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Education System in India: Everything You Need To Know

Manali Ganguly ,

Jul 9, 2024

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The education system in India has evolved in the past few years to accommodate a more logical and practical approach towards education. The Indian education system can be roughly divided into the pre-primary, primary, secondary, higher secondary, graduate and postgraduate levels.

Education System in India: Everything You Need To Know

Education System in India: The education system in India has evolved over the years and plays an important role in shaping not just the careers of the students but their lives as well. The Indian education system is divided into several levels, including pre-primary, primary level, secondary, higher secondary, graduate and postgraduate levels.

In India, the education system is state-run. There are centralised boards as well as state boards to which the schools are affiliated. After the higher secondary level, education is imparted in colleges and universities, where the courses are bifurcated into academic, professional, and vocational courses.

An in-depth study of the complete system is crucial for a clearer understanding.

Table of Contents

History of the Education System in India

Stages of education in india, central and state school education boards in india, education schemes in india, challenges faced by the education system in india, literacy rate in india, right to education act (rte).

The education system in India that we see today is said to have come down since the Rig Vedic times. In the early period, Mathematics was the only subject through which education was imparted, implying a logical approach to learning.

In the latter period, subjects that were included to be taught were Pali grammar, Buddhist literature, social values and logic. Education was free in those times.

For the Hindu society, education was imparted in pathshalas or gurukuls where the students had to stay and serve the ‘guru’ or the teacher and learn their lessons. At the same time, in a Muslim society, there were Madrasas and Maqtabs.

When India became a British colony, initially the East India Company did not think of working on or improving the education system in India. It was later that the missionaries coming from Europe introduced Western education in the country. The Sergeant Commission and the Hunter Commission are the commissions that were set up by the British to improve the quality of education in India.

There was immense improvement in the Indian system of education in the postcolonial period. The modern education system in India can be segmented into four distinctive layers roughly. They are primary, secondary, higher secondary and higher education.

Modern India made it mandatory to educate children in the age group of 6 years to 14 years. Higher education refers to the education after completing the higher secondary level. The graduate, postgraduate, doctoral and postdoctoral levels constitute the higher education in the country.

Also Read: Indian Education System vs Foreign Education System

New Education Policy

The New Education Policy has made several amendments to the education system in India. The moderations made in the system have been mentioned in the section below:

The foundational stage of education runs for 5 years. The age group covered in this segment is 3 years to 8 years.
The preparatory stage runs for 3 years. The age group covered in this stage is 8 years to 11 years, which ideally corresponds to classes 5 to 8.
The middle stage of education is between the age group of 11 years to 14 years. The classes covered are 6 to 8.
The secondary stage is between 14 years and 16 years which includes classes 9 and 10.
The higher secondary stage is between 16 years and 18 years which corresponds to the higher secondary classes of 11 and 12.
There's no restriction on choosing the combination of subjects. Students can choose subjects across streams.

Also Read: What is Quality Education? Meaning and Importance

The education system in India is divided into the pre-primary level, the primary or the elementary level, the secondary level, the higher secondary level, the graduate level, the postgraduate level, and the doctoral and postdoctoral levels. The description for each level can be found below.

Pre-Primary Level: This stage covers the education of children between 3 and 6 years of age. While terminology may differ for different regions and schools, this stage mostly starts from the playgroup and ends with upper kindergarten.
Primary Level: This is a relatively longer stage and covers classes 1 to 8 in school. Classes 1 to 5 constitute the primary level and classes 6 to 8 constitute the upper primary level.
Secondary Level: This stage is constituted by classes 9 and 10 in school.
Higher Secondary Level: This stage includes classes 11 and 12 in school.
Graduate Level: This stage includes 3 years of degree courses which are done in the college.
Postgraduate Level: The postgraduate stage can be done in colleges or universities.
Doctoral and Postdoctoral Levels: The doctoral and postdoctoral levels require research and are done at the universities.

Also Read: Types of Education: Formal, Informal & Non-Formal

There are a number of education boards in India apart from the state education boards. The central boards are CBSE, CISCE, and NIOS. Each of these boards has a separate set of curriculum for teaching as well as conducting exams.

The centrally operating education boards in India are the following:

Council for the Indian School Certificate Examinations (CISCE)
Central Board of Secondary Education (CBSE)
National Institute of Open Schooling (NIOS)

The state-run education boards in India can be found below:

Bihar School Examination Board (BSEB)
Punjab School Education Board (PSEB)
Madhya Pradesh Board of Secondary Education (MPBSE)
Jammu and Kashmir State Board of School Education (JKBOSE)
Board of High School and Intermediate Education Uttar Pradesh
Chhattisgarh Board of Secondary Education (CGBSE)
Board of Secondary Education Rajasthan (RBSE)
Haryana Board of School Education (HBSE)
Himachal Pradesh Board of School Education (HPBOSE)
Andhra Pradesh Board of Secondary Education (BSEAP)
Andhra Pradesh Board of Intermediate Education (BIEAP)
West Bengal Board of Secondary Education (WBBSE)
Maharashtra State Board Of Secondary and Higher Secondary Education (MSBSHSE)
Gujarat Secondary and Higher Secondary Education Board (GSEB)

Also Read: CBSE vs State Boards: Which is Better?

The education system in India has witnessed the introduction of various kinds of educational schemes aiming at improving the quality of education among the targeted population. All such schemes that have been introduced and implemented to improve the education system and therefore the literacy rate are mentioned below:

Right to Free and Compulsory Education Act (2009): This act was passed in 2009 to make education compulsory for all children aged between 6 and 14 years.
Scheme for Promotion of Academic and Research Collaboration (SPARC): This scheme was introduced to aid in the development and promotion of a conducive ecosystem in the higher educational institutes for conducting research by way of communication and exchange of ideas with foreign nations.
National Educational Alliance for Technology (NEAT): This scheme is aimed at improving the quality of education in higher educational institutes.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA): This scheme was introduced in 2013 by the then Ministry of Education. This scheme is sponsored by the Centre to facilitate strategic development in the higher educational institutes of the country.
NISHTHA 2.0: This scheme was introduced to train the teachers as per the requirement to support logical and critical thinking in students.
Pradhan Mantri Schools for Rising India (PM-SHRI) Yojana: This scheme has been introduced by the Government of India to facilitate better learning in 14,000 schools located countrywide. The aim is to improve and uplift the education in these schools to bring them at par with the other centrally-controlled and state-controlled schools in the country.
Mid-Day Meal Scheme: This system was renamed the PM Poshan or Pradhan Mantri Poshan Shakti Nirman in September 2021. This scheme offers lunch to the children from classes 1 to 8 in the government-run schools.
PRAGYATA: This scheme issues an advisory in the form of guidelines, created by the NCERT, to the schools for digital education.
Samagra Shiksha: This scheme merges together the schemes of Sarva Shiksha Abhiyan (SSA), Teacher Education (TE), and Rashtriya Madhyamik Shiksha Abhiyan (RMSA). This scheme covers the pre-primary to the higher secondary level of education in the schools. The scheme fosters equal and all-inclusive education in the schools.

Also Read: Women Education in India: Importance, Welfare Schemes, and Benefits

Despite the all-round development of the education system in India, there are a few challenges faced by the system. Corrective measures can help in dealing with the challenges and bring the education system of India to par with the top-ranking systems in the world.

The challenges faced by the system are:

Lack of Infrastructure: The lack of infrastructure in most of the schools in rural areas leads to insufficient development of the students in terms of learning.
Rote Learning Methods: This is one of the major drawbacks of the Indian education system. As compared to the top-ranking countries, in terms of education, the education system in India lies behind because of the rote learning techniques. The ways of teaching in most of the schools are rather outdated, despite digital platforms being used in a few. Stressing on rote learning fails to instil interest in the students thereby leading to a half-hearted knowledge.
Lack of Practical Application: Most of the lessons imparted in the school level lack any demonstration or practical application. This leads to insufficient knowledge among the students which hinders their educational growth in the long run.
Expensive Education: The top private schools rank among the best schools in the country. However, the expenses are sky reaching which makes it not just difficult but impossible for most of the population to afford these schools.
Teacher-to-Student Ratio: This is a factor that is constantly hindering proper learning among the students. The class strengths are quite high which makes it difficult for the teachers to pay attention to individual students and address their needs.

Also Read: 5 Advantages And Disadvantages Of Online Education

The education system in India is controlled and supervised by three central committees - University Grants Commission (UGC). National Council of Educational Research and Training (NCERT), and All India Council for Technical Education (AICTE). There exists a Ministry of Education in each state. There are more than 37000 colleges and 700 universities in India.

The literacy rate in India for seven-year-olds and above is 74.04%. The male literacy rate stands at 82.14% while the female literacy rate in India is 65.46%. The GER or General Enrolment Ratio for higher education in India stands at 26.30%. The GER is a metric that represents the percentage of people in the age group of 18 years to 23 years going for higher education.

Also Read: 10 Ways to Balance Student Life And Academics

The Right to Education Act was enacted on Aug 4, 2009, and came into force in Apr 2010. This is an Act of the Parliament of India to safeguard the rights of children to education free of cost. As per the act, the children are entitled to receive free and compulsory education from 6 years of age to 14 years of age.

The Right to Education Act makes it mandatory for children to receive fundamental education irrespective of caste, creed or gender. The Act lists the norms that the schools must abide by while imparting elementary education to the children of the specified age group.

Also Read: Best Career Options for Girl in India

Q: What is meant by the 5-3-4-4 education system?

Q: Which state ranks at no. 1 for education in India?

Q: What are the 4As of Education?

Q: Is LKG and UKG compulsory in India?

Q: At what rank does India stand in the world in terms of education?

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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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NCERT Solutions for Class 8 English Chapter 15 - Ancient Education System of India

NCERT Solutions
Ancient Education System of India

Question 1:

Why were travellers attracted towards India?

Travellers were attracted towards India as the fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide.

Question 2:

What were the sources of the ancient education system?

In ancient education system, the sources of learning were drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).The writings of Aryabhata, Panini, Katyayana and Patanjali, and the medical treatises of Charaka and Sushruta also served as the sources of learning.

Question 3:

What were the features of education system in ancient India?

Education system in ancient India focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations. It focused both on learning and physical development. In other words, the emphasis was on healthy mind and healthy body.

Question 4:

What was the role of guru in pupils’ lives?

The role of guru in pupils’ lives was to provide complete learning, help them lead a disciplined life and make them realize their inner potential.

Question 5:

Where did nuns and monks receive their education?

Nuns and monks received their education in monasteries or viharas.

Question 6:

What is Panini known for?

Panini is known as an expert in language and grammar. He has authored one of the greatest works on grammar called Ashtadhyayi.

Question 7:

Which university did Xuan Zang and I-Qing study at?

Xuan Zang and I-Qing studied at Nalanda University.

Question 8:

Which subject did Xuan Zang study in India?

Xuan Zang studied yogashastra in India.

Question 9:

How did society help in the education of the students?

All members of the society contributed towards education in some form or the other. Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land.

Question 10:

Which salient features of the ancient education system of India made it globally renowned?

Our ancient education system focused on the holistic development of the individual by taking care of both the inner and the outer self. The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations. It focused both on learning and physical development. In other words, the emphasis was on healthy mind and healthy body.

Question 11:

Why do you think students from other countries came to India to study at that time?

Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period. Around these viharas, other educational centres of higher learning developed. This attracted students from other countries to India to study at that time.

Question 12:

Why is education considered 'a way of life'?

Education is considered 'a way of life' as it gives us knowledge about the world around us. It develops a perspective of how we look at life. It makes us capable of building opinions. It also helps us learn lessons of life.

Question 13:

What do you understand by holistic education?

Holistic education focuses on the development of the individual by taking care of both the inner and the outer self. It also focuses on the moral, physical, spiritual and intellectual aspects of life. It emphasises on values such as humility, truthfulness, discipline, self-reliance and respect for all creations.

Why do you think Takshashila and Nalanda have been declared heritage sites?

Takshashila and Nalanda have been declared heritage sites by the United Nations Educational, Scientific and Cultural Organization (UNESCO) because these universities were considered among the best centres of learning in the world in the ancient time.

Essay on Indian Education System for Students and Children

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

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

Problems with Indian Education System

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

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

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

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

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

How Can We Improve Indian Education System?

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

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

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

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

FAQs on Indian Education System

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

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

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

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

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Ancient Education System of India Class 8 CBSE Summary, Explanation

by Meenu Saini | Mar 13, 2024 | General | 0 comments

Ancient Education System of India Class 8 English It so Happened Book Lesson 11 Explanation, Summary, Difficult words

Ancient Education System of India Class 8 Lesson 11 summary and explanation of the lesson along with meanings of difficult words . Given here is the complete explanation of The Age-old Educational Methods in India , along with the summary . All the exercises and Question and Answers given at the back of the lesson have been covered.

Ancient Education System of India – Introduction
Ancient Education System of India – Summary
Ancient Education System of India – Summary in Hindi
Ancient Education System of India – Lesson and Explanation
Ancient Education System of India – Question and Answers
NCERT Class 8 English MCQs with Answers
Class 8 English Honeydew Word meaning of Prose | Chapterwise
Class 8 English Honeydew Book All Poems Word meanings
Class 8 English It So Happened Book Chapter wise Word meanings

Class 8 English Lesson 11 (It so Happened Book)

Ancient education system of india.

Ancient Education System of India Introduction

The lesson gives us a glimpse of the Indian education system in the ancient times . It tells us how students from all over the world came to study in India. The system focused on holistic development, taking care of both inner and outer self. It gives us an idea about two of the earliest universities- Nalanda and Taxila . It also makes us aware about the role of community in promoting education.

Ancient Education System of India Summary

It talks about how travellers saw India as a land of wonder and how India’s culture, religions, philosophies and architecture became famous. The Time-honored Education Practices in India was accepted all over the world.

Salient Features of Ancient Education System It talks about how the education system focused on all aspects of life a nd aimed at raising a healthy individual who is not only knowledgeable but also physically fit . The teachings were based on the Vedas as well as Upanishads . Moreover, the education system has a heritage of being practical, accessible and in sync with life .

Sources of Education It talks about all the teachings and works of famous personalities that were used in learning. Education in those times was not only focused on imparting knowledge but it also included physical education. They were taught how to train their mind and body. Both Gurus and their students used to work efficiently towards growth and development of children. Evaluation used to take place in the form of learned debates. Peer learning was also famous back then during the ancient learning systems of India

Ancient Education System in India- A Way of Life It talks about both formal and informal education systems. Education took place in temples, pathshalas and gurukuls as well as Buddhist monasteries and universities. Gurukuls, or ashrams were named after sages and they were situated in peaceful environments such as a forest. Women too, had access to education and the names of few famous women Vedic scholars are Gargi, Maitreyi, Lopamudra and many more.

Students used to live with their Gurus and stay away from their homes for years till they achieved their goals. They excelled in various subjects and were also taught ways to strengthen the inner self. During their time together, the bond between the students as well as the Gurus also used to strengthen.

Viharas and Universities It talks about the importance of schooling back then and the interest of the kings in promoting education. During this time, various educational centres were built in association with viharas and temples. These universities became a central part of the community wherever they were situated. They were basically meant for higher level education and students that joined them enhanced their knowledge with discussions and debates with learned scholars.

Takshashila or Taxila It talks about Takshashila, a very famous institute where Buddhist religious teachings were also taught for centuries. Students from all over the world came to study here until it got destroyed. It also tells us about the curriculum that was taught at this higher education institute.

The famous students of Taxila include Panini (one of his greatest works of grammar are called Ashtadhyayi), Jivaka (a renowned physician) and Chanakya/ Kautilya (a royal advisor). Students used to come here to study from far away places even though they had to undertake extremely long and tiring journeys.

Role of the Teacher Back then, teachers enjoyed complete freedom in selecting their students, designing their course, ascertaining the syllabus and the duration of the session. The course would conclude when they were satisfied with their students’ performances. Debates and discussions were the primary methods of teaching.

Nalanda University It talks about the written accounts of Nalanda University given by Chinese Scholars I-Qing and Xuan Zang. Xuan Zang enrolled himself in the university to pursue yogashastra and he has described the Chancellor of Nalanda as the highest living authority in yoga. It was a place for higher learning in various subjects and attracted numerous scholars from all over the country and even the world. Nalanda University offered a wide range of courses covering every bit of knowledge available back then.

Role of Community Community played a major role in making education accessible. During those days, knowledge was known to be sacred and therefore, the students were not required to pay any fees. Rich merchants, wealthy parents and society took care of financial assistance whereas the universities also received gifts of buildings and lands. Some of the other sources of learning also include Temples, Mathas, Jain Basadis and Buddist viharas or monasteries .

Continuation of Indian Education System The education system of India carried on in the form of ashrams, temples and indigenous schools. Libraries and madrassas were also included in the education system during the medieval period. Schools were there in lots of parts of India such as tols in Bengal, pathshalas in western India, chatuspadis in Bihar.

To conclude, we can say that the Indian education system concentrated on the overall development of an individual, focusing on both the inner and outer self. This prepared them to face life.

Ancient Education System of India Summary in Hindi

यह पाठ इस बारे में बात करता है कि यात्रियों ने भारत को आश्चर्य की भूमि के रूप में कैसे देखा और कैसे भारत की संस्कृति, धर्म, दर्शन और वास्तुकला प्रसिद्ध हो गई।

प्राचीन शिक्षा प्रणाली की मुख्य विशेषताएं यह इस बारे में बात करता है कि कैसे शिक्षा प्रणाली ने जीवन के सभी पहलुओं पर ध्यान केंद्रित किया और एक स्वस्थ व्यक्ति को तैयार करने का लक्ष्य रखा जो न केवल जानकार है बल्कि शारीरिक रूप से भी स्वस्थ है। शिक्षाएँ वेदों के साथ-साथ उपनिषदों पर भी आधारित थीं। इसके अलावा, शिक्षा प्रणाली में व्यावहारिक, सुलभ और जीवन के साथ तालमेल बिठाने की विरासत है। शिक्षा के स्रोत यह उन सभी शिक्षाओं और प्रसिद्ध हस्तियों के कार्यों के बारे में बात करता है जिनका उपयोग सीखने में किया गया था। उस समय शिक्षा केवल ज्ञान प्रदान करने पर ही केंद्रित नहीं थी बल्कि इसमें शारीरिक शिक्षा भी शामिल थी। उन्हें सिखाया गया कि अपने मन और शरीर को कैसे प्रशिक्षित किया जाए। गुरु और उनके छात्र दोनों ही बच्चों की वृद्धि और विकास की दिशा में कुशलता से काम करते थे। मूल्यांकन विद्वान वाद-विवाद के रूप में होता था। उस समय पीयर लर्निंग भी प्रसिद्ध थी। भारत में प्राचीन शिक्षा प्रणाली- जीवन का एक तरीका यह औपचारिक और अनौपचारिक शिक्षा प्रणालियों दोनों के बारे में बात करता है । शिक्षा मंदिरों, पाठशालाओं और गुरुकुलों के साथ-साथ बौद्ध मठों और विश्वविद्यालयों में हुई। गुरुकुल, या आश्रम ऋषियों के नाम पर रखे गए थे और वे जंगल जैसे शांतिपूर्ण वातावरण में स्थित थे। महिलाओं की भी शिक्षा तक पहुंच थी और कुछ प्रसिद्ध महिला वैदिक विद्वानों के नाम गार्गी, मैत्रेयी, लोपामुद्रा और कई अन्य हैं। छात्र अपने गुरुओं के साथ रहते थे और अपने लक्ष्यों को प्राप्त करने तक वर्षों तक अपने घरों से दूर रहते थे। उन्होंने विभिन्न विषयों में उत्कृष्ट प्रदर्शन किया और उन्हें आंतरिक आत्म को मजबूत करने के तरीके भी सिखाए गए। एक साथ रहने के दौरान, छात्रों के साथ-साथ गुरुओं के बीच का बंधन भी मजबूत होता था।

विहार और विश्वविद्यालय यह उस समय स्कूली शिक्षा के महत्व और शिक्षा को बढ़ावा देने में राजाओं की रुचि के बारे में बात करता है। इस दौरान विहारों और मंदिरों के सहयोग से विभिन्न शिक्षा केन्द्रों का निर्माण किया गया। ये विश्वविद्यालय जहां भी स्थित थे, समुदाय का एक केंद्रीय हिस्सा बन गए। वे मूल रूप से उच्च स्तर की शिक्षा के लिए थे और उनसे जुड़ने वाले छात्रों ने विद्वान विद्वानों के साथ चर्चा और बहस के साथ अपने ज्ञान को बढ़ाया।

तक्षशिला या तक्षिला यह तक्षशिला के बारे में बात करता है, जो एक बहुत प्रसिद्ध संस्थान है जहाँ सदियों से बौद्ध धार्मिक शिक्षाएँ भी सिखाई जाती थीं। जब तक यह नष्ट नहीं हो गया, तब तक दुनिया भर से छात्र यहां पढ़ने आते थे। यह हमें उस पाठ्यक्रम के बारे में भी बताता है जो इस उच्च शिक्षा संस्थान में पढ़ाया जाता था।

तक्षशिला के प्रसिद्ध छात्रों में पाणिनी (व्याकरण के उनके महान कार्यों में से एक को अष्टाध्यायी कहा जाता है), जीवक (एक प्रसिद्ध चिकित्सक) और चाणक्य / कौटिल्य (एक शाही सलाहकार) शामिल हैं। बहुत लंबी और थका देने वाली यात्राएं करने के बाद भी विद्यार्थी दूर-दूर से पढ़ने के लिए यहां आते थे।

शिक्षक की भूमिका उस समय, शिक्षकों को अपने छात्रों का चयन करने, अपने पाठ्यक्रम को डिजाइन करने, पाठ्यक्रम का पता लगाने और सत्र की अवधि की पूर्ण स्वतंत्रता प्राप्त थी। पाठ्यक्रम का समापन तब होगा जब वे अपने छात्रों के प्रदर्शन से संतुष्ट होंगे। वाद-विवाद और चर्चा शिक्षण के प्राथमिक तरीके थे।

नालंदा विश्वविद्यालय यह चीनी विद्वानों आई-किंग और जुआन जांग द्वारा दिए गए नालंदा विश्वविद्यालय के लिखित खातों के बारे में बात करता है। जुआन जांग ने योगशास्त्र को आगे बढ़ाने के लिए विश्वविद्यालय में दाखिला लिया और उन्होंने नालंदा के चांसलर को योग में सर्वोच्च जीवित प्राधिकारी के रूप में वर्णित किया है। यह विभिन्न विषयों में उच्च शिक्षा के लिए एक जगह थी और पूरे देश और यहां तक कि दुनिया के कई विद्वानों को आकर्षित करती थी। नालंदा विश्वविद्यालय ने उस समय उपलब्ध ज्ञान के हर बिट को कवर करने वाले पाठ्यक्रमों की एक विस्तृत श्रृंखला की पेशकश की। समुदाय की भूमिका

शिक्षा को सुलभ बनाने में समुदाय ने प्रमुख भूमिका निभाई। उन दिनों, ज्ञान को पवित्र माना जाता था और इसलिए, छात्रों को कोई शुल्क नहीं देना पड़ता था। धनी व्यापारियों, धनी माता-पिता और समाज ने वित्तीय सहायता का ध्यान रखा जबकि विश्वविद्यालयों को भवन और भूमि का उपहार भी मिला। सीखने के कुछ अन्य स्रोतों में मंदिर, मठ, जैन बसदी और बौद्ध विहार या मठ भी शामिल हैं।

भारतीय शिक्षा प्रणाली की निरंतरता

भारत की शिक्षा प्रणाली आश्रमों, मंदिरों और स्वदेशी स्कूलों के रूप में चलती रही। मध्यकाल में पुस्तकालय और मदरसों को भी शिक्षा प्रणाली में शामिल किया गया था। भारत के कई हिस्सों में स्कूल थे जैसे बंगाल में टोल, पश्चिमी भारत में पाठशालाएं, बिहार में चतुष्पदी।

निष्कर्ष निकालने के लिए, हम कह सकते हैं कि भारतीय शिक्षा प्रणाली ने एक व्यक्ति के समग्र विकास पर ध्यान केंद्रित किया, आंतरिक और बाहरी दोनों पर ध्यान केंद्रित किया। इसने उन्हें जीवन का सामना करने के लिए तैयार किया।.

Ancient Education System of India Explanation

Passage – You must have heard or read that travellers from various regions having different climates and cultures began to visit parts of India from early times. To them, India was a land of wonder! The fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide. The education system of ancient times was regarded as a source for the knowledge, traditions and practices that guided and encouraged humanity.

Word Meaning: Land of wonder – an actual place or scene of great or strange beauty

Explanation of the Above Passage – It is a well-known fact that tourists from all over the world belonging to different climate zones and cultural backgrounds used to come to India during early times as they saw India as a land of exquisite beauty. Besides, India was famous all over the world for its culture, wealth, religions, philosophies, art, architecture and educational practices. The educational structure adopted in the country in the earliest times was known to instil and impart knowledge, customs and practices that inspired the quality of compassion, kindness and being humane.

Passage – Salient Features of Ancient Education System From the time of Rigveda onwards, our ancient education system evolved over the period and focused on the holistic development of the individual by taking care of both the inner and the outer self. The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations. Students were taught to appreciate the balance between human beings and nature. Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life. Education system focused both on learning and physical development. In other words, the emphasis was on healthy mind and healthy body. You can see that education in India has a heritage of being pragmatic, achievable and complementary to life.

Word Meaning: Salient – most noticeable or important Rigveda – The Rigveda is an ancient Indian collection of Vedic Sanskrit hymns. It is one of the four sacred canonical texts of Hinduism known as Vedas. Rigvedic period – 1500BC-1000BC Holistic – characterized by the belief that the parts of something are intimately interconnected and explicable only by reference to the whole Humility – the quality of having a modest or low view of one’s importance Tenets – the main principles of a religion or philosophy Vedas – The Vedas are a large body of religious texts originating in ancient India. There are four Vedas: the RIgveda, the Yajurveda, the Samaveda and the Atharvaveda Upanishads – each of a series of Hindu sacred treatises written in Sanskrit c. 800–200 BC, expounding the Vedas in predominantly mystical and monistic terms. Heritage – something that is handed down from the past, as a tradition Pragmatic- dealing with things sensibly and realistically in a way that is based on practical rather than theoretical considerations; practical

Explanation of the Above Passage – Since the Rigveda period, our prehistoric education system has developed gradually and it has centered around holistic development of students that focus on both inner and outer self. The new system paid attention to each aspect of life including moral, physical, spiritual and intellectual aspects. It also focussed on instilling behaviours such as modesty, honesty, discipline, self-dependence and respect for one and all among individuals. The importance of balance between nature and living beings was also taught at a very early stage. During those times, teachings were primarily based on the sacred religious texts such as Vedas and Upanishads that revolved around accomplishing one’s duties towards self, family and society, thereby enabling them to be surrounded by all the facets of life. It was made in such a way that it involved both mental and physical growth thereby raising a healthy individual with a healthy mind and body. Thus, one can clearly notice that the education in India has a history of being practical i.e., it teaches dealing with things sensibly and realistically in a way that is based on practical rather than theoretical considerations. It has also been accessible and in sync with life.

Passage – Sources of Education The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. You must have heard the names of Aryabhata, Panini, Katyayana and Patanjali. Their writings and the medical treatises of Charaka and Sushruta were also some of the sources of learning. Distinction was also drawn between Shastras (learned disciplines) and Kavyas (imaginative and creative literature). Sources of learning were drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).

Physical education too was an important curricular area and pupils participated in krida (games, recreational activities), vyayamaprakara (exercises), dhanurvidya (archery) for acquiring martial skills, and yogasadhana (training the mind and body) among others. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. In order to assess pupils’ learning, shastrartha (learned debates) were organised. Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer learning, like you have group/peer work.

Word Meaning: Dharmasutras – (Dharma- right way of living or righteousness; sutra- sacred thread or code; Dharmastura- righteousness thread or righteousness code i.e., a guideline to live rightly in Hindu society) a book or scripture that forms the initial foundation of Hindu law, containing regulations regarding government, castes, relationships among people, economic actions, diets and religious affairs. There were many texts considered as dharmasutra, but only four survived into modern times. Treatises – a written work dealing formally and systematically with a subject Aryabhatta – He was the first of the major mathematician-astronomers from the classical age of Indian mathematics and Indian astronomy. He presented a number of innovations in mathematics and astronomy in verse form, which were influential for many centuries. Panini – Panini was an ancient Sanskrit philologist (the study of language in oral and written historical sources), grammarian and a revered scholar in Ancient India. He was considered as “the father of linguistics”. Katyayana – a Sanskrit grammarian, mathematician and Vedic priest who lived in ancient India Patanjali – Patanjali was a sage (rishis; holy figure) in India thought to be the author of number of Sanskrit works Charaka – one of the principal contributors to Ayurveda; The treatise that Charaka compiled is one of the foundational treatises of classical Indian medicine Sushruta – an ancient Indian physician described as the “father of surgery” Conscientiously – in a thorough and responsible way

Explanation of the Above Passage – The early system of education was based on the teachings of Vedas, Brahmanas, Upanishads and Dharmasutras. It also included the works and findings of Aryabhata, Panini, Katyayana and Patanjali as well the medical work of Charaka and Sushruta. A clear distinction between the learned disciplines and fiction literature was drawn or in other words, children were taught both Shastras as well as Kavyas and how they are separate from each other. Different disciplines were taught so as to impart the knowledge of history, logic and interpretation, architecture, polity, agriculture, trade, commerce, animal husbandry and archery. Thus, all these subjects are being taught since ancient times. All of these subjects helped students learn and enhance their knowledge in various fields.

Not only this, proper care was taken to improve their physical efficiency as well. Physical education was an important aspect and it motivated kids to participate in games and recreational activities like archery for enhancing martial skills. They were made to do physical exercises and training of the mind along with the body was considered extremely crucial. Not only children, but their teachers or Gurus played a major role in ensuring dedicated learning and development.

In the form of tests, debate competitions were held and the students who have achieved a certain level of learning also helped younger children. Peer learning, as we call it today, or the situation where peers help each other in the learning process has been continuing since those times.

Passage – Ancient Education System in India – A Way of Life. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. Temples were also the centres of learning and took interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge. Teaching was largely oral and students remembered and meditated upon what was taught in the class.

Gurukuls, also known as ashrams, were the residential places of learning. Many of these were named after the sages. Situated in forests, in serene and peaceful surroundings, hundreds of students used to learn together in gurukuls. Women too had access to education during the early Vedic period. Among the prominent women Vedic scholars, we find references to Maitreyi, Viswambhara, Apala, Gargi and Lopamudra, to name a few

Word Meaning: Indigenous – original or occurring naturally in a particular place; native Pathshalas – a village school offering a rudimentary education Chatuspadis – a learning home Gurukuls – (Guru- teacher; kula-home) a type of education system in ancient India with shiya (students) living near or with the Guru, in the same house Imbibing – to take or receive into the mind, as knowledge, ideas Pious – devoutly religious Viharas – Buddhist monastery Sages – someone who has attained wisdom During the early days, education took place both formally and informally.

Explanation of the Above Passage – Initially, education took place at homes, temples, pathshalas, tols, chatuspadis and gurukuls. People at home, villages and temples introduced children to the idea of religions. Even temples during those times participated in spreading knowledge. For higher education, children used to go to Buddhist monasteries and universities. Most of the teaching was done orally and students used to meditate to memorise and retain the knowledge.

Students used to stay in Gurukuls or ashrams as they learned there. They promoted the type of education where the students lived near or with their Gurus. Most of these ashrams were named after rishis or sages and were situated in areas surrounded with nature such as the forest which provided a peaceful environment for learning and development.

Even women were provided the opportunity to learn and grow. Maitreyi, Vishwambhara, Apala, Gargi and Lopamudra are the names of some of the famous women Vedic scholars.

Passage – During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one’s inner potential. Students lived away from their homes for years together till they achieved their goals. The gurukul was also the place where the relationship of the guru and shishya strengthened with time. While pursuing their education in different disciplines like history, art of debate, law, medicine, etc., the emphasis was not only on the outer dimensions of the discipline but also on enriching inner dimensions of the personality

Explanation of the Above Passage – As the teacher and their students lived with each other, they used to work together and help each other in everyday chores. This type of teaching promoted discipline and enabled children to have comprehensive learning while finding their true potential. Thus, they had to stay away from their homes for years, at least until they fulfilled their ambitions. The gurukul style of teaching also bought the students and teacher closer. Apart from excelling in a particular field such as history, art of debate, law, medicine, etc, students were also motivated to deepen their understanding of the inner self and personality.

Passage – Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period. Around these viharas, other educational centres of higher learning developed, which attracted students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries.

Explanation of the Above Passage – Buddhist monasteries are buildings occupied by a community of monks living under religious vows. They were built to provide an appropriate atmosphere for meditation to monks and nuns. It also provided a space to discuss and question their teachers in order to obtain greater knowledge during that time. Other educational institutions were also built for higher education around these viharas or monasteries thereby attracting students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries.

Passage – Viharas and Universities The Jataka tales, accounts given by Xuan Zang and I-Qing (Chinese scholars), as well as other sources tell us that kings and society took active interest in promoting education. As a result many famous educational centres came into existence. Among the most notable universities that evolved during this period were situated at Takshashila, Nalanda, Valabhi, Vikramshila, Odantapuri and Jagaddala. These universities developed in connection with the viharas. Those at Benaras, Navadeep and Kanchi developed in connection with temples and became centres of community life in the places where they were situated. These institutions catered to the needs of advanced level students. Such students joined the centres of higher learning and developed their knowledge by mutual discussions and debates with renowned scholars.

Word Meaning: Jataka tales – The Jatakas are an important part of Buddhist art and literature. They describe the previous existences or births of the Buddha (the Enlightened One) when he appeared as Bodhisattvas (beings who are yet to attain enlightenment or moksha), in both human and non-human forms. I-Qing – he was a Tang-era Chinese Buddhist monk famed as a traveller and translator. His account of his travels is an important source for the history of the medieval kingdoms Xuan Zang – Xuanzang was a Chinese Buddhist monk, scholar, traveler, and translator who traveled to India in the seventh century and described the interaction between Chinese Buddhism and Indian Buddhism during the early Tang dynasty University – Institution of higher education

Explanation of the Above Passage – There is also enough evidence that suggests the active interest and participation of kings and society in encouraging schooling. It is evident from the Jataka tales and descriptions given by Chinese scholars namely, Xuan Zang and I-Qing. This resulted in the formation of popular educational institutions and the centres that flourished during that time were at Takshashila, Nalanda, Valabhi, Vikramshila, Odantapuri and Jagaddala. They evolved in association with the monasteries. On the other hand, the universities situated in Benaras, Navadeep and Kanchi grew in connection with temples. These universities became a part of daily lives wherever they were situated. These universities were basically meant for imparting higher level education. The advanced level students thus, joined these institutions for advanced education and development with the help of discussions and debates with learned scholars.

Passage – Not only this, there was also occasional summoning by a king to a gathering in which the scholars of the country of various viharas and universities would meet, debate and exchange their views. In this section we will give you glimpses of two universities of the ancient period. These universities were considered among the best centres of learning in the world. These have been recently declared heritage sites by the United Nations Educational, Scientific and Cultural Organization (UNESCO).

Word Meaning: Summon – to officially arrange a meeting of people

Explanation of the Above Passage – Back then, kings would also arrange gatherings wherein the scholars from all over the country belonging to different viharas and institutions would get a chance to meet each other and discuss their views with one and all. The next section provides an idea of two universities of the ancient period. They were the best centres of learning and have been recently declared heritage sites by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

Passage – Takshashila or Taxila In ancient times, Takshashila was a noted centre of learning, including religious teachings of Buddhism, for several centuries. It continued to attract students from around the world until its destruction in the 5th century CE. It was known for its higher education and the curriculum comprised the study of ancient scriptures, law, medicine, astronomy, military science and the eighteen silpas or arts.

Word Meaning: CE – Common Era

Explanation of the Above Passage – Takshashila was a very famous institute where Buddhist religious teachings were also taught for centuries. As its fame increased, students from all over the world would come to study here until its decline by the hunas in the 5th century CE. It was a higher educational institute where study of ancient scriptures, law, medicine, astronomy, military science and eighteen silpas or arts formed the curriculum.

Passage – Takshashila became famous as a place of learning due to its teachers’ expertise. Among its noted pupils were the legendary Indian grammarian, Panini. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi. Jivaka, one of the most renowned physicians in ancient India, and Chanakya (also known as Kautilya), a skilled exponent of statecraft, both studied here. Students came to Takshashila from Kashi, Kosala, Magadha and also from other countries in spite of the long and arduous journey they had to undertake

Word Meaning: Statecraft – the skillful management of state affairs; statesmanship or the skill of governing a country Arduous – difficult and tiring

Explanation of the Above Passage – Takshashila owed its fame to its knowledgeable teachers. The famous students of Taxila include Panini, who was an ancient Sanskrit philologist (the study of language in oral and written historical sources), grammarian and a revered scholar in Ancient India. He was considered as “the father of linguistics” and has done one of the greatest works of grammar called Ashtadhyayi. Some of its other students include Jivaka, a renowned physician in ancient India and Chanakya/ Kautilya, a royal advisor or skilled exponent of the management of state affairs. Students used to come here to study from far away places such as Kashi, Kosala, Magadha and all over the world even though they had to undertake extremely long and tiring journeys.

Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an important archaeological site and UNESCO declared it to be a World Heritage Site in 1980. Its fame rested on the University, where Chanakya is said to have composed his Arthashastra. Archaeologist Alexander Cunningham discovered its ruins in the mid-19th century.

In the ancient times, Takshashila was an Indian city but it is now a part of Pakistan. UNESCO declared it as a World Heritage SIte in 1980 and it is now an important archaeological site that attracts a lot of tourists. The city was mainly famous for the university where Chanakya is known to have put together his Arthashastra ( an ancient Indian Sanskrit treatise on statecraft, economic policy and military strategy ). Its remains were found by archaeologist Alexander Cunningham in the mid-19th century.

Passage – Role of the Teacher Teachers had complete autonomy in all aspects from selection of students to designing their syllabi. When the teacher was satisfied with the performance of the students, the course concluded. He would admit as many students as he liked and taught what his students were keen to learn. Debate and discussions were the primary methods of teaching. Teachers were assisted by their advanced level students.

Word Meaning: Autonomy – freedom to act on one’s will

Explanation of the Above Passage – Back then, teachers enjoyed complete freedom in selecting their students, designing their course, ascertaining the syllabus and the duration of the session. The course would conclude when they were satisfied with their students’ performances. There were no restrictions on the number of students or what they were supposed to teach; they taught what the students wanted to learn. They would initiate discussions and debates to teach their children. The advanced level students helped the teachers as well.

Passage – Nalanda University Nalanda, when Xuan Zang visited it, was called Nala and was a centre of higher learning in various subjects. The University attracted scholars from different parts of the country as well as the world. The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century CE. They have given vivid accounts of Nalanda. They have noted that as many as one hundred discourses happened on a daily basis, in a variety of disciplines through the methods of debate and discussions. Xuan Zang himself became a student of Nalanda to study yogashastra. He has mentioned that the Chancellor of Nalanda, Shilabhadra, was the highest living authority in yoga. The courses of study offered by Nalanda University covered a wide range, almost the entire circle of knowledge then available. Students at Nalanda studied the Vedas and were also trained in fine arts, medicine, mathematics, astronomy, politics and the art of warfare

Word Meaning: Discourses – speak or write authoritatively about a topic

Explanation of the Above Passage – When Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century CE, it was widely known as Nala. It was a place for higher learning in various subjects and attracted numerous scholars from all over the country and even the world. I-Qing and Xuan Zang have given very realistic descriptions of the University. They have reported that almost hundred discourses took place everyday on different subjects through the medium of debates and discussions. In fact, Xuan Zang enrolled himself in the university to pursue yogashastra and he has described the Chancellor of Nalanda was the highest living authority in yoga. Nalanda University offered a wide range of courses, covering every bit of knowledge available back then. Students studied the Vedas and they were also made proficient in fine arts, medicine, mathematics, astronomy, politics and the art of warfare.

The ancient Nalanda was a centre of learning from the 5th century CE to 12th century CE. Located in present day Rajgir, Bihar, India, Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara, a world heritage site. The new Nalanda University is envisaged as a centre of inter-civilisational dialogue.

Nalanda University provided a centre for learning from 5th century CE to 12th century CE. Situated in Rajgir, Bihar, India, it was one of the earliest universities of the world and its ruins have been declared as a world heritage site by UNESCO. However, the new Nalanda University is seen as a centre of inter-civilisational dialogue.

Passage – Role of Community At that time, knowledge was considered sacred and no fee was charged. Contributions towards education were considered the highest form of donation. All members of the society contributed in some form or the other. Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land. This form of free education was also prevalent in other ancient universities like Valabhi, Vikramshila and Jagaddala.

At the same time in the south of India, agraharas served as centers of learning and teaching. South Indian kingdoms also had other cultural institutions known as Ghatika and Brahmapuri. A Ghatika was a centre of learning including religion and was small in size. An agrahara was a bigger institution, a whole settlement of learned Brahmins, with its own powers of government and was maintained by generous donations from the society. Temples, Mathas, Jain Basadis and Buddhist Viharas also existed as other sources of learning during this period.

Word Meaning: Sacred – connected with God or a god or dedicated to a religious purpose and so deserving veneration Brahmapuri – a type of cultural institution Mathas – a Sanskrit word that means “institute or college” and it also refers to a monastery in Hinduism Jain Basadis- a place of worship for Jains, the followers of Jainism

Explanation of the Above Passage – Community played a major role in making education accessible. During those days, knowledge was known to be sacred and therefore, the students were not required to pay any fee. This is where the community came in. Contributing towards education was the highest form of charity back then. Rich merchants, wealthy parents and society took care of financial assistance whereas the universities also received gifts of buildings and lands. This ensured that everyone in the community contributed in one form or another. Free education was also available in other ancient universities such as Valabhi, Vikramshila and Jagaddala.

On the other hand, in South India, agrahas ( a grant of land and royal income from it, typically by a king or a noble family in India, for religious purposes, particularly to Brahmins to maintain temples in that land or a pilgrimage site and to sustain their families ) provided a place for teaching and learning. Cultural institutions of South Indian Kingdoms such as (centre of learning related to religion) Ghatika and Brahmapuri were also there. While agrahas were bigger in size, ghatikas were a bit smaller. Some of the other sources of learning also include Temples, Mathas, Jain Basadis and Buddist viharas or monasteries.

Passage – Continuation of Indian Education System The Indian education system continued in the form of ashrams, in temples and as indigenous schools. During the medieval period, maktabas and madrassas became part of the education system. During the pre-colonial period, indigenous education flourished in India. This was an extension of the formal system that had taken roots earlier. This system was mostly religious and spiritual form of education. Tols in Bengal, pathshalas in western India, chatuspadis in Bihar, and similar schools existed in other parts of India. Local resources via donations supported education. References in texts and memoirs inform that villagers also supported education in southern India.

Word Meaning: Maktabas – library Madrassas – Madrasa is the Arabic word for any type of educational institution, whether for elementary instruction or higher learning Pre-colonial period – the period of time before colonization of a region or territory

Explanation of the Above Passage – The education system of India carried on in the form of ashrams, temples and indigenous schools. Libraries and madrassas were also included in the education system during the medieval period. Further during the pre-colonial period, the local education system continued to prosper as an extension of the formal education system that had already been introduced and instilled. It mainly focused on religious and spiritual teachings. Schools were there in lots of parts of India such as tols in Bengal, pathshalas in western India, chatuspadis in Bihar. They were funded by local resources only. Besides, villagers supported education in South India, the evidence of which is found in texts and memoirs.

Passage – As we understand, the ancient education system of India focused on the holistic development of the students, both inner and outer self, thus preparing them for life. Education was free and not centralised. Its foundations were laid in the rich cultural traditions of India thereby helping in the development of the physical, intellectual, spiritual and artistic aspects of life holistically.

Explanation of the Above Passage – To conclude, we can say that the Indian education system concentrated on the overall development of an individual, focusing on both the inner and outer self. This prepared them to face life. As mentioned earlier, education was freely accessible and decentralized. Its roots were found in the rich cultural traditions which helped in enhancing the physical, intellectual, spiritual and artistic aspects of life

Passage – Our present-day education system has a lot to learn from the ancient education system of India. Therefore, the stress is being laid on connecting learning to the world outside the school. Today educationists recognize the role and importance of multilingual and multicultural education, thereby connecting ancient and traditional knowledge with contemporary learning.

Explanation of the Above Passage – Modern education system in India can adapt in a lot of ways from the ancient system. It must connect the outside world to learning. However, teachers, these days realize the importance of multilingual and multicultural education, thereby connecting ancient and traditional knowledge with contemporary learning.

Ancient Education System of India Question Answers

1. Why were travellers attracted towards India?

A. Travellers from various regions having different climates and cultures began to visit parts of India from early times. To them, India was a land of wonder. Apart from this, the fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide.

2. What were the sources of the ancient education system?

A. The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Some of the findings and writings of Aryabhata, Panini, Katyayana and Patanjali, Charaka and Sushruta were also some of the sources of learning. Sources of learning were also drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation) Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).

3. What were the features of the education system in ancient India?

A. The features of education system in ancient India are enumerated as-

The education system in ancient India focused on the holistic development of the individual by taking care of both the inner and the outer self.
The system focused on the moral, physical, spiritual and intellectual aspects of life. It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations. Students were taught to appreciate the balance between human beings and nature.
Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life.
Education system focused both on learning and physical development. In other words, the emphasis was on a healthy mind and healthy body.
Education in India has a heritage of being pragmatic, achievable and complementary to life.Apart from the religious teachings and learning from the works of famous scholars, physical education was also considered extremely crucial.
The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning
In order to assess pupils’ learning, shastrartha (learned debates) were organised.
Pupils at an advanced stage of learning guided younger pupils. There also existed the system of peer learning, like you have group/peer work.
Teaching was largely oral and students remembered and meditated upon what was taught in the class.
During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one’s inner potential.

4. What was the role of the guru in pupils’ lives?

A. The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. During that period, the gurus and their shishyas lived together helping each other in day-to-day life. The main objective was to have complete learning, leading a disciplined life and realising one’s inner potential. The gurukul was also the place where the relationship of the guru and shishya strengthened with time. Thus, their emphasis was not only on the outer dimensions of discipline but also on enriching inner dimensions of the personality.

5. Where did nuns and monks receive their education?

A. Many monasteries/viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge.

6. What is Panini known for?

A. Among the noted pupils of Takshashila were the legendary Indian grammarian, Panini. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi

7. Which university did Xuan Zang and I-Qing study at?

A. The Chinese scholars I-Qing and Xuan Zang visited Nalanda in the 7th century CE when it was widely known as Nala.

8. Which subject did Xuan Zang study in India?

A. Xuan Zang became a student of Nalanda to study yogashastra

9. How did society help in the education of students?

A. At that time, knowledge was considered sacred and no fee was charged. Contributions towards education were considered the highest form of donation. All members of the society contributed in some form or the other. Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land.

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Ancient Education System of India Class 8 NCERT Questions and Answers

Comprehension Check (Page No 92)

Question 1: Why were travellers attracted towards India?

Answer: The fame of Indian culture, wealth, religions, philosophies, art, architecture, as well as its educational practices had spread far and wide. Also, the education system of ancient times was regarded as a source for the knowledge, traditions and practices that guided and encouraged humanity. So to the travellers, India was a land of wonder and they were attracted towards our country.

Question 2: What were the sources of the ancient education system?

Answer : The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Medical treatises of Charaka and Sushruta teachings were the sources of learning.

Question 3: What were the features of education system in ancient India?

Answer: Some of the features of education system in ancient India included the following:

(i) Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life

(ii) Education system focused both on learning and physical development

(iii) Education in India had a heritage of being pragmatic, achievable and complementary to life.

Question 4: What was the role of guru in pupils’ lives?

Answer: The Gurus and their pupils worked conscientiously together to become proficient in all aspects of learning. In order to assess pupils’ learning, shastrartha (learned debates) were organised. Also, pupils at an advanced stage of learning guided younger pupils.

Comprehension Check (Page No 97)

Question 1: Where did nuns and monks receive their education?

Answer: Monks and nuns received their education in monasteries which were the centres of art and learning.

Question 2: What is Panini known for?

Answer: Panini was a Sanskrit grammarian who gave a comprehensive and scientific theory of phonetics, phonology, and morphology. He was an expert in language and grammar and authored one of the greatest works on grammar called Ashtadhyayi.

Question 3: Which university did Xuan Zang and I-Qing study at?

Answer: Nalanda, when Xuan Zang visited it, was called Nala and was a centre of higher learning in various subjects

Question 4: Which subject did Xuan Zang study in India?

Answer: Xuan Zang studied logic, grammar, Sanskrit, and the Yogacara school of Buddhism during his time at Nalanda.

Question 5: How did society help in the education of the students?

Answer: Financial support came from rich merchants, wealthy parents and society. Besides gifts of buildings, the universities received gifts of land. This form of free education was also prevalent in other ancient universities like Valabhi, Vikramshila and Jagaddala.

Discuss the following questions in small groups and write your answers.

Question 1: Which salient features of the ancient education system of India made it globally renowned.

Answer: Some of the salient features of the ancient education system of India that made it globally renowned are listed as below:

(i) The ancient education system of India focused on the moral, physical, spiritual and intellectual aspects of life.

(ii) Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life.

(iii) It emphasised on values such as humility, truthfulness, discipline, self-reliance and respect for all creations.

Question 2: Why do you think students from other countries came to India to study at that time?

Answer: Students from other countries came to India to study because:

(i) In ancient times, monasteries/viharas were set up and around these viharas, other educational centres of higher learning developed, which attracted students from other countries.

(ii) In ancient times, Takshashila was a noted centre of learning, including religious teachings of Buddhism, for several centuries. It continued to attract students from around the world.

Question 3: Why is education considered ‘a way of life’?

Answer: In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, chatuspadis and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life, that is why education is called a way of life.

Question 4: What do you understand by holistic education?

Answer: Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace.

Question 5: Why do you think Takshasila and Nalanda have been declared heritage sites?

Answer: Takshashila was an ancient Indian city, It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980. Nalanda was one of the oldest universities of the world and UNESCO declared the ruins of Nalanda Mahavihara, a world heritage site.

All India School Education Survey

Education survey.

Concise Report (8th AISES).
Provisional Statistics(8th AISES).
7th All India School Education Survey Reports.
Manual on Statistical and Indicators of School Education
Atlas of School Education

The main purpose of All India Educational Surveys (AIES) conducted periodically by the National Council of Educational Research and Training (NCERT), is to collect, compile and disseminate information of the country’s overall progress in the area of school education. These Surveys provide basic inputs to develop educational plans at micro-level as well as at macro-level, to formulate educational policies, and to monitor the progress of various educational schemes of the Central and State Governments. It covers availability of schooling facilities in rural habitations, physical and educational facilities in schools, incentive schemes and beneficiaries, medium of instruction and languages taught, enrolment particularly of SCs, STs, girls and educationally backward minority community, teachers and their academic and professional qualifications, library, laboratory, ancillary staff and subject-wise enrolment at +2 stage of education. In addition, the enrolment and teachers in unrecognised schools, Alternative Schools and AIE Centers, Oriental Schools covering Sanskrit Pathshalas, Madarsas and Maktabs; Special Schools for children with disabilities, and Pre-primary Institutions are covered.

Organisations Involved

At the national level three organizations, namely, the Union Ministry of Human Resource Development (MHRD), the National Council of Educational Research and Training (NCERT) and the National Informatics Center (NIC) are involved. The MHRD provides funds for the Survey and administrative support for its efficient execution. The NCERT has shared responsibility of providing all academic inputs, management and coordination of Survey Operations and bringing out the reports for dissemination. The NIC has been responsible for all aspects of Computerisation of the Survey including software development, processing of data and tabulation of results at the district, state and national level. In addition to this, NICNET network facility is used for faster communication and management of Survey activities. At the state level all the 35 State Governments and Union Territory administrations are involved in execution of the Survey.

Objectives of the Survey

To assess the availability of Schooling facility for primary, upper-primary, secondary and higher secondary stages within the habitations (including SC/ST) in different population slabs. In case the facility is not within the habitation, the distance at which available. To assess availability of basic facilities in the recognized schools such as building, classrooms, drinking water, electricity, urinals, lavatories, furniture for students and teachers, incentive schemes and beneficiaries, medical check-up and vaccination/inoculation of students. To know class-wise enrolment in all stages of recognized schools. To know number of children with disabilities in all stages of recognized schools. To find out the subject-wise enrolment by sex in academic stream and availability of qualified teachers at higher secondary stage of the school. To know about the availability of science laboratories and library, physical education teachers, librarian, guidance counselor, non-teaching staff in secondary and higher secondary schools. To assess the position of teachers (by sex and SC/ST/OBC/Others) with academic and professional qualifications at different school stages in recognized schools. To find out distribution of recognized schools in regard to languages taught and languages used as medium of instruction. To find out enrolment and teachers in primary/upper primary classes of unrecognized schools. To asses the position of enrolment and instructors in schools/centres under Education Guarantee Scheme & Alternative and Innovative Education (EGS & AIE). To find out number of children and teachers by sex in pre-primary schools. To know the disability-wise enrolment, teachers, structural facilities, equipments and instructional material in special schools. To find out the position of enrolment and teachers in oriental schools, viz., Maktabs, Madarsas and Sanskrit Pathshalas. To estimate the class-wise enrolment by single age, new entrants, promotees, repeaters and attendance in the context of UEE.

Digital copies of survey reports/abstracts are given as under:

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