educational reforms in india essay

Website Inauguration Function.
Vocational Placement Cell Inauguration
Media Coverage.
Certificate & Recommendations
Privacy Policy
Science Project Metric
Social Studies 8 Class
Computer Fundamentals
Introduction to C++
Programming Methodology
Programming in C++
Data structures
Boolean Algebra
Object Oriented Concepts
Database Management Systems
Open Source Software
Operating System
PHP Tutorials
Earth Science
Physical Science
Sets & Functions
Coordinate Geometry
Mathematical Reasoning
Statics and Probability
Accountancy
Business Studies
Political Science
English (Sr. Secondary)

Hindi (Sr. Secondary)

Punjab (Sr. Secondary)
Accountancy and Auditing
Air Conditioning and Refrigeration Technology
Automobile Technology
Electrical Technology
Electronics Technology
Hotel Management and Catering Technology
IT Application
Marketing and Salesmanship
Office Secretaryship
Stenography
Hindi Essays
English Essays

Letter Writing

Shorthand Dictation

Essay on “Educational Reforms in India ” Complete Essay for Class 10, Class 12 and Graduation and other classes.

Essay No. 01

Educational Reforms in India

Education is very important for any individual as well as nation. Education helps in all round development of personalities which ultimately help the nation in becoming great and powerful. Unfortunately educational planning and implementation has not been quite satisfactory. Many shortcomings have come to the forefront which ultimately derail the developmental activities. That is why educational reforms have become the most in India to correct the shortcomings and failures.

Education is not merely the being one literate, i.e., how to write and read. Education is more than mere literacy. Education involves reason, the correct approach to life, helps one to know that is right and wrong and be moral. Education helps in broadening one’s outlook. It removes superstitions and develops critical faculty in individuals. Education helps in increasing awareness of surroundings, social and political issues. It makes people knowledgeable and develops wisdom. Literacy is the beginning or first step towards making one educated.

But unfortunately, in the last 50 years half of the population of India has been literate. Compulsory primary education was to be provided after 10 years of enforcement of Constitution. But it has not been done so. The literacy rate according to 1991 Census is only 52%. The condition of women is still worse, their literacy rate is only 36%. It is said that if you educate a man you educate an individual but if you educate a woman you educate a family. Such is the importance of education of women.

Other lacunae on the education front is that we have been producing only clerks in the system as done by British policy of education. Schooling pattern is not uniform all over India. Various educational policies have been implemented but net result is not upto the mark. Basic education is faulty. Upto Class V the medium of education is not in its mother tongue. The burden of books is greater at lower classes in schools. The effort is not towards learning and asking questions but they are being told just to cram and reproduce in the examination without understanding. The standard of teaching has also gone down. Teachers do not teach properly. The condition of government schools is even worse. But public schools charge high fees by which poor children are deprived of good school education. As a result they lag behind in their lives.

Teaching at schools have not become functional. They do not provide jobs as if the education becomes useless later in life, it is felt. So efforts towards vocationalisation should be made so that it becomes functional and useful. Government’s negligence towards education has added the worries. The government’s expenditure has been less than 6% of its GDP. Initially it was only 2%. It was recommended by educational policy makers and Commissions that at least it should be 6%. Government has to come out with new education policy to ensure quality education to children and grownups.

At higher levels, campuses have become centres for politics and violence. There is often closure of colleges. Even when they are open, very few classes are held which disappoint students. Centres of learning practice agitations and hartals. Some science institutes like IITs and IIMS are only doing better but practice of brain drain is quite rampant which is a wastage of national resources. This practice needs to be checked. Lack of moral education leads to many problems on the campus and outside the campus. Moral education should be imparted right from the earlier years and at homes. That is why we see degeneration of social values in people. If correct values are instilled at right time, there will not be serious problems of corruption, communalism, casteism, etc. Eve teasing and sexual harassment can also be controlled with right kind of education. Actually education helps in broadening outlook which can change social attitudes and stereotypes which exist in our society. Many of social evils can be nipped in the bud itself like dowry, violence, etc.

So educational reforms become urgently necessary. Government should come out with new education policy by making the education system a uniform system. Medium of instruction should be in the mother tongue upto Class V. Moral education and coeducation should be the norm. Teachers should be retrained and retaught to teach. Only good teachers should be selected not only on the basis of knowledge but also on the basis of attitude and interest in teaching. Higher education should be streamlined .Only seriously interested in higher studies should be allowed to go for it. Degrees should be delinked from jobs. Examination system should be made tight at all levels. They should be made educated in such a way that they should be capable to start their own livings not dependent on few government jobs. Efforts should be made towards encouraging and not cramming. Girls should be encouraged to go for education which can help in reducing the population also.

Reforms in education is long awaited. New education policy of 1985 could not come out with concrete results. The situation has not improved much as it was before 1985. The conditions of government schools need more attention. The infrastructure for education needs urgent attention. The government should spend more than 6% of its GDP on education. Autonomy has to be given to various research institutes but at the same time accountability has to be demanded in a more forceful manner. The whole system needs overhauling in order to give a better education. Only right kind of education at this juncture can help in solving myriads of problem facing this country.

Essay No. 02

Educational Reforms

After Independence, there have been set up several education commissions and committees to bring reforms in the Indian education system. But, as we know, there has been only a limited success in this field. Of course, now there exist many schools which may be considered much better than most of the schools during the pre-Independence period, but much more needs to be done.

At present, we have on the government level a system of 10+2+3. There is high school teaching upto class ten. Then there is 2 year schooling known as 10+2 after that and thereafter there is graduation which covers three years. Thereafter, M.Phil. requires one year and Ph.D. at least two years.

There is actually no end to higher education and then there are so many courses, diplomas and degrees in various disciplines which require different periods of study.

The most crucial question, however, is the general, basic and such education which may be elementary in nature though whatever names, nomenclatures, compartments and components it might be having. This general education is essential for broadening and evolving the mind.

In the public school system of education, education starts with playway methods, nursery, KG-I, KG-11, Class I to VIII, etc.

The most important point in all types of education is that it should be affordable to the common man. There should be no discrimination on any basis. It should be need-based. It should mould the child’s personality to the constructive and positive side. It should eliminate cramming and copying. The child should be at the center-stage in this system. His faculties of expression and growth should be developed.

About evirtualguru_ajaygour

Quick Links

Popular Tags

Visitors question & answer.

Jayprakash on Hindi Essay on “Aitihasik Sthal ki Yatra” , ”ऐतिहासिक स्थल की यात्रा” Complete Hindi Essay for Class 10, Class 12 and Graduation and other classes.
Diksha on Official Letter Example “Write a letter to Superintendent of Police for theft of your bicycle. ” Complete Official Letter for all classes.
Anchal Sharma on Write a letter to the Postmaster complaining against the Postman of your locality.
rrrr on Hindi Essay on “Pratahkal ki Sair” , ”प्रातःकाल की सैर ” Complete Hindi Essay for Class 10, Class 12 and Graduation and other classes.
Mihir on CBSE ASL “Listening Test Worksheet” (ASL) 2017 for Class 11, Listening Test Audio Script 1

Download Our Educational Android Apps

Latest Desk

Contemporary Indian Women-English Essay, Paragraph, Speech for Class 9, 10, 11 and 12 Students.
Privatisation: Strengths and Weaknesses-English Essay, Paragraph, Speech for Class 9, 10, 11 and 12 Students.
Greater political power alone will not improve women’s plight-English Essay, Paragraph, Speech for Class 9, 10, 11 and 12 Students.
Casteism and Electoral Politics in India-English Essay, Paragraph, Speech for Class 9, 10, 11 and 12 Students.
Wither Indian Democracy?-English Essay, Paragraph, Speech for Class 9, 10, 11 and 12 Students.
Do Not Put Off till Tomorrow What You Can Do Today, Complete English Essay, Paragraph, Speech for Class 9, 10, 11, 12, Graduation and Competitive Examination.
Shabd Shakti Ki Paribhasha aur Udahran | शब्द शक्ति की परिभाषा और उदाहरण
Shabd Gun Ki Paribhasha aur Udahran | शब्द गुण की परिभाषा और उदाहरण
Example Letter regarding election victory.
Example Letter regarding the award of a Ph.D.
Example Letter regarding the birth of a child.
Example Letter regarding going abroad.
Letter regarding the publishing of a Novel.

Vocational Edu.

English Shorthand Dictation “East and Dwellings” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines.
English Shorthand Dictation “Haryana General Sales Tax Act” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
English Shorthand Dictation “Deal with Export of Goods” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
English Shorthand Dictation “Interpreting a State Law” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.

India’s National Education Policy 2020: A reformist step forward?

Subscribe to the center for universal education bulletin, urvashi sahni urvashi sahni nonresident fellow - global economy and development , center for universal education.

October 2, 2020

The recent National Education Policy (NEP) 2020 in India comes 34 years after the previous policy, announced in 1986 and revised in 1992. It took six years of work and consultations with thousands of educators, policymakers, and members of civil society. It was truly a democratic effort and is highly aspirational, aiming for India to “have an education system by 2040, that is second to none, with equitable access to the highest quality education for all learners, regardless of social and economic background.”

The NEP’s chief purpose is to reform the education system and bridge the gap between current learning outcomes and those desired. Recognizing the need to keep up with a rapidly changing world and knowledge landscape, the NEP 2020 articulates that “[t]he purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive and plural society as envisaged by our constitution.”

Such strong emphasis on equity and quality is laudable, as is the effort to broaden the scope of “quality education.” The policy proposes a move away from content-heavy curricula in order “to make space for critical thinking, more holistic, inquiry-based, discovery-based, discussion-based and analysis-based learning.” Giving equal importance to co-curricular activities (i.e., arts, sports, vocational skills), it mandates a shift toward multidisciplinary education, away from rigid silos of “arts,” “science,” and “commerce” streams, with renewed focus on 21st century skills. This is a welcome breath of fresh air, given that the current system is strongly driven by rote learning and content-based examinations, divorced from any real application to life.

Below are the most notable points of reform proposed by the NEP 2020:

Inclusion of early childhood education : Education will begin at age 3, rather than at age 6 for students in first grade, to focus on children’s foundational years (ages 3-8). Previously, children’s right to education applied to grades one through eight (6-14 years); the NEP aims to extend this right to children ages 3-18. This is particularly relevant for public schools, which serve a majority of children from low-income families and who, compared to middle-class families, often lack preschool education, thereby widening the gap between them further.
A focus on equity and inclusion: An entire section is devoted to the inclusion of Socio-Economically Disadvantaged Groups (SEDGs), broadly categorized as girls, transgender and children with special needs, children from rural areas, Dalits, and victims of trafficking. Additionally, it recognizes that children with disabilities are not receiving the attention required to learn and thrive in schools, primarily because teachers are simply not trained or equipped to address their learning needs. Thus, it makes an effort to ensure teachers are adequately prepared in the area of special education. Lastly, the NEP recognizes that children in SEDGs are those who most frequently are unenrolled, drop out, and learn less and “recommends that the policies and schemes designed to include students in SEDGs … should be especially targeted towards girls.”
An expanded concept of “quality”: Given the poor basic literacy and numeracy outcomes reported , the new NEP aims to create a solid foundation for children during their early development by establishing a National Mission on Foundational Literacy and Numeracy that would prioritize “the development of communication and early language, literacy and numeracy.” The NEP also calls for much-needed teacher education reform, including an overhaul of pre-service programs, including the B.Ed, and for the first time, mental health and social-emotional learning receive a strong mention. The need to leverage technology is also recognized, along with intentions to extend optical fibers to the remotest villages and achieve universal digital access and literacy.

The NEP 2020 is ambitious and progressive, as was the NEP 1986 and the Right to Education Act 2009. There is an enormous opportunity for India’s considerable young population to become its biggest strength. However, to achieve this, the government must fully commit itself to the policy’s implementation with the political will and urgency it deserves.

While the document takes great strides in advocating a more inclusive and equitable system, especially for girls, it does not go far enough. “Gender sensitivity” is mentioned repeatedly throughout the document, but it does not address the need for systemic change. Strong patriarchal social and political structures—and their inherent discrimination and violence against women—must be questioned, critiqued, and recognized as contradictory to India’s constitutional values of equality. The same is true of castes: Though the NEP recommends special efforts to help castes access and remain in schools as SEDGs, there is no mention of caste prejudice, nor of the need to work toward its eradication. Teacher training programs and school curricula should include a focus on eradicating a discriminatory caste consciousness and hierarchical caste identities. Similarly, education focused on gender power dynamics should be compulsory in school curricula in order to develop egalitarian mindsets in boys and girls from a young age, including in early childhood education . This is imperative if we are to change the “social customs and mores,” as the policy euphemistically refers to the discriminatory social structures.

Given the enormity of India’s school system (1,522,346 schools, 8,691,922 teachers, and 260 million students) and the country’s regional, linguistic, and cultural diversity, universalizing quality education is a challenge; yet, the policy says little on the issue of governance and management. Robust systems for managing the large public school system have yet to be developed, and governance represents the government’s greatest challenge. Data collection, monitoring, and accountability systems are weak and inadequate. Without the strong, efficient governance of a well-functioning public school system, the reforms outlined above will fail.

Furthermore, serious political commitment must be demonstrated, including adequate budgetary allocation, personnel training, and improved curriculum development and infrastructure. While the NEP commits to increasing the education budget from its current 4-6 percent of the GDP, this was also promised earlier but never materialized. Additionally (and more importantly), efficient and judicious marshaling and management of all available resources is needed, including in the private sector.

Similar to the policy’s development, a democratic approach should be followed during the NEP’s implementation. The Uttar Pradesh state government has solicited recommendations from civil society organizations, and I recommend it go one step further by partnering actively with civil society organizations, private foundations, the corporate sector, private schools, and communities. To improve both access to and quality of education, particularly in the pubic school system, the government should harness innovative solutions, including through the use of technology, developed by several NGOs .

Education is a public good. Everyone is a stakeholder and should therefore be invited to contribute to actualize the vision of the NEP to make India’s education system strong, inclusive, and equitable.

A Decade of Reforms: The Evolution of Education and Skill Development

Introduction

The education sector plays a pivotal role in shaping the socio-economic development of a state. Historically, India had a knowledge system that not only ensured the effective transfer of a wholistic episteme from generation to generation but also its enhancement as per the requirements of age, nation, and society. A smooth transition of this tradition to the modern day was hampered by successive colonial interferences, leading to several glaring gaps in the modern education systems. Recognising the urgent need to plug these gaps, the Modi government has introduced several groundbreaking reforms aimed at enhancing the quality, accessibility, and skill orientation of education across India. This article examines the trajectory of these reforms over the past decade, highlighting their impact on primary and higher education, research, entrepreneurship, and skill development.

Changes in Primary and Secondary Education

The Modi government has implemented a range of initiatives to improve the quality and accessibility of primary and secondary education. Notably, during the COVID-19 pandemic, the government launched the PM eVidya channel to facilitate remote learning for school students. Furthermore, significant budgetary allocations have been made to enhance infrastructure, digital literacy, and teacher training programmes in schools across the country.

Initiatives in the primary and secondary education sectors reflect a commitment to driving transformational change in India’s educational landscape. By embracing digital technologies, enhancing infrastructure, investing in teacher training, and promoting inclusive education, these reforms are not merely incremental improvements but signify a fundamental shift towards a more equitable, accessible, and quality-driven education system.

In the wake of the COVID-19 pandemic, the government’s swift adoption of digital platforms, such as the PM eVidya channel, which targeted almost 25 crore school students across India, demonstrates a willingness to innovate and adapt to changing circumstances. This digital transformation not only ensures the continuity of education during crises but also opens up new avenues for learning and collaboration, transcending geographical boundaries and traditional constraints.

Prime Minister Narendra Modi emphasised that the country’s education system persevered through the pandemic due to digital connectivity, underscoring that the government’s online-centric approach has led to a reduction in the digital gap. [i] The bridging of the digital divide had been promised by the BJP government in its 2014 manifesto. Moreover, the emphasis on infrastructure development in primary and secondary schools underscores a commitment to providing every child with a conducive learning environment. By investing in modern classrooms, laboratories, libraries, and sanitation facilities, the government is laying the foundation for holistic development and lifelong learning opportunities. Over the past decade, school enrolment has exhibited a consistent upward trend, with figures rising from 96.7% in 2014 to 98.4% in 2022. Notably, there has been a significant increase in female enrolment.

The proportion of girl students aged between 11 and 14 who are not enrolled in school decreased from 10% in 2006 to a mere 2% in 2022. [ii] During the question hour, while addressing supplementary queries from Members of Parliament, the Education Minister, Shri Dharmendra Pradhan, highlighted a notable increase in enrolment rates among girls. He mentioned that there has been a remarkable 31% growth in enrolment among girls from 2014-15 to 2021-22. Additionally, he noted that the enrolment figures for girls belonging to Scheduled Castes (SC) showed a substantial growth of 50%. Moreover, Prime Minister Modi pointed out that the enrolment growth rates for Scheduled Castes (SC) and Scheduled Tribes (ST) students were significant, standing at 44% and 65%, respectively, over the same period. Among Muslim girls, there has been an increase of 45 percent in enrolment, he said. [iii]

Critical to the success of these reforms is the focus on teacher empowerment and capacity building. Through targeted training programmes and recruitment drives, the government is equipping educators with the skills and knowledge necessary to deliver high-quality instruction and foster student engagement. Empowered teachers serve as catalysts for change, nurturing the next generation of innovators, leaders, and change-makers. Upon assuming office, Prime Minister Modi demonstrated a clear vision and purpose by launching the Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching on December 25, 2014. Named after the esteemed founder of Banaras Hindu University (BHU), Pandit Madan Mohan Malaviya, to whom the Modi government has posthumously conferred the Bharat Ratna, this initiative reflects the government’s commitment to enhancing the quality of education and honouring the legacy of visionary educators. [iv]

Addressing the pressing need to cultivate a skilled teaching workforce, Prime Minister Modi emphasised the importance of producing proficient educators during the launch of the mission. The Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching is a comprehensive endeavour that tackles various aspects related to teaching, teacher preparation, professional development, curriculum design, assessment methodology, research in pedagogy, and the development of effective teaching strategies.

By recognising the critical role of teachers and the significance of quality education in national development, the Modi government’s initiative underscores its dedication to fostering excellence in the education sector. Through strategic measures aimed at empowering teachers and enhancing teaching methodologies, the mission aims to elevate the standards of education across the country, aligning with the government’s broader vision for educational reform and advancement.

At the heart of the Modi government’s education reforms is a vision of inclusive and equitable education for all. Initiatives such as the Sarva Shiksha Abhiyan (SSA), and the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), aim to bridge gaps in access and quality, ensuring that no child is left behind. By prioritising the education of marginalised and disadvantaged groups, the government is laying the groundwork for a more inclusive society where every individual has the opportunity to realise their full potential. The Education Minister, Shri Dharmendra Pradhan, emphasised, “We believe that India’s essence is preserved within its languages, and the Modi government has taken steps to facilitate education in native tongues.” He highlighted that the Central Board of Secondary Education (CBSE) has issued a circular mandating the creation of teaching and learning materials in all 22 scheduled languages. Furthermore, he mentioned that in states like Madhya Pradesh, education in fields such as medicine and law is now being delivered in Hindi. This initiative aims to promote linguistic diversity and ensure that students have access to education in their mother tongue, fostering a deeper understanding and connection with their cultural heritage. Furthermore, the significant increase in budget allocations for primary and secondary education underscores the government’s unwavering commitment to investing in human capital development. This investment not only strengthens the education system but also fuels economic growth, innovation, and social progress, positioning India as a global leader in the knowledge economy of the 21st century.

On September 7, 2022, the Cabinet approved a new centrally sponsored scheme named PM SHRI (PM Schools for Rising India). This initiative aims to establish more than 14,500 schools across the country, focusing on strengthening select existing schools managed by various authorities such as the central government, state governments, union territory administrations, and local bodies. These PM SHRI schools are envisioned to serve as exemplars in implementing the National Education Policy (NEP) 2020, which emphasises equitable, inclusive, and joyful learning environments. Over time, these schools are expected to emerge as leaders in their regions, providing high-quality education while accommodating the diverse backgrounds, multilingual needs, and varying academic abilities of students. The overarching goal is to empower students to become active participants in their own learning journey, aligning with the vision outlined in the NEP 2020.

By leveraging existing infrastructure and resources, the scheme seeks to elevate the standard of education across the country by nurturing well-rounded individuals equipped with the skills needed to thrive in the 21st century. Through the PM SHRI initiative, the government aims to address the evolving needs of the education sector and ensure that every child has access to quality education, regardless of their socio-economic background or geographical location.

In essence, the reforms in primary and secondary education under the Modi government represent a paradigm shift towards transformational change. By leveraging technology, enhancing infrastructure, empowering teachers, and promoting inclusivity, these reforms are reshaping the educational landscape of India, unlocking the potential of millions of young minds, and driving the nation towards a brighter, more prosperous future.

Analysis of Budget Allocations for the Education Sector (2014-2024)

Over the past decade, the Modi government has demonstrated a strong commitment to advancing education in India, as reflected in the significant increases in budgetary allocations for the education sector. Starting from Rs 68,728 crore in 2014, the allocation for the education sector reached its highest-ever level of Rs 1,12,898.97 crore in 2024. This notable rise in budgetary allocations reflects the government’s unwavering commitment to prioritising education as a national development agenda. The government’s budgetary decisions have been directed towards improving both the quality and accessibility of education across the country. Initiatives such as the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), the establishment of new AIIMS, IITs, and IIMs, and the upgrade of secondary schools have aimed at enhancing the quality of higher education and expanding access to quality healthcare and education facilities.

Skill development has been a key focus area of the Modi government’s education agenda, with significant allocations towards initiatives such as the Skill India programme, the Pradhan Mantri Kaushal Vikas Yojana, and the establishment of multi-skill development centres. These efforts are geared towards equipping the youth with the necessary skills to thrive in the rapidly evolving job market and contribute to India’s economic growth. The government’s budgetary allocations have also aimed at promoting inclusive education by addressing the needs of marginalised and disadvantaged groups. Initiatives such as the Sarva Shiksha Abhiyan (SSA), scholarships for SC/ST students, and the establishment of Ekalavya Model Residential Schools have been instrumental in improving access to quality education for underprivileged communities and bridging the gap in educational outcomes. Despite facing various challenges, such as the COVID-19 pandemic and economic uncertainties, the government has maintained its commitment to education growth by increasing budgetary allocations and introducing diverse initiatives. The significant rise in allocations for education in the 2024 budget underscores the government’s determination to prioritise education as a catalyst for national development and progress.

Another transformative blueprint in education has been the National Education Policy (NEP) 2020, introduced on July 29, 2020. Among its pivotal features are initiatives to ensure universal access to education from pre-primary to Grade 12, focusing on providing quality early childhood education for children aged 3-6 years. The policy advocates a new curricular and pedagogical structure of 5+3+3+4 years, aiming to break down rigid barriers between disciplines and streams. It prioritises foundational literacy and numeracy through the establishment of a National Mission, and emphasises multilingualism, promoting the use of the mother tongue or local language as the medium of instruction up to Grade 5. Assessment reforms include conducting board exams twice a year and establishing the PARAKH National Assessment Centre. NEP 2020 is committed to equitable and inclusive education, targeting socially and economically disadvantaged groups, and ensuring transparent teacher recruitment and performance evaluation processes. Infrastructure development, vocational education integration, and holistic learning approaches are other key components, with the overarching goal of achieving 100% Gross Enrolment Ratio (GER) in preschool to secondary education by 2030, thereby fostering a more educated and empowered society. [v] [vi]

A significant initiative in the realm of education is the Atal Tinkering Lab (ATL) program launched by AIM (Atal Innovation Mission), NITI Aayog. This programme introduces state-of-the-art spaces, known as Atal Tinkering Labs, within schools with the objective of nurturing curiosity and innovation among students from grades 6 to 12 nationwide. Equipped with 21st-century tools and technologies such as the Internet of Things, 3D printing, rapid prototyping tools, robotics, miniaturised electronics, and do-it-yourself kits, these labs serve as platforms to stimulate problem-solving and foster an innovative mindset among students. The programme aims to not only enhance the technological skills of students but also instil in them the ability to think critically and creatively. Since its inception, AIM has successfully established 10,000 Atal Tinkering Labs in schools across the country. By providing access to cutting-edge tools and encouraging hands-on experimentation, the ATL programme empowers students to explore, experiment, and innovate, thereby preparing them to tackle real-world challenges and contribute to India’s journey towards becoming a knowledge-driven economy. [vii]

Reforms in Higher Education

The focus in higher education is on expanding access and enhancing quality. This includes the establishment of new Indian Institutes of Technology (IITs), National Institutes of Technology (NITs), and Indian Institutes of Management (IIMs), resulting in an exponential rise in the number of premier institutions in the country. Additionally, the government has undertaken measures such as scrapping the M.Phil. programme and introducing four-year bachelor courses to align higher education with industry requirements.

Significant reforms have been initiated in the higher education sector, aimed at expanding access and enhancing quality. Since 2014, remarkable strides have been made in establishing and upgrading premier institutions, thereby catalysing an exponential rise in the number of Indian Institutes of Technology (IITs), National Institutes of Technology (NITs), and Indian Institutes of Management (IIMs) across the country. Notably, six new IIT institutes have been established, and the Indian School of Mines (ISM), Dhanbad, has been upgraded to an IIT. The Lok Sabha passed the Institutes of Technology (Amendment) Bill, 2016, facilitating the opening of seven new IITs in various states, further broadening access to quality technical education. Additionally, seven new IIMs have been established in the past six years, with six commencing their Post Graduate Programme in Management in 2015, and IIM Jammu, established in 2016, contributing to the enrichment of managerial talent across diverse regions.

In a significant development, 22 new universities have been established in the Northeast region, marking a milestone in the educational landscape of the area. Additionally, Ladakh has witnessed the establishment of its inaugural Central University, a significant step forward for the region’s higher education sector. Moreover, the establishment of the first-ever forensic university and a rail and transport university further underscores the government’s commitment to bolstering specialised education and research in crucial sectors. These initiatives aim to enhance educational opportunities, promote academic excellence, and contribute to the overall socio-economic development of the regions they serve. [viii]

The National Education Policy (NEP) 2020 has been a cornerstone in driving comprehensive reforms in higher education, with the overarching goal of increasing the gross enrolment ratio (GER) to 50% by 2035. The University Grants Commission (UGC), as the apex institution entrusted with formulating and executing higher education policies, has spearheaded various initiatives to align India’s education system with global standards and foster a culture of innovation and excellence. The introduction of a choice-based credit system (CBCS) provides students with the flexibility to choose courses and earn credits, promoting student-centric learning and interdisciplinary studies. Furthermore, the institution of an Academic Bank of Credit (ABC) will digitally store academic credits earned from recognised higher education institutions (HEIs), facilitating seamless credit transfer and degree awarding based on accumulated credits.

In line with NEP 2020’s vision of exposing 50% of learners to vocational education by 2025, HEIs are now mandated to offer vocational courses in all bachelor programmes. This initiative, coupled with partnerships with industry and NGOs, aims to equip students with practical skills in cutting-edge domains, thereby enhancing employability and fostering entrepreneurship. Additionally, renewed focus has been placed on open and distance learning, with the implementation of online courses and digital repositories, complementing traditional in-class methods. Furthermore, Massive Open Online Courses (MOOCs) are now eligible for credit-based recognition, providing learners with access to high-quality educational resources and expanding opportunities for lifelong learning and upskilling.

The holistic approach towards higher education reforms underscores the government’s commitment to nurturing a skilled workforce, fostering innovation, and promoting inclusive growth in alignment with the evolving needs of the 21st-century economy. By laying the groundwork for a robust higher education ecosystem, these reforms are poised to propel India towards becoming a global knowledge hub and a powerhouse of talent and innovation.

Focus on Research and Entrepreneurship

Research and innovation as key drivers of economic growth have been prioritised. The establishment of the National Research Foundation aims to promote interdisciplinary research and foster collaboration between academia and industry. Furthermore, initiatives such as the establishment of incubator centres have facilitated the creation of a conducive ecosystem for entrepreneurship and innovation in the education sector. In its 2014 manifesto, the government pledged to elevate the quality of academia and research, aiming to align Indian universities with global standards. As a result, research and innovation have emerged as central pillars driving economic growth and development. In addition, several initiatives, aimed at nurturing a vibrant research ecosystem in the country, have been implemented.

At the forefront of these efforts is the establishment of the National Research Foundation, a landmark initiative designed to promote interdisciplinary research and foster collaboration between academia and industry. This apex body will play a crucial role in directing scientific research across higher education institutions (HEIs) and public institutions, thereby cultivating a culture of innovation and creating synergistic partnerships between academia and government.

Aligning with the objectives of the National Education Policy (NEP), the University Grants Commission (UGC) is actively promoting research and innovation across disciplines, including the humanities and social sciences. Incentives are provided to HEIs to set up start-up incubation centres, technology development centres, and research facilities in frontier areas, fostering greater industry-academia linkages and driving innovation-led growth.

Finance Minister Nirmala Sitharaman’s budget announcement further underscored the government’s commitment to research and innovation. The unveiling of a corpus of Rs. 1 lakh crore, available at minimal or nil interest rates, aims to incentivise private sector investment in research and development, particularly in the sunrise sectors. This significant allocation reflects the government’s vision of harnessing the potential of India’s tech-savvy youth and fostering innovation-driven entrepreneurship.

Furthermore, the scheme to strengthen deep-tech technologies for defence purposes aligns with the government’s broader agenda of promoting self-reliance and indigenous innovation in critical sectors. This initiative not only reinforces India’s defence capabilities but also paves the way for technological breakthroughs with far-reaching implications for national security and strategic autonomy. The impact of these initiatives is already evident, with the emergence of a thriving startup ecosystem across regions. In Jammu & Kashmir, for instance, the conducive environment created by government policies has led to a surge in startup registrations, with the region securing top positions in the ‘Ranking of States on Support to Startup Ecosystems.’ Startups in diverse sectors such as e-commerce, horticulture, agriculture, tourism, and crafts have flourished, signalling the transformative potential of government-led interventions in fostering innovation and entrepreneurship. The unwavering focus on research and innovation aims to leverage India’s demographic dividend and technological prowess to drive inclusive growth and prosperity and to propel India towards becoming a global leader in innovation and knowledge-driven economies.

Revitalising the Indian Knowledge System

In a bid to preserve and promote India’s rich cultural heritage, the Modi government has taken steps to revitalise the Indian knowledge system. Efforts have been made to integrate traditional knowledge systems into mainstream education, ensuring that students gain a holistic understanding of India’s diverse cultural heritage. The Indian Knowledge System (IKS) cell, established in October 2020 under the Ministry of Education (MoE) at AICTE, New Delhi, represents a concerted effort by the Modi government to preserve, promote, and integrate India’s rich cultural heritage and traditional knowledge systems into the contemporary education framework. This innovative initiative seeks to foster interdisciplinary research, preserve and disseminate traditional knowledge, and actively engage in spreading India’s diverse heritage across various domains such as arts and literature, agriculture, basic sciences, engineering, technology, architecture, management, and economics.

Prime Minister Narendra Modi has been a vocal advocate for an education system rooted in Indian values, emphasising the importance of embracing India’s cultural legacy in shaping the country’s educational landscape. In commemorating the 200th birth anniversary of Arya Samaj founder Swami Dayanand Saraswati, PM Modi underscored the need for a return to India’s ancient wisdom embodied in the Vedas, highlighting the role of figures like Swami Dayanand in liberating Indian society from the shackles of superstition and colonial influence.

The launch of the textbook ‘Introduction to Indian Knowledge Systems: Concepts and Applications’ by Union Minister of Education and Skill Development, Shri Dharmendra Pradhan, further exemplifies the government’s commitment to decolonizing the Indian education system and revitalising indigenous knowledge systems. Emphasising the importance of integrating insights from India’s ancient past with contemporary challenges, Education Minister Pradhan highlighted the role of IKS in offering solutions to global issues. By fostering a dialogue between traditional wisdom and modern knowledge, the government aims to create synergy that addresses the complex socio-economic and environmental challenges of the 21st century.

Moreover, the New Education Policy (NEP) has provided a comprehensive roadmap for incorporating IKS into the higher education curriculum, signalling a paradigm shift towards a more inclusive and holistic approach to education. By recognising the significance of India’s indigenous knowledge systems, the NEP seeks to equip students with a deeper understanding of their cultural heritage while fostering critical thinking and innovation. This holistic integration of traditional wisdom with contemporary education is poised to enrich the learning experience and empower future generations to tackle the challenges of a rapidly changing world. The Modi government’s efforts to revitalise the Indian knowledge system reflect a broader commitment to preserving and promoting India’s cultural heritage and traditional wisdom. By embracing indigenous knowledge systems and integrating them into the education framework, the government is laying the foundation for a more inclusive, resilient, and culturally rooted society that draws strength from its rich legacy.

Skill Development Initiatives

Recognising the pivotal role of skill development in fostering economic growth and creating employment opportunities, the Modi government has spearheaded a series of initiatives aimed at empowering youth with relevant skills and enhancing their employability in a rapidly evolving job market. This commitment is underscored by the establishment of a dedicated Ministry for Skill Development and Entrepreneurship, signalling the government’s prioritisation of this critical area.

Prime Minister Narendra Modi has been actively involved in promoting skill development, as evidenced by his address at the convocation ceremony of the second ‘Kaushal Deekshant Samaroh,’ organised by the Ministry of Skill Development and Entrepreneurship. The establishment of Skill India Centres represents a strategic move towards aligning with the evolving needs of various industries, particularly in sectors like media, tourism, hospitality, and IT-ITeS, by providing practical knowledge and training to aspiring professionals.

The launch of over 500 skill development centres across 34 rural districts of Maharashtra by Prime Minister Narendra Modi further underscores the government’s commitment to preparing youth in rural areas for employment opportunities. This initiative, known as the Pramod Mahajan Grameen Kaushalya Vikas Kendras, aims to bridge the skill gap and empower rural youth with the necessary competencies to succeed in the job market.

The Skill India Mission, launched in 2015, has been a cornerstone of the government’s efforts to address the skill gap through short-term and long-term training programs spanning nearly 40 sectors. These courses are meticulously designed to equip individuals with practical skills aligned with industry standards, thereby enhancing their employability and reducing the need for additional training by employers.

Under the umbrella of the Skill India Mission, flagship schemes such as the Pradhan Mantri Kaushal Vikas Yojana (PMKVY) have played a pivotal role in imparting short-term skill development training and certification to youth across various sectors, including rural areas. With innovative components like short-term training and recognition of prior learning, PMKVY has established skill development infrastructure through PM Kaushal Kendras and, by October 2023, had trained over 1.40 crore candidates. The Craftsmen Training Scheme, operating through Industrial Training Institutes (ITIs), has witnessed substantial expansion, with over 5000 new ITIs established in the past nine years, offering skill training across various economic sectors.

Furthermore, the National Education Policy 2020 emphasises the integration of vocational education with academic education, promoting interdisciplinary learning and industry-academia linkages. The government’s focus on apprenticeship programmes under the National Apprenticeship Promotion Scheme bridges the gap between theoretical education and practical skills, fostering a skilled workforce aligned with industry requirements.

To nurture entrepreneurial aspirations, the government launched initiatives like the Pradhan Mantri Yuva Yojana and Startup India, aimed at supporting early-stage entrepreneurs and fostering a conducive ecosystem for innovative ventures. Additionally, the establishment of National Skill Development Corporation International and Skill India International Centres reflects the government’s commitment to enhancing the global mobility of skilled workers and meeting international standards.

The government’s holistic approach to skill development is evident in its collaboration with over 20 central ministries to implement various skilling and upskilling programmes, ensuring comprehensive coverage across diverse sectors and regions. The recent launch of Skill India Digital further demonstrates the government’s embrace of digital technology to streamline skilling initiatives and facilitate talent acquisition.

The government’s relentless efforts in the field of skill development underscore its commitment to fostering a skilled, empowered, and entrepreneurial workforce capable of driving India’s economic growth and competitiveness in the global arena. Through a combination of policy interventions, vocational training programmes, and entrepreneurial support schemes, the government is laying the groundwork for a future-ready India, where every individual has the opportunity to realise their full potential.

Comparative Analysis

A comparative analysis of key indicators from 2014 to 2023 reveals the significant progress made by the Modi government in the education and skill development sectors. This includes an increase in enrolment rates, the expansion of educational infrastructure, and a rise in research output and innovation. Over the period from 2014 to 2023, the education and skill development sectors in India have witnessed notable advancements under the leadership of the Modi government.

First, enrolment rates across different levels of education have seen a considerable improvement during this period. The government’s emphasis on initiatives like the Sarva Shiksha Abhiyan and the Right to Education Act has contributed to enhancing access to primary and secondary education, resulting in higher enrolment rates among children. Moreover, efforts to promote higher education through schemes like the Rashtriya Uchchatar Shiksha Abhiyan (RUSA) have led to an increase in the number of students pursuing tertiary education in colleges and universities across the country.

Second, there has been a significant expansion of educational infrastructure under the Modi government. The establishment of new schools, colleges, and universities, along with the upgrading of existing institutions, has helped cater to the growing demand for quality education. Initiatives like the setting up of Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and National Institutes of Technology (NITs) have not only increased access to premier educational institutions but have also enhanced the overall quality of higher education in India.

Furthermore, the focus on research and innovation has led to a notable rise in research output and technological advancements during the period under review. The establishment of the National Research Foundation and the promotion of interdisciplinary research have facilitated collaboration between academia, industry, and government agencies, resulting in groundbreaking discoveries and innovations across various fields. Additionally, initiatives like the Atal Innovation Mission and the establishment of incubation centres have nurtured a culture of entrepreneurship and innovation, fostering the growth of startups and technology-driven enterprises in the country.

In conclusion, the comparative analysis underscores the transformative impact of the Modi government’s policies and initiatives in the education and skill development sectors. From improving enrolment rates and expanding educational infrastructure to fostering research and innovation, the government’s efforts have propelled India towards becoming a knowledge-based economy and a global hub for talent and innovation. However, challenges remain, and continued focus and investment will be crucial in sustaining and building upon the progress achieved so far.

The Modi government’s reforms in the education and skill development sectors have ushered in a new era of growth and opportunity for India. The reforms have not only revolutionised the teaching-learning process but also foregrounded outcomes and direction in the education section. By prioritising quality, accessibility, and relevance, these reforms have laid the foundation for a knowledge-driven economy that is poised to meet the challenges of the 21st century. However, challenges remain, and continued investment and innovation will be crucial to sustaining the momentum of progress in the years to come.

Author Brief Bio: Dr. Swadesh Singh holds PhD from JNU, New Delhi, and teaches Political Science at University of Delhi.

[i] https://timesofindia.indiatimes.com/india/governments-online-focus-has-helped-narrow-digital-divide-pm-modi/articleshow/89736040.cms .

[ii] https://scroll.in/article/1063192/a-decade-under-modi-education-spending-declines-universities-struggle-with-loans#:~:text=School%20enrollment%20has%20seen%20a,2006%20to%202%25%20in%202022 .

[iii] https://economictimes.indiatimes.com/news/india/26-5-rise-in-student-enrolments-in-schools-higher-education-institutions-under-modi-govt-education-min-dharmendra-pradhan/articleshow/106158808.cms?from=mdr

[iv] https://www.indiatoday.in/education-today/news/story/pm-launches-new-teacher-training-scheme-232929-2014-12-26

[v] https://news24online.com/education/school-education-reforms-in-the-national-education-policy-nep-2020/232825/

[vi] https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1847066

[vii] https://aim.gov.in/overview.php#:~:text=AIM%20has%20launched%20the%20Atal%20Tinkering%20Lab%20(ATL)%20program .

[viii] https://www.narendramodi.in/this-is-how-prime-minister-narendra-modi-govt-is-transforming-the-education-sector-557132

Latest News

Atma-Nirbhar Bharat: Navigating Self-Reliance in a Globalized World

Enforcement Mechanism for Foreign Arbitral Awards and Judgements in India: Identifying Challenges and Proposing Reforms

5th India Foundation Monograph Series

Shopping Cart

No products in the cart.

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.

Express Learning Programme (ELP)

Optional Notes
Study Hacks
Prelims Sureshots (Repeated Topic Compilations)
Current Affairs (Newsbits, Editorials & In-depths)
Ancient Indian History
Medieval Indian History
Modern Indian History
Post-Independence Indian History
World History
Art & Culture
Geography (World & Indian)
Indian Society & Social Justice
Indian Polity
International Relations
Indian Economy
Environment
Agriculture
Internal Security
Disasters & its Management
General Science – Biology
General Studies (GS) 4 – Ethics
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.

Prelims Sureshots – Most Probable Topics for UPSC Prelims

A Compilation of the Most Probable Topics for UPSC Prelims, including Schemes, Freedom Fighters, Judgments, Acts, National Parks, Government Agencies, Space Missions, and more. Get a guaranteed 120+ marks!

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 .

If you like this post, please share your feedback in the comments section below so that we will upload more posts like this.

GET MONTHLY COMPILATIONS

Featured Image of National Recruitment Agency UPSC

National Recruitment Agency – Need, Advantages, Challenges, Way Forwar...

Blockchain Technology in Education

‘Academic Bank of Credits’ (ABC) in higher education

Nice Blog Great work. Thank you so much.

Nice Blog Great work.

There was a problem reporting this post.

Block Member?

Please confirm you want to block this member.

You will no longer be able to:

See blocked member's posts
Mention this member in posts

Please allow a few minutes for this process to complete.

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

Jul 12, 2023

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.

echoes of ‘coloniality’ in the episteme of indian educational reforms

The international education project that drives neoliberal reforms is entwined with ideas of modernity and development embedded in coloniality. Instead of learning from decolonized and subaltern knowledges, what we see is a disruption of diverse post-colonial processes via a reform policy transfer – constructed in decontextualized abstraction, rationalized by a target driven universal agenda. This paper draws attention to a possible continuity between colonialism – viewed not just as a geopolitical reality located in the past but an organised epistemological order – and the neoliberal agenda of internationalising education. Control over knowledge production and practices have characterised processes of colonisation that used education to subjugate people of the colonised world. It is suggested that a ‘coloniality’ 1 characterised by patterns of power “constituted in culture, inter-subjective relations and knowledge production” (Ndlovu-Gatsheni, 2013, p. 30) has striking similarities with contemporary processes of internationalisation.

Colonial Education and its Discontents

Colonial education was hinged around a view of knowledge that emphasised the individual, scientific, and universal aims of education ahead of the social and cultural. This combined with the colonial construct of Indian society 2 shaped 19 th century school education in India. The rejection of indigenous knowledge 3 and socio-cultural context in shaping curriculum in the diverse sub-continental landscape of India created a deep conflict between education and culture, isolating school-based knowledge from every-day reality of school children (Kumar, 2005). This isolation characterises the bulk of educational practice across India even today and lies at the root of India’s poor performance in universalising critical education (Batra, 2015).

The 19 th century colonial context was the site of several local struggles of a people who lived, since the late 15 th century, marginal and subjugated lives under the hegemony of the feudal upper castes of Indian society. Some of these struggles 4 are reflected in the feminist and anti-caste writings and activism of Jyotiba Phule (1827-1890); Savitribai Phule (1831-1897); Tarabai Shinde (1850-1910) and Pandita Ramabai (1858-1922). While the political struggle for freedom led by nationalist leaders drew upon ideas of rationality and modernity to challenge colonial rule, it did little to examine how ‘colonial knowledge practices’ reinforced Brahmanical hegemony 5 and patriarchy.

Jyotiba Phule sought to integrate critical rationality of modern science in organising education for Dalits and women. Recognising that the British government ignored the problem of education of the lower castes and women, Phule made several appeals to them to institute more inclusive policies on education 6 . Deeply influenced by ideas of rationality and modernity, Phule “demonstrates how state policy and dominant pedagogical practices are intrinsically interlinked” (Rege, 2010, p. 93); and soon realised that the policies of the colonial state favoured Brahmanical control of knowledge (Sinha, 2017). The long struggle for India’s independence was indeed multidimensional, including the resistance of Dalits and women against Brahmanical domination. The discourse of anti-caste struggles rested on ideas of transformative education that would help overthrow forces that subjugated Dalits and women. Phule for instance, reimagines education as the Trutiya Ratna 7 (third eye) that has “the possibilities to enable the oppressed to understand and transform the relation between power and knowledge” (Rege, 2010, p. 93). The discourse of anti-caste struggles predated the nationalist discourse that focused on contesting ‘western’ forms of knowledge. The 20 th century anti-colonial struggle that led India’s freedom movement however, missed making any real epistemic consonance with anti-caste discourses.

Several counter narratives emerged in response to colonial education in India. Embracing modernity, Tagore initiated the movement 8 to popularise science amongst the masses. His endorsement of western science and associated modernity was to become a cornerstone of formal education in independent India. Gandhi’s ‘Nai Talim’ was a response to two specific challenges of the time – the elite system of colonial education perceived to be culturally and economically irrelevant, as well as over ‘who can be educated’ primarily determined by upper caste hegemonic control, characteristic of Indian society 9 . The attempt here was to make education an act of ‘deliberation’ – that would address the immediate needs and concerns of a colonially subjugated society – rather than one based on ‘an intrinsic view of knowledge’ – inherent in the modernist-universalist frame of colonial thinking. This powerful idea of Gandhi was much ahead of its time, even as western debates on curriculum of the 1950s and 1960s continued to proclaim ‘universal scientific principles’ of curriculum design and relied on the philosophers’ claim of identifying knowledge that had intrinsic worth (Batra, 2015).

Gandhi’s ‘Nai Taleem’ was focused on bringing work and education together with the aim to develop in the young “attitudes of cooperation, social responsibility within a frame of equality and freedom of the human spirit.” Tagore too saw the educational project as one that would liberate the self and others. In this sense, the anti-colonial vision of education for a free India envisaged by several nationalist leaders 10 contained in them a critique of the narrow individualistic aims of modernity. The ‘indigenous principle’ was about ‘forging a link between the outer material reality with the inner capacity to reflect and develop insight’ (Batra, 2015).

The distinction between colonial education and an education envisioned by counter movements initiated by nationalist leaders lay in the purpose of the educational project of the time. Whereas colonialism aimed to develop subservient citizens, the aim of nationalist leaders was to liberate the Indian people from the shackles of colonial English education and to create free citizens who could emancipate an India rooted in the diverse cultures of its people. The purpose of education offered in institutions 11 supported by nationalist leaders was to enable young minds to develop a national imaginary of a free and independent India. Counter narratives to the colonial view of knowledge and practice of education were diverse, ranging from developing an integrated people with scientific outlook, a rational mind and self-reliance in an economic, social and psychological sense.

Distinct among these was Ambedkar’s (1891-1956) concerted struggle against social injustice in a caste-based society and the Dalit women’s movement that drew upon Ambedkar’s political philosophy to fight the Brahmanical social order. Ambedkar was critical of nationalist leaders, including Gandhi, who “maintained that the caste system was a social matter and not relevant to the political struggle to attain freedom from colonial rule” (Mukherjee, 2009, p. 364). “Social and economic democracy” argues Ambedkar (1945, p. 447), “are the tissues and the fibre of a political democracy…Democracy is another name for equality.” Ambedkar’s ideas on democracy and equality developed from his close association with John Dewey (1859-1952) and his seminal work on Democracy and Education that strongly influenced 12 Annihilation of Caste (Ambedkar, 1935 13 ).

Education in Post-colonial India

After two centuries of colonial rule, post-independence India foregrounded the aim of developing modern citizens via a robust educational system that would be guided by Constitutional 14 values of liberty, equality, justice and fraternity. Pivotal to this was Maulana Azad’s contribution as India’s first education minister and renowned Islamic scholar. Azad problematised the challenges of Indian education as providing free and compulsory school education and addressing questions of caste, gender and teacher education (Habib, 2015).

Critical to the post-colonial context of early independent India was the construction of an overarching national identity of ‘unity in diversity’ via modern education. Questions of modernity were crucial as the aim of education was to prepare the youth to develop scientific rationality, and participate in industrialisation and technological advancement. The Education Commission (GoI, 1966) viewed modernity and nationalism as synonymous. The central role of modern education was that of “nation-building.” Hence, educational objectives were defined within the paradigm of national development. Modernisation meant engaging with the growing body of knowledge in science and technology and developing scientific temper.

Upper caste intellectuals had little interest in educating the masses. Nor did they question colonial knowledges structured on binaries such as tradition vs. modernity, subjective vs. objective. This represents a continuity of the role of some Brahman intellectuals whose status Rege argues (2010, p. 92), “was enhanced by the colonial regime that used the classification and categorisation of ‘Indian tradition’ to create norms for colonial rule.” Thus, with the post-independence adoption of modern education, India glossed over its critique of modernity as well as the fact that modernity itself was constitutive of coloniality. The traditional vs. modern binary remained. This disallowed genuine engagement with questions of structural inequalities in Indian society that colonial education had succeeded in cementing.

For about twenty years between 1968 and 1986, the modernisation project was perceived by the state and the people as a means to achieve social justice, productivity, national integration and a rational outlook 15 . The post-colonial Nehruvian modernisation project focused on creating the scientific citizen who would imbibe the constitutional values of plurality, an open society that was democratic and secular. However, the Nehruvian emphasis on higher education, science and technology led to the neglect of the school system and in fulfilling the constitutional mandate of universalising elementary education. As a result, the school system remained within the clutches of the colonial frame, ‘universalisms of modernity’, and an upper-caste imagination that saw little reason to support the cause of mass education. Tagore’s and Gandhi’s legacy of educational ideas remained at the periphery of mainstream school education and soon faded away from popular imagination. The frame of modernity constitutive of coloniality of power, that shaped India’s education, surfaced in different ways since independence.

Independent India’s first four decades were mired in several exigencies such as conflict with neighbouring countries and weak economic growth. This period saw little by way of concerted state intervention in improving access to school education for the masses. Although efforts were made to make available well researched school knowledges that challenged colonial frames such as in history teaching, most of school and teacher education was steeped in ‘universalisms of modernity’. A textbook culture, unimaginative teacher education frozen in colonial times and a rote-based examination system characterised most of school education. Formal school education remained disconnected from everyday life and the intellectual agency of knowledge production and practices rested with experts and the bureaucracy. The teacher was a mere agent of the state and its project of modernisation (Kumar, 2005; Batra, 2005).

Liberalisation of the Indian economy, started slowly in 1984 leading up to the New Education Policy (GoI, 1986), and post-Jomtein 16 international pressures compelled India to initiate nation-wide reforms of its school system. Concepts associated with child-centred education were imported as ‘policy borrowing’ became the norm with scant regard to their theoretical genesis and practical applicability in diverse social, economic and cultural contexts. Importation of concepts marginalised any attempts to seed innovative ideas that resonated with the lived realities of diverse childhoods. Sriprakash (2010, p. 304) shows how “child-centred models do not always seek to hand-over greater control to children in the instructional aspects of pedagogy, despite reform language which suggests otherwise”. Market-led reforms, starting with the acceleration of liberalisation in the 1990s, led to large-scale testing of learning outcomes that sought to standardize school education. A consonance between a neoliberal framework and the behaviouristic outcome-based model of education driven by an international policy discourse was firmly established in India. Questions of quality education were divorced from processes of teaching and learning and from questions of social and economic inequities.

Examining the Episteme of Reforms

The inadequacy of neoliberal reforms in engaging with pressing social and political concerns engenders the need to examine the epistemological frame that underpins these reforms. The relationship between coloniality and epistemology and between knowledge and power have been examined by several scholars (Mignolo, 2005; Haraway, 1988; Harding, 1991; Foucault, 1982). Coloniality of power is seen as “a principle and strategy of control and domination that is constitutive of western modernity as a series of unfolding political, economic, cultural and educational projects…The interrelations between modernity and coloniality in the discursive institutionalisation of modern schooling were produced and maintained in part through the concepts of civilisation and the disciplinary practices of civilising” (Baker, 2012, p. 13). With multiple meanings, practices and experiences, colonialism was also a cultural project whose influence is palpable in contemporary Indian society. According to Pinar (2015, p. 223) neoliberal reforms mirror colonialism that “increases cultural dependency and political subjugation while encouraging modernisation with its rhetoric of rights and reparation.”

A major shift in educational thinking associated with neoliberal reforms in India is with regard to conceptions of ‘quality education’ and associated ‘knowledge practices’. The attempt here is to understand how this has been positioned and repositioned in the backdrop of the colonial as well as the post-colonial context of education in India. The larger aim is to explore aspects of coloniality and modernity that underlie the episteme of reforms and how these sustain continuities with India’s colonial past; and simultaneously, also offer the promise of removing the ‘epistemic veil’ that obstructs national educational imaginaries.

Neoliberal Reforms and Processes of Internationalisation

Based on the human capital approach, the neo-liberal agenda of education is designed to fulfil individual aims and self-interest defined in narrow economic terms. This has created a wedge between the needs of society and policy formulation. The Indian and larger Southern context is markedly different from a ‘western’ context that the ‘international education project’ seeks to transfer educational reform from. The sheer scale and diversity of populations within the region poses formidable challenges and opportunities for contextual innovation. For instance, the educational agenda foisted by internationalist interests upon societies of the South is in sharp contrast to the agenda of the subaltern in societies like India – Dalits and minorities; tribal and indigenous groups; women and migrant labour that make up more than two-thirds of the Indian population.

Questions arising from attempts to develop a nuanced socially-embedded discourse on curriculum and pedagogic approaches remain marginal to the discourse of reform; failing to attract the attention of national and international researchers. In the absence of concerted research on realities of educational practice, scholars attributed ‘implementation failures’ of reforms to ‘low state capacity, poor administration, poor delivery system, poor community information and corruption/leakages’ (Kingdon et al, 2014, p. 55). Through a case study of the education reform movement in India, Ball (2017) uncovers how a discursive ensemble projects a state of crisis in education, thereby creating the rationale for processes of educational reform. Neo-liberal imaginaries are disseminated, legitimized and reassembled in relation to and as part of a global education policy community (Ball, 2017, p. 30). The educational discourse promoted internationally has created a ‘domestic-foreign dichotomy’, locating the system’s perceived failure with practices and structures within the home context. This, argues Stone (2004) justifies the imperative for policy transfer.

The instrumental aims of education promoted by a neoliberal agenda ironically furthered historical colonial ideals. With the opening up of the Indian economy, English education became a significant part of educational reforms. Not only did schools in India started teaching English from grade I onwards, but many state schools started separate English medium sections. The English language, a tool for colonial domination and a symbol of modernity (Vishwanathan, 1989; Advani, 2009) acquired enhanced criticality during neoliberal reforms. The importation of educational concepts and policy orientations led to the dismantling of existing structures and processes of education – uprooting the existing while unable to root the ‘new’, leaving the educational space depleted. Similar processes had evoked sharp reactions in several Southern societies, leading to inward looking ideas of identity and nationalism; foregrounding ‘indigenous’ thinking without critical reflection; thus undermining diversity and democracy (Batra, 2019).

As a result, several countries of the South including India face the challenge of ineffective reforms manifest in increasing rates of school failure and poor learning outcomes 17 . As non-state actors redefine the educational space, narrow conceptions of quality emerge; leading to major policy shifts away from a national imaginary of quality universal access to education. For instance, despite a national curricular discourse 18 in India initiated in mid-2000s, that created space for integrating local and diverse knowledges, stressing the role of the teacher in processes of re-contextualisation; schools across India are overwhelmed with unimaginative and alienating measures of reform.

Notions of Quality and Knowledge as constituted in Coloniality?

While examining the tension between quality, equality and quantity, Naik (1975) brought to light how coloniality assigned specific meanings to the idea of quality education and how these meanings became the mainstay of India’s education system. In Naik’s view (43), quality is a relative concept and was defined according to the value premises adopted by the colonisers. Hence, there is a “close link between ‘quality’ of education and the social power-structure that defines it”. The British emphasis on ‘the individual rather than the social goals of education’ argued Naik, best served colonial interests (1975, p. 46). The ‘link between quality and privilege’ was thus established by colonial education and this continued to shape education in India well after independence.

The first serious attempts to release education from the colonial frame in independent India were made by the National Education Commission (GoI, 1966). Key ideas in this Commission were around shifting the notion of quality closer to the idea and practice of equitable education. A common school system that would ensure that children from diverse sections of society attend neighbourhood schools was proposed. The specific strategies to implement such ideas of equitable quality failed to form part of India’s first education policy 19 . This was despite the constitutional commitment to universalise elementary education. The colonial frame within which school teachers were being prepared was left undisturbed until as late as the second decade of the current century. Concerns of equality and social justice thus remained disengaged from those of quality education. Deep colonial roots of the modern education system resisted change even as post-colonial India attempted to decolonise knowledge practices 20 via institutes of higher education.

The policy narrative of positioning quality as learning outcomes, constructed by neoliberal reforms, created the further logic of marginalising the teacher, undermining her agency and the need for epistemic engagement. The criticality of relating concerns of quality to an “understanding of the broader historical, socio-economic, political and cultural context within which they are embedded” (Barrett, 2013, p. 6) was brushed aside. Disseminated through the discourse of ‘big data’ on learning achievement, the minimalized idea of quality ensures that arguments of social justice and equitable education remain embroiled in a game of numbers; and the construct of ‘quality’ escapes critical scrutiny. This has been characteristic of educational reforms in India and much of the global south.

Even as India entered the second decade of neoliberal reforms, the challenge before educators was to reposition knowledge as the fulcrum of sustaining the constitution-led vision of education towards equity and social justice. This opportunity came around the National Curriculum Framework (NCERT, 2005) and the National Curriculum for Teacher Education (NCTE, 2009), establishing the need to re-contextualize knowledge in curriculum; and with the passing of a central legislation that made the right to education (RtE) a fundamental right (GoI, 2009). Grounded ideas of preparing critical teachers, developing a critical curricular discourse and a new set of textbooks in consonance with these ideas set the ground for decolonising the basic frame of school education. Engagement with diversity, local knowledges, active citizenship and democratic pedagogies were key to this frame of educating teachers and children. This proved to be a more difficult task, as marginalization of knowledge embedded in social realities characterized the Indian educational project since colonial times. First, via the colonial imposition of its forms of ‘essentialist education’ through an alien language, later through the ‘importation’ of concepts of educational practice that failed to take root in a culturally diverse and locally rooted Indian society (Batra, 2015).

As a result, the turn of policy discourse towards the centrality of teachers in fulfilling the neoliberal agenda made teachers complicit in taking forward narrow school-based reforms (Biesta, 2015); leaving very little latitude for them to exercise agency in real classrooms (Long et al, 2017). A major intervention of India’s Supreme Court (GoI, 2012) sought to restructure the vision and regulatory mechanisms of teacher education in the country to align better with constitutional values and outcomes. Accelerated by a changing political climate, the moral ideals of ‘cultural nationalism’ aligned with a neoliberal thrust on learning outcomes and teacher performance further marginalized the role of critical knowledges, mirroring the colonial experience. As this piece is being written this is the single most critical challenge that confronts education in contemporary India – one that threatens to tear into the social fabric of a plural society.

Making the Case for Epistemic Transformation

Associated with the urban elite, colonial education was severed from the cultural and economic realities of the rural masses. This disconnect created a major void. Upper caste nationalist leaders paid little heed to the contradiction 21 that Ambedkar underlined when India became a republic in 1950 – the contradiction between the political life of Indians, who would enjoy ‘one vote one value’ – and the social life of its people, who would continue to struggle to achieve the idea of ‘one man one value’. Several attempts to bring education closer to people and their culture via language as well as social and psychological access were frustrated during colonial and post-colonial contexts. While colonial power was about political control, modernity for most nationalist leaders educated through colonial education was about rationality and scientific thinking. The thrust on modernity during the Nehruvian era was about developing scientific temper and an attitude of rational thought, sought to be developed via technical and higher education. The post-colonial modern education system assumed a ‘natural’ convergence between ‘modernity’ and ideas of liberty, equality, justice and fraternity enshrined in the Indian Constitution. However, the inseparable link between colonisation and modernity (Escobar, 2004; Mignolo, 2007) meant that the ‘modern system of education’ adopted by independent India was embedded within a discourse of hierarchy and power. In this sense, the ‘modernity’ project of independent India warranted by default, a continuity with the project of ‘coloniality’, long after the British left. The absence of mass education for over four decades after independence, gave the youth of India little opportunity to carve their identities as citizens of a ‘democratic political and social order’. In Chatterjee’s (2004) view, the bulk of the Indian people continued to function as ‘subjects of political society’ rather than as ‘citizens of civil society’. A colonial-feudal nexus appeared to have become the frame within which modern education was being advanced. The most privileged, largely upper caste Indians reaped most of the benefits of the modern system of education and aspired to be global citizens.

Recognising the counter-hegemonic nature of a ‘modern’ system of education, Ambedkar accorded it central importance in his endeavour to ‘overthrow the hierarchical structure and ideology of caste’. Ambedkar’s ideology of liberation drew from enlightenment philosophy, the indigenous thoughts of Budhha, Phule and Kabir and his own political struggles. Ambedkar’s socio-political thought was rooted in ‘social democratic liberalism’ wherein criticality was accorded to a synthesis between individuals, community and society (Velaskar, 2012). Even though Ambedkar was considered ‘an unalloyed modernist’, who believed in science, rationality and the modern state for the actualisation of human reason (Chatterjee, 2006, p. 77), his philosophical context was the enlightenment and his social context the Indian society (Rodrigues, 2017, p. 102). Equality was the overriding principle of Ambedkar’s struggle; an encompassing value (Velaskar, 2012; Rodrigues, 2017).

Drawing on the political philosophy of Phule and Ambedkar, scholars have argued how engagement with colonial oppression provides a vision of education for social transformation (Rege, 2010; Velaskar, 2012); emphasising the need to view education as deliberative democracy and curriculum as an act of social dialogue (Batra, 2016). Rege (2010) demonstrates how social movement practices based on ‘Phule-Ambedkerite Feminist Pedagogies’ offer critical sources of pedagogic innovation and new knowledge. Building on the knowledges and experiences students from diverse social backgrounds bring to class, enables a reimagining of pedagogic processes and a re-examination of the major ‘canons’ of disciplines taught.

Both Phule and Ambedkar underline ‘situated knowledge’ as critical to opening the possibilities of enabling the oppressed to understand and transform the relationship between knowledge and power (Rege, 2010). Ambedkar’s political philosophy included the idea of social and political action as central to the battle for freedom and equality. While for Gandhi, swaraj was about breaking the shackles of colonial rule and of oneself, Ambedkar’s idea of freedom constituted the liberation of the oppressed and a commitment to social equality. As Rege argues, both Phule and Ambedkar tried to refashion modernity by including the critical aim of establishing an egalitarian society as part of the anti-colonial struggle. This was the essential epistemic difference that modern education failed to discern and that neoliberal reforms seek to gloss over.

The path that India took in adopting modern education carried with it a constituted coloniality in which the hierarchical and hegemonic character of Brahmanical power remained central. The colonial epistemic frame that favoured Brahmanical hegemony was left uncontested despite initial post-colonial attempts to link quality education with ideas of social equity and justice. These ideas were deeply related to Ambedkar’s vision of a free and democratic India articulated by him in the Constitution. Deeply influenced by Dewey, Ambedkar regarded democracy as ‘associated living’, central to which are ideas of equality, fraternity and mutual respect for each other (Mukherjee, 2009). For both Phule and Ambedkar, the democratisation of the method of knowledge includes seeking the integration of “the principles of prajna (critical understanding) with karuna (empathetic love) and samata (equality)” (Rege, 2010, p. 93).

Maulana Azad, India’s first education minister made a strong case for the democratisation of education for all, emphasising its criticality in developing citizenship but was unable to institutionalise it. India’s first education policy (GoI, 1968) lost the opportunity to create this critical epistemic shift. In his last book, Naik documents how suggestions to link quality with equity and justice; and to ensure equality of opportunity for the underprivileged and poor met with strong disapproval, even hostility (Naik, 1982). Twenty years later India’s New Education Policy (GoI, 1986), embedded in the early phase of liberalisation, succeeded in institutionalising educational inequities by establishing differentiated curricula and schooling systems. As neoliberal reforms became mainstream, Right to Education and school and teacher education curricula reform of the mid-2000s tried to address questions of equity and quality. The neoliberal project appears to have succeeded in severing quality from both concerns – processes of teaching and learning, as well as an education for social justice. Questions of curriculum, linguistic and social diversity in classrooms, locating learning in social-cultural contexts and developing teachers’ professional repertoires and agency in bringing about social transformation are specific to Indian society (Batra, forthcoming).

The key question being glossed over the century-long transition from colonial rule to neoliberal reforms is the question of addressing inequality in and through education. The episteme of reforms, rooted in coloniality occludes any genuine attempts to do ‘epistemic justice’. In order to engage with the multiple realities that characterize diverse and often contested societies of the global South, it is necessary to remove the ‘epistemological veil’ rooted in coloniality. The construction of anti-colonial national imaginaries in the diverse societies of the South including India, can provide new discourses of education. These can enable the imagination of transformative pedagogies, help reclaim education spaces and sustain epistemic justice.

Advani, S. (2009). Schooling the national imagination: Education, English, and the Indian modern . Oxford University Press.Ambedkar, B. R. (1935/2014). Annihilation of caste: The annotated critical edition . Verso.

Ambedkar, B. R. (1945). What Congress and Gandhi Have Done to the Untouchables (1945) In Dr. Babasaheb Ambedkar’s Writings and Speeches, vol. 9, ed. Vasant Moon (Bombay: Education Department, Government of Maharashtra, 1991). Dr. Ambedkar Foundation, Ministry of Social Justice & Empowerment, New Delhi: Govt. of India.

Baker, M. (2012). Modernity/coloniality and Eurocentric education: Towards a post-occidental self-understanding of the present. Policy Futures in Education , 10 (1), 4–22. https://doi.org/10.2304/pfie.2012.10.1.4

Ball, S. J. (2017). Laboring to relate: Neoliberalism, embodied policy, and network dynamics. Peabody Journal of Education , 92 (1), 29–41. https://doi.org/10.1080/0161956X.2016.1264802

Barrett, A. M. (2013). Education quality and social justice in the South: An introduction. In L. Tikly & A. M. Barrett (Eds.), Education quality and social justice in the global South: Challenges for policy, practice, and research (pp. 1–8). Routledge.

Batra, P. (2005). Voice and agency of teachers: A missing link in the National Curriculum Framework. Economic and Political Weekly , 4347–4356.

Batra, P. (2015). Curriculum in India: Narratives, debates, and a deliberative agenda. In W. F. Pinar (Ed.), Curriculum studies in India: Intellectual histories, present circumstances (pp. 35–63). Palgrave Macmillan. https://doi.org/10.1057/9781137477156_2

Batra, P. (2016). Education in Conflict: Redefining the Contours of Change. British Educational Research Association (BERA) 2016. University of Leeds.

Batra, P. (2019). Comparative education in South Asia: Contribution, contestation, and possibilities. In C. C. Wolhuter & A. W. Wiseman (Eds.), Comparative and international education: Survey of an infinite field (Vol. 36, pp. 183–211). Emerald. https://doi.org/10.1108/S1479-367920190000036011

Batra, P. (Forthcoming). Politics, policy and practice of teacher education reform in India. In W. T. Pink (Ed.) Encyclopaedia of school reform. Oxford University Press.

Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education , 50 (1), 75–87. https://doi.org/10.1111/ejed.12109

Chatterjee, P. (2004). The politics of the governed: Reflections on popular politics in most of the world . Columbia University Press.

Chatterjee, P. (2006). B.R. Ambedkar and the troubled times of citizenship. In V. R. Mehta & T. Pantham (Eds.), Political ideas in modern India: Thematic explorations: Vol. X Part 7 (pp. 73–90). Sage.

Escobar, A. (2004). Beyond the Third World: Imperial globality, global coloniality and anti-globalisation social movements. Third World Quarterly , 25 (1), 207–230. https://doi.org/10.1080/0143659042000185417

Foucault, M. (1982). The subject and power. Critical Inquiry , 8 (4), 777–795. https://doi.org/10.1086/448181

GoI. (Government of India) (1966). Education and National Development: Report of the Education Commission 1964-66 . New Delhi: Government of India, Ministry of Education.

GoI. (1968) National Policy on Education 1968 . New Delhi: Ministry of Education.

GoI. (1986). National Policy on Education. New Delhi: Government of India, MHRD.

GoI. (2009). The Right of Children to Free and Compulsory Education Act. New Delhi: Gazette of India, Government Press.

GoI. (2012). Vision of Teacher Education in India: Quality and Regulatory Perspective, Report of the High-Powered Commission on Teacher Education Constituted by the Hon’ble Supreme Court of India. New Delhi: MHRD.

Habib, S. I. (2015). Maulana Abul Kalam Azad and his ideas about the national education system. Contemporary Education Dialogue , 12 (2), 238–257. https://doi.org/10.1177/0973184915581920

Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies , 14 (3), 575–599. https://doi.org/10.2307/3178066

Harding, S. (1991/2016). Whose science? Whose knowledge? Thinking from women’s lives. Cornell University Press.

Kingdon, G. G., Little, A., Aslam, M., Rawal, S., & Moe, T. (2014). A rigorous review of the political economy of education systems in developing countries (EPPI-Centre reference no. 2203). Department for International Development (DFID), London, UK.

Kumar, K. (2005). Political agenda of education: A study of colonialist and nationalist ideas . Sage.

Long, C., Graven, M., Sayed, Y., & Lampen, E. (2017). Enabling and constraining conditions of professional teacher agency: The South African context. Contemporary Education Dialogue , 14 (1), 5–21. https://doi.org/10.1177/0973184916678681

Massey, J. (2005). Dr. Ambedkar’s vision of a just society. In M. Shabbir (Ed.), Ambedkar on law, constitution, and social justice (pp. 153–169). Rawat.

Mignolo, W. D. (2005). The idea of Latin America. Blackwell.

Mignolo, W. D. (2007). DELINKING: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural Studies , 21 (2–3), 449–514. https://doi.org/10.1080/09502380601162647

Mukherjee, A. P. (2009). B. R. Ambedkar, John Dewey, and the meaning of democracy. New Literary History , 40 (2), 345–370. https://doi.org/10.1353/nlh.0.0083

Naik, J. P. (1975). Equality, quality and quantity: The elusive triangle in Indian education . Allied.

Naik, J. P. (1982). The Education Commission and after . Allied.

NCERT. (2005). National Curriculum Framework (NCF), 2005. New Delhi: National Council for Educational Research and Training.

NCTE. (2009). National Curriculum for Teacher Education (NCFTE): Towards a Humane and Professional Teacher. New Delhi: National Council for Teacher Education.

Ndlovu-Gatsheni, S. J. (2013). Empire, global coloniality and African subjectivity . Berghahn.

Pinar, W. F. (2015). Curriculum Studies in India: Intellectual histories and present circumstances. Palgrave Macmillan.

Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies , 21 (2–3), 168–178. https://doi.org/10.1080/09502380601164353

Rege, S. (2010). Education as Trutiya Ratna: Towards Phule-Ambedkarite feminist pedagogical practice. Economic and Political Weekly, 45 (40), 88-98.

Rodrigues, V. (2017). Ambedkar as a political philosopher. Economic and Political Weekly , 52 (15), 101-107.

Sinha, A. (2017). Caste question, Marxism and the political legacy of B. R. Ambedkar. In a seminar organized by ‘The Marx Circle’, Calicut on April 5 . Accessed on 25 March, 2020. http://www.mazdoorbigul.net/pdf/Caste-Question,-Marxism-and-Political-Legacy-of-B-R-Ambedkar.pdf

Sriprakash, A. (2010). Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools. International Journal of Educational Development , 30 (3), 297–304. https://doi.org/10.1016/j.ijedudev.2009.11.010

Stone, D. (2004). Transfer agents and global networks in the ‘transnationalization’of policy. Journal of European public policy, 11 (3), 545-566.

Stroud, S. R. (2019). Echoes of pragmatism in India: Bhimrao Ambedkar and reconstructive rhetoric. In R. Danisch (Ed.), Recovering overlooked pragmatists in communication (pp. 79–103). Springer. https://doi.org/10.1007/978-3-030-14343-5_4

Velaskar, P. (2012). Education for liberation: Ambedkar’s thought and dalit women’s perspectives. Contemporary Education Dialogue , 9 (2), 245–271. https://doi.org/10.1177/097318491200900206

Venkatesh, K. (2016). Education for liberation: Exploring Mahatma Phule’s work in education. Contemporary Education Dialogue , 13 (1), 121–144. https://doi.org/10.1177/0973184915603176

Viswanathan, G. (1989). Masks of conquest . Columbia University Press.

Recommended Citation

Download PDF version

Do you want to comment on this article? Please send your reply to [email protected] . Replies will be processed like invited contributions. This means they will be assessed according to standard criteria of quality, relevance, and civility. Please make sure to follow editorial policies and formatting guidelines .

poonam batra

Poonam Batra is Professor at the Central Institute of Education, University of Delhi, India.

Although colonialism dates back to 17 th century, it continues today as ‘coloniality’. See Mingolo, 2007; Quijana, 2007). ↵
Several historians have pointed to the continuities in the colonial constructs of Indian society and national imaginaries. ↵
Indigenous knowledge indicates a plurality of knowledge systems even during colonial India. ↵
There were several movements across the Indian subcontinent that used modernity to challenge casteist practices especially among communities that saw education as key to liberation from Brahmanical hegemony. ↵
This term implies dominance of upper caste over backward, schedule castes and tribes in India. ↵
In October 1882, Phule prepared his Memorial Addressed to the Education Commission, also known as the Hunter Commission after its Chairman, Sir William Hunter. Accessed on 25 March, 2020 http://ghalibana.blogspot.in/2010/11/ memorial-by-mahatma-phule-to-hunter.html ↵
Trutiya Ratna is a play written by Phule in 1855. The play projects Phule’s vision of education and has been used as a frame by several scholars to understand education as a new mode of social perception (Venkatesh, 2016, p. 129). ↵
Tagore popularized science through his idea of loka-siksha (popular education). ↵
Gandhi’s Nai Talim, also referred to as ‘Basic Education’ or the ‘Wardha Scheme’ was about an education that would give equal respect to intellectual and manual work. ↵
Tagore, Gandhi, Sri Aurobindo and Vivekananda presented critical anti-colonial ideas of education. ↵
The transfer of education to the control of provincial governments under elected Indian ministers as a result of changes introduced by the 1919 Montague-Chelmsford reforms, marked the end of direct colonial responsibility for education. Nationalist leaders understood well how education was used by colonisers to shape the minds of the young to create a subservient Indian populace. Hence, several Indian leaders invested in educational institutions that would encourage the young to understand the trajectory of the freedom struggle and to participate in its strategic interventions. ↵
Several scholars have written about this (See Mukherjee, 2009; Stroud, 2019). ↵
Ambedkar’s Annihilation of Caste was delivered as a speech in Lahore in 1936 when it was first published. The essay had been first presented at a seminar in New York in 1916. The second edition was published in 1937 as Annihilation of Caste: With a Reply to Mahatma Gandhi . The third edition was published in 1944, including another essay, Castes in India: Their Mechanism, Genesis and Development ”. ↵
Ambedkar chaired the Committee that drafted the Constitution of India. ↵
This was reflected in the Five-Year Plans, developed, executed, and monitored by the Planning Commission of India, set up by Jawaharlal Nehru, India’s first prime minister. ↵
The first World Conference on Education for All was held in March 1990 in Jomtien, Thailand. ↵
In India the Annual Status of Education Report (ASER) Surveys and National Achievement Surveys (NAS) undertaken by NCERT indicate continued stagnant or declining levels of learning achievement. ↵
National Curriculum Framework, 2005 (NCERT, 2005). ↵
The first education policy of independent India (1968) failed to incorporate some of the most critical recommendations of the National Education Commission (GoI, 1966). ↵
Critical social science research in India has made major contributions in this regard. ↵
Ambedkar’s speech on 26 th January, 1950, when India adopted her Constitution: “We are going to enter into a life of contradictions. In politics we will have equality and in social and economic life we will have inequality…” See Massey, 2005. ↵

This website uses cookies. By continuing to use the website, you agree to the use of cookies.

Privacy Preference Center

Consent management.

We use cookies to offer you a better browsing experience and analyze site traffic. Read about how we use cookies and how you can control them by clicking "Privacy Preferences". If you continue to use this site, you consent to our use of cookies.

For visitors we track their consent by creating a cookie and storing their preferences there.

Cookies Used

This site uses so-called web fonts provided by Adobe (Typekit) to uniformly display fonts. To do this, the browser you are using must connect to Adobe’s servers.

Tools and Resources
Customer Services
Original Language Spotlight
Alternative and Non-formal Education
Cognition, Emotion, and Learning
Curriculum and Pedagogy
Education and Society
Education, Change, and Development
Education, Cultures, and Ethnicities
Education, Gender, and Sexualities
Education, Health, and Social Services
Educational Administration and Leadership
Educational History
Educational Politics and Policy
Educational Purposes and Ideals
Educational Systems
Educational Theories and Philosophies
Globalization, Economics, and Education
Languages and Literacies
Professional Learning and Development
Research and Assessment Methods
Technology and Education
Share This Facebook LinkedIn Twitter

Article contents

Examining education reforms of india in the matrix of rights and biopolitics.

Jyoti Dalal Jyoti Dalal University of Delhi
https://doi.org/10.1093/acrefore/9780190264093.013.1621
Published online: 22 December 2021

Three significant reforms were established at the turn of the century in India: the National Curriculum Framework of 2005, the National Curriculum Framework for Teacher Education of 2009, and the Right to Education Act of 2009.

All three reforms reflect a contradiction between the rights of citizens and the regulatory biopolitical inertia of the state. Indian State has undergone cyclical shifts in its orientation. In certain phases, rights became the fulcrum to guide policy and legal framework, and in other phases, the regulatory impulse of the state was at the center. The neoliberal turn of the 1990s marked a sharp shift in which the state left behind its welfare outlook and adopted a more regulatory structure. The rights-based agenda of the three reforms needs to be understood against the backdrop of the changing nature of the state. The three reforms stand apart from those instituted before and after, in that they were informed by a critique of the rights-based framework even while working within it.

The three reforms and their social context provide an example of the tension between rights and biopolitics; the reforms emerged as a response to this tension. While proposing rights-based reforms in school education, the intent was much more ambitious, going beyond the immediate domain of education. Occurring in the middle of a neoliberal, market-driven discourse, these reforms critiqued the 21st-century state and pushed it to serve the role of a provider and not just a regulator.

National Curriculum Framework of 2005
Right to Education Act
National Curriculum Framework for Teacher Education
biopolitics
education reforms

You do not currently have access to this article

Please login to access the full content.

Access to the full content requires a subscription

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 27 August 2024

Cookie Policy
Privacy Policy
Legal Notice
Accessibility
[185.39.149.46]
185.39.149.46

Character limit 500 /500

Skip to primary navigation
Skip to main content
Skip to primary sidebar

UPSC Coaching, Study Materials, and Mock Exams

Enroll in ClearIAS UPSC Coaching Join Now Log In

Call us: +91-9605741000

National Education Policy 2020: Key Highlights

Last updated on July 9, 2024 by Alex Andrews George

The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower.

The Union Cabinet chaired by Prime Minister Shri Narendra Modi approved the National Education Policy 2020 on July 29, 2020. This policy replaced the 34-year-old National Policy on Education (NPE), in 1986.

Built on the foundational pillars of Access, Equity, Quality, Affordability, and Accountability, this policy is aligned with the 2030 Agenda for Sustainable Development.

The National Education Policy (NEP) aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, and multidisciplinary, suited to 21st-century needs, and aimed at bringing out the unique capabilities of each student.

Table of Contents

Important Highlights of National Education Policy 2020

New Policy aims for Universalization of Education from preschool to secondary level with 100 % GER in school education by 2030.
NEP 2020 will bring 2 crore out-of-school children back into the mainstream.
New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling.
Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, and vocational streams in schools; Vocational Education to start from Class 6 with Internships.
Teaching up to at least Grade 5 to be in mother tongue/ regional language.
Assessment reforms with a 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes.
GER in higher education to be raised to 50 % by 2035; 3.5 crore seats to be added in higher education.
Higher Education curriculum to have Flexibility of Subjects.
Multiple Entries / Exit to be allowed with appropriate certification.
Academic Bank of Credits to be established to facilitate the Transfer of Credits.
National Research Foundation to be established to foster a strong research culture.
Light but Tight Regulation of Higher Education, single regulator with four separate verticals for different functions.
Affiliation System to be phased out in 15 years with graded autonomy to colleges.
NEP 2020 advocates increased use of technology with equity; National Educational Technology Forum to be created.
NEP 2020 emphasizes setting up of Gender Inclusion Fund and Special Education Zones for disadvantaged regions and groups.
New Policy promotes Multilingualism in both schools and HEs; the National Institute for Pali, Persian, and Prakrit, Indian Institute of Translation and Interpretation to be set up.

National Education Policy 2020: School Education

With respect to school education, universal access is the key vision. Also, major reforms are brought in curriculum and pedagogy.

UPSC CSE 2025: Study Plan ⇓

(1) ⇒ UPSC 2025: Prelims cum Mains

(2) ⇒ UPSC 2025: Prelims Test Series

(3) ⇒ UPSC 2025: CSAT

Note: To know more about ClearIAS Courses (Online/Offline) and the most effective study plan, you can call ClearIAS Mentors at +91-9605741000, +91-9656621000, or +91-9656731000.

Ensuring Universal Access at all levels of school education

NEP 2020 emphasizes on ensuring universal access to school education at all levels- preschool to secondary.

Infrastructure support, innovative education centers to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes, an association of counselors or well-trained social workers with schools, open learning for classes 3,5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy, and life-enrichment programs are some of the proposed ways for achieving this.

About 2 crore out-of-school children will be brought back into the mainstream under NEP 2020.

Early Childhood Care & Education with New Curricular and Pedagogical Structure

With an emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula is to be replaced by a 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of the mental faculties of a child. The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.

NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8. ECCE will be delivered through a significantly expanded and strengthened system of institutions including Anganwadis and pre-schools that will have teachers and Anganwadi workers trained in the ECCE pedagogy and curriculum. The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

Attaining Foundational Literacy and Numeracy

Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for the setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.

States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025. A National Book Promotion Policy is to be formulated.

Reforms in school curricula and pedagogy

The school curricula and pedagogy will aim for the holistic development of learners by equipping them with key 21st-century skills, reduction in curricular content to enhance essential learning and critical thinking, and a greater focus on experiential learning.

Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, and between vocational and academic streams.

Vocational education will start in schools from the 6th grade and will include internships.

A new and comprehensive National Curricular Framework for School Education, NCFSE 2020-21, will be developed by the NCERT.

Multilingualism and the power of language

The policy has emphasized mother tongue /local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula. Other classical languages and literature of India also to be available as options. No language will be imposed on any student.

Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative. Several foreign languages will also be offered at the secondary level. Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

Assessment Reforms

NEP 2020 envisages a shift from summative assessment to regular and formative assessment, which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. All students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate authority.

Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.

Equitable and Inclusive Education

NEP 2020 aims to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background. Special emphasis will be given to Socially and Economically Disadvantaged Groups (SDGs), including gender, sociocultural, and geographical identities and disabilities. This includes setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups.

Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education, with the support of educators with cross-disability training, resource centers, accommodations, assistive devices, appropriate technology-based tools, and other support mechanisms tailored to suit their needs.

Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities. Free school infrastructure can be used as Samajik Chetna Kendras

Also read: Education in India – A Detailed Analysis

Robust Teacher Recruitment and Career Path

Teachers will be recruited through robust, transparent processes. Promotions will be merit-based, with a mechanism for multi-source periodic performance appraisals and available progression paths to becoming educational administrators or teacher educators. A common National Professional Standard for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT , SCERTs, teachers, and expert organizations from across levels and regions.

School Governance

Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure the availability of all resources including infrastructure, academic libraries, and a strong professional teacher community.

Standard-setting and Accreditation for School Education

NEP 2020 envisages clear, separate systems for policymaking, regulation, operations, and academic matters. States/UTs will set up an independent State School Standards Authority (SSSA). Transparent public self-disclosure of all the basic regulatory information, as laid down by the SSSA, will be used extensively for public oversight and accountability. The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through consultations with all stakeholders.

National Education Policy: Higher Education

The New Education Policy has a great vision for the Higher Education sector as well.

Increase GER to 50 % by 2035

NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3% (2018) to 50% by 2035. 3.5 Crore new seats will be added to Higher education institutions.

Holistic Multidisciplinary Education

The policy envisages broad-based, multi-disciplinary, holistic Undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entries and exit points with appropriate certification. UG education can be of 3 or 4 years with multiple exit options and appropriate certification within this period. For example, a Certificate after 1 year, Advanced Diploma after 2 years, a Bachelor’s Degree after 3 years, and a Bachelor’s with Research after 4 years.

An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs so that these can be transferred and counted towards the final degree made.

Multidisciplinary Education and Research Universities (MERUs), at par with IITs, and IIMs, to be set up as models of the best multidisciplinary education of global standards in the country.

The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.

The Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body for the entire higher education, excluding medical and legal education . HECI to have four independent verticals – the National Higher Education Regulatory Council (NHERC) for regulation, the General Education Council (GEC ) for standard-setting, the Higher Education Grants Council (HEGC) for funding, and the National Accreditation Council( NAC) for accreditation.

HECI will function through faceless intervention through technology, & will have powers to penalize HEIs not conforming to norms and standards. Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation, and academic standards.

Rationalized Institutional Architecture

Higher education institutions will be transformed into large, well-resourced, vibrant multidisciplinary institutions providing high-quality teaching, research, and community engagement. The definition of the university will allow a spectrum of institutions that range from research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges.

Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges. Over a period of time, it is envisaged that every college would develop into either an Autonomous degree-granting College or a constituent college of a university.

Motivated, Energized, and Capable Faculty

NEP makes recommendations for motivating, energizing, and building the capacity of faculty through clearly defined, independent, transparent recruitment, freedom to design curricula/pedagogy, incentivizing excellence, and movement into institutional leadership. Faculty not delivering on basic norms will be held accountable

Teacher Education

A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT. By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree. Stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs).

Mentoring Mission

A National Mission for Mentoring will be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

Financial support for students

Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.

Open and Distance Learning

This will be expanded to play a significant role in increasing GER. Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure it is at par with the highest quality in-class programs.

Online Education and Digital Education:

A comprehensive set of recommendations for promoting online education consequent to the recent rise in epidemics and pandemics in order to ensure preparedness with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible has been covered.

A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content, and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

Technology in education

An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, and administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups, and streamline educational planning, administration, and management

Promotion of Indian languages

To ensure the preservation, growth, and vibrancy of all Indian languages, NEP recommends setting up an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian, and Prakrit, strengthening Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programs.

Internationalization of education will be facilitated through both institutional collaborations and student and faculty mobility allowing entry of top world-ranked Universities to open campuses in our country.

Professional Education

All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, etc. will aim to become multi-disciplinary institutions.

Adult Education

The policy aims to achieve 100% youth and adult literacy.

Financing Education

The Centre and the States will work together to increase public investment in the Education sector to reach 6% of GDP at the earliest.

NEP: Consultation Process

NEP 2020 has been formulated after an unprecedented process of consultation that involved nearly over 2 lakh suggestions from 2.5 lakh Gram Panchayats, 6600 Blocks, 6000 ULBs, and 676 Districts.

The MHRD initiated an unprecedented collaborative, inclusive, and highly participatory consultation process in January 2015. In May 2016, ‘The Committee for Evolution of the New Education Policy’ under the Chairmanship of Late Shri T.S.R. Subramanian, Former Cabinet Secretary, submitted its report.

Based on this, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016’. In June 2017 a ‘Committee for the Draft National Education Policy’ was constituted under the Chairmanship of eminent Scientist Padma Vibhushan, Dr. K. Kasturirangan, which submitted the Draft National Education Policy, 2019 to the Hon’ble Human Resource Development Minister on 31st May 2019.

The Draft National Education Policy 2019 was uploaded on MHRD’s website and at the ‘MyGov Innovate’ portal eliciting views/suggestions/comments from stakeholders, including the public.

In conclusion, the National Education Policy (NEP) is a crucial document that outlines the roadmap for the development of education in India. It is a significant step towards building a knowledge-based society that is equipped to meet the challenges of the 21st century. The NEP aims to transform the education system by providing equitable access to quality education, promoting innovation, and fostering holistic development.

The policy emphasizes the need for a learner-centered approach that focuses on critical thinking, creativity, and problem-solving. It also seeks to promote interdisciplinary learning, multilingualism, and the integration of vocational education into the mainstream curriculum.

The NEP’s vision of a flexible and inclusive education system that enables lifelong learning is laudable. However, the success of the policy will depend on its effective implementation, which will require adequate funding, infrastructure, and skilled educators.

Overall, the NEP has the potential to revolutionize the education sector in India and make it more relevant and responsive to the needs of the changing world. It is a bold and visionary document that seeks to transform education from being a means of social mobility to a tool for building a better and more just society.

Also Read: Institutions of Eminence Scheme; Education in state list: Should it be restored?

Top 10 Best-Selling ClearIAS Courses

Upsc prelims cum mains (pcm) gs course: unbeatable batch 2025 (online), rs.75000 rs.29000, upsc prelims marks booster + 2025 (online), rs.19999 rs.14999, upsc prelims test series (pts) 2025 (online), rs.9999 rs.4999, csat course 2025 (online), current affairs course 2025 (online), ncert foundation course (online), essay writing course for upsc cse (online), ethics course for upsc cse (online), upsc interview marks booster course (online), rs.9999 rs.4999.

About Alex Andrews George

Alex Andrews George is a mentor, author, and social entrepreneur. Alex is the founder of ClearIAS and one of the expert Civil Service Exam Trainers in India.

He is the author of many best-seller books like 'Important Judgments that transformed India' and 'Important Acts that transformed India'.

A trusted mentor and pioneer in online training , Alex's guidance, strategies, study-materials, and mock-exams have helped many aspirants to become IAS, IPS, and IFS officers.

Reader Interactions

July 30, 2020 at 4:52 pm

Sir My doubt is I am a MPhil holder in this year.Is there is no value of my certificate in future.

Regards Revathy.R

August 7, 2020 at 8:28 am

Dear Madam, No, It will help you to complete your Ph.D in short duration. At present you may submit your Ph.D in 4 years. Regards, Jeeva

July 30, 2020 at 4:54 pm

@Revathy: Why do you think so?

June 5, 2021 at 10:55 am

Sir, Is the BA is good graduation for upsc or not ?

Don’t lose out without playing the right game!

Follow the ClearIAS Prelims cum Mains (PCM) Integrated Approach.

Join ClearIAS PCM Course Now

UPSC Online Preparation

Union Public Service Commission (UPSC)
Indian Administrative Service (IAS)
Indian Police Service (IPS)
IAS Exam Eligibility
UPSC Free Study Materials
UPSC Exam Guidance
UPSC Prelims Test Series
UPSC Syllabus
UPSC Online
UPSC Prelims
UPSC Interview
UPSC Toppers
UPSC Previous Year Qns
UPSC Age Calculator
UPSC Calendar 2024
About ClearIAS
ClearIAS Programs
ClearIAS Fee Structure
IAS Coaching
UPSC Coaching
UPSC Online Coaching
ClearIAS Blog
Important Updates
Announcements
Book Review
ClearIAS App
Work with us
Advertise with us
Privacy Policy
Terms and Conditions
Talk to Your Mentor

Featured on

and many more...

ClearIAS Programs: Admissions Open

Thank You 🙌

UPSC CSE 2025: Study Plan

Subscribe ClearIAS YouTube Channel

Get free study materials. Don’t miss ClearIAS updates.

Subscribe Now

IAS/IPS/IFS Online Coaching: Target CSE 2025

Cover the entire syllabus of UPSC CSE Prelims and Mains systematically.

Essay on Indian Education System for Students and Children

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

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

Problems with Indian Education System

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

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

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

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

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

How Can We Improve Indian Education System?

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

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

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

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

FAQs on Indian Education System

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

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

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

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

Customize your course in 30 seconds

Which class are you in.

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

Download the App

क्वेश्चन पेपर
सामान्य ज्ञान
यूपीएससी नोट्स

Click on the Menu icon of the browser, it opens up a list of options.
Click on the “Options ”, it opens up the settings page,
Here click on the “Privacy & Security” options listed on the left hand side of the page.
Scroll down the page to the “Permission” section .
Here click on the “Settings” tab of the Notification option.
A pop up will open with all listed sites, select the option “ALLOW“, for the respective site under the status head to allow the notification.
Once the changes is done, click on the “Save Changes” option to save the changes.

Janmashtami 2024: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें|10 Lines on Janmashtami in hindi

10 Lines on Janmashtami in Hindi: हिन्दु धर्म में श्रीकृष्ण जन्माष्टमी भारत के प्रमुख त्योहारों में से एक है। कृष्ण जन्माष्टमी का त्योहार भगवान श्रीकृष्ण के जन्मदिन के रूप में मनाया जाता है। यह पर्व भारत सहित विश्व के विभिन्न हिस्सों में धूमधाम से मनाया जाता है। खासतौर पर बच्चों और युवाओं में इस पर्व को लेकर विशेष उत्साह रहता है।

भगवान श्रीकृष्ण जन्माष्टमी के दिन श्रीकृष्ण के जीवन और उनकी बाल लीलाओं पर विभिन्न प्रकार के कार्यक्रमों का आयोजन किया जाता है। ये कार्यक्रम उत्सव की भांति मानाये जाते हैं जो सभी वर्ग के लोगों को प्रेरित भी करते हैं। श्रीकृष्ण जन्माष्टमी पर श्रीकृष्ण के उपदेश जीवन में सही मार्ग पर चलने की शिक्षा देते हैं। स्कूलों और घरों में इस दिन विशेष कार्यक्रमों का आयोजन होता है, जहां बच्चे विभिन्न तरीकों से श्रीकृष्ण की लीलाओं का चित्रण करते हैं।

बच्चों के लिए जन्माष्टमी पर 10 पंक्तियों में लेख प्रतियोगिता का भी आयोजन किया जाता है। ये प्रतियोगिता उन्हें भगवान श्रीकृष्ण के आदर्शों से भी परिचित कराता है। इस लेख में, हमने तीन अलग-अलग सेटों में 10 पंक्तियां में श्रीकृष्ण जन्माष्टमी पर निबंध प्रस्तुत कर रहे हैं। इन्हें पढ़कर बच्चे 10 लाइनों में जन्माष्टमी पर निबंध लिख सकते हैं।

How to Celebrate Janmashtami: स्कूल या कॉलेज में जन्माष्टमी मनाने के लिए टॉप 10 आईडिया

ये सेट जन्माष्टमी के महत्व, भगवान श्रीकृष्ण के जीवन और उनकी शिक्षाओं पर केंद्रित हैं। बच्चों के लिए यह लेखन न केवल शैक्षिक रूप से श्रेष्ठ होगा, बल्कि उन्हें भारतीय संस्कृति और परंपराओं के बारे में भी जागरूक करेगा।

प्रारूप 1: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें

जन्माष्टमी भगवान श्रीकृष्ण के जन्म का पर्व है।
इसे पूरे भारत में बड़े हर्षोल्लास के साथ मनाया जाता है।
यह पर्व भाद्रपद मास की अष्टमी तिथि को मनाया जाता है।
श्रीकृष्ण का जन्म मथुरा के कारागार में हुआ था। रात्रि 12 बजे श्रीकृष्ण के जन्म के समय, विशेष पूजा और आरती होती है।
इस वर्ष जन्माष्टमी का त्योहार 26 अगस्त को मनाया जायेगा।
इस दिन भक्तजन व्रत रखते हैं और श्रीकृष्ण की पूजा करते हैं।
मंदिरों को विशेष रूप से सजाया जाता है और भगवान श्रीकृष्ण की लीला की झांकियां निकाली जाती हैं।
मथुरा और वृंदावन में जन्माष्टमी का विशेष महत्व है।
दही-हांडी का आयोजन महाराष्ट्र में बहुत धूमधाम से होता है।
यह पर्व हमें धर्म, भक्ति और सत्य की राह पर चलने की प्रेरणा देता है।

प्रारूप 2: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें

श्रीकृष्ण जन्माष्टमी हिन्दू धर्म का महत्वपूर्ण पर्व है क्योंकि इस दिन भगवान श्रीकृष्ण का जन्मोत्सव मनाया जाता है।
लोग श्रीकृष्ण जन्माष्टमी पर दिनभर व्रत रखते हैं और रात को श्रीकृष्ण की आराधना करते हैं।
इस दिन मंदिरों में विशेष पूजा और झांकियों का आयोजन होता है।
श्रीकृष्ण की बाल लीलाओं का स्मरण किया जाता है।
दही-हांडी की प्रतियोगिता में सभी वर्ग के लोग उत्साह के साथ भाग लेते हैं।
श्रीकृष्ण ने अपने जीवन में धर्म और कर्म का संदेश दिया।
मथुरा, वृंदावन और गोकुल में जन्माष्टमी का विशेष आयोजन होता है।
इस दिन श्रीकृष्ण के भक्त भजन-कीर्तन और रासलीला का आयोजन करते हैं।
जन्माष्टमी का पर्व बच्चों से लेकर बड़ों तक सभी के लिए विशेष होता है।

Janmashtami Essay in Hindi: कक्षा 1 से 3 के बच्चे 100, 150 और 200 शब्दों में जन्माष्टमी पर निबंध कैसे लिखें

प्रारूप 3: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें

जन्माष्टमी भगवान श्रीकृष्ण के जन्म जयंती के रूप में मनाई जाती है।
इस वर्ष का त्योहार 26 अगस्त को मनाया जा रहा है। यह पर्व हमें भगवान कृष्ण की बाल लीलाओं और उपदेशों का स्मरण कराता है।
श्रीकृष्ण ने गीता में कर्मयोग और भक्ति का मार्ग दिखाया है।
इस दिन लोग मंदिरों में जाकर श्रीकृष्ण की पूजा करते हैं।
मथुरा और वृंदावन में इस पर्व का विशेष महत्व है।
दही-हांडी की परंपरा श्रीकृष्ण के माखन चोरी की लीला से जुड़ी है।
रात्रि 12 बजे श्रीकृष्ण का जन्मोत्सव धूमधाम से मनाया जाता है।
इस दिन मंदिरों में रासलीला का आयोजन भी होता है।
जन्माष्टमी का पर्व हमें प्रेम, भक्ति और सत्य की शक्ति का एहसास कराता है।
भगवान श्रीकृष्ण का जीवन हमें धर्म और नैतिकता की राह पर चलने की प्रेरणा देता है।

More JANMASHTAMI 2024 News

IBPS PO, SO 2024 के पंजीकरण के लिए अंतिम तिथि कल, ibps.in पर शीघ्र करें आवेदन

यूपी पुलिस कांस्टेबल एडमिट कार्ड 2024 आज शाम 5 बजे uppbpb.gov.in पर होगा जारी, डाउनलोड करने के चरण

इंडिया पोस्ट जीडीएस भर्ती 2024 पहली मेरिट लिस्ट जारी, PDF डाउनलोड कर चेक करें नाम और रोलनंबर

Don't Block
Block for 8 hours
Block for 12 hours
Block for 24 hours
Dont send alerts during 1 am 2 am 3 am 4 am 5 am 6 am 7 am 8 am 9 am 10 am 11 am 12 pm 1 pm 2 pm 3 pm 4 pm 5 pm 6 pm 7 pm 8 pm 9 pm 10 pm 11 pm 12 am to 1 am 2 am 3 am 4 am 5 am 6 am 7 am 8 am 9 am 10 am 11 am 12 pm 1 pm 2 pm 3 pm 4 pm 5 pm 6 pm 7 pm 8 pm 9 pm 10 pm 11 pm 12 am

Classroom Programme
Interview Guidance
Online Programme
Drishti Store
My Bookmarks
My Progress
Change Password
From The Editor's Desk
How To Use The New Website
Help Centre

Achievers Corner

Topper's Interview
About Civil Services
UPSC Prelims Syllabus
GS Prelims Strategy
Prelims Analysis
GS Paper-I (Year Wise)
GS Paper-I (Subject Wise)
CSAT Strategy
Previous Years Papers
Practice Quiz
Weekly Revision MCQs
60 Steps To Prelims
Prelims Refresher Programme 2020

Mains & Interview

Mains GS Syllabus
Mains GS Strategy
Mains Answer Writing Practice
Essay Strategy
Fodder For Essay
Model Essays
Drishti Essay Competition
Ethics Strategy
Ethics Case Studies
Ethics Discussion
Ethics Previous Years Q&As
Papers By Years
Papers By Subject
Be MAINS Ready
Awake Mains Examination 2020
Interview Strategy
Interview Guidance Programme

Current Affairs

Daily News & Editorial
Daily CA MCQs
Sansad TV Discussions
Monthly CA Consolidation
Monthly Editorial Consolidation
Monthly MCQ Consolidation

Drishti Specials

To The Point
Important Institutions
Learning Through Maps
PRS Capsule
Summary Of Reports
Gist Of Economic Survey

Study Material

NCERT Books
NIOS Study Material
IGNOU Study Material
Yojana & Kurukshetra
Chhatisgarh
Uttar Pradesh
Madhya Pradesh

Test Series

UPSC Prelims Test Series
UPSC Mains Test Series
UPPCS Prelims Test Series
UPPCS Mains Test Series
BPSC Prelims Test Series
RAS/RTS Prelims Test Series
Daily Editorial Analysis
YouTube PDF Downloads
Strategy By Toppers
Ethics - Definition & Concepts
Mastering Mains Answer Writing
Places in News
UPSC Mock Interview
PCS Mock Interview
Interview Insights
Prelims 2019
Product Promos
Daily Updates

Make Your Note

Reforms in Education Sector

07 Jul 2022
GS Paper - 2
Government Policies & Interventions
GS Paper - 3
Inclusive Growth

For Prelims: University Grants Commission, National Assessment and Accreditation Council, National Education Policy, Parliamentary Committees

For Mains: Reforms in Education Sector, Features of National Education Policy, Effects on Accreditation, Significance of Education in Economic Growth

Why in News?

The Parliamentary Standing Committee carried out a review of education standards, accreditation process, research, examination reforms and academic environment in India’s higher education institutes.

What are the Findings of the Report?

Less than 9,000 colleges out of a total of 50,000 colleges are accredited.
Many deemed universities, in order to make quick money, have started Open Distance Learning courses undermining qualitative research work.
Several state universities regularly fail to carry out assessments smoothly, often reporting instances like question paper leaks and rampant cases of copying.

What Do We Know About the Accreditation System?

Accreditation is a procedure wherein standardisation happens as to what minimum benchmarks are to be created.
It is a formal, independent verification that a program or institution meets established quality standards in terms of testing, inspection, or certification.
It is an important tool to improve the quality of product and services in the field of health, education, food as well as other areas.
It also promotes the adoption of quality standards relating to Quality Management Systems, Food Safety Management Systems and Product Certification.
It helps in realizing the objective of improving quality competitiveness of Indian products and services.
If an institution is given a D, it means it is not accredited.
The grading remains valid for five years.
E.g. International Organization for Standardization (ISO).
India is also a member.

What are the Key Recommendations of the Committee?

Issues faced by NAAC and the National Board of Accreditation (NBA), which recognises courses offered by higher education institutions, should be analysed and worked on.
The norms for frequency and periodicity of the accreditations be defined so that institutions do not develop a tendency to carry the score for years without a review, which leads to complacency and undermines quality mechanisms.
The committee recommends that the parameter of the institution’s exam management competency be also considered as a mandatory norm towards consideration of accreditation.
It also suggested strict actions, including derecognition, for higher institutions involved in malpractices in collaboration with coaching centres.
All universities and colleges must be scored on how foolproof their examinations are.
The So-called “deemed universities” should also be allowed to use the term ‘university’ since there is no such concept in other countries.
To encourage more funding, it suggested “donations by individuals, alumni and institutions” should be 100% tax deductible.
It also noted that there was an urgent need to revisit and revamp the norms for starting online courses.
With regard to Open Distance Learning courses, the committee strongly recommended adequate measures to curb such tendencies after carefully examining the options.

What Initiatives have India Taken for the Education Sector?

NEP 2020 aims at making “India a global knowledge superpower”.
The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
The two earlier education policies were brought in 1968 and 1986.
Institutions having good accreditation records or the top-performing institutions are selected to mentor relatively newer 10 to 12 potential institutions.
Best teaching and learning practices followed in the mentor institute will be simulated in the identified mentee institutions.
The mentee institutions will also be provided with funding up to Rs. 50 lakhs (per institution) over a period of three years (in installments), for carrying out various activities like training, workshops, conferences, etc.
It is envisaged as a digital bank that holds the credit earned by a student in any course.
It is a major instrument for facilitating multidisciplinary and holistic education.
It will provide multiple entry and exit options for students in Higher education.
It will make the youth future-oriented and open the way for an Artificial Intelligence (AI) - driven economy.

Start Writing

Importance of the Youth voices and opinion in Improving the Quality…

Cbse vs icse syllabus – which board is better and why, the indian education system: good or bad, linguistic imbalance in higher education, lack of practical knowledge in higher education, ias without upsc: what exactly is lateral entry into the civil…, pre-school teachers deserve more respect and appreciation in terms of ‘salary’, 6 steps to establish yourself as a freelance writer, how unpaid internships exploit college students, 5 career options to choose if you know french language, social anxiety disorder in young people, 5 health issues that are quietly affecting college students, why is depression at an all time high among teenagers , 5 things everyone should know about menstrual hygiene, yoga for youth, need for educational reforms in schools.

Education is a basic necessity, it is a child’s right. It forms the foundation to any individual’s growth in life. Any nation’s future depends on its youth; to ensure the nation’s growth, the youth need to be not only educated, but well- educated . The Indian Government has put meticulous efforts in order to refine the education system at school level in India. However, there is still much scope.

We need to reform and revolutionise the Indian Education system in order to build a strong workforce for the nation. Only if you nurture a sapling with care does it grow into a sturdy tree. The school- going children of India also need nurturing and support.

Why we need educational reforms becomes clear when we analyse the present day situation of schools and education in the country. One also needs to keep in mind that India is still a developing country, and hence faces certain social issues which further add to the grave problem.

Imagesource

Some of the shortcomings in the contemporary system are as follows-

LACK OF ATTENTION TO PRIMARY SCHOOLS

Unfortunately, primary schooling in India is not given the due weightage it deserves. The first five years of a child’s life are fundamentally important. They are the foundation that shapes the child’s future health, happiness, growth, development and learning achievement at school, in the family and community, and in life in general. All children should have access to quality health care, good nutrition, education, and protection from harm, abuse and discrimination; only then will they grow up to achieve their full potential. Primary education should thus be given highest value. Primary teachers are paid the least in comparison to higher grade teachers. Parents do not worry as much about their child’s growth and learning during these years; they’d rather worry about percentages that the child will score during board exams. This mind-set needs to change in the system, as a rule.

INFRASTRUCTURAL HANDICAPS

Our country is still battling with poverty and lack of resources with respect to a very large population. Corrupt practices have also led to irregular distribution of the resources. The worst hit are the rural areas where basic necessities like clean water and sanitation facilities are lax. In such conditions, how can we be sure that each school going child is being provided with adequate infrastructure and supplies (books, pencils, notebooks) for a legitimate education? In so many villages of the country, children still study under the shade of trees, without even proper blackboards. The system needs more monitoring under the categories of teaching, evaluation, and regular reformation.

QUALITY OF TEACHING

Being a teacher in India is still considered to be a low level, easy job that does not require technical qualification. This is a sad state of affairs. Millions are still not aware how crucial a teacher’s role is in a child’s life. Most youngsters are running towards large companies or international schools that pay well, but the government schools are being given no second thought. We must realise that each child is capable and deserving of a good education, no matter which class of the society he/she belongs to, or how much money his/her parents can shell out. Certain organisations such as Teach For India are doing a good job in encouraging able and noble youngsters to take up teaching for the underprivileged students. Interviews and quality checks for teachers should have the strictest filters in order to ensure premium quality of teaching across the nation.

AGE OLD PATTERNS OF EDUCATION

As a system, we are yet to break the shackles of conventional patterns of education. Most of us are still stuck on putting certain subjects on a pedestal, and mocking artistic pursuits. The topics of Non- Medical and Arts streams are still debates in Indian households, for only a handful of parents understand that each child has a unique potential which is not necessarily compatible with Physics or Chemistry only. In the developed countries, teachers take painstaking efforts to ensure the child works according to his/ her talents and capabilities; they ensure counselling of the child in order to bring out the best in him/ her. A combination of subjects can be taken, according to the passions of the child, unlike the rigid 5 subject permutations that the Indian Education system allows. Even though we have introduced wonderful concepts like Multiple Intelligences and Educomp in our schools, we still have a long way to go. Sports and extracurricular activities need more encouragement and rewards, in addition to scholarships. The stereotypical patterns of imparting knowledge and evaluating the child’s growth need to change. Higher percentages do not always signify higher intelligence. Focus needs to be on learning, not cramming.

Racism, casteism, gender inequality, and biased forms of reservations in educational institutes- many such social issues plague our nation. They add to the poor state of education in Indian schools. We need to eradicate these prejudices and have a long- term vision. The Government or concerned authorities need to carve out practical goals and ensure their effective implementation on ground. Apart from implementation, we need to monitor the reforms constantly. In order to drive a child to his/ her full potential, motivation is the key.

Advertisment

‘Paalam’ P. Kalyansundaram; an Epitome of Charity

Harita Kaur Deol- the first woman pilot to fly solo for the Indian Air Force Inspires The youth

BSF’s first woman combat officer Tanushree Pareek Inspires The youth

Ranjeet and Neha Naik – This Pune Couple Planted 101 Trees Celebrating Daughter’s Birth

Story of Swati Mahadik – Inspiring The youth of India

Shilpy Gargmukh- India’s First Lady Officer of the Territorial Army Inspires The youth

Terms & Conditons
Privacy Policy

Interested in blogging for timesofindia.com? We will be happy to have you on board as a blogger, if you have the knack for writing. Just drop in a mail at [email protected] with a brief bio and we will get in touch with you.

Please note:

TOI will have complete discretion to select bloggers
TOI's decision in this regard will be final
There's no remuneration for blogging
TOI reserves the right to edit all blogs

Times Evoke
Entertainment
Spirituality
Environment
Foreign Media

Follow us on

Do it 1991-style: Three reforms India needs in higher education

V Ramgopal Rao

Professor Ramgopal Rao is former Director of IIT Delhi and currently Vice-Chancellor of BITS Pilani group of institutions.

Why have we landed ourselves in the current mess involving NEET, JEE, and other high-stakes exams? While India has the potential to lead the world in higher education, we are burdened by the mushrooming of coaching institutions, rampant cheating and a lack of trust in exam bodies, bureaucratisation of higher educational institutions, degradation of the university system, and, most concerningly, stress and mental pressure on our youth.

Over 35% of recorded suicides in India occur in the 15-24 age group. In 2022, more than 750,000 students also left India to pursue higher education abroad, a 35% increase from the previous year. Projections indicate that Indian households will spend an estimated $70 billion on foreign education by 2025, 14 times the govt’s 2023 higher education budget allocation. These students are leaving not because they cannot find a seat in our institutions but because they seek quality education.

India needs reforms for higher education akin to the sweeping economic reforms of 1991. Three primary issues must be addressed to bring accountability to our educational institutions: faculty quality, financial model and governance issues. Currently, Indian institutions fall into two categories: those that depend on govt for 90% of their sustenance and those that rely on student tuition for 90% of their survival. The over-reliance on govt funds causes major governance and scalability issues in publicly funded institutions, while depending on tuition fees brings quality and trust issues in private institutions. Both models are flawed and perilous. For example, 23 IITs admit roughly 16,000 undergraduate students, and 20 AIIMS admit about 2,000 MBBS students, highlighting the issue with scale. One single large university in the US would admit as many undergraduate students as our 23 IITs put together. Here are three essential reforms that the sector needs:

1. Improve quality of faculty in Tier-2 institutions and universities: One salient feature of the US system of education is that there is not much difference between their Ivy League universities and their Tier-2 institutions when it comes to quality of instruction at the undergrad level. The same can’t be said here. This often creates a stampede of sorts for admission into a handful of elite institutions in India. The creation of more IITs and AIIMS has inadvertently led to a significant decline in the quality of education in Tier-2 institutions and universities. Faculty recruitments are often mired in legal complications and litigation in govt institutions. Even approval of positions from respective govts can take years, forcing these institutions to hire contract faculty. Faculty recruitments must be based purely on merit. To address this, create a national pool of IIT/AIIMS-grade faculty and mandate these people to teach in Tier-2 colleges and universities. These faculty must be hired centrally with the active participation of IITs/AIIMS, offered IIT/AIIMS faculty pay scales, given a similar teaching load, and provided generous grants to perform high-quality research. It’s important that such a pool helps establish a culture of excellence wherever they work. Even their promotions must be based on standards of performance similar to these elite institutions. Over a period of time, increase this pool of faculty nationally to improve the standards of education outside our elite institutions.

2. Provide outcome-linked grants to institutions: Linking grants to outcomes can incentivise higher educational institutions to boost student enrolment and encourage faculty to secure competitive research grants. Funds should be linked to student enrolment numbers, research grants generated, patents filed, and IP licensed to industries. This will drive institutions to expand enrolment and increase research productivity. To support higher education sustainably, institutions must diversify their revenue streams. Policies should encourage philanthropy, industry participation, and generous overheads on research grants. Additionally, govt policies should promote the development of substantial endowment funds, similar to those in top US universities. Implementing ‘study-now-pay-later’ schemes, akin to Australia’s HELP program, can ensure affordability and support diverse career pursuits. These schemes allow students to defer tuition payments, repaying them once their income exceeds a specified threshold. This approach balances the need for immediate educational investment with long-term financial viability, ensuring that higher education remains accessible without placing undue financial strain on students or govt.

3. Address governance issues: The National Education Policy (NEP) 2020 emphasises autonomy for educational institutions. However, excessive bureaucratic interference and controls have caused governance structures in academic institutions to hit a new low. Implementing NEP’s reforms is crucial. Building a strong board and empowering it to make financial, administrative, and academic decisions is essential. With a proper financial model that promotes expansion, excellence, and equity, coupled with administrative autonomy, our higher educational institutions will thrive. It’s imperative we use the recent NEET fiasco as a wake-up call.

Views expressed are personal.

Top Comment

{{{short}}} {{#more}} {{{long}}} ... Read More {{/more}}

Start a Conversation

Views expressed above are the author's own.

END OF ARTICLE

Kolkata rape: Rage is justified, revenge is not

‘Hasina had to go…Yunus govt formed unconstitutionally…Can’t have secularism and state religion…Hindus can’t all come to India’

Wisdom shines through inner silence of the mind

In its true sense, Raksha Bandhan is gender-neutral

Working 9 to 5…

Cop out in Kolkata

Why Vedic mantras have mystical powers

Only laws won’t protect docs

System in the dock

Blogs by V Ramgopal Rao

NEET controversy: Three ways India can reimagine admission tests
Placements slowing down but colleges can adapt to new normal
Semiconductor mission’s great but academia can chip in

TOI Edit Page,Voices

Bachi Karkaria

Erratica,TOI Edit Page,Tracking Indian Communities

Jug Suraiya

Juggle-Bandhi,TOI Edit Page

Speaking Tree

TOI Edit Page

TOP EDITORIALS

How a trip to a USA Visa Centre awakened my inner Mohan Bhargav
The Kolhapur connection: A moving chapter of Indi
Who is my heart waiting for…

Forgot password
My bookmarks
essay competition

All India Essay Contest of Department of Atomic Energy

26 august 2024, 02:00 pm ist.

Representational image | Photo: Canva

Department of Atomic Energy DAE, Government of India has invited entries for the All India Essay Contest on Nuclear Science & Technology.

The Essay Contest comprises a written essay and an oral presentation before a panel of judges at DAE, Mumbai.

Topic: Essay can be written on any one of the topics (A, B or C) by a single author only. Topics: A - Journey of Nuclear Power in India - past, present and future; B -Societal applications of Radioisotope and Radiation Technologies for Viksit Bharat; C- Importance of Laser, Plasma and Accelerator Technologies for a Self-Reliant India. The outline for each is given in the Notification at https://dae.gov.in/ (Important matters and events link)

Essay Structure: The length of essay should not exceed 2000 words. Each essay should give brief introduction about the multifarious achievements of DAE in Basic Sciences and Nuclear Technology and their use for overall societal benefits in the country. It should comprise of an introduction (max. of 350 words), detailed essay (max. of 1500 words) and conclusion (max. of 150 words). Evaluation criteria to include originality, style, language.

Eligibility: Applicants should be regular full time students doing graduation in India (after 10+2), in any discipline, in an Indian University. Engineering/Medical/IIT students etc. if studying in their 4th year are also eligible. Students who have completed their graduation are not eligible to participate in this contest. However, students who have appeared for their final year exam and are awaiting results, which should not have been announced before 29th August 2024, can participate.

Each student should submit readable handwritten essay only, in any official Indian Language. A participant should submit only one essay on any one topic only. The handwritten essay, scanned and saved as PDF file, on only one topic should be sent to [email protected] with a subject as ‘Submission of Essay’. The file name should be the student's Aadhar No. preceded with A, B or C as per Topic and as per the format given in the Notification. Mention of the authors/students name/emails, etc. anywhere in the body of the essay will lead to disqualification.

Students should submit scanned copy of their Aadhaar Card; PAN Card; Clear scanned copy of College Identity Card and a scanned copy of his/her Bank Details (such as Name; Account No.; Bank's Name; Branch name and address, IFSC Code etc.). Each student should also fill in their above personal details in an Excel Sheet Template (attached) and it should be sent to [email protected] by mentioning the subject as ‘My Excel Data’ as per Topic and as per the FORMAT (format should not be changed).

The last date of receipt of essays by email is 29th August 2024.

A maximum of 30 essays will be selected and only these 30 shortlisted students will be informed and will be invited to Mumbai during the last week of October 2024 for an oral presentation. 30 selected students for oral presentation (approximately 10 from each topic) will be announced on the DAE website and official social media channels of the Department. Final selection will be made on the basis of both - performance in oral presentation and quality of the written essay. Those called for oral presentation in Mumbai shall be eligible for travel expenses as specified in the Notification.

All winning essays will receive certificates and a Prize Money which will be credited directly to the student's (or his/her parents) Bank Account. There will be 3 First prizes of Rs. 25,000/- each, 3 Second prizes of Rs. 20,000/- each and 3 Third prizes of Rs. 15,000/- each and there will be 21 consolation prizes of Rs. 7,000/- each.

For queries related to Essay Contest, contact at Land Line: 022-2286 2605 022 2286 2504, 022 2286 2665, or email at: [email protected]

Share this Article

Related topics, essay competition, get daily updates from mathrubhumi.com, related stories.

The Dastur Essay Competition 2022 for students of law & accountancy

KEAM 2024: One more college included for Option registration for MBBS

KEAM 2024: Next Phase allotment to Engineering Pharmacy and Architecture courses

Joint CSIR - UGC NET June 2024: Application deadline extended

MBBS Admissions at AFMC Pune: 1939 candidates shortlisted for Stage 2 selection

Admissions to Para Medical courses under IP Quota at ESIC College Gulbarga

KEAM 2024: Next Phase allotment to Engineering Pharmacy and Architecture ...

Movies & Music

He locked me up before returning later to assault me again: Revathy Sampath

Actress Minu Munner , the screenshot of reel shared by actress

Actress makes shocking allegation against Jayasurya, Mukesh, Maniyan Pilla, ...

Actor Sudheesh denies misconduct allegations by Jubitha, considers legal ...

Mathrubhumi News
Media School

Privacy Policy
Terms of Use
Subscription
Classifieds

Shashi Tharoor
M G Radhakrishnan
SR Suryanarayan
Mini Krishnan
Movie Review
Sports News
Scholarships
Agriculture

Click on ‘Get News Alerts’ to get the latest news alerts from

Entertainment
Life & Style

To enjoy additional benefits

CONNECT WITH US

Investing in persons with disabilities Premium

Educational institutions lack the necessary infrastructure and workplaces lack robust diversity policies to give proper representation to persons with disabilities.

Updated - August 26, 2024 12:09 pm IST

Published - August 26, 2024 02:33 am IST

The 2023 report by Nifty 50 constituent companies reveals that only five out of the 50 companies have more than 1% of PwDs on their rolls, with four of them being public sector companies. File

A recent Hindi movie, Srikanth , starring Rajkummar Rao, narrates the story of the industrialist Srikanth Bolla and his journey of overcoming the challenge of visual impairment. In the film, the people of Srikanth’s father’s village ask the family not to invest in the son’s education or life in general. Many parents of children with some form of disability are similarly made to believe that their offspring are not worthy of investment. Persons with disabilities (PwDs) face social stigma, marginalisation in all sectors, and discrimination in education and employment; most importantly, they struggle for dignity. Educational institutions lack the necessary infrastructure and support mechanisms and workplaces lack robust diversity policies that would give proper representation to PwDs.

Status of education and jobs

The 2023 report by Nifty 50 constituent companies reveals that only five out of the 50 companies have more than 1% of PwDs on their rolls, with four of them being public sector companies. Similarly, data from the National Centre for Promotion of Employment for Disabled People reveals that less than 1% of India’s educational institutions are disabled-friendly, less than 40% of school buildings have ramps, and approximately 17% have accessible restrooms. A report of the Sarthak Educational Trust titled ‘Accessibility and Inclusion in Higher Education in India’ states that reservation is provided under the Rights of Persons with Disabilities Act, 2016, in government jobs, and incentives in non-government jobs, but there is a clear lack of implementation. The lack of infrastructure combined with the lack of inclusive policies hinders the full participation of PwDs in society. Thus, it is imperative that both public and private institutions invest in the uplift of PwDs.

Striving for dignity

The British artist, David Hevey, once remarked that “the history of the portrayal of disabled people is the history of oppressive and negative representation. This has meant that disabled people have been presented as socially flawed able-bodied people, not as disabled people with their own identities”. The identity of PwDs is eroded in several ways. PwDs are considered by many as pitiful or helpless. Many believe that PwDs can only be in relationships with one another. Disability in addition to belonging to a “lower” caste or a particular gender creates a double/triple burden on people.

Sociologist Colin Barnes has argued that PwDs are “portrayed as objects of pity, violence, curiosity and ridicule, as burdens on society, sexually abnormal, and overall, as people incapable of community participation”. This portrayal forms the basis of the societal attitude towards PwDs. Recently, three former cricketers mocked PwDs in a video that went viral after India won the World Championship of Legends. Everyday struggles and the stigmatisation and mockery of PwDs reveals the inability of so-called “able-bodied people” to treat them equally with dignity.

Abhishek Anicca in his book, The Grammar of My Body , writes, “My friends say disabled people can be negative. I agree. We are so negative that sometimes the able-bodied mind never reaches us. That distance is too far... It is thus those who are creating the distance [who] should bridge the gap.”

Rajesh Ranjan is lawyer-researcher who writes on public law, rights, and public engagement of Constitution

Top News Today

Access 10 free stories every month
Save stories to read later
Access to comment on every story
Sign-up/manage your newsletter subscriptions with a single click
Get notified by email for early access to discounts & offers on our products

Terms & conditions | Institutional Subscriber

Comments have to be in English, and in full sentences. They cannot be abusive or personal. Please abide by our community guidelines for posting your comments.

We have migrated to a new commenting platform. If you are already a registered user of The Hindu and logged in, you may continue to engage with our articles. If you do not have an account please register and login to post comments. Users can access their older comments by logging into their accounts on Vuukle.

India Today
Business Today
Harper's Bazaar
Brides Today
Cosmopolitan
India Today Hindi
Reader’s Digest
Aaj Tak Campus

Download App

Video: Heavy rain triggers floods in low-lying areas in Gujarat

Incessant heavy showers battered several parts of Gujarat on Monday, inundating low-lying areas, with three persons dying and seven missing in rain-related incidents and hundreds shifted to safer places. The administration is geared up for more showers as the India Meteorological Department (IMD) has warned of heavy to very heavy rains with isolated extremely heavy rains in several districts of the state till Thursday morning. Chief Minister Bhupendra Patel held a virtual meeting with district collectors, superintendents of police, and senior civic officials of all major cities to review the current situation. The state education department has declared a holiday for primary schools across the state on Tuesday.

VIDEOS FROM OTHER SECTIONS

Video: 7 injured during Janmashtami celebration in Gujarat's Navsari

Seven people sustained serious injuries and have been rushed to the nearest hospital for treatment.

Citizens Vs Waqf in Tamil Nadu village: Does this not indicate the need for Waqf reform?

How to ensure justice for rape victims? Panelists debate on News Today

Angry citizens hit the streets demanding justice for rape victims in Bengal, Maharashtra and Assam.

We are hopeful this will be the moment for change: Bina Paul on Hema panel report

In an exclusive interview with India Today, Bina Paul, former Vice-Chairperson KSCA and National Award-winning film editor, spoke about the Justice Hema Committee report on sexual exploitation in Malayalam cinema and more.

General Studies

All Programmes

Study Material

British Policies in India, Economic, Social & Cultural Policies

Sub-Categories:

Modern History

Table of Contents

British Administration and Governance

British economic policies, british social and cultural policy, british policies in india upsc pyqs, british policies in india faqs.

Prelims: History of India and Indian National Movement

Mains: Modern Indian History from about the middle of the eighteenth century until the present- significant events, personalities, issues.

The British policies in India had a profound impact on various aspects of society, shaping its administrative, economic, and socio-cultural landscape. The centralised bureaucracy and uniform legal system transformed governance. Economically, British policies exploited India’s resources, causing deindustrialisation. Socio-culturally, English education and Western ideas influenced a modern intellectual class, while traditional structures faced preservation and distortion.

The Industrial Revolution and intellectual shifts in Britain influenced their attitudes. Concepts like liberty, equality, and human rights emerged amidst social issues like sati and child marriages. Legal reforms introduced aiming to improve women’s status. The colonial legacy continues to impact on overall India’s trajectory.

The British administration and governance in India involved the formation of a structured civil service system , a strong military presence to maintain law and order, the establishment of a police force to uphold colonial authority, and the introduction of a hierarchical judicial system based on English common law principles to administer justice across the territories under colonial rule.

British Civil Service System

The British civil service system in India, initially designed for commercial purposes by the East India Company , evolved into a robust administrative machinery overseeing acquired territories. Over time, civil servants gained broader responsibilities and authority, hence following key reforms were introduced:


	- Organised the civil services - Introduced measures to check corruption
	- Reserved higher posts for covenanted European servants of the Company
	- Theoretically opened up services to Indians, but provisions were not implemented
	- Set aside specific positions for covenanted civil servants. - Entrance examination in - Age limit gradually reduced to years
	- Recommended dropping ' terms - Classified services into Imperial ( ), Provincial and Subordinate (exams in India) - Raised age limit to
	- Advocated employing more Indians for responsible government - Recommended simultaneous exams in India and England - 1/3 recruitment in India, to be increased annually
	- Secretary of State to continue recruiting for ICS, Indian Forest Service, etc. - Provincial governments to recruit for - Proposed parity between Europeans and Indians in ICS in 15 years - Establishment of
	- Provided for - But key positions remained with Europeans despite Indianization

British Police System

The British initially relied on zamindars before establishing a regular police force in 1791 under Cornwallis , with thanas and darogas .

Reforms followed with the appointment of superintendents of police by Mayo (1808) and the Indian Police Act (1861) based on the Police Commission's recommendations for a civil constabulary system with an inspector-general at the provincial level.
The police gradually curbed crimes like dacoity but were also used to suppress the national movement.

British Military

The military was the backbone of British rule in India. Before 1857 , there were the Queen's army and the Company's European and Indian regiments. Post-1857, the army was reorganized to prevent future revolts and defend imperial interests.

Domination of the European branch was ensured through a higher ratio of European troops and their monopoly over key areas like artillery.
The " martial" and "non-martial" race theory justified discriminatory recruitment favouring Sikhs, Gurkhas, and Pathans.
Measures like no newspapers or journals were taken to isolate soldiers from nationalist influences.

British Judiciary

The establishment of Mayor's Courts in 1726 marked the beginning of a common law system in India, as the East India Company transitioned from a trading firm to a ruling power, replacing the existing Mughal legal system.


	- Created District for criminal cases and District for civil cases. - Set up Sadar Diwani Adalat and Sadar Nizamat Adalat as appellate courts - established at Calcutta ( )
	- Separation of Powers: revenue and judicial functions separated - Established with European judges for appeals - : Sovereignty of law, officials answerable to civil courts
	- Circuit courts abolished, functions transferred to collectors - Option to use vernacular languages instead of Persian
	- Set up under for codification of laws - Led to
	- 1860: Europeans could claim no special privileges except in criminal cases - : Supreme Court and Sadar Adalats merged into - : GoI Act provided for

Positive aspects : Established the rule of law, codified laws replacing religious laws, jurisdiction over Europeans, and government officials being answerable to civil courts.
Negative aspects: Complicated and expensive system prone to manipulation, delays, overburdened courts, and European judges unfamiliar with Indian customs and traditions.

Local Governance

The British introduced local bodies like municipalities and district boards to decentralise administration and provide local services. Key steps included:

Mayo's Resolution (1870) allowed provincial governments to levy local taxes.
Ripon's Resolution (1882) advocated a non-official majority in local bodies.
Royal Commission on Decentralisation (1908) recommended empowering local bodies financially.
Dyarchy (1919 Act) , local self-government became a 'transferred' subject but lacked funds as finance remained 'reserved'.
The GoI, Act of 1935 gave provinces more autonomy, leading to new local self-government acts.

However, local bodies remained constrained by limited financial resources and taxation powers, lacking true self-governance despite British efforts at decentralisation.

Unlike earlier invaders, British colonists in India significantly altered the economy . They transformed it into a colonial economy, serving British interests. India’s share of the world economy declined from 23% in the 18th century to 3% at independence.

Check: British Economic Policies

After the Charter Act of 1813 , allowing one-way free trade for the British, cheap and machine-made imports flooded the Indian market.
Indian products faced difficulties in penetrating European markets due to high tariffs.
After 1820, European markets were virtually closed to Indian exports.
Such policies transformed India from being a net exporter to a net importer.

Despite Industrial Revolution in Europe, due to adverse policies destrcuted Indian Industry and stunted industrialisation.

Forced trade practices : Indians were compelled to buy expensive British textiles while selling their goods at lower prices.
Shipbuilding industry : The industry in Surat, Malabar, Bengal, and Masulipatnam experienced decline due to British monopoly and heavy duties imposed on Indian merchant vessels.
Steel industry : Indian steel production was hindered by restrictions on standards and imports.
Most of these industries were foreign-owned and controlled by British managing agencies.
These included provisions for limited working hours, prohibition of child labour, and basic safety measures.
However, the colonial government prioritised the interests of British industrialists over Indian workers' welfare.
Industrial development was lopsided, with core and heavy industries being neglected and regional disparities caused by favouring certain regions.

Transport and Communication

Britain needed railways to connect raw material sources with ports, facilitate British goods movement, and bring raw materials. Therefore, a vast railway network emerged in the latter half of the 19th century, allowing British investors to invest surplus wealth.

However, railways unintentionally aided national awakening by improving transportation and education access, bringing people and ideas together.
The postal and telegraph systems, while serving British administrative and commercial interests, provided limited access and imposed high costs on the native population.

Agriculture

British policies negatively impacted Indian agriculture, aiming to increase land revenue collection without considering the impact on cultivators and peasants.

Land Settlements:
Permanent settlement : Zamindars became permanent landowners, obligated to pay fixed revenue. They could evict tenants and raise rents arbitrarily.
Mahalwari settlement : Revenue settled with village headmen on behalf of the village. Periodic revisions based on soil fertility and prices. Villagers had occupancy rights but faced eviction for non-payment.
Ryotwari settlement : Revenue was directly settled with individual cultivators, recognised as landowners. Periodic revisions based on soil quality and market rates.
These settlements disrupted the traditional land system, creating a new landed class while adversely affecting peasants through excessive revenue demands and loss of occupancy rights.
This leads to land-grabbing, absentee landlordism, stagnation, low productivity, famines, and commercialization of agriculture.

The British colonial rule in India was driven by the pursuit of profits through exploitative trade practices ; however, they selectively introduced limited modernization and social and educational reforms to maintain control over the subjugated population.

Socio-Religious Policy

Divide and rule policy : The British intentionally fueled divisions along religious lines , pitting Hindus against Muslims , and promoting a sense of separatism between the two communities to maintain their dominance.
The Charter Act of 1813 reinforced this stance, prohibiting interference in the religious beliefs and practices of the natives.
Reformers like Raja Ram Mohan Roy and organizations like the Brahmo Samaj received British backing.
This had a significant impact on the spread of Western education and the conversion of some Indians to Christianity.
This involved the promotion of the English language, literature, and culture through education and administration.

Education Policy

The British introduced English education in India as part of their strategy to create a class of Indians loyal to them, reduce administrative costs, and increase the market for British goods. For this cause some key policies such as:

Charter Act of 1813 : It allocated funds for promoting education. It laid the groundwork for English education by emphasising the need for Western knowledge dissemination.
Woods Despatch of 1854 : The Despatch emphasised the significance of English as the primary medium of instruction, recommending the establishment of universities and colleges for Western education.

British education policy, driven by self-interest, resulted in traditional decline, neglect of mass and women's education, and the establishment of an educated elite disconnected from the masses.

Question 1: Examine how the decline of traditional artisanal industry in colonial India crippled the rural economy. (UPSC Mains Exam 2017)

Question 2: Examine critically the various facets of economic policies of the British in India from the mid-eighteenth century till independence. (UPSC Mains Exam 2014)

Question 3: Economically one of the results of the British rule in India in the 19th century was the ( UPSC Prelims Exam 2018 )

increase in the export of Indian handicrafts
growth in the number of Indian-owned factories
commercialization of Indian agriculture
rapid increase in the urban population

Answer: (c)

Q1. What were the British land settlement systems?

Ans. The British introduced Zamindari, Ryotwari, and Mahalwari land settlement systems in different parts of India to maximize land revenue collection and control over landholdings.

Q2. What was the effect of British trade policies on Indian industries?

Ans. British trade policies like one-way free trade and discriminatory tariffs led to a decline in Indian industries, particularly textiles, which could not compete with cheaper British mill-made products flooding the Indian market.

IMAGES

😊 Reforms in education system in india. Modi plans to reform education
(PDF) Reforms in higher education in India: National education policy
The Need For Education Reforms In Republic of India
The Education System in India Free Essay Example
The Educational Reforms Policy Education Essay
National Education Policy (NEP) 2020: Overview, Reforms, Objectives!

COMMENTS

Essay on "Educational Reforms in India
Essay No. 01. Educational Reforms in India. Education is very important for any individual as well as nation. Education helps in all round development of personalities which ultimately help the nation in becoming great and powerful. Unfortunately educational planning and implementation has not been quite satisfactory.
Reforms in Education System
Reforms in Education System. 13 Oct 2022. 11 min read. Tags: GS Paper - 2. Education. Issues Arising Out of Design & Implementation of Policies. Issues Relating to Development. This editorial is based on "India@75 looking at 100: What India's education system needs" which was published in The Indian Express on 12/10/2022.
India's National Education Policy 2020: A reformist step forward?
Below are the most notable points of reform proposed by the NEP 2020: Inclusion of early childhood education: Education will begin at age 3, rather than at age 6 for students in first grade, to ...
Education in India
Literacy rate in India as per Census 2011: 74%. Literacy rate: Male: 82.1%; Female: 65.5%. Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu. Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
A Decade of Reforms: The Evolution of Education and Skill Development
The Modi government's reforms in the education and skill development sectors have ushered in a new era of growth and opportunity for India. The reforms have not only revolutionised the teaching-learning process but also foregrounded outcomes and direction in the education section. By prioritising quality, accessibility, and relevance, these ...
India's New National Education Policy: Evidence and Challenges
Such reforms are particularly urgent given India's demographic transition. In many states, especially in South India, total fertility rates are already below replacement levels, and cohort sizes in primary schooling are shrinking. ... From Policy Forum by Muralidharan & Singh "India's new National Education Policy: Evidence and challenges ...
Transforming Indian Education: Towards Long-Term Vision
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%.
Education in India: A Comprehensive Analysis
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.
New Education Policy 2020 in India: future rewinds to the past
India's New Education Policy 2020 (NEP), released in the middle of a pandemic, aimed to provide a direction to the education sector through its multidisciplinary focus and restructuring of the existing system. The philosophy of the NEP claims inspiration from ancient knowledge systems which is a departure from the existing secular consensus ...
Essay on New Education Policy
In conclusion, India's New Education Policy is a bold and forward-looking initiative that has the potential to transform the nation's education system. It focuses on holistic development, flexibility, early childhood education, technology integration, vocational skills, inclusivity, and teacher training. By implementing these reforms, the ...
Essay on Indian Education System
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 ...
Transforming Education in India: A Journey from Tradition to Innovation
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%.
The Need For Reforms In The Education Sector
The most prestigious institutions within this system have global standing and are responsible for making India a world leader in the high-tech sector. But for this success to be taken to the next level, India's tertiary education system needs urgent reforms. India also needs to overhaul its short-term skilling programmes.
Recent developments and challenges in the Indian education sector
New Delhi, UPDATED: Aug 1, 2023 16:44 IST. There have been a number of recent developments in Indian education policy that have had significant implications for the sector and its stakeholders. While earlier policies, such as the Right to Education (RTE) Act in 2009, have helped India make commendable progress with ensuring universal access to ...
PDF Reforming the Indian School Education System
5) Reform of teacher training to emphasis e pedagogy over theory 6) Having greater clarity on the role of the state and the market in providing education in India — and both leveraging the privat e sector to achieve India's education goals, and regulating it adequately as needed (this requires reforms to the Right to Education or RTE Act).
echoes of 'coloniality' in the episteme of indian educational reforms
This has been characteristic of educational reforms in India and much of the global south. Even as India entered the second decade of neoliberal reforms, the challenge before educators was to reposition knowledge as the fulcrum of sustaining the constitution-led vision of education towards equity and social justice. ... The essay had been first ...
Examining Education Reforms of India in the Matrix of Rights and
Three significant reforms were established at the turn of the century in India: the National Curriculum Framework of 2005, the National Curriculum Framework for Teacher Education of 2009, and the Right to Education Act of 2009. All three reforms reflect a contradiction between the rights of citizens and the regulatory biopolitical inertia of ...
(PDF) Analysis of the Indian National Education Policy 2020 towards
The objectives of this study on National Education Policy 2020 are : (3) To identify the innovations in new national higher educa ti on policy 2020. (4) To predict the implications of NEP 2020 on ...
National Education Policy 2020: Key Highlights
The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower. The Union Cabinet chaired by Prime Minister Shri Narendra Modi approved the National Education Policy 2020 on July 29, 2020.
Essay on Indian Education System for Students
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.
Janmashtami 2024: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें|10 Lines
Janmashtami Essay in Hindi: कक्षा 1 से 3 के बच्चे 100, 150 और 200 शब्दों में जन्माष्टमी पर निबंध कैसे लिखें. प्रारूप 3: 10 लाइनों में जन्माष्टमी पर निबंध कैसे लिखें
Reforms in Education Sector
The higher education department of the Union ministry of Education informed the committee that only 30% of the universities and 20% of the colleges are in the accreditation system. Less than 9,000 colleges out of a total of 50,000 colleges are accredited. Many deemed universities, in order to make quick money, have started Open Distance ...
Need for Educational Reforms in Schools
The school- going children of India also need nurturing and support. Why we need educational reforms becomes clear when we analyse the present day situation of schools and education in the country. One also needs to keep in mind that India is still a developing country, and hence faces certain social issues which further add to the grave problem.
Do it 1991-style: Three reforms India needs in higher education
India needs reforms for higher education akin to the sweeping economic reforms of 1991. Three primary issues must be addressed to bring accountability to our educational institutions: faculty ...
All India Essay Contest of Department of Atomic Energy
Topic: Essay can be written on any one of the topics (A, B or C) by a single author only. Topics: A - Journey of Nuclear Power in India - past, present and future; B -Societal applications of ...
Investing in persons with disabilities
A report of the Sarthak Educational Trust titled 'Accessibility and Inclusion in Higher Education in India' states that reservation is provided under the Rights of Persons with Disabilities ...
Heavy rain triggers floods in low-lying areas in Gujarat ...
Incessant heavy showers battered several parts of Gujarat on Monday, inundating low-lying areas, with three persons dying and seven missing in rain-related incidents and hundreds shifted to safer places. The administration is geared up for more showers as the India Meteorological Department (IMD) has warned of heavy to very heavy rains with isolated extremely heavy rains in several districts ...
PDF India's New National Education Policy: Evidence and Challeng
e scope of national education policy alongside school education. The NEP's focus on stronger and universal preschool education is consistent with global recognition of the importance of "the. arly years" in developing cognitive and socioemotional skills.Second, consistent with the evidence, the NEP aims to strengthen teacher effectiveness ...
British Policies in India, Economic, Social & Cultural Policies
British Police System. The British initially relied on zamindars before establishing a regular police force in 1791 under Cornwallis, with thanas and darogas.. Reforms followed with the appointment of superintendents of police by Mayo (1808) and the Indian Police Act (1861) based on the Police Commission's recommendations for a civil constabulary system with an inspector-general at the ...