EDUCATION SYSTEM IN INDIA !!🏰

In a vast country like India with huge youth population we have different educational formats namely CBSE ,
NCERT,CISCE,NIOS AUTONOMOUS SCHOOLS , INTERNATIONAL SCHOOLS
AND SPECIAL EDUCATION ( a special integrated education for disabled children (IEDC)
on poor disproportionately) . We as students can choose which form we take but each has its own importance and features.
State board exams , syllabus and format changes from one state to another .



Under  various articles of the Indian constitution  and the Right of Children to Fee and Compulsory  Education Act ,2009, free and compulsory education is provided as a Fundamental Rights  to children aged 6 to 14. The approximate ratio of public schools to private schools in India is 7:5. 

Education policy is prepared by the Central Government and State Governments at national and state levels respectively.The National Policy on Education(NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga  into the Indian secondary school system. A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society.

Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. A significant new feature has been the extension of SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan    Rashtriya Madhyamik Shiksha Abhiyan (RMSA) which is the most recent initiative of Government of India to achieve the goal of universalisation of secondary education (USE). It is aimed at expanding and improving the standards of secondary education up to class X.






The new National Education Policy 2020 (NEP 2020) introduced by the central government is expected to bring profound changes to education in India. The policy approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system.The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.
The new National Education Policy 2020 (NEP 2020) introduced by the central government is expected to bring profound changes to education in India. The policy approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system.The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.

EP 2020 outlines the vision of India's School education system. The new policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021. As per NEP2020, the "10 + 2" structure is replaced with the "5+3+3+4" model. 5+3+3+4 refers to 5 foundational years, whether in an anganwadi, pre-school or balvatika. This is followed by 3 years of preparatory learning from classes 3 to 5. This is followed by a middle stage that is of 3 years in length and finally a 4 year secondary stage till class 12 or 18 years of age.This model will be implemented as follows:


Instead of exams being held every academic year, school students attend three exams, in classes 2, 5 and 8. Board exams are held for classes 10 and 12. Standards for Board exams are established by an assessment body, PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development). To make them easier, these exams would be conducted twice a year, with students being offered up to two attempts. The exam itself would have two parts, namely the objective and the descriptive.

Modern education in India is often criticised for being based on rote learning rather than problem solving. New Indian Express says that Indian Education system seems to be producing zombies since in most of the schools students seem to be spending majority of their time in preparing for competitive exams rather than learning or playing. BusinessWeek criticises the Indian curriculum, saying it revolves around rote learning. and ExpressIndia suggests that students are focused on cramming.Preschool for Child Rights states that almost 99% of pre-schools do not have any curriculum at all Also creativity is not encouraged or is considered as a form of entertainment in most institutions.
Women have a much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out. In the patriarchal setting of the Indian family, girls have lower status and fewer privileges than boys.Conservative cultural attitudes prevent some girls from attending school.Furthermore, educated high class women are less likely than uneducated low class women to enter the workforce They opt to stay at home due to the traditional, cultural and religious norms.

Since 1947 the Indian government has tried to provide incentives for girls' school attendance through programmes for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasised that education was necessary for democracy, and central to the improvement of women's condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls' occupational centres and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female drop-out rates are high



Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions.A sizeable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5,200 Community Development Blocks were established in India. Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up.

 

The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. However, in some cases lack of financing balanced the gains made by rural education institutes of IndiaSome ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results. Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural  Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small.




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