech on education system in India, Such an improvement is impossible until a proper atmosphere has been given to the students through their academic period. Within the spectacles of books, our students have seen the scene of the vast world, but with their naked eyes, they may not get even a bird’s eye view of the things which they will be facing in life. There is a wide gap between theoretical and practical knowledge.

Education should take care of the personality development of students. Sometimes in our country schools fails to give such training to the students and they end up with low self-confidence. If the schools will participate in student’s interpersonal skills improvement, then they would be rising like a star. This training will also help them to build their careers in the future on the basis of employment.

Each student is important and each one of them has the right to get complete attention during their academic growth. Some schools and colleges in India are over-crowded because of which teachers are not able to give personal attention to students. Therefore, it is important that schools should focus on each student’s development.

The examination pattern has negatively affected our whole system of education. The whole system of examination is casually planned. Many of the people even after education is completed are not getting jobs in India. This is because they had a bad percentage on their academic qualifications. Nowadays, companies hire candidates based on the cut-off percentage of their academics. This is a wrong practice as it lowers the candidate’s self-confidence in getting a job in such a competition.

Also Read: My vision for india in 2047 paragraph in english

FAQ’s on Education System in India

Question 1. What is the education in India Essay?

Answer: The education system of schools in India has four levels. They are:

Primary School (Aged from 6 to 10) Upper Primary School (Aged from 11 to 12) High school (aged from 13 to 15) Higher Secondary School (aged from 16 to 18)

Question 2. What is education?

Answer: Education is the process of teaching, learning, and training of human resources in schools and colleges. This develops and increases knowledge and results in skill improvement.

Question 3. What is the importance of education in India?

Answer: Education is a very significant factor in the economic growth of any country. Since its independence, India has always concentrated on increasing the literacy rate in our country. Even today the government runs many programs to improve Primary and Higher Education in India.

Question 4. Is the education system good in India?

Answer: India’s enhanced education system is usually cited as one of the principal contributors to its economic growth. Much of the development, particularly in higher education and scientific research, has been charged to various public institutions.

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Education and Development in India

Critical Issues in Public Policy and Development

© 2018
Jandhyala B.G. Tilak 0

New Delhi, India

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Presents an in-depth review of some of the major development policy issues in education in general and India in particular over the past 2-3 decades
Discusses changes in policies relating to financing higher education, external assistance for education, and how the growth of private higher education is affecting society at large
Includes a collection of high-quality, empirical and interdisciplinary research

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Table of contents (20 chapters)

Front matter, politico-economy of education, economics of human capital in india.

Jandhyala B. G. Tilak

The Political Economy of Education in India

Quality, equity and diversity in education, education poverty in india, what matters for outcomes in elementary education in india, vocational education and training in asia, inclusive growth and education, equitable access to education and privatisation of higher education, financing education, the kothari commission and financing of education, centre–state relations in financing education in india, inadequate funding for elementary education, student loans in financing higher education in india, state, households and markets in education: government’s unwillingness and households’ compulsion to pay for education vis - à - vis the exploitative markets, the dilemma of reforms in financing higher education in india, external aid and cooperation, political economy of external aid for education in india, south-south cooperation: india’s programme of development assistance.

Education and Development
Education in India
Policies for Education
Development of Education
Privatization of Higher Education

About this book

Drawing on empirical, interdisciplinary research, this book presents a critical review of some of the major issues that are of interest to researchers, policymakers and planners in developing as well as advanced countries, including specifically in India. It provides an in-depth review of some of the major development policy issues in education in general, and in India in particular, over the past 2-3 decades.

“A distinguished economist of education, Prof. Tilak had bestrode like a colossus the Indian educational policy research landscape for four decades. His prolific research output touches and illuminates almost every major policy issue. … This compilation is a selection of his vast oeuvre, and its merit lies in making available at a single place some of his seminal publications. It is also valuable for tracing the evolution of the policy thinking in the areas covered as well as of Prof. Tilak’s own thinking.” (R V Vaidyanatha Ayyar, Former Secretary to Government of India & Author of The Holy Grail: India’s Quest for Elementary Education (2016) and History of Education policymaking in India, 1947-2016)

“Not only does this book illustrate the breadth of the subject but also the breadth of the author. These important articles range across issues of poverty, equity, efficiency, household economy, economic growth, human capital theory, finance, governance, external aid, political cooperation across developing countries, private higher education and the nature of statistics. They testify to a career well spent and well appreciated.” (Stephen P. Heyneman, Professor (Emeritus), International Education Policy, Vanderbilt University)

“Professor Tilak is an unforgettable name in the field of Economics of education when it refers to the analysis of the economic dimensions of education in India … there is no issue in economics of education in India that is not subjected to rigorous analysis by Dr Tilak. The present volume bears testimony to this observation.” (P R Panchamukhi, Professor Emeritus & Chairman, Centre for Multi-Disciplinary Development Research, Dharwad)

“Whilst his contributions to the field of higher education are internationally acclaimed, Professor Tilak, a critical academic-cum-policy analyst, has also provided critical insights in many other areas, including centre-state relations, the politics of aid, and south-south cooperation. His awareness of history has been a vital lens in all his work.” (Kenneth King, Professor Emeritus, University of Edinburgh)

“Coming from one of the top economists of education in the world, Tilak’s book… is an excellent contribution to the analytical knowledge base on education reforms.” (Bikas C Sanyal, FormerSpecial Advisor to the UNESCO Director General, Paris)

Authors and Affiliations

Jandhyala B.G. Tilak

About the author

Jandhyala B. G. Tilak is a former Vice-Chancellor and Professor at the National University of Educational Planning and Administration, and currently a Distinguished Professor at the Council for Social Development. Holding a Ph.D. in Economics of Education from the Delhi School of Economics, University of Delhi, Prof Tilak is an eminent economist of education. He has served on the research and teaching faculty of the University of Delhi, Indian Institute of Education, University of Virginia and Hiroshima University (Japan), and as a Visiting Professor in Economics at Sri Sathya Sai Institute of Higher Learning. He was also on the research staff of the World Bank. Prof Tilak has authored/edited a dozen books and over 300 research papers in the areas of economics of education and development studies. He received the UGC’s Swami Pranavananda Saraswati National Award for his outstanding scholarly research in education (1999), Dr. Malcolm AdiseshiahAward for distinguished research contributions to development studies (2003), Inspirational Teacher of the Year Global Education Award 2012, and the Devang Mehta National Education Award for outstanding contribution to education (2015). Prof Tilak had the privilege of delivering a keynote address to a meeting of the Noble laureates in Barcelona in 2005. He is the Editor of J ournal of Educational Planning and Administration and is on the editorial board of several professional journals. Lastly, he served as Vice-President and as President of the Comparative Education Society of India (2010-12), and is currently on the Board of Directors of the Comparative Education Society of Asia.

Bibliographic Information

Book Title : Education and Development in India

Book Subtitle : Critical Issues in Public Policy and Development

Authors : Jandhyala B.G. Tilak

DOI : https://doi.org/10.1007/978-981-13-0250-3

Publisher : Palgrave Macmillan Singapore

eBook Packages : Education , Education (R0)

Hardcover ISBN : 978-981-13-0249-7 Published: 26 September 2018

Softcover ISBN : 978-981-13-4370-4 Published: 30 January 2019

eBook ISBN : 978-981-13-0250-3 Published: 15 September 2018

Edition Number : 1

Number of Pages : XLIV, 646

Number of Illustrations : 37 b/w illustrations

Topics : Educational Policy and Politics , Administration, Organization and Leadership , Education Policy , Sociology of Education

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Essay on Indian Education System

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

The Foundation of the Indian Education System

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

The Structure of Indian Education

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

Strengths of the Indian Education System

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

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

Challenges Faced by the Indian Education System

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

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

The Importance of Vocational Education

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

The Role of Technology in Indian Education

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

Expert Opinions on Indian Education

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

The Journey Towards Educational Reforms

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

Conclusion of Essay on Indian Education System

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

Also Check: Simple Guide on How To Write An Essay

Primary Education in India: Progress and Challenges

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Urvashi sahni urvashi sahni nonresident fellow - global economy and development , center for universal education @urvashi_sahni.

January 20, 2015

Content from the Brookings Institution India Center is now archived . After seven years of an impactful partnership, as of September 11, 2020, Brookings India is now the Centre for Social and Economic Progress , an independent public policy institution based in India.

In recent decades India has made significant progress on access to schooling and enrollment rates in primary education but dropout rates and low levels of learning remain challenges for the state and central government. As the U.S. has a longer history of public education than India there are opportunities for India to learn from the successes and failures in the American education system and to collaborate in tackling shared challenges, such as the best use of technology in primary education.

Primary school enrollment in India has been a success story, largely due to various programs and drives to increase enrolment even in remote areas. With enrollment reaching at least 96 percent since 2009, and girls making up 56 percent of new students between 2007 and 2013, it is clear that many problems of access to schooling have been addressed. Improvements to infrastructure have been a priority to achieve this and India now has 1.4 million schools and 7.7 million teachers so that 98 percent of habitations have a primary school (class I-V) within one kilometer and 92 percent have an upper primary school (class VI-VIII) within a three-kilometer walking distance.

Despite these improvements, keeping children in school through graduation is still an issue and dropout rates continue to be high. Nationally 29 percent of children drop out before completing five years of primary school, and 43 percent before finishing upper primary school. High school completion is only 42 percent. This lands India among the top five nations for out-of-school children of primary school age, with 1.4 million 6 to 11 year olds not attending school. In many ways schools are not equipped to handle the full population – there is a teacher shortage of 689,000 teachers in primary schools, only 53 percent of schools have functional girls’ toilets and 74 percent have access to drinking water.

Additionally, the quality of learning is a major issue and reports show that children are not achieving class-appropriate learning levels. According to Pratham’s Annual Status of Education 2013 report, close to 78 percent of children in Standard III and about 50 percent of children in Standard V cannot yet read Standard II texts. Arithmetic is also a cause for concern as only 26 percent students in Standard V can do a division problem. Without immediate and urgent help, these children cannot effectively progress in the education system, and so improving the quality of learning in schools is the next big challenge for both the state and central governments.

Improving learning will require attention to many things, including increasing teacher accountability. According to school visits teacher attendance is just 85 percent in primary and middle schools and raising the amount of time teachers spend on-task and increasing their responsibility for student learning also needs improvement. Part of this process requires better assessments at each grade level and more efficient monitoring and support systems. Overall, the public school system also needs a better general management system.

India also faces many challenges that could be tackled through the education system. For one gender issues have come to the fore because of the spate of recent cases of violence against girls. Changing gender mindsets seems to be imperative and gender studies education is one way of doing so. Also India, along with most countries, is concerned with the future of the labor market and employability; Prime Minister Mr. Narendra Modi wants to emphasize skill development in order to make school education more practically relevant.

Areas of Collaboration

Many of India’s concerns about education are shared by the U.S., such as ensuring quality, improving teacher capabilities, effective use of technology, and improving management systems. The US and India can achieve better learning outcomes if they pool their experience and resources – both intellectual and economic.

Leveraging technology : Both the U.S. and India are looking for solutions to provide high-quality learning opportunities to marginalized students. Technology has a lot of potential to improve education but how it can be implemented most effectively and in the case of India, most cost-effectively, still remains a question. There are several initiatives in India, by NGOs, like the Azim Premji Foundation & Digital Studyhall, and corporations like ILFS, Educom, Intel, Medialabs, to mention just a few, in content creation, teacher training and classroom learning. So far philanthropists and incubators are the ones who have helped to identify and scale best practices. A more officially driven effort is required to evaluate digital content and even more importantly to develop cost effective methods of making these available to teachers and students in areas where resources are scarce. Prime Minister Modi has shown a keen interest in this area, mentioning the need for ‘digital classrooms’ several times in his speeches in India and abroad. Given the issues of scale in terms of numbers and geography, which India needs to tackle in order to reach all her children and make sure they are learning effectively, technology definitely has an important role to play. The U.S. and India could collaborate and work to understand together how technology might be leveraged to improve student learning, teacher training, monitoring and support, management of schools and the quality of learning, especially in remote districts. The U.S. already has much experience in providing technology to schools and India could learn from its successes and failures. Furthermore, collaboration with the U.S. could help promote research in this area and build the evidence base in India.

Teacher education : The lack of learning in India’s schools call for changes to teacher education. A collaboration between American universities’ schools of education with Indian teacher training institutes could help build capacity and upgrade teacher education both in terms of curriculum and pedagogy, which is much needed in Indian teacher education institutions like the District Institutes of Education and Training. Such collaborations could be facilitated through technology, collaborative research projects, teacher exchanges, and subsidized online courses for teachers in India by universities in the United States.

Building good assessment systems : Good assessments are useful at the classroom level for teachers to gauge their students’ understanding and also to inform policy. The need for regular and useful assessments in India is something that Indian departments of education are focusing on at the central and state level. The U.S. could share lessons learned on how to make assessments as effective as possible in terms of assessment design, implementation and management of data.

Gender studies education : The state of women in India has recently drawn a lot of attention and promoting gender equality through education has an important role to play. Boys and girls should be taught to think about gender equality from an early age and the curriculum should include gender studies with appropriate teacher training. The U.S. could share its experiences of promoting gender equality through schools and help advance both action and research.

Skills Development : As making education more practically relevant to the labor market is a priority for Prime Minister Modi, there is much India can learn from experiences in the United States. A shared agenda of helping identify and implement improved ways to develop skills and competencies even at the school level could be an important area for collaboration.

Resources : Currently spending on education is low in India, and stands at 3.4 percent of the GDP. The U.S. might be able to help make it more of a priority, and nudge the government to increase spending on education.

Transforming Education in India: A Journey from Tradition to Innovation

- By Samruddhi Gole , Senior Research Associate, Leadership For Equity

India, a land steeped in rich cultural heritage, has a vibrant history of imparting knowledge and education dating back to ancient times. This nation has witnessed a massive transformation in its education system, evolving from traditional Gurukuls to modern schools and now to online colleges. This article will delve into the evolution of the Indian education system, highlighting its historical roots, current status, future prospects, and the transformative role of the New Education Policy (NEP) 2020.

Unravelling India's Educational Heritage

Traditionally, Indian education was primarily reserved for the upper castes. However, societal evolution has bridged this gap, and today, education is universally accessible, regardless of caste, social class, or any other differentiating factors.

The first education system in India, dating back to 5000 BC, was the 'Gurukula' system. In this model, a student (shishya) would approach a teacher (Guru) for admission. If accepted, the student would stay with the Guru, assisting with household chores while learning practical skills, science, mathematics, philosophy, and metaphysics. This holistic education system emphasizes the development of human values and the practical implementation of knowledge to solve real-world problems.

However, the Gurukula system was eventually replaced by the modern school system introduced to India in 1830 by Lord Thomas Babington Macaulay. This system prioritized science and mathematics, with less emphasis on philosophy, ethics, moral values, and metaphysics. The medium of communication was also changed to English.

Current State of Education in India: Facts & Figures

Under the 2020 amendment to India's Right to Education Act, free and compulsory education is ensured for every child aged 3-18. Here are some statistics related to India's education system:

26% of the Indian population, approximately 1.39 billion, falls within the primary education sector (0-14 years).

18% of the Indian population, roughly 500 million, fall within the secondary and higher education sector (15-24 years).

The adult (15+ years) literacy rate in India is 69.3%, with male literacy at 78.8% and female at 59.3%.

Kerala boasts the highest literacy rate in India.

University of Delhi is the most popular higher education institution in India, followed by IIT Bombay.

In the 2019 English Proficiency Index, India ranked 34th among 100 nations.

Future Prospects for India's Education System

India's future aims for its education system are ambitious and progressive. Initiatives such as the United Nation's E9 Initiative, launched in April 2021, aim to encourage digital learning, specifically targeting marginalized groups, particularly girls. The Union Budget of 2021-22 allocated $7.56 billion for school education and $5.28 billion for higher education. It is estimated that by 2030, more than 20 Indian higher education universities will rank among the top 200 universities globally.

The New Education Policy (NEP) 2020: A Game-Changer

The NEP 2020, introduced by the Government of India, seeks to reform the Indian education system by replacing rote learning with competency-based learning. The policy aims to produce engaged, productive citizens capable of fostering an equitable, inclusive, and plural society.

The NEP 2020 replaces the existing 10+2 academic structure (ages 6-16 and ages 16-18) with a 5+3+3+4 structure, emphasizing Early Childhood Care and Education (ECCE). It also focuses on the inclusion of Socio-Economically Disadvantaged Groups (SEDGs).

Key highlights of the NEP 2020 include:

The school curriculum will focus more on core concepts, introducing practical learning.

Introduction of vocational education from the 6th grade.

The 10+2 school system will be replaced by the 5+3+3+4 school system.

Higher education will become multi-disciplinary, aiming for all universities to become multidisciplinary by 2040.

Multiple exit options in undergraduate degrees.

Online Education in India

The NEP 2020 also emphasizes online education to meet present and future challenges in providing quality education. Online education breaks away from the traditional 6-hour-long classroom system, focusing instead on the practical application of learned skills. Some advantages of online education include flexibility, affordability, diverse options, efficient Learning Management Systems (LMS), and effective time management.

Open Learning and Distance Education System in India

Open and distance education plays a crucial role in increasing the Gross Enrollment Ratio (GER). The government has set measures to improve the open and distance learning infrastructure, promoting a blend of online and distance education.

The transformation of India's education system is an ongoing journey. With the introduction of the NEP 2020 and the growing focus on online and distance learning, India is poised for a revolutionary shift in its educational landscape.

This transformation, however, requires a systemic approach, active stakeholder involvement, and a commitment to improving the quality of education across all levels. Only then can India truly harness the potential of its vast youth population and pave the way for a brighter, more educated future.

Dash, M. (2000). Education in India: Problems and perspectives. Atlantic Publishers & Dist.

Kalyani, P. (2020). An empirical study on NEP 2020 [National Education Policy] with special reference to the future of Indian education system and its effects on the Stakeholders. Journal of Management Engineering and Information Technology, 7(5), 1-17.

Kumar, A. (2021). New education policy (NEP) 2020: A roadmap for India 2.0. University of South Florida M3 Center Publishing, 3(2021), 36.

Mahmood, S. (1895). A History of English Education in India: Its Rise, Development, Progress, Present Condition and Prospects, Being a Narrative of the Various Phases of Educational Policy and Measures Adopted Under the British Rule from Its Beginning to the Present Period,(1781 to 1893).. (Vol. 50). MAO College.

Tilak, J. B. (2023). Book review: Revisiting the educational heritage in India. Journal of International Cooperation in Education, 25(1), 157-162.

Sector, E. (2006). Literacy Initiative for Empowerment LIFE.

Essay on The Indian Education System: Challenges and Opportunities 1000, 500, 300, 200 words

Essay on The Indian Education System: Challenges and Opportunities

Introduction

Essay on The Indian Education System: The Indian education system is one of the oldest in the world, with a rich history dating back to ancient times. It has undergone numerous transformations over the centuries, but it continues to play a pivotal role in shaping the future of India. This essay explores the strengths and weaknesses of the Indian education system, its historical evolution, current challenges and potential opportunities for improvement.

Essay on The Indian Education System: A Journey of Challenges and Opportunities 500 words

Essay on the indian education system: challenges and opportunities 300 words, essay on education system in india 200 words, essay on education system in india 150 words, historical evolution.

The roots of the Indian education system can be traced back to the Gurukul system, where students lived with their gurus (teachers) and received holistic education encompassing not only academic subjects but also ethics, values and life skills. This system emphasized experiential learning and individualized instruction.

During British colonial rule, the education system underwent significant changes with a focus on producing a workforce to serve the colonial administration. This period saw the establishment of institutions like the Indian Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs), which have since become renowned globally.

Strengths of the Indian Education System

Diversity : India’s education system is vast and diverse, offering a wide range of subjects and courses, catering to the varied interests and talents of its students.
Quality Institutions : India boasts several prestigious institutions like the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and top-tier universities that have produced exceptional graduates who excel on the global stage.
Strong Emphasis on STEM : The system places significant importance on Science, Technology, Engineering, and Mathematics (STEM) education, contributing to India’s reputation as a hub for IT and engineering professionals.
Global Diaspora : The Indian education system has produced a vast pool of skilled professionals who have excelled internationally, making India a significant contributor to the global workforce.

Challenges Faced

Quality Disparities : While India has prestigious institutions, a majority of schools and colleges, especially in rural areas, lack basic infrastructure and quality teachers. This results in a stark rural-urban divide in education.
Rote Learning : The system’s emphasis on rote memorization rather than critical thinking and problem-solving often stifles creativity and innovation among students.
Pressure and Stress : A highly competitive environment and parental expectations can place immense pressure and stress on students, leading to mental health issues.
Outdated Curriculum : The curriculum often lags behind in terms of relevance to real-world skills, emerging technologies and global trends.
Inequality : Socio-economic disparities result in unequal access to quality education, perpetuating inequality.

Opportunities for Improvement

Holistic Education : Incorporating holistic education that includes life skills, ethics and vocational training can prepare students for the complexities of the modern world.
Teacher Training : Investing in teacher training and providing incentives for educators can improve the quality of instruction across the board.
Flexible Curriculum : Regularly updating and adapting the curriculum to include relevant and contemporary subjects can better prepare students for the future job market.
Digital Education : Leveraging technology for online and distance learning can bridge the urban-rural education gap and make education more accessible.
Mental Health Support : Introducing mental health support services within educational institutions can help students cope with the pressures of academic life.

The Indian education system is at a crossroads, with both strengths and weaknesses. While it has produced brilliant minds and professionals, it also faces challenges related to quality, access and relevance. To truly harness its potential, India must address these issues and embrace reforms that prioritize holistic education, teacher development and adaptability to the changing global landscape. Only then can the Indian education system prepare its youth to excel not only in the domestic arena but also on the global stage.

Essay on The Indian Education System: An In-depth Analysis 600 words

Introduction :

The Indian education system has a rich and diverse history dating back thousands of years. With its roots in ancient Gurukul systems, it has evolved significantly over time to meet the changing needs of society. This essay delves into the Indian education system, its structure, challenges, and prospects.

Historical Background:

The origins of the Indian education system can be traced back to ancient times when education was imparted in Gurukuls, informal centers of learning under the guidance of a guru (teacher). This system emphasized holistic education, including subjects like mathematics, science, philosophy and ethics. However, the British colonial era (from the 18th to the 20th century) brought significant changes to India’s education system, introducing a more standardized, Westernized approach.

Structure of the Indian Education System:

Pre-primary and Primary Education: The foundation of education in India starts with pre-primary and primary education, typically from ages 3 to 14. This stage is crucial for building a strong educational base.
Secondary Education: After completing primary education, students move on to secondary education, which spans from grades 9 to 12. Here, they follow the curriculum set by respective state boards or national boards like the CBSE (Central Board of Secondary Education).
Higher Education: After completing secondary education, students have the option to pursue various streams, including science, arts, commerce and vocational courses. India has a vast higher education system comprising universities, colleges, and institutes offering undergraduate, postgraduate and doctoral programs.
Technical and Professional Education: India boasts prestigious institutions like the Indian Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs) that offer specialized technical and management education.

Challenges in the Indian Education System:

Quality Disparities: There is a significant gap in the quality of education between urban and rural areas. Urban schools tend to have better infrastructure and teaching facilities, while rural schools often lack essential resources.
Rote Learning: The system is often criticized for promoting rote learning over critical thinking and practical skills. This limits students’ creativity and problem-solving abilities.
Overemphasis on Exams: The Indian education system is notorious for its heavy reliance on high-stakes exams, which can lead to immense stress and a narrow focus on exam-oriented education.
Lack of Vocational Education: While there has been progress in recent years, vocational education remains underdeveloped in India. This limits opportunities for skill development and employment.
Gender Disparities: Gender inequality still exists, with fewer girls having access to education, especially in rural areas.

Prospects for Reform:

RTE Act: The Right to Education (RTE) Act of 2009 is a significant step towards universalizing education by ensuring free and compulsory education for all children aged 6 to 14.
Emphasis on Skill Development: There is a growing recognition of the importance of skill-based education to prepare students for the job market. Initiatives like Skill India aim to address this need.
Digitalization: The use of technology in education, especially after the COVID-19 pandemic, has gained momentum, making education more accessible and interactive.
International Collaboration: Collaboration with foreign universities and institutions is on the rise, leading to the establishment of international campuses in India, which can enhance the quality of education.

Conclusion:

The Indian education system has a rich history but faces numerous challenges. However, ongoing reforms and initiatives offer hope for a brighter future. A shift towards a more holistic, skill-based and inclusive approach can help prepare the youth of India for the complex challenges of the 21st century and beyond, ensuring that education remains a tool for personal and national development.

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The Indian education system is a complex and multifaceted structure that has evolved over centuries. It is a critical component of the nation’s growth and development, playing a pivotal role in shaping the lives and aspirations of millions of young Indians. This short essay explores the Indian education system, highlighting its strengths, challenges and potential for transformation.

Historical Roots

The roots of the Indian education system can be traced back to ancient times, with institutions like Nalanda and Takshashila renowned for their pursuit of knowledge. The traditional Gurukul system, where students lived with teachers, was a hallmark of early Indian education. However, over time, the education system underwent significant changes, especially during British colonial rule, leading to the present structure.

Diversity and Inclusivity : One of the system’s strengths is its inclusivity, catering to a diverse population with various languages, cultures and backgrounds. India offers a wide range of educational boards and mediums, allowing students to choose a system that suits them best.
Strong Foundation in Science and Technology: The country has produced numerous skilled professionals who have excelled in fields such as engineering, medicine and information technology. Indian institutes like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs) are globally recognized for their excellence.
Competitive Examinations: India’s rigorous competitive examination system prepares students for challenges in various fields. Exams like the Joint Entrance Examination (JEE) and the Union Public Service Commission (UPSC) exam are examples of such assessments.
Inequality : The education system grapples with stark inequalities, both in access and quality. Disparities in infrastructure, teacher quality and educational resources persist, creating a divide between urban and rural areas.
Rote Learning : The emphasis on rote learning, where students memorize information without understanding its practical application, has been criticized for stifling creativity and critical thinking.
Pressure and Stress: The intense competition for limited seats in prestigious institutions places immense pressure on students, often resulting in stress and mental health issues.
Outdated Curriculum: The curriculum often lacks relevance to real-world challenges, leading to a gap between classroom education and practical skills needed for employment.

Opportunities for Reform

Curriculum Overhaul : Updating the curriculum to incorporate practical skills, vocational training and a broader understanding of subjects can make education more relevant and engaging.
Digitalization : Leveraging technology for education delivery can help bridge the urban-rural divide and improve access to quality education.
Teacher Training: Investing in teacher training and professional development can enhance the quality of instruction and foster a more interactive learning environment.
Emphasis on Holistic Development : Encouraging extracurricular activities, sports and arts alongside academics can promote holistic development and reduce the stress on students.

The Indian education system has come a long way, reflecting both its strengths and challenges. While it has produced outstanding professionals, it also faces the task of addressing inequalities and adapting to the changing needs of a globalized world. Through reforms, inclusivity and a focus on holistic development, India can continue to harness the potential of its vast youth population and build a brighter future for generations to come.

The Indian education system is a vast and intricate structure that has evolved over centuries. It comprises various stages, from primary to higher education, and plays a pivotal role in shaping the country’s future. However, it faces both challenges and opportunities in its quest for excellence.

One of the most significant challenges facing the Indian education system is accessibility. While strides have been made to increase enrolment, especially at the primary level, there is still a wide gap in access to quality education, particularly in rural areas. Infrastructure deficits, inadequate teacher training, and socio-economic disparities are obstacles that hinder many children from receiving a good education.

Another pressing issue is the rote-learning culture prevalent in the system. Traditional assessment methods often prioritize memorization over critical thinking and problem-solving skills. This can stifle creativity and hinder students from developing a deeper understanding of subjects.

However, there are opportunities for improvement. The digital revolution has the potential to bridge educational gaps. Online learning platforms and educational apps can provide access to quality resources, even in remote areas. Additionally, the National Education Policy 2020 aims to transform the system by focusing on holistic learning, vocational skills, and flexibility in curriculum choices.

Moreover, India’s diverse population is a unique asset. It fosters a rich cultural exchange and can be leveraged to create a more inclusive and globalized education system that prepares students for a competitive world.

In conclusion, the Indian education system faces challenges related to accessibility and outdated teaching methods. However, it also possesses significant opportunities for improvement through digital integration, policy reforms, and embracing diversity. Addressing these challenges while capitalizing on these opportunities is essential for shaping a brighter future for India’s students.

The education system in India is a complex and diverse landscape that reflects the country’s vast cultural and socioeconomic diversity. While it has made significant progress over the years, it still faces numerous challenges.

One of the key strengths of the Indian education system is its emphasis on academic excellence. India is home to some prestigious institutions like the Indian Institutes of Technology (IITs) and Indian Institutes of Management (IIMs), which are renowned globally. Additionally, the country has a rich tradition of producing skilled professionals in fields such as medicine, engineering, and IT.

However, there are significant issues that need to be addressed. The system often places excessive pressure on students to excel in rote memorization rather than promoting critical thinking and creativity. The quality of education varies widely between urban and rural areas, with rural regions often lacking access to quality schools and teachers. Furthermore, socio-economic disparities persist, limiting educational opportunities for many.

In recent years, there has been a push for educational reform, with initiatives aimed at improving infrastructure, curriculum and teacher training. Additionally, the promotion of digital learning and vocational education is gaining momentum.

In conclusion, while the Indian education system has notable strengths, it also faces substantial challenges related to quality, accessibility and equity. Continued efforts to reform and modernize the system are essential to ensure that all children in India have access to a high-quality education.

The education system in India is a complex and multifaceted structure that plays a pivotal role in shaping the nation’s future. While it has made significant progress in recent years, challenges persist.

India’s education system consists of several stages, starting with primary education, followed by secondary and higher education. The government has implemented various schemes to promote enrollment and quality in primary schools, but issues like infrastructure gaps and teacher shortages persist, particularly in rural areas.

Secondary education faces issues of standardized curricula and a heavy emphasis on rote learning, which can hinder critical thinking and creativity. The higher education system, on the other hand, boasts prestigious institutions like the IITs and IIMs, but access and quality vary greatly across the country.

To address these challenges, India must focus on improving infrastructure, teacher training and curriculum development. Additionally, promoting a more holistic and skill-oriented approach to education can better prepare students for the demands of the modern world. Overall, the evolution of India’s education system is critical for the nation’s socio-economic development and global competitiveness.

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Transforming Indian Education: Towards Long-Term Vision

22 Dec 2023
14 min read
GS Paper - 2
Issues Arising Out of Design & Implementation of Policies
Issues Relating to Development

This editorial is based on “ A broken education system: Apps and coaching classes are the wrong solution ” which was published in Indian Express on 21/12/2023. The article discusses the education sector being in a state of crisis partly due to reckless commercialisation and politicisation which must be rebuilt with a step-by-step strategy and a national consensus that commits to insulate it from narrow political considerations.

For Prelims: Unified District Information System For Education (UDISE) , National Education Policy 2020 , National Programme on Technology Enhanced Learning , PRAGYATA , PM SHRI Schools , National Family Health Survey-5 , United Nations Children's Fund (UNICEF) , Artificial Intelligence.

For Mains: Features of National Education Policy 2020 , Major Issues Related to the Education Sector in India, Government Initiatives Related to Educational Reforms.

By 2030, India will have the largest number of young population in the globe, a population size that will be a boon only if these young people are skilled enough to join the workforce. Quality education will play a major role in it. But the current state of Education faces major challenges like lack of adequate infrastructure, low government expenditure on education (less than 3.5% of the GDP ) and as per the Unified District Information System For Education (UDISE) the pupil-to-teacher ratio at the national level for elementary schools is 24:1 . So it's high time to tune the Indian Education System with global standards and adopt modern learning approaches that are responsive and relevant. Also, vitalise National Education Policy 2020 to see the light of day.

What is the Status of Education System in India?

The ‘Gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.
British Government brought various reforms in the education system through Macaulay Committee recommendations, Woods’ Despatch, Hunter Commission Report, University Education Act, 2004 which had profound impact on society.
The gender gap in literacy in India began narrowing in 1991, with an accelerated pace of improvement. However, the current female literacy rate in India still significantly lags behind the global average of 87%, as reported by UNESCO in 2015.
Furthermore, India's overall literacy rate of 74.04% is below the world average of 86.3%. A significant number of states in India fall within the average range, just slightly above the national literacy level.
The government has implemented the Sarva Shiksha Abhiyan (SSA) as part of the Right to Education (RTE) Act for primary level (6-14 years).
Moving to the secondary level (age group 14-18) , the government has extended the SSA to secondary education through the Rashtriya Madhyamik Shiksha Abhiyan.
All these schemes have been subsumed under the umbrella scheme of Samagra Shiksha Abhiyan.
Additionally, Article 45 was amended to extend its scope to encompass early childhood care and education for children below six years of age.
Since this objective wasn't realized, the 86 th Constitutional Amendment Act of 2002 introduced Article 21A, transforming elementary education into a fundamental right instead of a directive principle.

What are the Issues in the School Education System in India?

During elections, the poor gain bargaining power, leading to a focus on immediate needs like freebies and guarantees. While people aspire for income security and better basic entitlements, they are sceptical about the government's commitment, be it education, health, living conditions etc.
The education sector is in crisis due to reckless commercialization and politicisation . It lacks a step-by-step strategy and a national consensus and focuses on easy solutions like technology as a substitute for solid investments in quality education.
The book "The Learning Trap" highlights the limitations of technology in fixing the broken education system. Edutech start-ups, such as Byju’s, failed to deliver on promises, emphasising the need for good teachers over technological solutions.
The tuition industry, valued at over Rs 58 billion , is rapidly expanding. Government policies devaluing high school examinations and the focus on national exams as gateways to professional careers contribute to the growth of this parallel education system.
Parents increasingly prefer tuition centres to regular schools, leading to stress-induced suicides and mental health problems among students. The divide between well-educated and less-educated students is widening.
India's public and private schools vary in quality, with poorly trained and paid teachers contributing to the rise of tuition centers. The government's focus on running its own schools neglects monitoring and quality improvement.
The educational divide between the rich and poor is widening , with the second category of students struggling within a failed system. The government's approach to teaching materials lacks innovation and fails to address the growing challenges.
Solutions involve widening social participation, engaging civil society, and encouraging volunteerism , while also making teachers accountable for results.
India's education spending is insufficient, stagnating at 2.61% of GDP, far below the recommended 6% by the Education 2030 Framework for Action. Adequate attention and increased budget allocation are missing for real growth and development.
Real growth and development hinge on political leadership commitment and fiscal imagination. With India's spending on education remaining low, a fundamental shift is lacking that can meet the challenges and achieve global leadership in education.
About 42% of these schools lacked furniture, 23% lacked electricity, 22% lacked ramps for the physically disabled, and 15% lacked WASH facilities (which include drinking water, toilets, and hand wash basins).
According to the National Family Health Survey-5 , not being interested in studies was the reason given by 21.4% of girls and 35.7% of boys aged between 6 to 17 years for dropping out of school before the 2019-20 school year.

What are the Long-Term Solutions to the Education System in India?

Experiential Learning can reap maximum benefit from its ability to extract active participation from every student, which in turn triggers their emotional intelligence and sets them on a path to self-learning.
Linking Artificial Intelligence with the Educational Sector will also facilitate experiential learning.
The implementation of the NEP can help shake the education system from its slumber.
Moving away from the current 10+2 system to a 5+3+3+4 system will bring the pre-school age group formally into the education set-up, which is not being implemented uniformly across all the states.
India's educational setup needs to be enhanced by integrating vocational learning with mainstream education and providing right mentorship at school (especially in government schools) to ensure that students are guided in the right direction from the start and are aware of career opportunities.
Students in rural regions have great potential and are motivated to study but lack the right mentoring. This is required not just for the children but also for their parents that will in a way also reduce the gender gap in education.
While keeping English as a means of education for international understanding (EIU), it is important to give other Indian languages equal importance.
Special publication agencies can be established to translate resources into a variety of languages so that all Indian students have the same opportunity regardless of their linguistic background.
It is important to look to the future while keeping our long-established roots in mind.
There is much to learn from the 'Gurukul' system of ancient India, which focussed on holistic development beyond academics, centuries before the topic became a buzzword in modern education.
Ethics and value education remained at the core of learning in the ancient Indian education system. Values such as self-reliance, empathy, creativity, and integrity remain a major area in ancient India that have relevance even today.
The modern education system can also devise similar systems of assessment.

What are the Government Initiatives Related to Educational Reforms?

National Programme on Technology Enhanced Learning
Samagra Shiksha Abhiyan
Mid Day Meal Scheme
Beti Bachao Beti Padhao
PM SHRI Schools

What are the issues with the school education system in India? How can the current system in India address these challenges and ensure inclusive quality education?

UPSC Civil Services Examination, Previous Year Question (PYQ)

Q. Which of the following provisions of the Constitution does India have a bearing on Education? (2012)

Directive Principles of State Policy
Rural and Urban Local Bodies
Fifth Schedule
Sixth Schedule
Seventh Schedule

Select the correct answer using the codes given below:

(a) 1 and 2 only (b) 3, 4 and 5 only (c) 1, 2 and 5 only (d) 1, 2, 3, 4 and 5

Q1. How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate on your answer. (2020)

Q2. Discuss the main objectives of Population Education and point out the measures to achieve them in India in detail. (2021)

The Dalits of India: education and development

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Ensuring access to education for the Dalits of India has been the greatest challenge for the Indian government in diminishing the social effects of the caste system, which still remain entrenched in Indian society. There have been many different reasons proposed as to why the Dalits suffer from low rates of literacy and primary education enrolment, but the most realistic one describes history and unequal access as the causes. The ancient caste system of India, which has resulted in the social and economic oppression of the Dalits, continues to play a dominant role in India. The Dalits, also known as the scheduled caste or untouchables, have experienced consistent denial to access to education since the 1850s. This decade coincided with Britain’s established control over India, which meant many of the improvements to Dalit education were coming from outside influences, rather than from the national government. Because of unchanging social norms and behaviour, incentives to pursue education were minimal for the Dalits who were still physically and emotionally harassed. Increasing efforts to eliminate caste discrimination combined with additional attempts to increase the accessibility and appeal for education have contributed to the slow progression of Dalit education. The responsibility for social equalization fell fully upon the Indian government when it gained its independence from Britain in 1948. While some benefits of social programs and government policies designed to increase primary education rates can be noticed, the Dalit literate population still remains much lower than that of the rest of India. There remains still, hostility, oppression and flaws in social programs in Indian society that prevent an increase in education growth. Despite efforts to decrease caste discrimination and increase national social programs, the Dalits of India continue to experience low enrolment rates and a lack of access to primary education in comparison to the rest of India.

Historical Context

Deeply entrenched in Indian society is the complex social stratification of individuals known as the caste system. It is a division of society traditionally based on occupation and family lineage. In India, the caste system is divided into five separate classes. The highest class in Indian society is that of the priests and teachers, or Brahmins , followed by the warrior class, the Kshatriyas . Third ranked are those who fall in the farmer and merchant class, the Vaishyas , followed by the fourth ranked labourer class, the Shudras (“The Caste System in Hinduism”). The fifth group, which was seen as being so low as to not deserve being placed in a caste, were the Dalits. Often referred to in Indian culture as the untouchables, these were the people who have the harshest and most unjust restrictions imposed upon them (Desai & Kulkarni).

The organization of the caste system and its entrenchment within Indian history has resulted in centuries of hostile interaction between classes. In rural areas, Dalits were excluded from temples, village wells and tea shops. In some areas of the country, the Dalits were not permitted to walk in daylight for their shadows were considered pollution (Nambissan 1011). In addition to the cruel and humiliating circumstances the Dalits have been put in, their efforts to improve their situation have often been squashed by assault, rape and murder by upper castes threatened by the Dalits’ search for equality (Bob 173). The cruel and unjust treatment imposed upon the Dalits has decreased in frequency as history has progressed, although it still continues in today’s society.

After the introduction of the Scheduled Caste and Scheduled tribe Prevention of Atrocities Act of 1989, the practice of the caste system became illegal in India. Despite increased government intervention, the discrimination and mistreatments of individuals of lower castes still occur. Today, the Dalit population represents 16% of the country’s population and still struggles to achieve social equality. There remains geographic division within Indian cities and villages which exemplify the role that the caste system plays in today’s society (Desai et al). Many Dalits have attempted to avoid the caste system by converting from Hinduism to other religions, although this rarely allows these individuals to escape their social and economic hardships.

The Dalits have experienced a bit of progress in establishing an equal position in Indian society. Under the Poona Pact, a reserved number of seats in the national legislature were reserved for Dalit candidates only who would be elected based solely on the votes of their Dalit constituents (Bob). Their movement has also been encouraged by slow societal shifts towards a greater acceptance of Dalit equality and a greater role played by local and international nongovernmental organizations (Bob 173). The Dalit population continues to struggle for equality, though the progress of the past few decades shows hope for an improved level of equality within Indian society.

The Importance of Education

Before beginning to examine methods of improving enrolment in primary education and literacy rates, it is important to know why education is such an important topic in development studies. The past century has been characterized by a global expansion of education. Alongside this growth in education has also been an increase in the gap between different social strata (Desai & Kulkarni). Education can be a way to increase the incomes of impoverished people. Education helps to ensure that benefits of growth are experienced by all. Economic perspectives see education as a means to make individuals more productive in the workplace and at home. It can also be seen as a means of empowering socially and economically deprived groups into seeking political reform. By using any of these reasons as motivation to pursue educational development, governments are attempting to generate some form of social or economic equality for the population.

Some of those who study development see education as a means of improving social welfare through economic means. When compared to secondary and university level education, rates of return are highest for primary education, which means that the costs associated with providing basic education are much lower than the benefits received from learning to read and write. About 17.2% of economic growth in Africa and 11.1% in Asia between the 1950s & 1960s have been credited to increases in education (Psacharopoulos 102). In addition to an increase in economic growth, primary education is also said to lead to greater income distribution. Providing primary education to 10% more people would equate to a decrease in the inequality index of 5% (Psacharopoulos 103). The economic advantages of increasing enrolment rates for primary education emphasize the importance of increasing education accessibility for the dalits of India.

An alternative reason to study education is for its ability to empower the individual to strive for an improved quality of life. A big factor impacted by education is that human beings often base their life goals and everyday actions on what they perceive to be feasible (Simon Wigley & Akkoyunlu-Wigley 290). Education expands the knowledge of possibility to poor individuals, and is often a necessary factor in providing incentive to escape poverty and social oppression.

Development projects focused on increasing access to basic education, rather than ones that increase capital to improve current levels of education, ensure governments are able to know that the benefits of these programs are experienced by all, rather than a select few. As mentioned previously, the rates of return for primary education exceed those of secondary and university levelled education. It is therefore of greater value for governments to focus first on increasing access to primary education before moving onto to increase levels of education. By focusing development on a human-capabilities approach, governments and aid organizations are able to increase the number of people with the fundamental skills of reading writing and arithmetic (Simon Wigley & Akkoyunlu-Wigley 288). These skills allow individuals to communicate, argue, count, and problem solve so that they are able to become more aware and in control of their own lives. This allows them to better deal with problems in their everyday lives including taking a loan out from the bank, defending them in a court of law, escaping unhealthy personal relationships or avoiding jobs which would expose them to unsafe working conditions (Simon Wigley & Akkoyunlu-Wigley 293). Even the value of holding a basic education is in itself a frequently overlooked asset. Education has had an independent effect on life expectancy, increasing the age for educated individuals (Simon Wigley & Akkoyunlu-Wigley 290).

One of the most important Dalit political activists who saw the value of social equity within India was Bhimrao Ramji Ambedkar, who became the chief architect of India’s constitution after years of social activism. Throughout the first half of the twentieth century, Ambedkar dedicated a significant portion of his life to improving the quality of life and social status of Dalit Indians. He established the People’s Education Society in 1945 which believed that increasing access to education to the Dalits would increase their empowerment. He thought that a higher level of education would cause the Dalits to realize their position so that they would aspire to the highest of Hindu positions, and that they would consequently use political power and influence as the means to an end to their oppression (Nambissan 1014). Ambedkar believed that the value of education was in the empowerment of Dalits to pursue political action for social reform through informed lobbying.

A History of Education

The 1991 census of India reported that Dalit communities were one of the least literate social groups in the country, with only 30% of Dalit children recognized to have basic reading and writing skills (Nambissan 1011). These high levels of illiteracy are a result of insufficient access to primary education. Reasons proposed for this low primary education rate amongst the Dalits have ranged from blaming family values to universal acceptance of social behaviour. In reality, it is a history of constant oppression and missing incentives that have been the reason why India’s lowest caste has struggled to take advantage of public education programs.

For centuries, the Dalit population of India were forbidden from gaining access to education. Originally reserved for upper castes only, the denial of conventional education to Dalits was designed to prevent them from increasing their quality of life and to highlight caste divisions. Caught in a colonial struggle between European nations, Indian society had no motivation to determine who should manage social programs until the British established control over India. Then, during the 1850s, the British began the long process of increasing the accessibility of education to all citizens on India.

Signed in April of 1850, the Caste Disabilities Removal Act theoretically abolished all Indian laws which challenge the rights of those who are members of any caste or religion. To most, this was the first step towards social equalization within India. It was also the beginning of a series of attempts to increase accessibility to education for members of the dalit caste. To coincide with the signing of the act, the Indian education system became accessible to every member of society. However, one hundred and sixty years after the Dalits were granted permission to attend schools, the primary education rates of the Dalit population compared to those of upper castes remain as low ever.

There have been a number of suggestions proposed as to why the Dalits have yet to take advantage of open access to education. Some have suggested that Dalits possess an apathetic attitude towards education, and so the thought of attending school seems unappealing and inefficient compared to entering the workforce or doing nothing at all. Another suggestion of the cause for lower access to education to Dalits is that most families are caught in a vicious cycle of illiteracy and poverty. Therefore, not only do parents have no incentive to have their children attend school, but they also frequently lack the financial means to send them to the fee-based schooling system of India (Nambissan 1011). The final and often most realistic reasons for why the Dalits have failed to take advantage of their access to education is a combination of a history of oppression and a lack of access to local, quality education systems.

A historical back-drop of mistreatment and class hierarchies has provided little incentive for the Dalits to pursue education. Throughout the 1800s and into the mid 1940s, conditions for Dalit children within the Indian education system were very poor. Due to discrimination from higher castes, the Dalits did not feel comfortable attending schools. Dalit children were required to sit outside the school, listening on the veranda while those in higher castes would be taught inside. Teachers, who refused to touch the Dalit children even with sticks, would throw bamboo canes as undeserved punishment while children of other castes were permitted to throw mud. The Dalit children, who knew retaliation would result only in increased abuse, would be essentially scared into not attending school (Freeman 67). Of the limited number of Dalit children who were attending school, the majority were male; a trait which continues even today (Nambissan 1012).

The 1948 independence of India prompted an increase in responsibility for the government to promote the economic and educational interests of the lower castes and to protect the Dalits from social injustices and exploitations. Over the next few decades, the Dalits would see very little action to support the claims and progress made during the fifties to help improve their access to primary education. The 1950s saw subtle improvements in the number of schools being built in India, as well as the amount of money being allocated towards primary education programs. The efforts being put forward by the government lost momentum over the next few decades however, as the rate of primary schools being constructed slipped from 5.8% in the 1960s, to 2.1% during the 1970s, and eventually down to only 1.3% through the 1980s (Nambissan 1015). This was complemented by a shift in funding from primary school education to middle school education. This transition exemplified the government’s shifted focus from increasing primary enrolment rates to increasing the quality of the education provided to those already provided with sufficient access to education.

Between 1983 and 2000, improvements in access to education for all of India have been made, although the difference between education rates for Dalits, especially females, and those in higher castes remained constant. In the seventeen year period, enrolment rates for Dalit boys grew from only 47.7% to a meagre 63.25%. When compared to those males in upper castes, enrolments jumped from an already relatively impressive 73.22% to 82.92%. Even poorer results were observed when looking at the female Dalit enrolment rate, which inched from 15.72% to 32.61%, when compared to their upper-caste counterparts whose enrolment climbed from 43.56% to 59.15% (Desai & Kulkarni). The education gap can also be understood to translate through the entire schooling system, with the proportion of Dalit to non-Dalit success remaining at a constant low rate through primary, secondary, and post-secondary schooling. Although large improvements have been made to increase enrolment rates in India, statistics show that there has been little progress in decreasing the education gap between castes.

The lack of success in increasing primary enrolment rates for Dalits over the past one hundred and fifty years is evidence that very few projects have had any success in increasing social equality within the Indian Caste system. In the next section, the paper will look at some of the programs which have attempted to provide incentive for India’s poorest to seek primary education.

Education-Based Development Programs: Can they Work?

When discussing methods which seek to improve enrolment rates, it is important to analyze which circumstances prevent Dalit children from attending school. A family’s financial situation plays a role in whether or not they are able to afford to send a child to school. This is a major contributor to low Dalit enrolment rates since Dalits have considerably lower incomes than those in upper castes, and therefore have a hard time paying for education. Distance also plays a key role in determining a child’s ability to attend school. Because Dalit homes are often located outside of a village, it is more dangerous for Dalit children to travel to and from school by themselves without risking assault, sexual abuse or abduction (Desai & Kulkarni). In addition, teachers at the schools are often members of upper castes who set low expectations for the Dalit children and rarely seek to provide them with a positive learning environment. There are many factors that act as obstacles for Dalits attempting to gain a primary education, and which many development methods have attempted to overcome.

India has attempted many different strategies to help increase the incentive to receive education for Dalit children. Earlier strategies focused on finding ways to give Dalit children an education without exposing them to the harshness of upper castes. As time progressed and the caste system began to weaken in India, there was a greater shift towards equalizing society so as to provide safer and more positive learning environments. Since gaining its independence, the Indian government has continued to make progress on improving the quality of life for India’s lowest caste. Modern exposure to international thought has increased access to ideas and methods on how to increase education rates for the Dalits, providing for some of the best results in recent years (Nambissan 1011). The remainder of this section will examine some of the strategies used over the past one hundred and fifty years, attempting to look at how effective they really were.

Following the creation of the Caste Disabilities Removal Act, the British government attempted to increase Dalit school attendance through methods which took into consideration the sensitivity of the caste society. Because the Dalit children were often harassed when they attended schools, the British chose to propose alternative teaching methods, rather than directly addressing the caste issue. One proposed alternative was the use of night schooling for Dalit children. In this manner, children would not need to worry about attending school with members of upper castes, but would still face dangers of travelling without daylight to and from school. Another proposed solution was the use of all-Dalit schools. This solution eliminated the dangers associated with night-time schooling, but also did not help to decrease hostility between the classes. These two methods combined resulted in a 4% primary enrolment rate for Dalit children by 1931, 81 years after education was first opened to all citizens on India. Of these Dalit children, 93% were attending all-Dalit schools. A problem occurred when there were insufficient all-Dalit schools at which children could pursue secondary education. Only 1% of all students at the time ever made it past primary education (Nambissan 1012). It was because of this, that when the British handed over control of the country to India in 1948, the Indian government began thinking of new ways to increase access to education.

Often, governments try to bring in international assistance in dealing with a national crisis like severely low primary enrolment rates. Prescribed to the Indian government by the World Bank, the District Primary Education Program was designed to increase primary enrolment rates within India. The goal of the program is to reduce differences in enrolment between gender and social standing to 5%, and to decrease the dropout rate to 10%. The DPEP receives the majority of its funding from the World Bank. It calls for the formation of local committees that oversee the hiring and management of Para-teachers. These Para-teachers are trained teachers hired by the DPEP program to fill growing vacancies in primary schools. They are hired on a short term basis but are offered extended terms as an incentive to perform well (Kumar, Priyam, & Saxena 565). They are a low-cost alternative to permanent teaching staff and their performance is often higher due to increased incentives. Since the introduction of the DPEP, India has actually managed to see decreasing primary enrolment rates (Kumar, Priyam, & Saxena 567). It is possible that national campaigns to increase enrolment in primary education fail to have a direct intended impact. Instead, the management of such programs are so focused on a top down approach to education development that they are not able to discover and acknowledge specific issues.

A smaller scale, and more capital based approach to development and increasing primary enrolment rates is the allocation of additional textbooks to a community. In developing countries, textbooks are often the only basis for a curriculum in a subject. If a school is not able to purchase its own textbooks, then knowledge resources will be limited. By increasing the amount of textbooks, development projects are attempting to increase the ability of schools to take in more students and they hope that additional resources so that performance in school will increase (Crossley & Murby 111). The biggest concern which arises out of providing textbooks is that it will not increase enrolment rates. New textbooks provide little incentive for Dalit children to attend classes as they do not alleviate any of the barriers currently blocking them from access education. Increasing access to text books has assisted in increasing the quality of education despite having little or no impact on enrolment rates.

Lastly, this paper will look to an outside approach to increasing school enrolment and attendance by observing how school-based drug treatments to common diseases attempt to provide incentive for enrolment. Many preventable diseases, including hookworm, roundworm and whipworm affect millions of children worldwide every year, preventing them for attending any sort of school or doing any physical labour (Miguel & Kremer 159). In this sense, the free drugs associated with this program not only provide incentive for children to come to school and learn, but they also serve a second purpose in that they keep students healthy, ensuring they are physically capable of returning to school. Children who attended schools which offered this program not only remained healthy, but felt more comfortable attending school on a regular basis. It has been proven that programs which offer medical incentives decreases absence rates by 25%. This method has also proven to equally increase the amount of girls and boys who are being enticed to attend regular primary schooling (Miguel & Kremer 190-191). In a case examined by Miguel and Kremer, female attendance increased by 10% in subject areas, nearly two times that of males (Desai & Kulkarni). The medication has also proved more cost effective for the organizations administering the medication. This method been proven as a more effective way of increasing education levels compared to food incentives. On average the annual $5 cost of administering deworming medication to a child is six times cheaper than providing the same child with food incentives. School uniforms, which are often so expensive as to prevent young girls from attending school, have had relatively equivalent success in increasing enrolments rates in young females. Deworming, however, remains more effective because costs associated with deworming medication are twenty times less expensive than providing school uniforms (Bossuroy & Delavallade). Using medication and deworming medicines as incentives, international organizations including the World Health Organization and The Forum of Young Leaders’ campaign, Deworm the World, have developed a successful outside-the-box approach to increasing enrolment and attendance rates.

There have been many attempts over the past one hundred and fifty years to help increase the quality of life for the Dalits of India through development focused on enrolment in primary education. Education provides individuals with the means to increase their income and to engage in economic activities. In addition, it can help empower individuals to lobby for social change through political activism. The lack of incentives to pursue education for the Dalits of India can be traced back to a long history of mistreatment and oppression. Still occurring today, caste harassment makes teaching environments unstable for caste children, it places caste homes on the outskirts of towns so that children have greater distances to walk to school, and it economically suppresses the Dalits so that they are unable to pay for their children’s education. Many suggestions, both traditional and modern, have arisen on how to go about resolving issues surrounding Dalit primary enrolment. Night classes and all-Dalit schools provided a safer learning environment for the Dalits, but did not address any issues of caste conflict. Twentieth century policies helped officially decrease some of the animosity and inequality between groups so that the Indian government could have a greater focus on national primary enrolment rates. Larger operations, including the DPEP cooperative project with The World Bank failed to resolve some of the grass-root issues which deterred Dalits from attending school. Funding increasing supplies of textbooks to Indian schools do not address any of the core reasons as to why dalits are not attending school. Instead of increasing enrolment, additional textbooks only had an effect on increased performance levels. Providing free deworming medication at school has proven successful both in increasing the health of children which prevents absenteeism, and in increasing enrolment levels. Minor increases in incentives for Dalits to pursue primary education have been beneficial, but not sufficient in equalizing the enrolment gap between the Dalits and members of upper castes. In order for significant progress to be made in increasing the primary enrolment rates of Dalit children, development organizations must continue to explore varying levels of incentives and pursue national social equality in India.

Sources Cited

Bob, Clifford. “”Dalit Rights are Human Rights”: Caste Discrimination, International Activism, and the “Changing Educational Inequalities in India in the Context of Affirmative Action.” Demography 45.2 (2008): 245-270. Print.

Bossuroy, Thomas and Clara Delavallade. “Giving schoolchildren a chance.” Web. Nov. 17 2008. http://www.livemint.com/2008/11/17211850/Giving-schoolchildren-a-chance.html. Accessed Jun. 11 2010 .

Construction of a New Human Rights Issue.” Human Rights Quarterly 29.1 (2007): 167-193. Print.

Crossley, Michael, and Myra Murby. “Textbook Provision and the Quality of the School Curriculum in Developing Countries: Issues and Policy Options.” Comparative Education 30.2 (1994): 99-114. Print.

Desai, Sonalde, and Veena Kulkarni. “Changing Educational Inequalities in India in the Context of Affirmative Action.” 45.2 (2008): 245-270. Print.

Desai, Sonalde, and Veena Kulkarni. “Changing Educational Inequalities in India in the Context of Affirmative Action.” Demography 45.2 (2008): 245-270. Print.

Desai, S., C.D. Adams, and A. Dubey. 2006. “In the Margins: Social Inequalities in Children’s Educational Outcomes in India.” Paper presented at the annual meeting of the Population Association of America, March 30–April 1, Los Angeles.

Freeman, James M. Untouchable: An Indian Life History . illustrated edition. Stanford University Press, 1982. Print.

Kumar, Krishna, Manisha Priyam, and Sadhna Saxena. “Looking beyond the Smokescreen: DPEP and Primary Education in India.” Economic and Political Weekly 36.7 (2001): 560-568. Print.

“Looking beyond the Smokescreen: DPEP and Primary Education in India.” Economic and Political Weekly 36.7 (2001): 560-568. Print.

Miguel, Edward, and Michael Kremer. “Worms: Identifying Impacts on Education and Health in the Presence of Treatment Externalities.” Econometrica 72.1 (2004): 159-217. Print.

Nambissan, Geetha B. “Equity in Education? Schooling of Dalit Children in India.” Economic and Political Weekly 31.16/17 (1996): 1011-1024. Print.

Psacharopoulos, George. “Education and Development: A Review.” The World Bank Research Observer 3.1 (1988): 99-116. Print.

Simon Wigley, and Arzu Akkoyunlu-Wigley. “Human Capabilities versus Human Capital: Guaging the Value of Education in Developing Countries.” Social Indicators Research 78.2 (2006): 287-304. Print.

“The Caste System in Hinduism.” Web. 2005. http://www.friesian.com/caste.htm. Accessed 30 Mar 2010

Written by: Erik Fraser Written at: Mount Allison University Written for: Dr. David P. Thomas Winter 2010

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Education and Employment: The big push needed for India’s youth

Raghbendra Jha

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Trends in Education and Skill Development sector

Re-think the learning environment

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Narayanan Ramaswamy , Partner |

Education, Skill Development and livelihood creation continue to take the centerstage in any plan for future in India. The second term of the NDA government saw the introduction of the much-awaited National Education Policy – NEP 2020. It is likely that NEP will be the core of development for this sector going forward as well. Given the rapidity of changes, let us look at some of the trends in the sector that will have far reaching implications, that the new government should consider as it plans for various initiatives in Education and Skill Development.

Higher / Tertiary Education:

Students at our higher education institutions today are going to shape the ‘Amrit kaal’ for India. This generation – Gen Z - thinks differently from yester generations that looked at education as a passport for livelihood and / or recognition. They are looking for relevance, experience and impact from Education. In the next 5 years, over 100 million such young adults will be products of our system. Some imperatives for higher education institutions, in my view, are as follows:

Graduation is not the end-objective anymore. Are our institutions geared for a ‘credit’ era? Soon there is going to be multiple exit and entry. Also, credits from different institutions would be stackable – and there will be recognition for these stacked credits.
Do we offer a multi-disciplinary environment? Yes, we had / are having great success with mono-disciplinary institutions like IISc, IIT, IIM etc. But the expectation is changing. In my interactions with youngsters across the country, majority of students are looking for a ‘rounded’ learning experience. Also, a lot of innovation happens when the learning cuts across disciplines.
The parallel system of vocational and university education needs an urgent and immediate rehaul. The concept of ‘blue-collared’ and “white-collared” worker is not relevant anymore. The jobs are now based on what machines does one operates and not manual vs. desk job. As much as the vocational education stream needs deeper theoretical understanding to be flexible, the university education needs practical understanding to be relevant in the market.

Are our higher education (HE) institutions geared for such a scenario? We need to relook at our physical / digital infrastructure to align to these changes. Industry and civil society will have a bigger role in the success of HE institutions. Our regulations and regulators should be aligned to drive this agenda in our HE institutions.

School / Primary & Secondary Education:

Similarly, the young learners in our primary and secondary schools today are going to be the leaders when India transitions into the second century post-independence. Are we equipping them with the skill sets and mind-sets required to lead the nation – that would be very different from what it is today? Some imperatives for the primary and secondary education in my view are:

Foundation for literacy and numeracy (FLN) is so crucial and fundamental – critical for any further learning and assimilation. Enabling policies, larger participation from society, funding for bringing in this into our mainstream education (K-12 schools) are important.
How do we measure performance of our schooling system? Since what gets measured, gets intitutionalised. Today, we still are stuck with input parameters to measure our investment and success - as against the ‘learning outcomes’ that should be the basis for such measurements.
Do our teachers understand and are equipped to adapt to the changes in education system? Particularly in rural India? How do we sensitize / train these teachers? Digital connectivity could be an option. Equally relevant would be to go engage the local society – particularly women and senior children in the teaching – learning process. NEP subscribes to this.

Maybe, we should not look at just tinkering the existing system. Not even a transformation. We need to re-think the learning environment – with its regulations, institutions, teachers and other constituents, for the emerging world-order. For India, with the world’s largest young population and fastest growing large economy, this will be a game changer.

A version of this article was published in The Financial Express print version on June 10 2024.

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Big zero for minorities in Pakistan's national budget 2024-25

Pakistan's 2024-25 national budget, which last year allocated 100 million pakistani rupees for minority development, gave no funds to it in the latest budget. the funds typically support education and religious functions of christians, hindus, and sikhs, who make up less than 5% of pakistan's population..

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No funding for minority welfare in Pakistan's 2024-25 budget sparks criticism
Minorities, less than 5% of Pakistan's population, face low literacy and lack support
Minority leaders say budget cut will harm students relying on scholarships and aid

Pakistan, which tries to lecture other countries on minorities, has done its best for minorities in the Islamic Republic. Pakistan's budget allocation for the welfare of religious minority communities, which was 100 million Pakistani rupees last year, was entirely omitted from the 2024-25 federal budget without any explanation.

Pakistani minority leaders have criticised the government for not allocating funds for their welfare in the new national budget, calling it a setback for the development of minorities like Christians, Hindus and Sikhs, whose numbers are dwindling anyway.

Religious minorities, including Christians, Hindus, and Sikhs, make up less than 5% of Pakistan's 244 million population, with Hindus and Christians each constituting 1.6%.

MORE FOR HAJJ PILGRIMS, NOTHING FOR MINORITIES

The budget included 1,861 million rupees for the Ministry of Religious Affairs and Interfaith Harmony, an increase from the previous year's 1,780 million rupees. This allocation covers funding for Hajj pilgrims to Mecca.

However, the budget allocation for the welfare of religious minority communities, which was 100 million rupees last year, was entirely omitted this year without explanation, reported UCA News.

ZERO ALLOCATION FOR MINORITIES TO HURT STUDENTS

Minority leaders are concerned about the impact of this decision, especially on students who rely on scholarships and support during religious festivals.

“The fund was scarce from the beginning. Now, the fund has completely vanished, just like the minorities’ ministry at the federal level. Our students will suffer. They need government support,” Ejaz Alam Augustine, former minister for human rights and minority affairs in Punjab was quoted as saying by UCA News.

In November 2008, Pakistan established the Federal Ministry for Minorities for the first time.

Shahbaz Bhatti, a Catholic, was appointed as the minister but was assassinated in March 2011. The Ministry later replaced the ministry for National Harmony and Minorities Affairs, which was eventually merged into the Ministry of Religious Affairs and Interfaith Harmony in 2013 by the Pakistan Muslim League.

A Sikh educationist criticised the new coalition government of the Pakistan Muslim League and Pakistan People’s Party for not offering any hope.

AHMADIYYAS CONTINUE TO BE PERSECUTED IN PAKISTAN

The Ahmadiyya Muslim sect, declared non-Muslim by the Pakistani constitution in 1974, faces persecution from Sunni Muslim hardliners.

“We do not consider ourselves minorities. However, the state policies equally affect us,” said Amir Mahmood, a spokesman for Pakistan's Ahmadiyya community, reported UCA News.

Chaman Lal, chairman of the Hindu welfare group Samaj Sewa Foundation Pakistan, sees a bleak future for religious minorities.

“Cash transfer and small development schemes for minorities have decreased while attacks on vulnerable communities have increased. They just don’t care for us. They bow to religious extremist groups, but they can at least try for the socio-economic empowerment of the minorities,” Lal said.

He also questioned the performance of minority representatives in provincial legislative houses.

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3 min read. Education, Skill Development and livelihood creation continue to take the centerstage in any plan for future in India. The second term of the NDA government saw the introduction of the much-awaited National Education Policy - NEP 2020. It is likely that NEP will be the core of development for this sector going forward as well.
Big zero for minorities in Pakistan's national budget 2024-25
Pakistan's 2024-25 national budget, which last year allocated 100 million Pakistani rupees for minority development, gave no funds to it in the latest budget. The funds typically support education and religious functions of Christians, Hindus, and Sikhs, who make up less than 5% of Pakistan's population. Religious minorities make up less than 5 ...