education in india essay in english

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Education System In India Essay

Indian education reformers want to narrow the disparity in student achievement between rural and urban areas. India's educators work hard to overcome their country's challenges in providing quality education to all its citizens. Here are some sample essays on the education system in India.

100 Words Essay On Education System In India

India's education system is ideal for providing its students with a solid academic foundation. It emphasises lifelong learning and encourages its students to pursue higher education. It also develops the students' language skills by allowing them to study in both English and Indian languages. Such courses encourage ideal attitudes toward their nation and its people- creating a positive atmosphere for learning and growth.

India surrounds its students with Indian history, culture, religion, and literature throughout their schooling years. It promotes patriotism through encouraging students to study Indian history and culture. This can help them develop a sense of cultural pride that can inspire them to support the development of their home country.

200 Words Essay On Education System In India

Education is the most important aspect of any society. It is the foundation on which a society is built and the tool that allows its citizens to make the most of their lives. It allows the country to educate its people and earn revenue from their talents. However, there are always 2 sides to a coin, along with benefits there are also some issues.

Issues In The Indian Education System

The Indian education system is in a state of flux. A number of issues have cropped up in recent years, and there seems to be no clear solution in sight.

One of the biggest problems is the disparity between urban and rural students. The quality of education that students in rural areas receive is quite poor, and they often don't have access to the same resources as their urban counterparts. This leads to a huge achievement gap between students from different backgrounds.

There are also concerns about the level of education that students are receiving. Many experts believe that the curriculum is outdated and does not prepare students for the modern world. In addition, there is a lot of emphasis on rote learning, which does not allow students to think creatively or critically.

500 Words Essay On Education System In India

The education system in India is plagued with a number of issues that have a direct impact on the students. Addressing these issues will require systemic changes that ensure all students can access adequate resources.

Challenges of Accessibility and Quality

Let's take a closer look at two of the biggest challenges facing India's education system: accessibility and quality.

Accessibility is a huge issue in India. Due to poverty and the lack of infrastructure, many rural areas and poor urban neighbourhoods don't have adequate schools or teachers. As a result, many children are denied the right to an education.

And even when children have access to education, it's often of poor quality. Many schools are overcrowded and underfunded, which means that students don't have access to good teachers or up-to-date textbooks and other learning materials.

Impact of Gender Inequality

One issue impacting the students is gender inequality. Boys and girls are not given an equal opportunity to receive an education. This needs to change if India wants to become a developed nation. Girls need to be given the same opportunities as boys so that they can contribute to the growth of the country. There are many solutions that have been proposed to address this issue, but more needs to be done to implement them successfully.

Struggles of India’s Rural Areas

For many parts of the country, especially rural areas, the issues in India’s education system run even deeper. Much of the Indian population is still living without access to educational resources and other basic needs. To make matters worse, a large number of these people belong to marginalised communities, like those living in poverty or facing discrimination based on factors like gender or caste.

In rural areas, most schools are underfunded and lack basic facilities. These schools face varying levels of neglect when it comes to providing adequate teacher support as well as basic needs such as toilets, clean drinking water, and well-maintained buildings. As a result, attendance rates at primary schools are often very low and many drop out before completing schooling altogether.

Solutions for Improved Education

The Indian government has taken various steps to ensure that a quality education is accessible for all. In 2020, the government launched a new initiative called ‘National Education Policy’ (NEP) which promises to set up a new educational system in India with increased access, improved quality, and greater equity. This initiative will focus on strengthening school education by providing more resources and more qualified teachers, and introducing vocational training programs as an alternative to traditional education.

NEP also sets out some objectives for higher education that aim to make learning more interesting and accessible. These include setting up new autonomous colleges for research purposes, and improving the availability of faculty in universities. NEP also aims to bridge the digital divide by making information communication technology (ICT) an integral part of teaching and learning.

Furthermore, NEP plans to focus on addressing gender inequalities in the Indian education system by introducing measures such as affirmative action policies, gender sensitization training, flexible learning options and financial assistance schemes specifically for women. These strategies go a long way towards improving India’s educational system and ensuring better outcomes for students across the country.

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Education in India – A Detailed Analysis

Last updated on September 5, 2024 by ClearIAS Team

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

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

History of Education in India

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India has a rich tradition of imparting knowledge.

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

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

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

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

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

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

Current Status of Education in India: Data from Census 2011

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

Indian Education System: The Present Pyramidal Structure

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

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

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

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

Provisions in the Indian Constitution related to Education

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

RTE Act 2009

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

Provisions of the RTE Act

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

Criticisms of the RTE Act

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

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

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

Radhakrishnan committee

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

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

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

Kothari commission

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

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

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

National Educational Policy 1968

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

National Educational Policy 1985

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

T.S.R.Subramanium committee report

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

Kasturirangan Report On School Education (Draft National Education Policy)

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

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

School Education:

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

Higher Education

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

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

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

Technology in Education

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

Vocational Education

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

Adult Education

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

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

Read: New India Literacy Programme (NILP)

Education and Indian Languages

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

Transforming Education

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

Education Governance

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

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

Financing Education

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

Criticism of the New Education Policy of India

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

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

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

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

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

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

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

The Problems associated with the Education System in India

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

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

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

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

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

Early childhood education

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

Primary level

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

School Complex

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

Secondary level

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

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

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

Private fees

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

Higher education

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

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

Problems of the higher education system in India

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

Research and development (R&D)

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

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

The need of the hour

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

Government initiatives on higher education

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

National Testing Agency (NTA) 2017

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

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

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

HECI: Higher Education Commission of India bill

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

IoE: Institutions of Eminence 2017

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

National Institutional Ranking Framework (NIRF) 2015

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

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

HEFA: Higher Education Financing Agency 2018

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

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

Foreign Education Providers Bill 2013

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

EQUIP report has mentioned the revival of this bill.

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

APAAR: One Nation One Student ID Card

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

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

Other Major Issues connected with the Education sector in India

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

Politicization of campuses

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

Gender Parity

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

Quality of education

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

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

Government initiatives

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

Teacher Training

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

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

Private Schools vs Public Schools: The Big Debate in Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Reader Interactions

November 27, 2019 at 10:33 pm

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

November 28, 2019 at 12:09 pm

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

November 28, 2019 at 2:00 pm

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

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

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

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

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

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

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

November 16, 2020 at 10:47 pm

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

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

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

December 16, 2021 at 11:10 am

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

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

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

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

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

May 28, 2023 at 9:10 pm

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

January 23, 2024 at 8:06 pm

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

February 7, 2024 at 7:44 pm

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

March 8, 2024 at 6:22 am

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

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Education System in India | Essay on Education System in India

February 13, 2024 by Prasanna

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

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

Read More: Essay On New Education Policy

Essay on Indian Education System

Indian Education System Essay is mainly divided into four stages

Lower primary
Upper primary
High school and
Higher secondary.

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

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

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

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

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

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

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

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

FAQ’s on Education System in India

Question 1. What is the education in India Essay?

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

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

Question 2. What is education?

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

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

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

Question 4. Is the education system good in India?

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

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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

Indian Education System Essay

Indian education system has changed over the time. A major change in our education system came with the colonization of the country by the Britishers. It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages – lower primary, upper primary, high school and higher secondary.

Students follow a fixed curriculum up to 10 th standard; though, in higher secondary they get to choose from various streams i.e. science, commerce, etc. Apart from certain textual changes and over time rectifications, nothing much has changed in Indian Education system. The need to reform and restructure our education system has been felt many time. However, no concrete steps have yet been taken in this direction.

Long and Short Essays on Indian Education System in English

Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam.

After going through this Indian Education System Essay you will be well versed with the Indian Education system and its shortcomings.

Also, you would be able to assess it and make suggestions for its improvement.

These Essays will help you in your school essay writing competition and also in several debate competitions.

Short Essay on Indian Education System – Essay 1 (200 words)

Indian education system is quite different from that of the foreign nations. The curriculum in the western countries is known to be quite light and based on practical knowledge whereas in India the focus is on theoretical knowledge and acquiring marks by hook or crook.

Students are expected to mug up chapter after chapter and fetch good grades in the class. The marking system in the Indian schools begins from the primary classes thereby burdening little kids. The competition is growing by the day. Parents want their children to outperform their peers and teachers want their class to do better than the other classes.

They are so blinded by the urge of staying ahead of the competition that they do not realize that they are pushing the children in the wrong direction. At an age when the students should be given the chance to explore their interests and hone their creative side, they are pressurized to follow a set curriculum and slog day and night to get good marks.

Instead of making the students understand various concepts of mathematics, physics and other subjects so that they can use them at different stages in their life, the focus is on blindly learning the chapters whether or not the concepts are understood just so that one can get good marks. So, the very basis of the Indian education system is inappropriate.

Essay on Indian Education System Needs Serious Reforms – Essay 2 (300 words)

Introduction

Indian education system is said to be old and mundane. In the times, when the organizations are looking for creative and enthusiastic individuals, the Indian schools train the young minds, to follow a set curriculum and behave as they are told for almost fifteen years of their lives. There is no freedom to provide suggestions or share ideas. There is a serious need to reform the Indian education system which in turn helps in developing smarter individuals.

Need to Think Out of the Box

There is a dire need to think out of the box if we want to make new inventions, bring positive changes in the society and prosper at a personal level. However, unfortunately our schools train us otherwise. They tie us to a set study schedule and keep us so busy with completing the assignments and learning theoretical lessons that there is no room left for creativity.

The Indian education system must be changed to make way for creative thinking. Schools must focus on activities that challenge the student’s mind, hone their analytical skills and invoke their creative thinking ability. This will help them perform better in different fields as they grow up.

Need for All Round Development

The primary focus of the Indian education system is on academics. Here also the focus is not on understanding the concept and enhancing knowledge but only on mugging up the lessons with or without understanding them with the sole aim of attaining good marks. Even though some schools have extra-curricular activities, there is hardly one class per week for these activities.

Education in the Indian schools has just been reduced to gaining theoretical knowledge which is not enough to raise an intelligent and responsible individual. The system must be changed to ensure the all round development of the students.

The people in power must understand that the Indian education system requires serious reforms. The system must change to develop students spiritually, morally, physically as well as mentally.

Essay on Indian Education System and Its Development – Essay 3 (400 words)

Indian Education System has seen quite a few changes ever since its inception. It has changed with the changing times and with the changes in the society. However, whether these changes and developments are for good or not is still a question.

The Gurukul

The Indian education system dates back several centuries. From the ancient times, children are being sent to the teachers to learn lessons on different subjects and to add value to their lives and make them skilled to live a self dependent life. During the ancient times, the gurukuls were set up in various parts of the country.

Children went to gurukuls to seek education. They stayed with their guru (teacher) in their ashram until they completed their education. The students were taught various skills, given lessons in different subjects and were even involved in doing the household chores to ensure their all round development.

British Brought About Changes in the Indian Education System

As the Britishers colonized India, the Gurukul system began to fade away as the Britishers set up schools that followed a different education system. The subjects taught in these schools were quite different from that taught in the gurukuls and so was the way the study sessions were conducted.

There was a sudden change in the entire education system of India. The focus shifted from the all round development of the students to the academic performance. This was not a very good change. However, one thing that changed for good during this time was that girls also began to seek education and were enrolled in schools.

Introduction of Educomp Smart Classes

The education system introduced by the British is still prevalent in India. However, with the advancement in technology many schools have adopted to newer means to impart education to the students. Educomp smart classes have been introduced in the schools. These classes have brought about a positive change. Unlike the earlier times when the students only learned from the books, they now get to see their lessons on a big wide screen installed in their class rooms. This makes the learning experience interesting and helps the students grasp better.

In addition to it, many extra-curricular activities are also being introduced by the schools for the all round development of the students. However, the marking system still remains as stringent and the students have to focus largely on their academics.

So, there has been a major shift in the Indian education system since the ancient times. However, we require further reforms in the system for the proper development of the students.

Essay on Education System in India is Good or Bad – Essay 4 (500 words)

The Indian education system is said to be largely flawed. It does more harm than good to the young minds. However, some people may argue that it gives a good platform to the students as it challenges their mind and focuses on increasing their grasping power. The debate on whether the Indian education system is good or bad is ongoing.

The Good and Bad of the Indian Education System

While the people in power discuss the good and the bad in the Indian education system and whether there is a need to bring in reforms or not, here is a look at the pros and cons of the same.

Cons of Indian Education System

Indian education system has many cons. Here is a look at some of the main cons in the system:

Lack of Practical Knowledge

Focus of the Indian education system is on the theoretical part. Teachers read out from the book during the classes and explain the concepts verbally. Students are expected to understand even the intricate concepts theoretically. The need to impart practical knowledge is not felt even though it is highly essential.

Focus on Grades

The focus of the Indian schools is on mugging up the chapters to get good grades. Teachers do not bother if the students have understood the concept or not, all they look at is the marks they have obtained.

No Significance to All Round Development

The focus is only on studies. No effort is made to build a student’s character or his physical health. The schools do not contribute in the all round development of their students.

Over Burdening

The students are over burdened with studies. They study for long hours in the school and are given a pile of home work to complete at home. In addition to it, the regular class tests, first term examination, weekly examination and mid-term examination puts a lot of pressure on the young minds.

Pros of Indian Education System

Here are some of the pros of the Indian education system:

Provides Knowledge on Different Subjects

The Indian education system includes a vast curriculum and imparts knowledge on various subjects including maths, environmental science, moral science, social science, English, Hindi and computer science to name a few. All these subjects form a part of the curriculum from the primary classes itself. So, the students gain knowledge about different subjects from an early age.

Inculcates Discipline

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they are punished. This is a good way to inculcate discipline in the students.

Increases Grasping Power

Owing to the marking and ranking system in the Indian schools, the students are required to learn their lessons thoroughly. They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has been criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation.

Long Essay on Indian Education System – Essay 5 (600 words)

Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there been any significant change in the way the education is imparted.

Problems with Indian Education System

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students is judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They are not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

Another problem is that the focus is only on theory. No importance is given to practical learning. Our education system encourages the students to become bookworms and does not prepare them for handling the real problems and challenges of life.

Academics are given so much importance that the need to involve the students in sports and art activities is overlooked. Students are also overburdened with studies. Regular exams are held and students are scrutinized at every step. This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.

Ways to Improve Indian Education System

Many ideas and suggestions have been shared to improve the Indian education system. Some of the ways to change our education system for good include:

Focus on Skill Development

It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must be enhanced. In order to do so they must be involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

Impart Practical Knowledge

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge. This needs to be changed. Students must be imparted practical knowledge for better understanding and application.

Revise the Curriculum

The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning. Similarly, there should be classes on developing good communication skills as it is the need of the hour.

Hire Better Teaching Staff

In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they are not highly skilled and experienced. This approach must be changed. Good teaching staff must be hired in order to nurture the young minds well.

Look Beyond Academics

The education system of our country must look beyond academics. Sports, arts and other activities must also be given importance to ensure the all round development of students.

While the need to change the Indian education system has been emphasized several times nothing much has been done in this regard. It is the time to understand the importance of changing this old system for the better future of the children as well as the country as a whole.

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Education System in India Essay

1 Introduction
2 Importance of Education in India
3 Historical Overview
4 Current State of Education in India
5 Primary and Secondary Education
6 Higher Education
7 Vocational Education and Training
8 Conclusion
9.1 Q: What is the current education system in India?
9.2 Q: What are the main challenges facing the education system in India?
9.3 Q: What is the role of technology in the education system in India?
9.4 Q: What is the government doing to improve the education system in India?
9.5 Q: How can parents and guardians support the education system in India?

Explore the current state of the education system in India in this comprehensive essay. Learn about the challenges facing the system, the role of technology, and the initiatives being taken by the government to improve access and quality of education for students.

Introduction

The education system in India is one of the oldest and most diverse in the world. With a history that dates back to ancient times, the Indian education system has undergone significant changes and developments over the years. However, despite its long history, the education system in India still faces several challenges that need to be addressed.

Importance of Education in India

The importance of education in India cannot be overstated. It is widely recognized as a key driver of economic growth and social development. Education plays a critical role in empowering individuals and communities, and is essential for the country’s overall progress and prosperity. The government of India has recognized the importance of education and has made significant investments in the education sector over the years.

Historical Overview

One of the most significant milestones in the history of Indian education was the arrival of the British during the colonial period. The British introduced a new education system that was based on Western models and aimed to produce a class of educated Indians who would serve as intermediaries between the British and the native population. This system of education had a profound impact on the development of the Indian education system and laid the foundation for the education system we have today.

Current State of Education in India

The current state of education in India is a mixed one. On the one hand, there has been significant progress in terms of access to education, with enrollment rates at primary and secondary levels reaching nearly 100%. However, the quality of education remains a major concern, with a significant portion of students not achieving basic literacy and numeracy skills. The government has introduced several policies and initiatives aimed at improving the quality of education, but there is still a long way to go.

Primary and Secondary Education

Primary and secondary education in India is organized and administered by the state governments. The curriculum is designed to provide students with a broad-based education that covers subjects such as language, mathematics, science, and social studies. However, there are significant disparities in the quality of education across states, with students in some states performing much better than those in others.

Higher Education

Higher education in India is provided by universities and colleges. The higher education system is characterized by a large number of institutions and a wide range of programs. However, access to higher education remains a major challenge, with only a small percentage of students being able to enroll in universities and colleges. The quality of higher education is also a concern, with a significant portion of graduates not being employable.

Vocational Education and Training

Vocational education and training in India is provided by a range of institutions, including industrial training institutes and polytechnics. The government has introduced several policies and initiatives aimed at expanding access to vocational education and training, but there are still significant gaps in terms of quality and coverage.

In conclusion, the education system in India has a long and rich history, and has made significant progress in terms of access to education. However, there are still significant challenges that need to be addressed, including the quality of education, access to higher education, and vocational education and training. The government of India has recognized these challenges and has introduced several policies and initiatives aimed at addressing them. However, more needs to be done to ensure that all students in India have access to quality education that will enable them to reach their full potential.

FAQs for “Education System in India Essay”

Q: what is the current education system in india.

A: The current education system in India is a combination of both public and private institutions, with the government responsible for formulating policies and regulations for education. The system includes primary, secondary, and higher education, with the option for students to specialize in various fields such as science, arts, and commerce.

Q: What are the main challenges facing the education system in India?

A: Some of the main challenges facing the education system in India include: lack of access to education in rural areas, inadequate funding, shortage of qualified teachers, and a high dropout rate. Additionally, there are issues of gender and socio-economic disparities, as well as a lack of focus on practical skills and job readiness.

Q: What is the role of technology in the education system in India?

A: Technology is increasingly being used in the education system in India to improve access to education and enhance the learning experience for students. This includes the use of online courses, virtual classrooms, and educational apps, as well as the incorporation of technology into traditional classroom teaching.

Q: What is the government doing to improve the education system in India?

A: The Indian government has been taking steps to improve the education system in India. This includes initiatives to increase access to education in rural areas, increase funding for education, and improve the quality of teachers. Additionally, the government has been implementing policies to improve the focus on job readiness and practical skills, as well as addressing the issues of gender and socio-economic disparities in education.

Q: How can parents and guardians support the education system in India?

A: Parents and guardians can support the education system in India by encouraging their children to attend school and take their education seriously. Additionally, they can support the education system by participating in school activities and working with teachers to ensure that their children are receiving a quality education. They can also advocate for better funding and resources for education in their communities.

Essay on Indian Education System in English for Children and Students

Table of Contents

Essay on Indian Education System: Indian education system has changed over the time. A major change in our education system came with the colonization of the country by the Britishers. It was the British Government who introduced modern education in India, as they wanted some educated Indians to assist them in administering the state. Indian education system is mainly divided into four stages – lower primary, upper primary, high school and higher secondary.

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Long and Short Essays on Indian Education System in English

Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam.

After going through this Indian Education System Essay you will be well versed with the Indian Education system and its shortcomings.

Also, you would be able to assess it and make suggestions for its improvement.

These Essays will help you in your school essay writing competition and also in several debate competitions.

Short Essay on Indian Education System – Essay 1 (200 words)

Essay on Indian Education System Needs Serious Reforms – Essay 2 (300 words)

Introduction

Need to Think Out of the Box

Need for All Round Development

The people in power must understand that the Indian education system requires serious reforms. The system must change to develop students spiritually, morally, physically as well as mentally.

Essay on Indian Education System and Its Development – Essay 3 (400 words)

The Gurukul

British Brought About Changes in the Indian Education System

Introduction of Educomp Smart Classes

So, there has been a major shift in the Indian education system since the ancient times. However, we require further reforms in the system for the proper development of the students.

Essay on Education System in India is Good or Bad – Essay 4 (500 words)

The Good and Bad of the Indian Education System

While the people in power discuss the good and the bad in the Indian education system and whether there is a need to bring in reforms or not, here is a look at the pros and cons of the same.

Cons of Indian Education System

Indian education system has many cons. Here is a look at some of the main cons in the system:

Lack of Practical Knowledge

Focus of the Indian education system is on the theoretical part. Teachers read out from the book during the classes and explain the concepts verbally. Students expected to understand even the intricate concepts theoretically. The need to impart practical knowledge is not felt even though it is highly essential.

Focus on Grades

No Significance to All Round Development

The focus is only on studies. No effort is made to build a student’s character or his physical health. The schools do not contribute in the all round development of their students.

Over Burdening

Pros of Indian Education System

Here are some of the pros of the Indian education system:

Provides Knowledge on Different Subjects

Inculcates Discipline

The schools in India are very particular about their timings, time table, ethical code, marking system and study schedule. Students need to follow the rules set by the school else they punished. This is a good way to inculcate discipline in the students.

Increases Grasping Power

Owing to the marking and ranking system in the Indian schools, the students required to learn their lessons thoroughly. They need to do so in order to fetch good marks and rank higher than their classmates. They look for different ways to concentrate and grasp better. Those who identify the tools that help them grasp better are able to enhance their grasping power which helps them throughout their lives.

Indian education system has criticized time and again. There is a tremendous need to change this system to ensure proper development of our young generation.

Long Essay on Indian Education System – Essay 5 (600 words)

Indian education system is one of the oldest education systems around the globe. It is unfortunate that while the education systems of the other nations have undergone major changes with the changing times and technological advancement we are still stuck with the old and mundane system. Neither has our system seen any major change in the curriculum nor has there any significant change in the way the education imparted.

Problems with Indian Education System

The Indian education system has numerous problems that hinder the proper growth and development of an individual. One of the main problems with the Indian education system is its marking system. The intelligence of the students judged by the way they perform in a 3 hour theoretical paper rather than by their overall performance in the class. In such a scenario, learning lessons to get good marks becomes the sole aim of the students. They are not able to think beyond it. They not bothered about understanding concepts or enhancing their knowledge all they think about is to look for ways to get good marks.

Another problem is that the focus is only on theory. No importance given to practical learning. Our education system encourages the students to become bookworms and does not prepare them for handling the real problems and challenges of life.

Academics given so much importance that the need to involve the students in sports and art activities overlooked. Students also overburdened with studies. Regular exams held and students scrutinized at every step. This creates acute stress among the students. The stress level of the students continues to grow as they advance to higher classes.

Ways to Improve Indian Education System

Many ideas and suggestions have shared to improve the Indian education system. Some of the ways to change our education system for good include:

Focus on Skill Development

It is the time for the Indian schools and colleges to stop putting so much importance to the marks and ranks of the students and focus on skill development instead. The cognitive, problem solving, analytical and creative thinking skills of the students must enhanced. In order to do so they must involved in various academic as well as extra-curricular activities instead of caging them in the dull class room sessions.

Impart Practical Knowledge

Practical knowledge is very important to develop a thorough understanding of any subject. However, our Indian education system focuses mainly on theoretical knowledge. This needs to changed. Students must imparted practical knowledge for better understanding and application.

Revise the Curriculum

The curriculum of our schools and colleges is the same since decades. It is the time to change it as per the changing times so that the students learn things more relevant to their times. For instance, computer should become one of the main subjects in schools so that students learn how to work efficiently on the same from the very beginning. Similarly, there should classes on developing good communication skills as it is the need of the hour.

Hire Better Teaching Staff

In order to save a few bucks, the educational institutes in our country hire teachers who demand less salary even if they not highly skilled and experienced. This approach must changed. Good teaching staff must hired in order to nurture the young minds well.

Look Beyond Academics

The education system of our country must look beyond academics. Sports, arts and other activities must also given importance to ensure the all round development of students.

While the need to change the Indian education system has emphasized several times nothing much has done in this regard. It is the time to understand the importance of changing this old system for the better future of the children as well as the country as a whole.

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Essay on Education System In India for Students in 1200 Words

In this article, you will read an Essay on Education System In India. Also, we have explained the importance, needs, benefits, defects, ways to improve the education system.

Table of Contents

Introduction

Importance of education in ancient india.

Some similar schools were Taksha Shila and Nalanda. Foreigners also used to come here to get an education. Then came the medieval era when India had to suffer a long period of subordination. Arabic-Persian education spread during the Muslim era. When the 18th and 19th centuries came, only the rich and the feudal could accept education. Female education was almost over.

Need For A New Education System

A vast scheme was devised by the committee, which could spread 50% education within three years. Secondary education was created. Efforts were made to solve the problem of the university itself. Later the Basic Education Committee was formed to promote basic education in India. Primary education among children was made compulsory due to the recommendation of the All India Education Committee.

Establishment of Kothari Commission

In this, all the students will study the same subjects. In this course, two languages, mathematics, science, and society, will be considered on five topics. But students should also be familiar with physical education. After the seventh examination, students will study different subjects. If he wants, he can take science; take commerce and even craft for industrial work.

Benefits of New Education Policy

Defects of the indian education system:.

Another issue is that the focus is only on theory. No importance is given to practical education. Our education system encourages students to become bookworms and does not prepare them to deal with the real problems and challenges of life.

Ways to improve Indian education system (changes needed in the Indian education system)

1. focus on skill development, 2. equivalent practical knowledge.

Practical knowledge is essential to develop an in-depth understanding of any subject. However, our Indian education system focuses primarily on theoretical knowledge . It needs to be changed. Students should be provided with practical experience for better understanding and application.

3. Revise the syllabus

4. hire better teaching staff, 5. look beyond academics, 10 lines on education system in india, the bottom line.

The need to change the Indian education system has been emphasized many times. However, little has been done in this regard. It is time to understand the importance of improving the old system for the better future of children and the whole nation. I hope you like this information on the Essay on Education System In India.

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Essay on Importance of Education

Importance of Education Essay

Education is one of the key components for an individual’s success. It has the ability to shape one’s life in the right direction. Education is a process of imparting or acquiring knowledge, and developing the powers of reasoning and judgement. It prepares growing children intellectually for a life with more mature understanding and sensitivity to issues surrounding them. It improves not only the personal life of the people but also their community. Thus, one cannot neglect the significance of Education in life and society. Here, we have provided an essay on the Importance of Education. Students can use this essay to prepare for their English exam or as a speech to participate in the school competition.

Importance of Education

The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful. It transforms the personality of individuals and makes them feel confident.

Well said by Nelson Mandela, “Education is the most powerful weapon to change the world”. To elaborate, it is the foundation of the society which brings economic wealth, social prosperity and political stability. It gives power to people to put their views and showcase their real potential. It strengthens democracy by providing citizens with the tools to participate in the governance process. It acts as an integrative force to foster social cohesion and national identity.

In India, education is a constitutional right of every citizen. So, people of any age group, religion, caste, creed and region are free to receive education. An educated person is respected everywhere and well-treated in society. As a kid, every child dreams of being a doctor, lawyer, engineer, actor, sportsperson, etc. These dreams can come true through education. So, investment in education gives the best return. Well-educated people have more opportunities to get a better job which makes them feel satisfied.

In schools, education is divided into different levels, i.e., preschool, primary, secondary and senior secondary. School education comprises traditional learning which provides students with theoretical knowledge. However, now various efforts are being made to establish inbuilt application-based learning by adding numerous experiments, practicals and extracurricular activities to the school curriculum. Students learn to read, write and represent their viewpoints in front of others. Also, in this era of digital Education, anyone can easily access information online at their fingertips. They can learn new skills and enhance their knowledge.

Steps Taken By Government To Promote Education

Education is evidently an important aspect that no government can ignore in order to ensure the equitable development of a nation. Unfortunately, some children still do not have access to education. The Government has thereby taken initiatives to improve education quality and made it accessible to everyone, especially the poor people.

The Government passed the Right to Education Act 2009 (RTE Act 2009) on 4 August 2009. This Act came into effect on 1 April 2010, following which education has become the fundamental right of every child in India. It provides free and compulsory elementary education to children of the age group of 6-14 years in a neighbourhood school within 1 km, up to Class 8 in India. On similar lines, there are other schemes launched by the government, such as Sarva Shiksha Abhiyan , Mid-Day Meal , Adult Education and Skill Development Scheme, National Means cum Merit Scholarship Scheme, National Program for Education of Girls at Elementary Education, Kasturba Gandhi Balika Vidyalaya, Scheme for Infrastructure Development in Minority Institutions, Beti Bachao , Beti Padhao, etc.

For our country’s growth, we require a well-educated population equipped with the relevant knowledge, attitude and skills. This can be achieved by spreading awareness about the importance of Education in rural areas. There is a famous saying that “If we feed one person, we will eliminate his hunger for only one time. But, if we educate a person, we will change his entire life”. Henceforth he will become capable of earning a livelihood by himself.

This essay on the Importance of Education must have helped students to improve their writing section for the English exam. They can also practice essays on other topics by visiting the CBSE Essay page. Keep learning and stay tuned with BYJU’S for the latest updates on CBSE/ICSE/State Board/Competitive Exams. Also, download the BYJU’S App for interactive study videos.

Frequently Asked Questions on Education Essay

How can the literacy rate in india be increased.

People in rural areas must be informed about the importance of providing education to their children. Also, with the COVID-19 situation, the government should take steps by providing laptops/phones for children to follow online classes.

Are girl children still denied their right to get educated?

Although awareness has now improved, there are still many villages in India where girl children are not provided with proper education or allowed to enrol themselves in schools. This mentality has to change for the betterment of the society.

Teaching subjects/academics alone is enough, or should students be introduced to other forms of educational activities too?

Extracurricular activities, moral value education, etc., are also as important as regular academic teachings.

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Education System in India – A Comprehensive Analysis

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

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

How did it all begin?

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

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Post-Independence Indian History
World History
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Indian Society & Social Justice
Indian Polity
International Relations
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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.

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What are the provisions of the Indian Constitution on education?

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

Right to Free and Compulsory Education Act, 2009 :

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

Provisions:

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

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

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

Radhakrishnan Committee:

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

Kothari Commission :

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

National Education Policy, 1968:

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

National Educational Policy, 1985:

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

T.S.R.Subramanian Committee report:

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

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

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

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

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

Very few have higher education:

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

Limited outcomes from education policies :

The reasons for this are as follows:

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

Problems with teachers:

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

The Economic Divide:

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

Unemployable workforce:

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

Issues with Research and Development :

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

Low-quality infrastructures and education in government schools :

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

New Education Policy 2023 (NEP 2023)

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

What can be the way forward?

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

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

Test Yourself

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

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

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Article contents

The teaching of english in india.

Usree Bhattacharya Usree Bhattacharya Department of Education, University of Georgia
https://doi.org/10.1093/acrefore/9780190264093.013.1777
Published online: 19 October 2022

In India, the teaching of English, a British colonial import and imposition, occurs within an ideologically contested, socioeconomically stratified, and politically charged terrain. Several centuries after its first arrival on Indian shores, English remains a minority, elite language, accessible mostly to urban dwellers and those in the middle and upper classes. Therefore, its present-day circulation helps reproduce and sustain colonial language hierarchies. Significantly, ideologies about English span a wide spectrum, from the language being cast as an illness, to its being seen as a necessary evil for progress, to its being heralded as a vital instrument for uplifting the poor and marginalized. Furthermore, the idea of an indigenized “Indian English” holds sway in the scholarly imagination, even as it is unclear what shape its porous boundaries take within the national consciousness. In perpetual dialog with other Indian languages, English is constantly negotiating a role in India’s rich multilingual networks. Crucially, it functions as the most powerful medium of instruction in the country, firmly regulating access to socioeconomic mobility and higher education. English instruction in India was established to serve colonial interests, and the traces of this past remain in contemporary pedagogical practices. Further, English instruction faces a variety of challenges in India today, including infrastructure constraints, complexities of multilingual pedagogy, rigid grammar translation pedagogy and rote-learning practices, teaching to the test, widespread use of inappropriate and culturally insensitive textbooks, and inadequate investment in teacher training. English controls access to power, prestige, and privilege in modern India; these factors, among others, play a determining role in perpetuating educational inequality across classes. Shining a light on the context in which English instruction occurs in India is thus both an educational and a social justice imperative.

English teaching
medium of instruction
teaching methods
colonialism

Introduction

In India, the teaching of English, a British colonial import and imposition, occurs within an ideologically contested, socioeconomically stratified, and politically charged terrain. Several centuries after its first arrival on Indian shores, English remains a minority, elite language, accessible mostly to urban dwellers and those in the middle and upper classes. Therefore, its present-day circulation helps reproduce and sustain colonial language hierarchies. Significantly, ideologies about English span a wide spectrum, from the language’s being cast as an illness, to its being seen as a necessary evil for progress, to its being heralded as a vital instrument for uplifting the poor and marginalized. Furthermore, the idea of an indigenized “Indian English” holds sway in the scholarly imagination, even as it is unclear what shape its porous boundaries take within the national consciousness. In perpetual dialog with other Indian languages, English is constantly negotiating a role in India’s rich multilingual networks. Crucially, it functions as the most powerful medium of instruction in the country, firmly regulating access to socioeconomic mobility and higher education. English instruction in India was established to serve colonial interests, and the traces of this past remain in contemporary pedagogical practices. Further, it faces a variety of challenges in India today, including infrastructure constraints, complexities of multilingual pedagogy, rigid grammar translation pedagogy and rote-learning practices, teaching to the test, widespread use of inappropriate and culturally insensitive textbooks, and inadequate investment in teacher training. English controls access to power, prestige, and privilege in modern India; these factors, among others, play a determining role in perpetuating educational inequality across classes. Shining a light on the context in which English teaching occurs in India is thus both an educational and a social justice imperative.

A Colonial Inheritance

In the Indian context, the English language is arguably “one of the most visible and tangible indicators of the influence of British colonialism” ( Parameswaran, 1997 , p. 22) that spanned several centuries. Its colonial contours remain prominent in the popular imagination: for example, Vice President of India Venkaiah Naidu labeled English “a disease left behind by the British” ( Dhume, 2018 , p. 1). English first entered Indian shores through trade, “transplanted” ( Mukherjee, 2020 , p. 167) by the British East India Company in the early 17th century . Yet, the East India Company did not wish to invest in developing general educational infrastructure or spreading English education in India ( Evans, 2002 ). In fact, Christian missionaries provided the initial impetus in the spread of English. Driven by rising evangelical fervor, they established a variety of schools, starting in the early 18th century . At the time, regional elites developed a growing demand for English as a result of the association of English with power dynamics in India (see Frykenberg, 1988 ). Over time, British colonizers offered greater encouragement to missionary education in India, because missionary education was specifically geared toward preventing Indians from developing a sense of their own rights (or the lack thereof) within colonial rule and to create collaborators who could convert other Indians to the British cause” ( Jayendran et al., 2021 , p. 32; see also Evans, 2002 ). Importantly, the year 1800 marked the start of English teaching in formal, institutionalized settings in India in the then British capital, Calcutta ( Mehrotra, 2000 ).

Annamalai (2005) outlined how, for the colonizers, the calculus of educating colonial subjects primarily entailed financial and political consideration because education had to be in service of furthering British colonial interests. Within this formulation, three strategies were popular. The Orientalist position, for one, supported continuing with conventional educational systems, mediated in Sanskrit and Persian, with the addition of European works to the curricula. It was believed that this would assimilate existing elites into the colonial power structure and lead to the least turmoil by maintaining the previous social order. Another position was the Anglicist position, which supported English education for a select few, who were then expected to use vernacular languages to disseminate European knowledge and ideologies. The push for this position came strongly from the evangelical movement ( Evans, 2002 ). Ultimately, these two positions were fashioned as the struggle between tradition and modernity: Evans (2002) framed the difference thus, contrasting the “Anglicist vision of a moribund culture transformed by modern science and the Orientalist vision of an ancient culture revived by its traditional learned classes” (p. 266). The third position had the least traction: it held that the government should invest in public schools, which would then use instruction in the vernacular medium to propagate European knowledge.

These debates came to a head and culminated in the enactment of the Anglicist position as official policy after Thomas Babington Macaulay’s notorious “Minute on Indian Education” of 1835 , “which advocated the creation of a class of anglicized Indians who would serve as cultural intermediaries between the British and their Indian subjects” ( Evans, 2002 , p. 260). The most influential policies undergirding the teaching of English in India are widely attributed to the Minute. Importantly, Macauley is notorious for showing open scorn for Indian literature and local knowledge, noting: “I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia” ( Phillips, 1977 , p. 1405). While Macaulay has been widely held to be the dominant policymaker with reference to the spread of English education in India (see Phillipson, 1992 ), Evans (2002) has convincingly argued that his importance has, in fact, been exaggerated. Ultimately, there were many other complex factors that gave shape to specific English educational policies in India.

Debates about the implication of English within the colonial circumstance have been deeply anchored to questions about Indians’ subjectivity in the British empire. Some scholars and policymakers have argued that the colonial roots of English are irrelevant in contemporary India. Veettil (2013) reiterated these sentiments, claiming that “English is no more viewed as a colonial imposition” (p. 14). An influential policy document, the NCERT “Position Paper on the Teaching of English” (2006) also adopted a similar position, asserting that English’s “colonial origins [are] now forgotten or irrelevant” (p. 1). Vaish (2005) went further, arguing that the language performs, in fact, as “an agent of decolonization” (p. 187) in contemporary India, specifically as an instrument for uplifting the urban poor. Scholars on the other side of the debate have been convinced that there is no unyoking of English from its colonial roots. As Niranjana (1990) put it, the English language in India “is inextricable from the process of subjection/subjectification under colonialism” (p. 773). This was reiterated by Mishra (2000) , who stated that the “tainted and suspect origins [of English] lie in the ideologies of colonialism” (p. 388). In fact, this is deeply embedded within the English teaching context: scholars have previously powerfully demonstrated how instructional methods, assessment practices, and the canon for English teaching have been shaped by the British colonial project (see Kumaravadivelu, 2003 ). More recently, Bhattacharya’s (2017) work elucidated how the colonial encounter in fact continues to frame, inform, and regulate ideologies about the English language in India, particularly as voiced on the margins. Ultimately, the story of English and its relationship to the colonial past is thus anything but straightforward, and even in its denial, it remains attached to its roots.

The Circulation of English

There is little consensus on how many Indians “speak” or “know” English. A key problem is gauging what constitutes “speaking” or “knowing” English. These are fluid categories that are difficult to define across such a varied population; moreover, calculations are affected by the types of English that are recognized as legitimate. Estimates, therefore, differ quite a bit. According to the National Knowledge Commission (2000) , 1% of Indians used English as a second language. Crystal (2003) , however, estimated the same at 20%. Hohenthal (2003) claimed, meanwhile, that the total number of English speakers was 4% of the total population. For Mishra (2000) , however, the number was 5%. According to Mohanty (2006) , less than 2% of Indians “knew” English, while Baral (2006) stated that English was used in the daily lives of a mere 4% of the population. Furthermore, Sonalde and Vanneman (2005) asserted that 4% of Indians could speak English with a high degree of fluency, and that 16% could speak a little bit. Mukherjee (2020) , meanwhile, suggested that English “is used competently and regularly by c. 35 to 50 million Indians today” (p. 167), suggesting yet another small fraction. However, Timalsina (2021) claimed there were 129 million English speakers in India, similar to Dhume’s (2018) estimate of 125 million English speakers drawn from a British Council report. Ultimately, with India’s population nearing 1.4 billion, there appears to be clear consensus that the language remains a minority one within the rich multilingual tapestry of the country. But a minority language in India, even when associated with a small percentage of the population, is still associated with a sizable population overall: if the higher range estimates are accepted, there are more English speakers in India than anywhere other than the United States ( Dhume, 2018 ).

Bedi (2020) charted several reasons why English has managed to play such a dominating role in the Indian context, even as it remains a minority language. For one, it has been the language of power in India since colonial times. For hundreds of years, English has served as the principal language of political administration, the judiciary, and commerce. Additionally, it has served as a useful instrument for unification: it is able to bring together speakers of different native languages under one umbrella. This is particularly convenient considering the resistance to Hindi (the other hegemonic language) in certain parts of the country. Furthermore, in terms of geographic spread, English is spoken across more regions than any other language. Its wider reach makes it effective in bridging differences. Moreover, since the neoliberalization of the early 1990s, English literacy has been closely linked to popular discourses on development and globalization in India. Its global importance as the preeminent language of international communication and commerce has thus made English extremely desirable. Additionally, higher education in India is conducted almost exclusively in English; therefore, it serves as the key gatekeeper to educational opportunities ( Christ & Makarani, 2009 ).

In a land of deep socioeconomic divides, these perceptions and realities fuel the popularity of English. It is perceived to be a critical driver of socioeconomic mobility; without access to the language, economic and educational opportunities are significantly limited. Particularly for communities on the margins, access to English is seen as critical ( Bhattacharya, 2013 ; Chakraborty & Bakshi, 2016 ). The consecration of a temple to the “Goddess of English” by the Dalit community (previously referred to as the “untouchables”) in 2010 is a compelling example of this ( Pandey, 2011 ). Historically, the Dalit community has been a brutally oppressed as a result of deep-seated caste politics, with literacy serving as a crucial site of struggle. Literacy had been denied to the Dalit for centuries. The consecration of the temple to the Goddess of English symbolized access not only to privileged literacy forms but also to a better future. As Mishra (2000) noted, however, in India, English functions as a “double-edged sword . . . possessing the potential for a liberatory future while at present creating and abetting the production and reproduction of a hierarchical world” (p. 384). Thus, while powerful language ideologies uphold English as a critical way out of rigid cycles of poverty, the language helps institute and maintain socioeconomic structures of inequality ( Bhattacharya & Mohanty, 2021 ).

“Indian English”

While English has long had local flavor in India, it has historically been constructed as a foreign language, because of how it arrived. However, in recent decades, there has been a growing assertion that it has been successfully indigenized. Mishra and Mishra (2016) asserted that English is “an Indian language” (p. 399), and Agnihotri (2008) argued that in contemporary India, English functions as “an integral part of the language ecology” (p. 4). Moreover, Bedi (2020) called it “the de facto national language of India” (p. 6). For Raja Rao (1978) , the language was already deeply interwoven into the fabric of Indian society: “As long as we are Indians . . . we shall have the English language with us and amongst us, and not as guest or friend, but as one of our own, of our caste, our creed, our sect and of our tradition” (p. 421). Pandey and Jha (2021) , meanwhile, focused on its important functional status in India, calling it “an institutionalised second language” (p. 13).

Further, the notion of a singular “Indian English,” a language ideological abstraction, has been hotly contested over the years. Sharma (2013) perhaps most closely captured its complexity in her definition: she described Indian English as “a superordinate term that encompasses a range of predominantly L2 varieties of English” (p. 523). Some scholars have invoked the idea of “Indian Englishes” to better capture the language’s variance and internal heterogeneity, to mixed response ( Sailaja, 2009 ; Sridhar, 2020 ). Distinctions regarding the use of English in India have been drawn in terms of linguistic and regional affiliations as well as socioeconomic status (see Agnihotri, 2010 ; Kachru, 1965 ; Sailaja, 2009 ). According to Sridhar (2020) , however, the variety of Indian English spoken is most crucially shaped by a speaker’s mother tongue and any additional (local) languages known. In fact, the latter directly impacts a range of linguistic aspects, including “pronunciation and accent, as well as lexical choice and grammatical characteristics, and stylistic features” ( Sridhar, 2020 , p. 253). Annamalai (2004) referred to this as the process of nativization of English. Regardless of the linguistic differences, variance across Indian English forms is relatively limited.

Overall, the overarching idea of Indian English prevails in scholarship ( Pandey, 2015 ; Sridhar, 2020 ). It is one of the most widely spoken types of English and is thought to be “the oldest nonnative variety” in the world ( Sridhar, 2020 , p. 243). Historically constructed as a deviance from a standard form (i.e., British English), Indian English is slowly coming to be recognized as a vibrant, legitimate variety, “integrated into the multilingual fabric of India” ( Sridhar, 2020 , p. 272). In terms of English teaching, two issues are of critical importance. First, Indian English is still often considered an illegitimate variety for instructional purposes; the “prestige” varieties of British and American English are often seen as the true standards. This stance crafts yet another hierarchy within educational language politics. Second, there isn’t sufficient clarity regarding the intricate workings of this language variety for instructional purposes ( Sridhar, 2020 ). Research on these two issues is slowly emerging, but there remains a great deal of fuzziness regarding appropriate practices in English instruction.

English in Multilingual India

India is one of the most linguistically diverse countries in the world; Upadhyay and Hasnain (2017) cited a popular Hindi saying that, in India, “at every four miles language changes and at every eight miles changes the taste of water” (p. 115). Furthermore, as in the estimates of English speakers, there is wide variance. By one count, India is home to 780 languages belonging to many different language families ( Devy, 2014 ); by another count, the country has 1,652 languages ( Census of India, 1961 ). Regardless of the actual numbers, English in India is perpetually in dialog with its linguistic neighbors.

In terms of official languages, that status was accorded to Hindi in 1950 , with English being labeled as an associate official language. At the time, the expectation was that the country would transition to the use of Hindi predominantly as a national language, with English being discontinued. However, anti-Hindi resistance and the popularity of English resulted in the cementing, rather than the phasing out, of the dominant role of English. Today, English has a preeminent role in the workings of the government, the judiciary, commerce, and education, among others.

Importantly, the Indian Constitution has recognized 22 languages as “scheduled languages.” While Hindi is counted in the scheduled languages, English is not. Constitutional and other policy support has been a vital aspect of shaping a pecking order in and around languages ( Mohanty, 2010 ). Scholars have argued that differential language policies have, in effect, created a “hierarchical and pyramidal power structure” ( Mohanty, 2019 , p. 329). This has been labeled a double divide ( Mohanty et al., 2010 ; Ramanathan, 2005 ), a term referring both to hierarchies created by differential resources accorded to languages across the English–vernacular divide and to hierarchies among vernacular–other (minority) languages ( Mohanty et al., 2010 ).

The divides have caused political and social turmoil in the linguistic landscape, and they have been “variously resisted, contested, and negotiated in the society through individual and collective identity strategies” ( Mohanty et al., 2010 , p. 215) within and outside of educational spaces. Thus, the teaching of English in India occurs in the context of multilingualism, whether by design or default ( Bhatia, 2021 ; Taylor & Mohanty, 2021 ). In this context, the three-language formula, approved by the government in 1968 , has been the most influential language policy document navigating this complexity since India’s independence from British colonial rule. It has been central in framing language-in-education policies, impacting language policy and planning at the local, regional, and national levels. As LaDousa and Davis (2018) explained, the policy unfolds along a “north–south axis,” as a result of which “students from Indo-Aryan language regions would receive exposure to Dravadian languages and students from Dravadian language regions would receive exposure to Indi-Aryan languages” (p. 4). Despite the formula’s dominance from a policy perspective, its implementation has been inconsistent ( NCERT, 2006 ) and mired in contentious regional language politics. Ideologies about the stature and importance of different languages, as well as economic considerations, have guided the selection of languages by various stakeholders in the three-language formula ( Khubchandani, 1978 ). Further, the hegemony of the two most powerful languages, Hindi and English, in national language policy discourses has served to exacerbate local tensions as a result of a complex matrix of regional language politics ( Bhattacharya, 2013 ; Mohanty, 2019 ). While in principle it facilitates choice-making, the three-language policy has imposed serious constraints on language education. In fact, Annamalai (2005) decried “its rigidity, built on its premise of unidirectional vertical integration” (p. 29), leading to policy abandonment by language minorities across India. Inadequate and inappropriate institutional support in teacher training for policy implementation has also received pointed criticism. Last but not least, the policy has been criticized for its confusing language calculus, which, according to Mohanty (2019) , has led to the dominance of English in schooling. Ultimately, as Mohanty (2006) stated: the policy has been “more abused and less used” (p. 279), even as it has significantly transformed the language-education setting of India.

English-Medium Instruction

The supremacy of English in Indian language politics has strongly contributed to the popularity of (mostly private) English-medium schooling, i.e., education through English ( Mohanty et al., 2010 ). English functions as medium of instruction across schools in more states than any other language now, and more than 40% of total schoolchildren are enrolled in English-medium schools ( Mohanty, 2019 ). Relatedly, over the years there has been a dramatic decrease in the number of vernacular languages used for instruction ( Bhattacharya & Mohanty, 2021 ; Mohanty, 2019 ). In fact, protests have erupted against the government-led imposition of a regional language instructional medium in certain states ( Bhattacharya & Mohanty, 2021 ; Borooah & Sabharwal, 2021 ). Parents, in particular, have driven the demand for English-medium schooling. Ramanathan (2005) described the widespread “craze for English” (p. 49), while Raj and Prakash (2020) described “parents clamouring for getting their kids admitted into English-medium schools” (p. 32). Lower-income parents, as Nambissan (2016) has suggested, see “linkages . . . between the knowledge of English, middle-class jobs, social distinction, and elite status” (p. 86). However, as research has shown convincingly, not all English-medium schools in India are created equal ( Annamalai, 2005 ; Bhattacharya, 2013 ; Mohanty, 2019 ); access to an English-medium school does not necessarily lead to acquisition of English and its attendant privileges. Mohanty et al. (2010) referred to this as the “myth of English-medium superiority” (p. 214).

A key problem is that the widespread demand for English-medium schooling has led to the proliferation of unregulated or semiregulated private educational institutions, specifically targeting poorer sections of Indian society ( Annamalai, 2005 ; Jhingran, 2009 ; Srivastava, 2013 ). Mohanty et al. (2010) claimed that such educational institutions offered “cosmetic Anglicization” (p. 216): that is, English instruction in name but not in practice (see Bhattacharya, 2013 ).

Agnihotri (2008) has powerfully argued that the major socioeconomic divides in India have been driven by a hierarchically structured educational system and inequitable access to English instruction. Unfortunately, poverty-stricken families are often the worst affected by this. Poorer parents, who typically have lower formal literacy and/or knowledge of English, will stretch themselves financially to enroll their children in the unregulated private institutions, unaware of the surface-level English instruction taking place ( Bhattacharya, 2013 ). The variety of English learned at such institutions, as Annamalai (2005) recognized, is not “critical, creative and applicable to the problems of real life and the needs of the society” (p. 26). Schools of this type have also been criticized for leading to the acquisition of “bookish” English and poor development of communication skills. Other factors that also contribute to low-quality language instruction in formal educational settings for poorer sections of society include chronic teacher absenteeism and infrastructural issues ( Nedungadi et al., 2018 ), widespread poverty ( Tilak, 2018 ), child labor ( UNESCO, 2015 ), high dropout rates ( Marphatia et al., 2019 ), gender disparity ( Sahni, 2017 ), graft ( Kingdon, 2007 ), and inconsistent application of educational policy ( Grant, 2012 ), among other issues.

Wealthier students, meanwhile, often have exposure to English in their everyday lives, are typically taught by teachers with better training and resources, and have better access to after-school support ( Mohanty, 2006 ). Their English learning typically entails greater nurturing of communication skills and creative expression, factors that contribute to superior academic achievement ( Gilbertson, 2016 ; Nussbaum, 2006 ). As a result, Sheorey (2006) referred to English in India as a “divider rather than a unifier . . . [since] advantages and the ‘power’ inherent in English literacy are enjoyed primarily by the middle and upper classes” (p. 18). Therefore, the majority of the population faces a double bind: they are either restricted in their access to English or the language skills they acquire do not meet the demands of the job market ( Mohanty, 2006 ). In fact, Mohanty (2019) asserted that English-medium instruction “and the role of English in public and private schools have led to a new caste and subcaste system in India, differentiated on the basis of quality of English proficiency” (p. 197). The fact that students experience markedly different learning opportunities across socioeconomic divides is a critical educational equity issue. As Mohanty (2006) asked poignantly, “Whom do English-medium schools teach and whom do they cheat?” (p. 273). The socioeconomic divide continues to sharpen as a result of uneven language access and instruction, thus impacting both student achievement and retention over the long term.

English Instructional Context

Multigrade context.

Multigrade pedagogy entails “the teaching of students of different ages, grades and abilities in the same group” ( Little, 1995 , p. 1). All classroom contexts evidence differences along these lines to some degree; but in India, the multigrade classroom, where children from different classes are placed in the same physical room, functions as the national norm. This makes the teaching situation significantly complicated, because in ethnically and linguistically diverse classrooms in India, teachers must simultaneously manage “multi-age children across . . . [multiple] grades, as well as children from different family backgrounds, castes, cultures, languages, [and] ideologies, even within the same village” ( Diwan, 2015 , p. 194). The impact of multigrade teaching is felt most at the primary (elementary) level, where more than three quarters of schools have three or fewer instructors despite burgeoning class sizes ( CREATE, 2011 ; Sangai, 2019 ).

Bhattacharya’s (2013) work offered insight into how multigrade pedagogy affects the teaching of English. In the multigrade classrooms in her work, classroom management became a crucial pedagogical consideration for language instruction. The situation led teachers to assign extensive quiet work (i.e., copying and silently memorizing) as a way of managing large groups of children across different classes. This practice resulted in minimal time for interactive learning and in the deliberate sidelining of communicative activities. Aslam (2006) highlighted similar findings in the Indian English instruction context, noting how multigrade classrooms diffused teachers’ attention, reduced practice of communicative activities, and resulted in heavy reliance on lecturing. Such modifications in service of multigrade pedagogy can be a demoralizing force for both instructors and students ( Aslam, 2006 ; Bhattacharya, 2013 ). While there is a great deal of criticism of the multigrade model, some scholars have found that it can be useful despite its disadvantages. For example, Sangai (2019) offered some powerful insight into how the multigrade teaching challenge can be converted into an opportunity for vertical and peer learning, among others. Bhardwaj (2014) argued along similar lines, that multigrade pedagogy is critical for accomplishing universal education in India, and found that it has a variety of advantages, including helping keep girls in school and making schooling possible in underresourced areas. Scholars on both sides of the debate concur, importantly, that multigrade pedagogy is likely to remain a key feature of Indian schooling in the years to come. And while scholars agree that the most effective way to combat some of its disadvantages is through appropriate teacher training, there has been limited progress in that area currently.

Multilingual Practices

The typical English classroom in India manifests translingual communications. Vernacular languages are widely used in English instruction and are woven into everyday conversation ( Mohanty et al., 2010 ). Policy documents often speak to the importance of embracing this complex reality. The “Position Paper on English Teaching” ( NCERT, 2006 ) noted: “Linguistic purism, whether of English or the Indian languages, must yield to a tolerance of code-switching and code-mixing if necessary” (p. 12). Bhatia’s (2020) study, similarly, highlighted the importance of “literacy acquisition of Hinglish and other mixed systems, conceptually grounded in additive multilingualism, complex interactional practices of Indian multilingualism, and classroom management talk” (p. 30) for holistic and meaningful English instruction. Relatedly, Amritavalli (2013) offered:

English is taught by Indians to Indians so that we may interact with one another and with the world. The acknowledgment that English is a global language in a multilingual country has the (second) methodological consequence that we need not insulate it from our other languages in the classroom (as the audio-lingual era did), any more than in our everyday lives. It has been an abiding national vision that the teaching of English creates multilinguals to enrich all our languages.

Likewise, Agnihotri (2008) stressed “that the actual heterogeneity rather than the assumed homogeneity of the classroom should inform the project of education” (p. 1). Despite this push to embrace Indian multilingualism in the classroom, however, there are problems in implementation. Mohanty et al. (2010) pointed out that teachers carry the heaviest burden of figuring out how to navigate the disjuncture “between state-prescribed teaching objectives with respect to languages and what they experience and confront in the classrooms” (p. 228). Despite the multilingual underpinnings of nationwide language policies, they are often monoglossic in nature ( Rajasekaran & Kumar, 2020 ). Further, as Anderson and Lightfoot (2018) have proposed, teachers are not necessarily invested in incorporating translingual competence into their pedagogy. Anderson and Lightfoot suggested that this is influenced by a range of factors, such as a preference for the target-language-only approach, distrust of translanguaging in schooling contexts, and traditional ideologies related to educational goals. In their work, they also advised that Indian English teachers embrace hybridity and adapt to the multilingual circumstances in which the language circulates. Agnihotri’s (2010) call that we proceed with “an approach that is rooted in multilinguality and that keeps the multiplicity of languages and cultural practices available among children at the centre of classroom transaction” (p. 10) is a powerful way forward, if the pedagogical practicalities can be sorted out satisfactorily.

Grammar-Translation Method

The grammar-translation method remains the dominant language pedagogical approach in most Indian classrooms, particularly in government-run schools ( Mohanty, 2020 ). The method emphasizes explicit grammar instruction as well as (bidirectional) translation practices. At its worst, as Pennycook (2008) put it, it entails “deadening practices of bad pedagogy where translation is a punitive exercise, a means to fill an hour of classroom time, a means of showing superior teacher knowledge, or a chance to reduce languages to mere equivalents of each other” (p. 36). Elizabeth (2010) listed other disadvantages of the method, including that speaking and pronunciation practice is minimized, there is overemphasis on reading skills, the process of translation works through linguistic and cultural approximations (thus curtailing direct access to meaning), the learning process is passive, and, ultimately, that “this method does not help the students to learn the language” (p. 54). Additionally, Grover (2014) raised other concerns, such as that it is “not the natural way of learning language” and that it curtails “free expression of thought in English” for Indian learners (p. 2). Moreover, according to Grover (2014) , the method stifles creativity and “has proved a stumbling block in learning English language in a real sense” (p. 3). Bhattacharya (2013) also found that the approach was a hindrance in the English language classroom. In the classrooms she investigated, she found that during lessons the teachers translated words, phrases, and sentences into the local language (Hindi), but the process itself was unsystematic and unpredictable. During the translations, it was not clear to the students which syntactic or lexical items were being added or removed. This affected students’ ability to decode individual English words, in addition to affecting their ability to comprehend texts independently. Thus, teachers directly controlled meaning, while students’ access to it was mediated through translation activities. This adversely affected students’ English acquisition and development of communication skills (see also Ramanathan, 1999 ). In a related study, Bhattacharya (2016) found that unsystematic translation practices limited students’ ability to participate in the classroom, leading to the dis-citizenship of learners.

Elizabeth (2010) offered a different perspective, outlining some advantages of the use of this method in English teaching in Indian classrooms. One advantage is that it relieves some measure of the teaching burden in large classrooms. Second, it gives quicker access to meaning, facilitating approximate understandings while students develop language proficiency. Third, it allows for quick comprehension checks in a familiar language, making it easier for teachers to understand if students are following. Finally, the method fosters student learning through cross-linguistic comparison, building bridges across languages and cultures.

Ultimately, in India, “English is always a language in translation, a language of translingual use” ( Pennycook, 2008 , p. 34), and its teaching will, of necessity, be shaped by this reality. What needs addressing urgently is how to tap into its possibilities while providing direct access to ownership of the English language for learners.

Rote Learning

Rote learning entails repetition techniques to acquire new knowledge, giving primacy to recall rather than deep understanding ( Tokuhama-Espinosa, 2010 ). Rote-learning practices have been criticized for leading to passive, unanalytic learning styles ( Subramaniam, 2008 ). The memorization of formulaic chunks of information functions as the primary learning goal in the process, leaving “no room for exploration and critical thinking” ( Pande & Relia, 2020 , p. 40). While rote learning has been used over millennia in India for religious and language instruction, its formal instructional shape in the early 21st century has been traced to colonial times. According to scholars, this teaching approach was adopted in formal schooling to socialize Indians into subservient British subjectivity ( Balaram, 2005 ; Sheshagiri, 2010 ).

Rote learning has been widely criticized in Indian language educational scholarship, because it is seen as limiting access to both English and content ( Annamalai, 2005 ; Bhattacharya, 2013 ; Mohanty, 2019 ; Pandey & Jha, 2021 ). The dominance of rote instruction in English pedagogy is a crucial problem, honing the operation of memory but not sufficiently fostering communicative ability, creativity, and critical thinking ( Bhattacharya, 2013 ; Mohanty, 2006 ; Nussbaum, 2006 ). One key issue to keep in mind is that linguistic minorities and students of lower socioeconomic status typically have greater exposure to rote methods; therefore, English rote-learning practices continue to reproduce educational inequalities along socioeconomic and linguistic lines ( Annamalai, 2005 ; Bhattacharya, 2022 ; Gilbertson, 2016 ; Mohanty, 2019 ). For upwardly mobile students, meanwhile, schooling is much more likely to engender learning, creativity, and deeper understanding ( Gilbertson, 2016 ). This naturally constructs a deep divide in terms of educational access and success across socioeconomic lines. Moreover, the powerful ideologies undergirding these practices reveal why they continue to dominate classroom instruction. It is important to extend the nascent literature on this topic ( Bhattacharya, 2022 ; Bhattacharya & Mohanty, 2021 ). Also, it is widely noted that teachers rely on rote-learning methods largely because that is how they themselves learned the language. This remains a largely neglected area in teacher training and will need to be tackled before any major reforms can be instituted.

Teaching to the Test

Testing is a central concern in English language instruction in India. In fact, Ramanathan (2008) claimed that in India, an exam-driven focus “defines the curriculum and classroom activities” (p. 124) related to English instruction. Both instructors and students place a great deal of weight on test performance, leading to its prioritization in the instructional sequence ( Aslam, 2006 ; Elizabeth, 2010 ). Much of the time, the emphasis is on acquiring memorizable chunks of information, rather than deep learning ( Bhattacharya, 2022 ; Bhattacharya et al., 2007 ). In addition to the devotion of a great deal of instructional time to examination preparation, learning objectives are subordinated to teaching to the test ( Aslam, 2006 ). Crucially, the focus on testing and assessment leads to poor investment in oral proficiency in English, since that is rarely tested in the Indian educational setting ( Aslam, 2006 ; Elizabeth, 2010 ). Yet another issue is that, in some contexts, concern about student performance on tests leads teachers to provide answers to the students. Bhattacharya (2013) captured how learners never generated any answers in the English classrooms she observed; teachers provided the answers, usually drawing on guidebooks (teacher’s copies). Teachers would also often inform students what questions would appear on the tests; as a result, students would narrowly focus on what was anticipated and not engage with study materials beyond that. They would memorize answers and aim to reproduce them as faithfully as possible within test conditions. What was tested during examinations, then, was recall and memory, rather than language proficiency, as students focused on memorizing rather than understanding. In this manner, the practice socialized children further into modes of passive learning, where responding to questions was the domain of teachers. These aspects suggest that the overemphasis on testing must be urgently addressed at all levels, in discussion with key stakeholders. Another area of consideration is the lack of interest in diagnostic and formative assessment ( Ramanathan, 2008 , 2016 ). Further, teacher training in assessment remains a matter of general neglect, requiring a “sea change” in perspective ( Ramanathan, 2016 , p. 123). While some positive changes are underway in relation to English testing, related reforms are moving slowly in the country ( Ramanathan, 2016 ). This issue needs more urgent consideration than it has received so far. Finally, how differential testing practices and outcomes result in the maintenance of socioeconomic divides must also be immediately and carefully evaluated.

Textbooks play a crucial role in English instruction, functioning often as “the primary carriers of school knowledge” ( Chen, 2002 , p. 40). The situation has only marginally improved since Vaish (2005) noted that “students are still burdened by texts with a middle-class, urban, upper-caste bias” (p. 198). Bhattacharya (2019) also found that English textbooks were grossly misaligned with the everyday realities experienced by marginalized schoolchildren in India. Furthermore, the language used in textbooks is often information-driven, not geared toward knowledge building ( Vaish, 2005 ). Criticizing the inadequacy and inappropriateness of textbooks used for English instruction, Aslam (2006) noted that the books were mostly written by first-language English speakers and were “linguistically difficult and culturally alien” (p. 22) for Indian learners. The medium of instruction also raised some challenges with regard to textbooks. For example, Bhattacharya (2013) examined classrooms in which the textbooks were written in English but instruction was in Hindi. This created a major disconnect, and, due to confusing instructional translation practices, students found textbooks to be largely impenetrable, leading to greater reliance on rote learning. Furthermore, newer communicative approaches in the English textbooks were ignored because teachers had no or inadequate training in the method, which is a common problem in India. Another issue is that teachers are not often given the opportunity to write textbooks ( Elizabeth, 2010 ); therefore, the gulf between classroom realities and the instructional principles in textbooks is quite wide. In recent decades, there has been a push to better attend to textbooks as a wider educational problem ( Elizabeth, 2010 ), and there remain critical areas for improvement, such as prescriptive approaches to language, disconnect from students’ sociocultural backgrounds, and little understanding or appreciation of multilingual pedagogy, among others ( Bhattacharya, 2013 ; Rajasekaran & Kumar, 2020 ).

Teacher Education

Many of the core English instructional issues outlined in this article are a result of poor investment in teacher training. Teachers are not adequately prepared to teach multigrade classrooms ( Bhattacharya, 2013 ; Diwan, 2015 ), and they are not taught how to manage rich multilingual environments in a systematic manner ( Bhattacharya, 2013 ; Menon et al., 2014 ). Ideally, teacher training would address the socioeconomic imperative for English as well as nurture education in vernacular languages, but this is far from the current reality ( Menon et al., 2014 ). In addition, Aslam (2006) noted a variety of other issues. Reading and writing are prioritized in English teacher training, to the neglect of other skill areas. It was also noted that there is only minimal professional development for in-service instructors; teachers have to take the initiative and learn on their own if they want to advance their learning. Further, teacher training does not effectively strengthen teachers’ foundations in English, leading to reliance on rote pedagogies and grammar-translation approaches ( Aslam, 2006 ; Bhattacharya, 2013 ). Moreover, inadequate policy support and planning exacerbate existing issues. Menon et al. (2014) suggested that, in addition to investing in it more deeply—from a financial and policy perspective—teacher training for language teachers in India must empower instructors “to become active agents in meaning-making through a shared engagement in critical enquiry” (p. 61). A wide-ranging, comprehensive, and in-depth re-evaluation of existing teacher preparation programs must be undertaken urgently, and reforms must be considered, especially if English instruction in India is to be successful and just across socioeconomic divides.

Future Directions

The teaching of English in India is, one the one hand, “inextricably entangled with the politics of the Empire” ( Krishnaswamy & Krishnaswamy, 2006 , p. v), and, on the other hand, woven into the complex tapestry of national neoliberal development discourses. Thus, English is taught at the intersection of ideological, sociocultural, economic, and political tensions. Its status as a language of privilege and prestige accords it a special place in the linguistic landscape of India, even as, or precisely because, it remains at the heart of elite production in Indian society. Access to the English language, ultimately, maintains and sharpens socioeconomic inequalities across different divides. Therefore, questions about who teaches it, why, in what ways, and to whom, are critical, not only from a language educational perspective but also from a social justice lens.

India has possibly the world’s largest English instructional context; however, research in this area remains woefully underdeveloped. There is insufficient local, rigorous, peer-reviewed research in India focusing on English teaching. One issue is that language education scholars often lack adequate methodological and theoretical training. This is exacerbated by restricted access to wide-ranging library resources. Another key issue is that the understanding of English instructional principles is often guided by imported and outdated frames of reference; local conceptualizations of language are thus often refracted through foreign theoretical and methodological lenses. In addition, scholars continue to understand existing English instructional methods through imported frames of reference (see Jayendran et al., 2021 ); change is needed so that language teaching in India can be unpacked and conceptualized in locally meaningful ways, particularly in ways that acknowledge the colonial history of the methods. There is a pressing need for more robust and diverse language educational scholarship that privileges the uniquely Indian voice in the literature. This will require not only a great deal of investment in developing research skills among language education scholars, but also a fundamental change in the understanding of mindful citation and discursive practices. Even as local knowledge develops around this issue, it is important to question whose voices are centered in the scholarly discourse and why.

Another issue is the still limited longitudinal qualitative inquiry in Indian scholarship on English teaching. Without this, it is challenging to understand the nuances surrounding the complexities of the context and/or to get a sense of transformation over time. Furthermore, the ideological underpinnings of instructional and learning practices need greater attention, to better capture how language beliefs, values, and attitudes shape English teaching in India ( Bhattacharya, 2017 ; Bhattacharya & Mohanty, 2021 ). The double divides, which act as metaphors for linguistic hierarchies in India, also merit further analysis. It is crucial, additionally, to continue research into the language border crossings that occur constantly in English classrooms, particularly in relation to how they are articulated or regulated in language policy and planning. Critical areas to explore remain how aspects like class, gender, disability, and caste impact teaching and learning of English, and to explore issues of intersectionality ( Crenshaw, 2017 ) in them. The post-colonial implication of English pedagogy, moreover, deserves continuing scrutiny. A useful next step would be to foster international scholarly dialog with other South Asian countries on the topic, to develop a more comprehensive picture of how English instruction is situated within regional politics and history. Discussions about this must also be contextualized within the Right to Education Act ( 2009 ), to see how the political reach of universal education impacts on-the-ground instruction in English (see Bhattacharya & Jiang, 2018 ). Currently, English functions as a key gatekeeper and divider in India; with greater scholarly attention to this topic, it is likely the landscape could be transformed into a less unequal one. Perhaps it could become a space of possibility and hope for a better future. For that, English teaching will have to be less about selling a dream and more about addressing what it has perpetuated for centuries: oppression and inequality.

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School Education /

I Love My India Essay: 100 and 500+ Words in English for School Students

Updated on
Apr 22, 2024

My country, India, is known for its rich cultural diversity, scenic locations, and beautiful monuments and is home to one of the oldest human civilizations; the Indus Valley Civilizations. As proud Indians, we constantly aspire to the wonders that this vast and diverse nation offers us. From its rich cultural heritage to its remarkable achievements and unique charm, India keeps on captivating people from all walks of life. Let us delve deep into some fascinating and inspiring culture, traditions and developments via our I Love My India Essay, to learn more about this unique nation.

Table of Contents

1 I Love My India Essay 100 Words
2.1 Contribution and Celebration For the World
2.2 Aiming for the 3rd Largest Economy
2.3 Caring For a Bright Future
2.4 Conclusion

I Love My India Essay 100 Words

India is a vast and beautiful country. I love the magnificent landscapes, from the snow-capped mountains of the Himalayas to the peaceful beaches. Admiring about the culture, colourful festivals, delicious cuisine and stunning architecture is unique in its way.

As a source of information, the country fills our hearts with inspiration, courage, wisdom and innovation. I am proud to be a part of the nation and embrace its diversity regarding religions, languages, and the harmonious coexistence of traditions.

India has given me a sense of belonging and identity. I am grateful for the opportunities that the country has offered me. I will always try hard to be a responsible citizen by contributing to the growth and development of this remarkable country. My love for India is immense and I am proud to call it my home.

Also Read: Essay on Good Habits for Children: List of Healthy Habits

I Love My India Essay 500+ Words

India, the land of diversity and unity, holds a special place in my heart. As a proud Indian, I deeply love my country, which has shaped my identity and built me a sense of pride and responsibility. Since ancient civilizations, the country has been a constant source of inspiration and affection.

Moreover, the global community is the world´s largest democracy. Further, it has championed the values of pluralism, non-violence and peaceful coexistence worldwide.

Contribution and Celebration For the World

India is a land of remarkable history and wisdom. India’s vibrant festivals and age-old cultural values attract a large number of tourists from all over the world. India gave ‘Zero’ to the world of science and mathematics and is the largest exporter of petroleum products.

Gautam Buddha, Vardhamana Mahavira, Ashoka the Great, and several other great scholars were born on Indian soil. Today, Indian thinkers, scientists, and innovators have also pushed the boundaries of human knowledge and capabilities. From advancements in space technology to the fields of information technology and medicine, the nation transformed into a prominent player on the global stage.

Aiming for the 3rd Largest Economy

As of 2022, India’s nominal GDP is $3.93 trillion. It stands at fifth place in the list of global GDPs. However, the Indian government is determined to make India the third-largest economy in the next five years. This was because of the rapid industrialisation after independence and the introduction of Liberalisation, Globalisation and Privatisation in 1991-92.

Caring For a Bright Future

As a resident of the country, I look forward to the future with lots of hope and excitement for achieving the paths that India will chart. Our young people, who are the future and the driving force behind the nation’s progress, are prepared to take India to new heights.

Initiatives like Skill India and Start-Up India are empowering the next generation to become their leaders, innovators, and change-makers. They are equipped with the tools and resources that they need to thrive.

Further, I am particularly passionate about the people of India regarding their socio-economic backgrounds, access to quality education and healthcare and the opportunities for personal as well as professional growth.

By investing in the well-being and development of our citizens, we can step ahead into a more equitable and inclusive society. This will further help people chase their dreams and contribute towards the nation’s collective progress.

My love for the nation is deep and deep-rooted. I admire the country for its incredible history, the liveliness of its present, and the boundless potential of its future. As I reflect on the journey of this remarkable country, I am filled with pride, gratitude and commitment to being a responsible and engaged citizen.

Together we all can build on the legacy of our ancestors, embrace the diversity that makes us strong, and work towards a future where India will shine with the hope of progress, unity and global influence.

Also Read: Essay on Indian Heritage for Students

Ans: India is a country with diversity in South Asia. It has a rich cultural heritage and stunning natural beauty. 2. The country is special because of its world´s largest democracy, with over 1.3 billion people. This makes the country the second-largest population in the world. 3. India is rich with 22 official languages and its leadership in technology and innovation. 4. The country has many monuments in UNESCO heritage sites like the Taj Mahal, Ancient Cave Paintings, and towering monuments. All these monuments are perfect examples of architecture and historical wonders. 5. Indian cuisine is well-known for its various flavours according to the region, spices, and tradition of cooking. 6. The landscapes of India range from snow-capped mountains in the north to tropical beaches in the south. 7. India faces challenges like poverty and environmental issues. With such adversity, India remains inspiring and dedicated to progress. 8. Many travellers explore India, for its deep spirituality, through yoga, meditation, and ancient traditions. 9. India plays a major role in the global economy with its growing middle class and consumer market and attracts significant foreign investment. 10. Overall, India is a remarkable and popular country that attracts people from all over the world with its ancient history and modern elements.

Ans: India is very special because of its multiple languages, incredible history, wonderful architecture and natural landscapes.

Ans: India has 22 officially recognised languages in the world. 2. India is the second largest producer of tea after China. 3. India is the home of the Taj Mahal, which is one of the most recognisable monuments in the world. 4. The Indian startup scene is incredible and has produced over 100 unicorn companies. 5. India is the birthplace of yoga, ayurveda, and medicine.

Deepika Joshi

Deepika Joshi is an experienced content writer with educational and informative content expertise. She has hands-on experience in Education, Study Abroad and EdTech SaaS. Her strengths lie in conducting thorough research and analysis to provide accurate and up-to-date information to readers. She enjoys staying updated on new skills and knowledge, particularly in the education domain. In her free time, she loves to read articles, and blogs related to her field to expand her expertise further. In her personal life, she loves creative writing and aspires to connect with innovative people who have fresh ideas to offer.

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Part of the book series: Implementing the UN Sustainable Development Goals – Regional Perspectives ((IUNSDGRP))

Education as a lifelong and continuous process is critical to fostering healthy lifestyles, developing skills in youth, inculcating essential thinking and social values, and reducing poverty, thus enhancing sustainable growth. India is committed to bringing quality, inclusive, and holistic education to every child and youth of this country. Moreover, equal access to education is a fundamental right of every citizen. This chapter has critically investigated trends and growth in the education sector over the past 5 years to see its alignment with the sustainable development goals of 2030.

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Chitturu, S. (2024). Education for Sustainable Development: Trends and Prospects in India. In: Leal Filho, W., Ng, T.F., Iyer-Raniga, U., Ng, A., Sharifi, A. (eds) SDGs in the Asia and Pacific Region. Implementing the UN Sustainable Development Goals – Regional Perspectives. Springer, Cham. https://doi.org/10.1007/978-3-031-17463-6_86

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India Essay

Essay on India

India is the largest democratic country. It is a big country divided into 29 states and 7 union territories. These states and union territories have been created so that the government can run the country more easily. India also has many different kinds of physical features in different parts of the country that are spread over its states and union territories. India is a very diverse country as well, which means that the people around the country are different in many ways. Even though India is such a diverse place, it is united as one country.

Political Divisions

India is the seventh-largest country and has the second-largest population in the world. Here is the map of India showing 29 states and 7 union territories. These political divisions are made so that the government can run the country more easily. Though we live in different states, everyone is an Indian first.

[Image will be uploaded soon]

Physical Features

The Indian subcontinent has many different physical features shared with its neighbours that are also in the subcontinent – Pakistan, Nepal, Bhutan and Bangladesh. The physical features of India form six different natural regions.

The Northern Mountains

The Northern Plains

The Great Indian Desert

The Southern Plateau

The Coastal Plains

The Island Regions

The Northern Mountains: These are the Himalayas, the highest mountain range in the world. They form a natural boundary between India and a large part of Asia. Two neighbouring countries, Nepal and Bhutan are situated in these mountains.

The Northern Plains: They are located to the south of the Himalayas. They extend into Pakistan in the west. Bangladesh is situated on the eastern part of the plains.

The Great Indian Desert: The western part of India is a desert with less rainfall. This desert is called the Thar Desert.

The Southern Plateau: This plateau region lies to the south of the Great Northern Plains and is called the Deccan Plateau. The Vindhya and Satpura ranges in the north, the Western Ghats and the Eastern Ghats surround the Deccan Plateau.

The Coastal Plains: The Eastern coastal plain lies between the Bay of Bengal and the Eastern Ghats. The western coastal plain lies between the Arabian Sea and the Western Ghats.

The Island Regions: The island regions of India are two archipelagos on either side of Peninsula India. The Lakshadweep Islands are in the Arabian Sea and the Andaman and Nicobar Islands are in the Bay of Bengal.

The Rivers of India

The Indian subcontinent has many rivers. Some important rivers are the Indus, Ganga, Yamuna, Brahmaputra, Sutlej, the Narmada and Tapi rivers.

These physical features and rivers link the people of India.

National Symbols

The National Flag of India is in the tricolour of deep saffron at the top, white in the middle and dark green at the bottom in equal proportions. The saffron stands for courage, sacrifice and the spirit of renunciation, the white for purity and the truth and the green for faith and fertility. In the centre of the white band, there is a wheel of law in the Sarnath Lion Capital.

The National Emblem of India is a replica of the Lion of Sarnath and symbolizes India’s reaffirmation of its ancient commitment to world peace and goodwill.

The National Anthem of India is Jana Gana Mana and the National song is Vande Mataram.

The National Animal of India is Tiger, which symbolizes grace, strength and power.

The National Bird of India is Peacock, which symbolizes beauty, majesty and pride.

The National Flower of India is Lotus, which symbolizes purity, wealth, richness, knowledge and serenity.

The National Tree of India is the Great Banyan Tree and because of its characteristics and longevity, the tree is considered immortal and sacred. It is an integral part of the myths and legends in India.

The National Fruit is Mango and it is the most cultivated fruit of the tropical world.

Indian food is diverse. The geography of a region influences the food that people eat. The staple food of people is what grows in their regions. In North India, the staple food is Wheat. In East and South India, the staple food is Rice. In West India, the staple food is Millet. Daals are eaten in almost the entire country and prepared in different ways.

Indians speak different languages. The Constitution of India mentions 22 languages. However, India has around 800 languages. Hindi is the official language of India.

India is a country of many different religions and each has different festivals. Some important festivals are Baisakhi, Diwali, Eid, Ganesh Chaturthi, Dussehra and Christmas.

Unity in Diversity

The people of India, their foods, festivals and languages – all these make India a very diverse country. However, there are also things that unite the people of India:

The National symbols like the Indian flag and the National Anthem.

The Constitution of India, which was written in the early years of our Independence. It unites the Indians because it has rules and laws that are the same for all people.

The Constitution says that all Indians are equal in the eyes of the law.

All Indians who are over the age of 18 and have registered as voters can vote in elections.

FAQs on India Essay

Q1. Describe the National Flag of India.

Ans. The National Flag of India is in the tricolour of deep saffron at the top, white in the middle and dark green at the bottom in equal proportions. The saffron stands for courage, sacrifice and the spirit of renunciation, the white, for purity and the truth and the green for faith and fertility. In the centre of the white band, there is a wheel of law in the Sarnath Lion Capital.

Q2. What is the population of India?

Ans. The population of India is 1 billion 325 million. India has the second-largest population in the world.

Q3. What are the important Festivals Celebrated in India?

Ans. Some of the important festivals celebrated in India are Diwali, Dussehra, Eid and Christmas.

Q4. Why is India called the largest Democratic Country?

Ans. India is the largest democratic country because the citizens of India have the right to elect their representatives who form and run the government.

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AI in Indian classrooms: How tech is transforming education

Discover the 5 ways ai transforms education in india, from personalised learning to content creation. explore the impact of ai on the education sector..

Thursday September 05, 2024 , 4 min Read

In this age of AI, education has become more intelligent than ever before. In India, AI is revolutionising the learning process for students and the teaching methods for educators. A recent study by TeamLease EdTech revealed that over 61% of educators in India are using AI tools. So, on Teacher's Day, let's deep dive into five exciting ways AI is transforming the education sector in India.

5 ways AI is transforming education

1. Personalised learning

Every student is unique with their own set of talents and weaknesses. However, it can be complicated to address each candidate's needs as a teacher who handles a classroom of more than 50 children. Thanks to the AI boom, personalised learning is now possible.

The National Education Policy (NEP) 2020 aims to make Indian education flexible and student-centric. AI tools will be leveraged to analyse students' learning patterns, preferences, and strengths to tailor their educational experiences to achieve these goals.

By doing so, students will get customised learning content and support. This individualised approach helps students learn at their own pace, leading to better retention and understanding of the material.

2. Interactive learning experiences

AI technology enables interactive learning experiences, such as virtual classrooms and simulations. Recently, Physics Wallah introduced Alakh AI an education suite. Using advanced tools like ChatGPT 4o , this platform aims to provide personalised learning virtually making education accessible to students from remote areas of India.

This platform supports an AI Guru for real-time doubt-solving, customised learning content, NCERT-based questionnaires, and more. It is an innovative solution where students can engage with immersive content, participate in virtual experiments, and even receive instant feedback on their performance. This hands-on approach makes learning more engaging and effective for students of all ages.

3. AI robots and virtual assistants

AI-powered virtual mentors and assistants provide students with round-the-clock support and guidance. In Kerela, KTCT Higher Secondary School and Makerlabs Edutech collaborated to create "Iris," an AI teacher robot.

Iris can understand 3 languages and is controlled by an Android app featuring an AI voice assistant powered by Intel chipsets. This AI robot can teach children from preschool to grade 12.

In short, these virtual robots can answer questions, provide study tips, and offer personalised recommendations based on individual learning needs. By leveraging AI technology, students can access on-demand assistance and resources to enhance their learning experience.

4. Automated grading and assessment

The latest report from the World Economic Forum shows that using AI can automate repetitive tasks, potentially reducing time spent on administrative duties by 20%. This progress could allow teachers to spend more time teaching and mentoring students.

With the help of AI-powered tools, even the grading and assessment process can be automated, saving teachers valuable time and resources. Teachers in the US use platforms like ChatGPT, Grammarly , and Writable to evaluate assignments.

However, there are ethical concerns about using AI for grading as it may not be well-received by students paying high tuition fees. Educational institutions should aim to integrate AI to enhance teaching processes, not to replace human feedback.

5. AI content creation

Educators at all levels pour their heart and soul into creating top-notch educational materials for their students, from dynamic PowerPoint presentations to thought-provoking assignments. But with the rise of AI-powered platforms, the game has changed.

These cutting-edge tools are streamlining content creation, churning out everything from in-depth lesson plans to stunning visuals, freeing up educators to focus on the truly impactful parts of teaching.

The bottom line

AI is revolutionising the education landscape in India by providing personalised learning experiences and interactive platforms. This transformative technology is empowering educators and students to embrace new opportunities for growth, innovation, and success in the 21st century. Through AI, education in India is becoming more dynamic, adaptive, and student-centred, allowing for tailored learning experiences that cater to individual needs and abilities.

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AI in education
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National Education Policy 2020
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CBSE releases sample papers and marking scheme for 2024-25 board exams

Students gearing up for the cbse board exams can now access the class 10, 12 sample papers and marking scheme on cbse's official website..

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CBSE releases sample papers and marking scheme for 2024-25 board exams

The Central Board of Secondary Education (CBSE) has officially released the Sample Question Papers (SQPs) and Marking Scheme (MS) for Classes 10 and 12 ahead of the 2024-25 board exams. Students gearing up for the exams can now access these resources on CBSE’s official website.

The marking scheme is available for a wide range of subjects, including core areas like English, Mathematics, Hindi, Science, Social Science, Accountancy, and Business Studies. In addition, students can check marking schemes for regional languages and niche subjects such as Bharatanatyam, Carnatic Music, Painting, Arabic, and more.

According to an official CBSE notification, "The Sample Question Papers (SQPs) and Marking Schemes (MS) for Classes 10 and 12 provide a framework to guide teachers and students. These serve as a broad template for uniformity and help students understand the question paper design while focusing on real-life application of concepts."

Earlier this year, in June, CBSE also revised the curriculum for various skill-based subjects, effective from the 2024-25 academic year. These revisions include updates for courses like Web Application (Class 11), Information Technology (Class 10), and Artificial Intelligence (Classes 9 and 11). The board encourages all stakeholders to review these changes and stay informed via the official CBSE website.

These efforts by CBSE aim to equip students with the skills and knowledge essential for navigating the rapidly evolving technological landscape.

Value of Education Essay

500 words essay on value of education.

Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.

Value Of Education Essay

Importance of Education

Education makes people independent. Furthermore, it increases knowledge, strengthens the mind, and forms character. Moreover, education enables people to put their potentials to optimum use.

Education is also a type of reform for the human mind. Without education, the training of the human mind would always remain incomplete.

Education makes a person an efficient decision-maker and a right thinker. Moreover, this is possible only with the help of education. This is because education acquaints an individual with knowledge of the world around him and beyond, besides teaching the individual to be a better judge of the present.

A person that receives education shall have more avenues for the life of his choice. Moreover, an educated person will be able to make decisions in the best possible manner. This is why there is such a high demand for educated people over uneducated people for the purpose of employment .

Negative Impact of Lack of Education

Without education, a person would feel trapped. One can understand this by the example of a man who is confined to a closed room, completely shut from the outside world, with no way to exit it. Most noteworthy, an uneducated person can be compared to this confined man.

Education enables a person to access the open world. Furthermore, a person without education is unable to read and write. Consequently, a person without education would remain closed to all the knowledge and wisdom an educated person can gain from books and other mediums.

The literacy rate of India stands at around 60% in comparison to more than 80% literacy rate of the rest of the world. Moreover, the female literacy rate is 54.16% in accordance with the 2001 population census. These figures certainly highlight the massive problem of lack of education in India.

To promote education, the government of India takes it as a national policy. The intention of the government is to target the very cause of illiteracy. As such, the government endeavours to eradicate illiteracy, which in turn would lead to the eradication of poverty .

The government is running various literacy programmes like the free-education programme, weekend and part-time study programme, continuing education programme, mid-day meal programme, adult literacy programme, etc. With the consistent success rate of these programmes, hopefully, things will better.

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

Conclusion of Value of Education Essay

Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.

FAQs For Value of Education Essay

Question 1: What is the importance of education in our lives?

Answer 1: Having an education in a particular area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also enhances their community. In addition, education develops the human personality and prepares people for life experiences.

Question 2: Explain the meaning of true education?

Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society.

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CBSE Class 10, 12 Sample Papers 2025 released at cbseacademic.nic.in, download links here

Cbse class 10, 12 sample papers 2025 has been released. the download links is given here..

Central Board of Secondary Education has released CBSE Class 10, 12 Sample Papers 2025. The sample question papers for classes 10 and 12 for the current academic session 2024-25 is available to candidates on the official website of CBSE Academic at cbseacademic.nic.in.

CBSE Class 10, 12 Sample Papers 2025 released, download links here

As per the official notice , the Board issues Sample Question Papers (SQPs) and Marking Schemes (MS) for classes X and XII to provide a broad template to serve as a guide for ensuring uniformity and proper coverage of the curricula.

CBSE Class 10, 12 sample question papers give a broad understanding about the question paper design which should be used for classroom teaching and learning activities with an overall focus on promoting the application of concepts in real-life.

Direct link to download Class 10 sample papers

Direct link to download class 12 sample papers , cbse class 10, 12 sample papers 2025: how to download.

To download the sample papers for Class 10, 12 candidates can follow these simple steps given below.

Visit the official website of CBSE Academic at cbseacademic.nic.in.
Click on CBSE Class 10, 12 Sample Papers 2025 link available on the home page.
A new PDF file will open where the Class 10 and Class 12 sample papers links are attached.
Click on those links and the sample paper will be displayed on the screen.
Now click on the subject you want to check the sample paper for.
Once done, download the page and keep a hard copy of the same for further need.

Meanwhile, CBSE has started the submission of list of candidates for Class 10, 12 examination 2025. The submission of data started on September 5, 2024 on Pariksha Sangam website. Only those students will be allowed to appear for Class 10, 12 board examination in 2025, whose names will be submitted through online process of submission of LOC. For more related details candidates can check the official website of CBSE.

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The Education System in India Free Essay Example
Essay on India for Students from Class 6 to 12
Future of the Education System in India: The Changing Landscape Free
Women Education in India Essay
Essay about Education in India (500 Words)
An Essay On Education

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Smart India Essay Writing in English 265 Words with Introduction Conclusion headings speech reading
Indian Education System Essay In English
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Smart India Essay Writing in English 400 Words with Introduction Conclusion etc Speech reading
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10 Lines Essay On India

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Essay on Indian Education System for Students and Children
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.
Indian Education Essay for Students in English
Essay on Indian Education. Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery ...
Education System In India Essay in English
100 Words Essay On Education System In India. India's education system is ideal for providing its students with a solid academic foundation. It emphasises lifelong learning and encourages its students to pursue higher education. It also develops the students' language skills by allowing them to study in both English and Indian languages.
Essay on Education System in India in 100, 200 Words I Leverage Edu
Essay on Education System in India in 100 words. The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher ...
Education 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.
Education Essay for Students in English
English; Education Essay; Reviewed by: ... Talking particularly about India, education is a constitutional right of every citizen irrespective of caste, creed, race, religion, gender, etc. That's the status given to education in India because educated people are always treated well and are well respected everywhere in the world.
Essay on Education System in India
Essay on Indian Education System. Indian Education System Essay is mainly divided into four stages. Lower primary. Upper primary. High school and. Higher secondary. The age group of lower primary school is 6 years to 10 years, for upper primary, it is 11 and 12 years. Children start their high school usually at the age of 13 ends at 15 or 16.
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 ...
Long and Short Essay on Indian Education System in English for Children
Here are Long and Short Essays on Indian Education system in English of varying lengths to help you with the topic in your exam. ... Essay on Education System in India is Good or Bad - Essay 4 (500 words) Introduction. The Indian education system is said to be largely flawed. It does more harm than good to the young minds.
Essay on New Education Policy 2020
This essay on new education policy 2020 will help you learn how this new policy has replaced the National Education Policy 1986 that is 34 years old. Aim of the New Education Policy 2020. This new policy has the aim of universalizing education from pre-school to secondary level. It plans to do that with a 100% GRE (Gross Enrollment Ratio) in ...
Education System in India Essay
The education system in India is one of the oldest and most diverse in the world. With a history that dates back to ancient times, the Indian education system has undergone significant changes and developments over the years. However, despite its long history, the education system in India still faces several challenges that need to be addressed.
Essay on Indian Education System in English for Children and Students
Long and Short Essays on Indian Education System in English. ... Essay on Education System in India is Good or Bad - Essay 4 (500 words) Introduction. The Indian education system is said to be largely flawed. It does more harm than good to the young minds. However, some people may argue that it gives a good platform to the students as it ...
Essay on Education System In India for Students in 1200 Words
Gandhiji had said about education that education means the development of all physical, mental, and moral powers in children. Several committees were formed to improve the education system. A vast scheme was devised by the committee, which could spread 50% education within three years. Secondary education was created.
Education in India
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrolment above 96%. India has maintained an average enrolment ratio of 95% for students in this age group from year 2007 to 2014.
Importance of Education Essay for Students in English
Importance of Education. The importance of education in life is immense. It facilitates quality learning for people throughout their life. It inculcates knowledge, belief, skill, values and moral habits. It improves the way of living and raises the social and economic status of individuals. Education makes life better and more peaceful.
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.
Essay on Education for School Students and Children
500+ Words Essay on Education. Education is an important tool which is very useful in everybody's life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains ...
Incredible India Essay for Students in English
10 Lines about India. India is the seventh-largest country in the world by land area. It is the second-most populous country, with over 1.4 billion people. India is known for its rich cultural heritage and diverse traditions. The country has 22 officially recognised languages and hundreds of dialects.
The Teaching of English in India
According to the National Knowledge Commission (2000), 1% of Indians used English as a second language. Crystal (2003), however, estimated the same at 20%. Hohenthal (2003) claimed, meanwhile, that the total number of English speakers was 4% of the total population. For Mishra (2000), however, the number was 5%.
I Love My India Essay: 100 and 500+ Words in English for School
2. The country is special because of its world´s largest democracy, with over 1.3 billion people. This makes the country the second-largest population in the world. 3. India is rich with 22 official languages and its leadership in technology and innovation. 4.
Essay on Right To Education in English for Students
Answer 2: The right to education is essential as it is a human right and indispensable for the exercise of other human rights. Quality education strives to guarantee the development of a fully-rounded human being. Similarly, it is one of the most powerful tools which can lift socially excluded children and adults out of poverty.
Education Department: Education Department to Set ...
Jaipur: To ensure transparency in school examination process, the education department will set question papers for Class 9-12 at the directorate level from the current academic session. Till now ...
Education for Sustainable Development: Trends and Prospects in India
Amidst all the positive reformation happening in the field of education, there are many challenges and problems still faced in this sector. The mismatch between what is produced through educational institutions in India and the potential of (institutionally groomed) produced youth needs to be analyzed to understand the misnomer of demographic dividend.
India Essay for Students in English
India Essay. India is the largest democratic country. It is a big country divided into 29 states and 7 union territories. These states and union territories have been created so that the government can run the country more easily. India also has many different kinds of physical features in different parts of the country that are spread over its ...
AI in Indian classrooms: How tech is transforming education
In this age of AI, education has become more intelligent than ever before. In India, AI is revolutionising the learning process for students and the teaching methods for educators. A recent study ...
CBSE releases sample papers and marking scheme for 2024 ...
The marking scheme is available for a wide range of subjects, including core areas like English, Mathematics, Hindi, Science, Social Science, Accountancy, and Business Studies. In addition, students can check marking schemes for regional languages and niche subjects such as Bharatanatyam, Carnatic Music, Painting, Arabic, and more.
Value of Education Essay in English for Students
Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society. Share with friends.
CBSE Class 10, 12 Sample Papers 2025 released at cbseacademic.nic.in
Central Board of Secondary Education has released CBSE Class 10, 12 Sample Papers 2025. The sample question papers for classes 10 and 12 for the current academic session 2024-25 is available to ...

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Education System In India Essay

100 Words Essay On Education System In India

200 Words Essay On Education System In India

500 Words Essay On Education System In India

Challenges of Accessibility and Quality

Impact of Gender Inequality

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Education in India – A Detailed Analysis

History of Education in India

Current Status of Education in India: Data from Census 2011

Indian Education System: The Present Pyramidal Structure

Sustainable Development Goals (SDG) related to Education

Provisions in the Indian Constitution related to Education

RTE Act 2009

Provisions of the RTE Act

Criticisms of the RTE Act

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

Radhakrishnan committee

Kothari commission

National Educational Policy 1968

National Educational Policy 1985

T.S.R.Subramanium committee report

Kasturirangan Report On School Education (Draft National Education Policy)

School Education:

Higher Education

Additional Key Focus Areas:

Technology in Education

Vocational Education

Adult Education

Education and Indian Languages

Transforming Education

Education Governance

Financing Education

Criticism of the New Education Policy of India

The Problems associated with the Education System in India

Early childhood education

Primary level

School Complex

Secondary level

Private fees

Higher education

Research and development (R&D)

The need of the hour

Government initiatives on higher education

National Testing Agency (NTA) 2017

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

HECI: Higher Education Commission of India bill

IoE: Institutions of Eminence 2017

National Institutional Ranking Framework (NIRF) 2015

HEFA: Higher Education Financing Agency 2018

Foreign Education Providers Bill 2013

APAAR: One Nation One Student ID Card