1.Modi's plans to reform education system, 2.From schools to universities, Modi plans overhaul of education, 3.How Modi’s big announcement will improve higher education, 4.Narendra Modi and His Mode of Governance, Narendra Modi and the new education policy: retrospection, reform and reality; 5.Modi starts a new chapter in education as 'Make in India' boosts higher learning, 6.Education agenda for Narendra Modi, Given the mandate that the BJP has received, it does have the political capital to support a new education agenda; 7.Will PM Modi upgrade India's education system to 21st century?, 8.The Education System in India, GNU Report; 9.Fight against corrupt and black education system, 10. NOTE ...
Opinion
04/06/2018
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SUB :-
1.Modi plans to reform education system, 2.From schools to universities, Modi plans overhaul of education, 3.How Modi’s big announcement will improve higher education, 4.Narendra Modi and His Mode of Governance, Narendra Modi and the new education policy: retrospection, reform and reality; 5.Modi starts a new chapter in education as 'Make in India' boosts higher learning, 6.Education agenda for Narendra Modi, Given the mandate that the BJP has received, it does have the political capital to support a new education agenda; 7.Will PM Modi upgrade India's education system to 21st century?, 8.The Education System in India, GNU Report; 9.Fight against corrupt and black education system, 10.
REF:-
Media Reports of our PM of Bharatham's New Anouncements about the Reforms in our Education system ...
1.Modi plans to reform education system
India Today
Prime Minister Narendra Modi has suggested a series of structural reforms in education ranging from schools to universities. Modi emphasised on the functioning of Niti Ayog which is entitled to focus on the government's mission on 'grade-wise learning for each class' and the overhauling of University Grants Commission and All India Council of Technical Education (AICTE).
The Prime Minister took a series of decisions in a meeting with Niti Ayog and HRD top brass, including Minister Smriti Irani. A senior HRD official said, "Access to school education has more or less been achieved. The problem is with quality. The meeting emphasised on outcomes, be it school or higher education. Equal emphasis was laid on vocational education."
The Prime Minister expressed his disappointment over the functioning of UGC/AICTE and asked Niti Ayog to recommend big changes so that they can address present concerns in higher and technical education.
In school education, it was decided that students will be asked to evaluate their teachers and a university may be started to train teachers. The School board will display the minimum grade-wise learning goals from Classes 1 to 8.
2.
From schools to universities, Modi plans overhaul of education
The Times of India
NEW DELHI: Prime Minister Narendra Modi has suggested a series of structural reforms in education, ranging from schools being mandated to display grade-wise learning goals for each class for which Niti Ayog has been entrusted to recommend overhauling of University Grants Commission and All India Council of Technical Education (AICTE).
School students will be asked to evaluate their teachers and a university may be started for teacher training. In a meeting that the PM held with Niti Ayog and HRD top brass, including minister Smriti Irani, a series of decisions were taken. A detailed outcome-focused presentation was made by Niti Ayog.
A senior HRD official said, “Access to school education has more or less been achieved. The problem is with quality. The meeting emphasised on outcomes, be it school or higher education. Equal emphasis was laid on vocational education.” As for UGC/AICTE, the meeting expressed disappointment with their functioning and complete failure as regulators. Niti Ayog has been asked to recommend big changes so that they can address present concerns in higher and technical education.
In school education, it was decided that minimum grade-wise learning goals from class I to VIII will be displayed on school board. As far as funding goes, HRD sources said, a substantial component of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) will be linked to learning outcomes and fund release will depend a lot on quality.
It has also been decided to grade schools and start remedial classes for weaker students. At regular intervals, national/regional workshops will be held for sharing best practices.
While a decision on doing away with ‘no-detention policy’ was not taken, it was decided that till then Continuous and Comprehensive Evaluation should continue in a rigorous fashion.
Aware of the fact that teachers are also made to do non-teaching work, PM suggested a comprehensive study. Schools will be mandated to put photographs of teachers to avoid proxy teachers doing the job of permanent ones.
Teachers’ profiles will be linked to Aadhar and to deal with their skewed ratio in rural and urban India, teachers will be regularly transferred to rural schools.In secondary education, the PM also suggested introduction of 800 vocational courses as part of the syllabus.
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3.
How Modi’s big announcement will improve higher education
The Economic Times & The Times of India
B Venkatesh Kumar, Alan Ruby and Matthew Hartley ( B Venkatesh Kumar is Professor, Tata Institute of Social Sciences. Alan Ruby is Senior Fellow and Matthew Hartley Associate Dean, University of Pennsylvania )
Prime Minister Narendra Modi’s centenary address at the University of Patna in Bihar included the announcement of a competition to identify 20 Indian universities that have potential to become “world class”. Offering them financial support and “unshackling” them from regulations and restrictions, they will be free to develop their own roadmaps and pursue their ideas of excellence. A panel of experts will oversee the selection process.
This announcement has been met by scepticism by some experts. Doesn’t Indian higher education have other more important challenges? Across the system 40% of faculty positions remain unfilled. Funding for education is only a small percentage of India’s GDP compared with nations whose institutions inhabit the top 500 worldwide rankings. Also, top universities need autonomy to thrive and India has a history of restrictive overregulation.
There is some truth to these observations, but as one might expect in a country the size of a subcontinent the real story is a bit more different and complex.
First, while Rs 1,000 crore per institution is not large by certain international standards, it is a significant amount of money in India. The National Mission on Higher Education (the RUSA programme) of the HRD ministry, which is working to improve the management of hundreds of state colleges and universities, is witnessing positive changes at institutions because it has given funds at the speed they can be absorbed. Sudden large infusions of money simply can’t be productively taken up. What has worked at these institutions is smaller sums tied to detailed plans for strategic change. RUSA has also shown that tying money to measurable change leads to greater confidence by the government and, in turn, more investment by it. It creates a virtuous cycle of wise investment.
Second, given the fundamental infrastructure needs facing India, the government cannot allocate the billions of dollars that underpin places like Harvard. However, through this process it can identify visionary institutions where private support would be well used. In doing so, it can inspire the growing number of high net worth Indian families both here and abroad to invest in the best institutions in the country and make them stronger. The large endowments of elite US colleges and universities were all built by private wealth.
Third, this initiative’s goal is to create Institutions of Eminence – excellent universities that serve the needs of India – not “world class universities” narrowly defined by international rankings. Institutions of Eminence are meant to model what it means to teach and do research in ways that build a better, healthier, and more prosperous world. While international rankings reward certain kinds of institutions (especially large, research universities), the Institutions of Eminence scheme aims to foster excellence of many varieties.
Fourth, education at its heart is about human and talent development. Having truly exemplary universities allows India to develop academically excellent, culturally relevant knowledge that can be used in the education of its people and give it freedom from relying solely on materials imported from elsewhere.
Fifth, critics miss that the primary goal of the initiative is to raise aspirations. RUSA has shown that states and universities across the country can make notable improvements. Some universities have made great leaps forward. It is expected that the next proposed phase of RUSA will potentially include the establishment of a top tier of public institutions that would get even more specialised training and additional support to continue the road to excellence.
The Institutions of Eminence initiative represents the highest tier of aspiration in India. While it is true that many institutions of higher learning in India have too few resources and some struggle with quality, it is also the case that many graduates of Indian institutions leave to attend the most prestigious universities in the world. India can aspire to excellence because it is already achieving it.
Taken together initiatives such as RUSA and the newly announced Institutions of Eminence scheme have the potential to begin to shift the culture of institutions from day to day management to strategic leadership, from incremental improvement to far seeing change, from discouragement to hope. These are steps in a long journey that, with continued oversight and prudent distribution of resources tied to measurable results, will support a growing cadre of universities across India from which world class universities will inevitably spring.
4.
Narendra Modi and His Mode of Governance
Narendra Modi and the new education policy: retrospection, reform and reality.
Madhulika Sharma
Madhulika Sharma is a technical expert in education at the National Commission for Protection of Child Rights (NCPCR), Government of India, New Delhi. Prior to working in NCPCR, Ms. Sharma was working as a senior research associate at the Department of Education of Groups with Special Needs (DEGSN) in National Council of Educational Research and Training (NCERT), New Delhi. In NCERT, she worked on two national projects on inclusive education:
(a) evaluation of an inclusive education scheme in India and
(b) developing training material for teachers in an inclusive classroom.
Her research interests include education policies in India, governance issues in Indian education, inequality and exclusion in education in India and inclusive education. Her doctoral thesis titled as Educational Development in Northwest India with special reference to Literacy and Elementary Education: A Critical Study, explored different dimensions of inequalities persistent in Indian education.
ABSTRACT
Prime Minister Narendra Modi’s vision of education, articulated primarily through the proposed New Education Policy (NEP) and other social initiatives, is rooted in retrospection and aspires to transform the existing system of education. However, to translate this retrospection into reality and to discard the rhetoric remains a key to bringing in reform.
Given the time lapse in bringing NEP in India, the article aims to examine the exclusivity and relevance of NEP under Narendra Modi. Specifically, this article endeavours to
(a) evaluate the core of NEP, as a policy up-gradation or merely an idea linked to Modi’s governance acumen;
(b) examine the inclusive character of the NEP and its link with Modi’s idea of inclusivity; and
(c) examine and compare Modi’s idea of inclusion through different policy initiatives and schemes and the global vision of sustainability, i.e. Sustainable Development Goals.
The NEP, along with other interrelated initiatives, is a timely and most appreciated feature of Modi’s overall development agenda. Though the attempts at the outset appear to be half-finished and require deeper articulation and proactive solutions, the inclusive character of NEP is in itself a step forward from previous policies. Moreover, the scheme is partially aligned with the globally accepted development agenda of post-2015. Given the inclusive and global nature of Modi’s education policy embedded in his governance expertise, the policy requires targeted execution to render reform into reality and avoid rhetoric.
5.
Modi starts a new chapter in education as 'Make in India' boosts higher learning
SIDDHARTHA RAI
The Narendra Modi government is passionate about education, although it has been censured at times for trying to 'Saffronise' learning
As the Narendra Modi government comes close to finishing one year in office, education has remained its forte as well as Achilles Heel.
The regime has professed long-term changes to the existing system of learning on the one hand, under the Modinomics of ‘Make in India’, and on the other has landed itself in trouble over several alleged instances of ‘saffronisation’ of the system.
Even as education budgets have drawn mixed reactions, skill and formal learning have been intricately linked, and budgetary allocations suggest a strong shift towards higher education.
New institutes of excellence have been announced, making development more regionally balanced with states such as Jammu and Kashmir, Bihar, Himachal Pradesh and Assam getting AIIMS, IITs and IIMs.
“The government has done a few good things such as launching a programme that allows us to invite people from abroad at government’s expense which has made it easy for universities to invite foreign faculty. A ranking system in India is being launched in which JNU is also participating and varsities are also going to adopt villages. But we have not seen much enhancement in budgetary allocation and resources continue to be a constraint,” said Sudhir Kumar Sopory, vice-chancellor of Jawaharlal Nehru University.
The Modi government has come under attack over its alleged tendency to centralise the education system.
“There seems to be a lack of policy in HRD. The tendency to centralise is detrimental. Autonomy is essential for universities. More is good and not less. The new Central Universities Act is a clear evidence of this centralisation,” said Mridula Mukherjee, professor of history at JNU.
“Look at the move to frame a new education policy. Government must understand that educational systems and policies evolve over a long period of time and cannot be tinkered with every change of government. The introduction of choice-based credit-system too is creating chaos because several systems are operating in the same colleges,” said Mukherjee.
6.
Education agenda for Narendra Modi -
Livemint
Given the mandate that the BJP has received, it does have the political capital to support a new education agenda
Anurag Behar
Anurag Behar is CEO of Azim Premji Foundation and also leads sustainability initiatives for Wipro Ltd. He writes every fortnight on issues of ecology and education.
*The BJP government is likely to start off on the task of governance with very clear ideas and in all likelihood with some specific plans. Photo: Mint
The tactical and strategic brilliance of the campaign that the Bharatiya Janata Party (BJP) ran is visible in the election results. This also suggests that the BJP government is likely to start off on the task of governance with very clear ideas and in all likelihood with some specific plans. Nevertheless, let me suggest an agenda for school education in the form of three points on the approach and six specific agenda items. This is clearly not an exhaustive list of what is needed.
First, the approach should be to plan for a minimum of 10 years. All visible indications are that this government is indeed thinking already about the second term, so this should come naturally. A 10-year perspective is necessary for the stability and consistency of direction, without which change in education is not possible.
Second, the approach must recognize that the best of policies and intentions have not found faithful implementation on the ground, over the past few decades. The focus should be on what is getting done rather than what is getting announced. A lot of this will be about cultural changes in the system, moving to a culture of integrity, empowerment and enablement, away from rigidity, control and centralization.
Third, there must be a deep acceptance that school education is primarily the domain of the states. So the approach must be inclusive of the states, irrespective of which party is ruling in any particular state.
Now, the six specific agenda items.
First, a lot of the school education work must happen in the ministry of finance. The essence is that our public expenditure is woefully inadequate in education (and in health). Our number for school education is about 2% of GDP, that of Brazil 3.5%, let’s not even look at other countries (with good education systems), where the public expenditure is 5-6% of GDP. The ability to raise public investment in education will come only from better fiscal management and growth of the overall economy. That is the primary platform on which this government has been elected, so let’s assume that it will happen. And then there must be a willingness to invest in education—both school and higher education.
Second, the government must strongly and visibly reaffirm the importance of public education. This would also require an equally strong plan to improve the quality of public education. At its core, it’s merely a reaffirmation of a basic idea of democracy—that public education is foundational to democracy. It is also an acceptance of a basic economic principle that public and quasi-public goods, with substantial positive externalities, can only be delivered by robust public systems.
Third, the teacher education (B.Ed/D.Ed colleges) system must be rebuilt grounds up. This teacher education system is at the core of our problems in school education. Its curricular approach, its institutional structures, and its regulation could not be in worse shape. The justice Verma commission has taken comprehensive stock of the issues in this matter and its recommendations are to be implemented. A very large majority (leaving a small minority of good ones) of the 16,000-odd teacher colleges have no interest in improving; they are just commercial establishments, set up to make easy money. The “owners” are often locally powerful people, who will resist all changes tooth and nail. The teacher education system reform will take courage, time and investment.
Fourth, the government of India must set up 30 “schools of education” within universities, across the country. India faces a staggering lack of capacity at the masters (and higher) levels in school education. Our numbers are in a few hundred such graduates per year, whereas (e.g.) in Canada the numbers are about 2,000 a year; consider that Canada has about 3% of our population and an already good school education system. These schools will have to offer programmes (and conduct relevant research) that prepare people to become specialists in various areas of education, e.g., curriculum development, assessment, education policy and management. Together with this, the recruitment criterion within public institutions will have to be appropriately changed.
Fifth, the 600-odd existing district institutes of education and training must be invigorated and developed. These institutions are ideally placed to take care of multiple needs of school education at the district level. This includes in-service professional development of teachers currently in service, which is perhaps the most important issue for short term (10 years is short term in education) improvement in school education.
Sixth, we must increase our investment in early childhood care, and within that specifically on early childhood education and nutrition. The vehicle for this is in place, in the form of the over a million strong network of anganwadis across the country; sustained work will be required for their improvement.
More than anything else, this agenda will require very strong political will. Given the mandate that the BJP has received, it does have the political capital to support the will that is required; we can all hope that we will see political will in action.
7.
Will PM Modi upgrade India's education system to 21st century?
25 education initiatives from 2016: Scholarships, free books, free education and more
From free education to zero-interest loans, here's a look at the list of initiatives announced by the government of India.
In the 2016, government took countless initiatives to uplift the education sector. Indeed, it is not always possible for the scholars and teachers to maintain a track on the ongoing education news, which is why we have created a precise list of all the major initiatives that were brought into play in 2016.
1. Government ensures all school children be able to read by November 14
Under the Chunauti 2018 policy, the government wants to make sure every student, disregarding cognitive challenges, are given fair attention and improve their reading abilities. In the process, the Delhi government has undertaken an active measure to test students with dyslexia condition, hyperactivity disorder, and other learning disabilities condition so that these students are provided with the right environment and guidance to ensure they could read and write before they reach class.
8.
2. BRICS nations adopts New Delhi Declaration on Education
Education is the answer to all the major problems in the world. Realising the need to educate more and more people, BRICS nations have adopted the 'New Delhi Declaration on Education' resolving to ensure inclusive and equitable quality education and promote life-long learning opportunities for all.
3. Jharkhand to provide free textbooks to female students
The Jharkhand School Education and Literacy Department has decided to give free textbooks, uniforms and notebooks to all the girl students studying in classes 9, 10, 11 and 12 in Jharkhand schools, from the academic session 2016.
4. Free education to girls studying in government schools
The district administrator of Gurgaon has recently announced to give free education to girls from classes 9 to 12 under the 'Meri Lado Kare Padhai' initiative. Under the Right to Education (RTE) Act of the Indian constitution, all girls are entitled to get free education up to class 8.
5. Interest-free loans for all IIT students under 'Vidyalakshmi' scheme
If the proposal of Human Resource Development (HRD) comes through, all Indian Institute of Technology (IIT) students will have access to interest-free loan for the entire tuition fee under the government's 'Vidyalakshmi' scheme at the time of admission.
6. UP government to distribute Rs 267.30 crore among 89,100 meritorious girl students
Uttar Pradesh government will distribute Rs 267.30 crore among 89,100 meritorious girl students under the amended Kanya Vidya Dhan scheme. The government will give a cheque of Rs 30,000 to girl students who have outperformed in intermediate or equivalent examinations in the state.
7. Special scholarship worth Rs 75 crore awarded to J&K students
In order to help students in pursuing higher education outside Jammu and Kashmir state, the central government has recently decided to award scholarships to a few students. Under the new scheme, candidates will be given over 3,500 scholarships worth a total of Rs 75 crore.
8. AIADMK govt is going to give away 5.36 lakh laptops to school students
The AIADMK government plans to distribute lakhs of laptops to school students under its scheme to provide free laptops.
9. Higher education study material to be made available for free
After launching the digitisation of education initiative, 'E-pathshala', Union HRD Minister, Smriti Irani has announced that the higher education course material will be made available free of cost to the students through mobile app and other sources. According to PTI reports, 1,200 additional educational modules would be prepared and efforts would be made to provide free access to all books through a mobile app.
10. Arvind Kejriwal directs proposal to increase salary of all guest teachers
The Education department has been directed on Saturday to prepare a proposal to increase salaries of all guest teachers irrespective of whether they have cleared the Central Teacher Eligibility Test (CTET) or not.
11. CM Nitish Kumar announces mega schemes: Rs 4 lakh cash limit credit cards for students
While fulfilling the 'seven resolves' commitment, Nitish Kumar launched three different schemes for students' welfare under the scheme 'Arthik Hal, Yuvaon Ko Bal,' including Issue of student credit card, Improving financial condition, free wi-fi connectivity.
12. Madhya Pradesh government introduces Hindi in engineering colleges
Madhya Pradesh government has decided to introduce Hindi for engineering students keeping in mind the problems faced by students from various parts of the country who studied in regional languages.
13. Rajasthan becomes first state to make student data available online
Rajasthan is the first state in the country to make the data of students available online. With the help of a special software, the data of government school students has already uploaded. Now, the details of students of private schools, military schools, madarasas and others will be made available online, said Minister of State for School Education Vasudev Devnani.
14. Special kids in Maharashtra can now avail older writers for SSC, HSC exams
Students with special needs studying in classes 1 to 9 as well as in class 11 in Maharashtra will now get concessions in academics and examinations by the state government. They can now avail writers of older age with prior permission of their schools. Until now, only students with special needs of classes 10 and 12 were considered for concessions in board examinations.
15. HRD Ministry calls for compulsory aptitude tests before JEE to eliminate coaching needs
The Human Resource Development (HRD) ministry plans to arrange for a national-level screening test for the Joint Entrance Examination (JEE) candidates. According to experts, though the test has been proposed to be a measure to minimise coaching needs, it could push the candidates to get more help to prepare for the exam.
16. Perform yoga and obtain extra marks: Circular issued to Maharashtra schools
A circular was issued to the schools in Maharashtra regarding a yoga camp, asking students and teachers to attend the same and make the most of it. Also, state school education minister Vinod Tawde said that students will be given extra marks for practising yoga. Although it is not mandatory for students or teachers to attend it, doing the same will be beneficial for them only.
17. Govt. to fund 'pure science' scholars' for post doctoral research in India
In order to stop the ongoing brain drain in India, the government has recently launched the National Post Doctoral Fellowship to fund all the science scholars holding a PhD degree so as to help them pursue their post-doctoral research in India.
18. No uniform syllabus for CBSE, states, says Government
There is no proposal from government to introduce a uniform syllabus in CBSE and state boards as the common curriculum does not consider the local contexts such as culture and language, Lok Sabha was informed on Monday. Multiplicity of curricula and educational resources are desirable across the nation.
19. Bangalore University announces free of cost higher education to orphan students
After seeing the problems faced by those who cannot afford higher education which includes children from the weaker section of the society and orphans, Bangalore University (BU) recently announced to provide free education to master degree courses. To implement this, the varsity has launched a student adoption scheme.
20. HRD launches 32 educational channels for students
The HRD Ministry has provided a digital platform wherein 32 channels would render systematic instruction to students. Of the 32 channels, 3 channels are devoted for IIT aspirants.
21. Haryana ties-up with NSIC to establish technology centre in Faridabad
Haryana Technical Education Department enters into collaboration with National Small Industries Corporation (NSIC) to establish a technology centre at Neemka in Faridabad district.
22. CBSE makes Aadhaar card compulsory to appear for JEE Mains 2017
From the year 2017 onwards, it will be mandatory for the candidates who will be appearing for Joint Entrance Exam (JEE) Mains to provide his Aadhaar card details while filling up the online form. The Central Board of Secondary Education (CBSE) has made this a compulsion from next year onwards.
23. CBSE directs schools to drop school bags till class 2: MoS HRD Upendra Kushwaha
To reduce the pressure from students, the CBSE has directed its affiliated schools to ensure that students do not carry school bags till class 2 and also put restriction on the number of books to be prescribed in classes 1-8, Minister of State for Human Resource Development Upendra Kushwaha told the Lok Sabha.
24. Delhi: Government launches programme to train school children in saving electricity
Delhi government will now train school children with various means such as switching off extra lights when not in use and encouraging parents to use ACs with temperature control and full load washing machines.
25. School students can now read textbooks on mobiles: Maharashtra State Bureau launches e-Balbharti app
The Maharashtra State Bureau of Textbook Production and Curriculum Research (Balbharti) launched an application that will let students read textbooks on their mobiles. Textbooks produced by Balbharati are published on e-balbharati official home page in pdf format. The pdf e-books can be downloaded free of cost. The policy was aimed at reducing the weight of bags carried by students to school.
8.
The Education System in India
GNU Report
Dr. V. Sasi Kumar
V. Sasi Kumar is a doctor in physics and a member of the FSF India Board of Directors. He advocates for Free Software and freedom of knowledge.
In the Beginning
In ancient times, India had the Gurukula system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to Metaphysics. The student stayed as long as she wished or until the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information.
The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student.
The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior. In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later, boards were established in some of the states. But eventually, in 1952, the constitution of the board was amended and it was renamed Central Board of Secondary Education (CBSE). All schools in Delhi and some other regions came under the Board. It was the function of the Board to decide on things like curriculum, textbooks and examination system for all schools affiliated to it. Today there are thousands of schools affiliated to the Board, both within India and in many other countries from Afghanistan to Zimbabwe.
Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new government of the Republic of India. This is evident from the fact that it is incorporated as a directive policy in article 45 of the constitution. But this objective remains far away even more than half a century later. However, in the recent past, the government appears to have taken a serious note of this lapse and has made primary education a Fundamental Right of every Indian citizen. The pressures of economic growth and the acute scarcity of skilled and trained manpower must certainly have played a role to make the government take such a step. The expenditure by the Government of India on school education in recent years comes to around 3% of the GDP, which is recognized to be very low.
“In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.” Wikipedia: Education in India.
The School System
India is divided into 28 states and 7 so-called “Union Territories”. The states have their own elected governments while the Union Territories are ruled directly by the Government of India, with the President of India appointing an administrator for each Union Territory. As per the constitution of India, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them. The role of the Government of India (GoI) was limited to coordination and deciding on the standards of higher education. This was changed with a constitutional amendment in 1976 so that education now comes in the so-called concurrent list. That is, school education policies and programmes are suggested at the national level by the GoI though the state governments have a lot of freedom in implementing programmes. Policies are announced at the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead role in the evolution and monitoring of educational policies and programmes.
There is a national organization that plays a key role in developing policies and programmes, called the National Council for Educational Research and Training (NCERT) that prepares a National Curriculum Framework. Each state has its counterpart called the State Council for Educational Research and Training (SCERT). These are the bodies that essentially propose educational strategies, curricula, pedagogical schemes and evaluation methodologies to the states' departments of education. The SCERTs generally follow guidelines established by the NCERT. But the states have considerable freedom in implementing the education system.
The National Policy on Education, 1986 and the Programme of Action (POA) 1992 envisaged free and compulsory education of satisfactory quality for all children below 14 years before the 21st Century. The government committed to earmark 6% of the Gross Domestic Product (GDP) for education, half of which would be spent on primary education. The expenditure on Education as a percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98.
The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18). The lower primary school is divided into five “standards”, upper primary school into two, high school into three and higher secondary into two. Students have to learn a common curriculum largely (except for regional changes in mother tongue) till the end of high school. There is some amount of specialization possible at the higher secondary level. Students throughout the country have to learn three languages (namely, English, Hindi and their mother tongue) except in regions where Hindi is the mother tongue and in some streams as discussed below.
There are mainly three streams in school education in India. Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country. A number of “central schools” (named Kendriya Vidyalayas) have been established for the purpose in all main urban areas in the country, and they follow a common schedule so that a student going from one school to another on a particular day will hardly see any difference in what is being taught. One subject (Social Studies, consisting of History, Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT. In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to the needs of the Indian population there.
The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this was started as a replacement for the Cambridge School Certificate. The idea was mooted in a conference held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for Education. The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination. In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate's Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country. The inaugural meeting of the Council was held on 3rd November, 1958. In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council was listed in the Delhi School Education Act 1973, as a body conducting public examinations. Now a large number of schools across the country are affiliated to this Council. All these are private schools and generally cater to children from wealthy families.
Exclusive Schools
In addition to the above, there are a relatively small number of schools that follow foreign curricula such as the so-called Senior Cambridge, though this was largely superseded by the ICSE stream elsewhere. Some of these schools also offer the students the opportunity to sit for the ICSE examinations. These are usually very expensive residential schools where some of the Indians working abroad send their children. They normally have fabulous infrastructure, low student-teacher ratio and very few students. Many of them have teachers from abroad. There are also other exclusive schools such as the Doon School in Dehradun that take in a small number of students and charge exorbitant fees.
Apart from all of these, there are a handful of schools around the country, such as the Rishi Valley school in Andhra Pradesh, that try to break away from the normal education system that promotes rote learning and implement innovative systems such as the Montessori method. Most such schools are expensive, have high teacher-student ratios and provide a learning environment in which each child can learn at his/her own pace. It would be interesting and instructive to do a study on what impact the kind of school has had on the life of their alumni.
State Schools
Each state in the country has its own Department of Education that runs its own school system with its own textbooks and evaluation system. As mentioned earlier, the curriculum, pedagogy and evaluation method are largely decided by the SCERT in the state, following the national guidelines prescribed by the NCERT.
Each state has three kinds of schools that follow the state curriculum. The government runs its own schools in land and buildings owned by the government and paying the staff from its own resources. These are generally known as government schools. The fees are quite low in such schools. Then there are privately owned schools with their own land and buildings. Here the fees are high and the teachers are paid by the management. Such schools mostly cater to the urban middle class families. The third kind consists of schools that are provided grant-in-aid by the government, though the school was started by a private agency in their own land and buildings. The grant-in-aid is meant to help reduce the fees and make it possible for poor families to send their children. In some states like Kerala, these schools are very similar to government schools since the teachers are paid by the government and the fees are the same as in government schools.
The Case of Kerala
The state of Kerala, a small state in the South Western coast of India, has been different from the rest of the country in many ways for the last few decades. It has, for instance, the highest literacy rate among all states, and was declared the first fully literate state about a decade back. Life expectancy, both male and female, is very high, close to that of the developed world. Other parameters such as fertility rate, infant and child mortality are among the best in the country, if not the best. The total fertility rate has been below the replacement rate of 2.1 for the last two decades. Probably as a side-effect of economic and social development, suicide rates and alcoholism are also very high. Government policies also have been very different from the rest of the country, leading to the development model followed in Kerala, with high expenditure in education and welfare, coming to be known as the “Kerala Model“ among economists.
Kerala has also always shown interest in trying out ways of improving its school education system. Every time the NCERT came up with new ideas, it was Kerala that tried it out first. The state experimented with the District Primary Education Programme (DPEP) with gusto, though there was opposition to it from various quarters, and even took it beyond primary classes. The state was the first in the country to move from the traditional behaviorist way of teaching to a social constructivist paradigm. It was mentioned in the National Curriculum Framework of NCERT in the year 2000, and Kerala started trying it out the next year. The transaction in the classroom and the evaluation methodology were changed. Instead of direct questions that could be answered only through memorizing the lessons, indirect questions and open ended questions were included so that the student needed to think before answering, and the answers could be subjective to some extent. This meant that the students had to digest what they studied and had to be able to use their knowledge in a specific situation to answer the questions. At the same time, the new method took away a lot of pressure and the children began to find examinations interesting and enjoyable instead of being stressful. A Comprehensive and Continuous Evaluation (CCE) system was introduced along with this, which took into consideration the overall personality of the student and reduced the dependence on a single final examination for deciding promotion to the next class. At present, the CBSE also has implemented CCE, but in a more flexible manner.
Kerala was also the first state in the country to introduce Information Technology as a subject of study at the High School level. It was started in class 8 with the textbook introducing Microsoft Windows and Microsoft Office. But within one year the government was forced to include Free Software also in the curriculum by protests from Free Software enthusiasts and a favorable stance taken by a school teachers association that had the majority of government teachers as its members. Eventually, from the year 2007, only GNU/Linux was taught in the schools, and all computers in schools had only GNU/Linux installed. At that time, perhaps even today, this was the largest installation of GNU/Linux in schools, and made headlines even in other countries. Every year, from 2007 onwards, about 500,000 children pass out of the schools learning the concepts behind Free Software and the GNU/Linux operating system and applications. The state is now moving towards IT Enabled Education. Eventually, IT will not be taught as a separate subject. Instead, all subjects will be taught with the help of IT so that the children will, on the one hand, learn IT skills and, on the other, make use of educational applications (such as those mentioned below) and resources in the Internet (such as textual material from sites like Wikipedia, images, animations and videos) to study their subjects and to do exercises. Teachers and students have already started using applications such as Dr. Geo, GeoGebra, and KtechLab for studying geometry and electronics. Applications like Sunclock, Kalzium and Ghemical are also popular among teachers and students.
The initiative taken by Kerala is now influencing other states and even the policies of the Government of India. States like Karnataka and Gujarat are now planning to introduce Free Software in their schools, and some other states like Maharashtra are examining the option. The new education policy of the Government of India speaks about constructivism, IT enabled education, Free Software and sharing educational resources. Once a few of the larger states successfully migrate to Free Software, it is hoped that the entire country would follow suit in a relatively short time. When that happens, India could have the largest user base of GNU/Linux and Free Software in general.
9.
Fight against corrupt and black education system
Anand Garg started this petition to Prime Minister of India Narendra Modi and 3 others
In India Education system is no more remains an education system because it has become a Business. No one cares that you learn something or not. Family and relatives wants you to get high marks school or college wants you to just pay them a lot and the companies wants skilled and experienced. Everyone wants skilled and experienced but no one wants to give a chance to freshers. A student waste his life in running for marks.
1) Bhed chaal:- no matter what you want to become or what you want to do in life just keep on studying the same thing s others. you want to be a doctor, programmer, musician, etc.... no one cares you have to waste your time in solving maths equations, studying biology, reading economics, etc..... Just keep on studying until complete 12th. Everyone study the same thing.
2) Information Based:- our education system just force us to read, read and read only no matter what you gain just read and write to pass exams to get in other class. No way possible to get some knowledge and increase your knowledge. #Ratta maar.
3) Teachers are not well trained:- Some teacher are so amazing that whatever they teach everyone understands easily they don't waste time but there are so many teachers that don't know how to teach. They pass the college and come back to the college to teach without any training. Universities and Schools hire teachers on the basis of less salary pay not on the basis of their skills.
4) College and school in not sufficient:- after a student has wasted a lot of time there they then have to waste some time to get skilled and for this they again have to pay a lot. market requires skilled and experienced person but at the age of 25 years a student don't get a job because he is skilled but not experienced.
5) Theory based:- our education system is all about theory based no practical in education.
6) Business:- today schools and colleges wants only money. This education has become a way of earning a lot of money. these are become like shops in the market like one by one shop in a line. all wants to increase no. of students no one wants to make that amazing what they have.
7) Mental pressure:- due to this poor ways of education so many students drop education in between because they get fail in exam and society see him like he did murder. "Fail hote hi logo ka nazariya hi badal jata hai" some peoples in the society start spreading negativity of a failed student. parents say "tuney tou hamari naak katadi". Some students drop education in between, some keeps on struggling, some keeps on finding Juggad's and some quit there life.
These type of things in our education system leads to rise in crime, violence and educational black marketing and black money. There are so many charges in these educational shops other than fees that have no record like fines and this all is black money that goes directly in pockets without any record.
So many students go to buy degrees illegally, so many pay to get pass in exam and so many pay to take admission such as donations.
Education is more corrupted than any other in India but no one wants to look at it to change it or to improve it.
Solution:- Education system needs to focus on practical.
Practical only no book reading and memorizing.
Skill based education.
Open subject choices.
Education needs to change to change India for future. India can develop more and more faster if the education system is changed. Crime rate will decrease everyone will become skilled everyone will become busy in there jobs and they will surely love what they do. Work will become passion.
Every year lacks of student gets degree but only some gets job some, some don't get the job for what they prepared and others are always hunting for job.
Everyone have faced this brutality of education in their own life but only some raise there voice. Now everyone please come together for your own, for your kids, for your brothers, for your sister or for anyone please come together to fight against this major problem.
NOTE :-
1. PM IS DOING WONDERFUL JOB; STUPID OPPOSITION IS IN GREAT HURRY TO PULL HIM DOWN;
2. ONE AFTER OTHER PM IS BRINGING REFORMS IN SECTORS BY PRIORITY BASIS, IDIOTS SUCH AS RAGA, MAMATA, KEJRIWAL, LALU, NAIDU, ETC., NO TIME TO LOOK THEIR JOB, THAN ABUSING PM;
3. WE MUST STRENGTHEN PM AND GIVE FULL SUPPORT;
4. PM BECAUSE OF HECTIC SCHEDULES OF WORKS, NEVER REPLY FOOLISH ALLEGATIONS;
5. PM IS A COMPLETE KARMAYOGI, FULLY IMMERSED IN HIS GOVERNANCE ........
JAIHIND
VANDEMATHARAM
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