India - Education System - August 2020

Education System in India
Research Report
On
EDUCATION SYSTEM IN INDIA
By
A Division of CARE Advisory Research and Training Ltd.
AUGUST 2020
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List of Abbreviations:
Abbreviation Full Forms

Bn Billion
CAGR Compounded Annual Growth Rate
CART CARE Advisory Research and Training Limited
DM Developed Markets
ET Economic Times
HAM Hybrid Annuity Model
EBIDTA Earnings Before Interest Depreciation tax and Amortisation
EM Emerging Markets
GDP Gross Domestic Product
GVA Gross value added
IIP Index of Industrial Production
IMF International Monetary Fund
MoRTH Ministry of Road Transport and Highways
MOSPI Ministry of Statistics and Programme Implementation
NH National Highway
PAT Profit after Tax
PWDs Public Works Departments
R&D Research and Development
UGC University Grant Commission
US$ / USD United States Dollar
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Table of Contents
1. ECONOMIC OUTLOOK .................................................................................................................................. 5

2. DEMOGRAPHICS IN INDIA .......................................................................................................................... 12
3. EDUCATION SYSTEM IN INDIA .................................................................................................................... 16
4. LANGUAGE POLICY IN EDUCATION IN INDIA ............................................................................................. 30
5. PROGRESS IN INDIAN EDUCATION SYSTEM ............................................................................................... 33
6. TECHNOLOGY IN EDUCATION IN INDIA...................................................................................................... 37
7. PROBLEMS OF EDUCATION IN INDIA ........................................................................................................ 39
8. PROPOSED EDUCATION SYSTEM IN INDIA ................................................................................................. 41
9. GOVERNMENT ROLE IN INDIAN EDUCATION SYSTEM ............................................................................... 48
10. OUTLOOK FOR EDUCATION SYSTEM IN INDIA ......................................................................................... 50
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1. ECONOMIC OUTLOOK
1.1 Global Economy
Global growth for the year 2019 was at 2.9%. As a result of Covid-19 pandemic, the same is
expected to contract sharply by -3.0% in 2020. Also, it is expected that the pandemic will fades in
second half of 2020 and containment efforts can be gradually unwound, the global economy is
projected to grow by 5.8% in 2021, as per The World Bank, World Economic Outlook April 2020.
Growths for advanced economies are projected to contract at -6.1% in 2020 and grow at 4.5% in
2021. Emerging market and developing economies are projected to experience similar trend of
contract of -1% in 2020 and growth of 6.6% in 2021.
Summary of World Economic Outlook Projections is given below:

(In %)
2019 2020p 2021p
World 2.9 -3.0 5.8
Advanced Economies 1.7 -6.1 4.5
United States 2.3 -5.9 4.7
Euro Area 1.2 -7.5 4.7
Japan 0.7 -5.2 3.0
United Kingdom 1.4 -6.5 4.0
Canada 1.6 -6.2 4.2
Other Advanced Economies* 1.7 -4.6 4.5
Emerging market and developing economies
3.7 -1.0 6.6
(EMDEs)
Emerging and Developing Asia 5.5 1.0 8.5
China 6.1 1.2 9.2
India** 4.2 1.9 7.4
ASEAN-5*** 4.8 -0.6 7.8
Emerging and Developing Europe 2.1 -5.2 4.2
Latin America and Caribbean 0.1 -5.2 3.4
Middle East and Central Asia 1.2 -2.8 4.0
Sub-Saharan Africa 3.1 -1.6 4.1
Note: p- Projections (Source: World Economic Outlook April 2020 as published by IMF)
* Excludes the Group of Seven (Canada, France, Germany, Italy, Japan, United Kingdom, United States) and euro area
countries
** For India, data and forecasts are presented on a fiscal year basis and GDP from 2011 onward is based on GDP at
market prices with FY 11-12 as a base year.
*** Indonesia, Malaysia, Philippines, Thailand, Vietnam
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Growth in the advanced economy group—where several economies are experiencing widespread
outbreaks and deploying containment measures—is projected at –6.1% in 2020. Most economies
in the group are forecast to contract this year. In parts of Europe, the outbreak has been as
severe as in China’s Hubei province. Although essential to contain the virus, lockdowns and
restrictions on mobility are extracting a sizable toll on economic activity. Adverse confidence
effects are likely to further weigh on economic prospects.
Among emerging market and developing economies, all countries face a health crisis, severe
external demand shock, dramatic tightening in global financial conditions, and a plunge in
commodity prices, which will have a severe impact on economic activity in commodity exporters.
Overall, the group of emerging market and developing economies is projected to contract by –
1.0% in 2020. Even in countries not experiencing widespread detected outbreaks as of the end of
March (and therefore not yet deploying containment measures of the kind seen in places with
outbreaks) the significant downward revision to the 2020 growth projection reflects large
anticipated domestic disruptions to economic activity from COVID-19. It is expected that the
growth would be even lower if more stringent containment measures are necessitated by a
wider spread of the virus among these countries.
Emerging Asia is projected to be the only region with a positive growth rate in 2020 (1.0%), albeit
more than 5% points below its average in the previous decade. The rebound in 2021 with
projected growth rate of 8.1% in emerging Asia depends critically on the pandemic fading in the
second half of 2020, allowing containment efforts to be gradually scaled back and restoring
consumer and investor confidence. In China, even with a sharp rebound in the remainder of the
year 2020 and sizable fiscal support, the economy is projected to grow at a subdued 1.2% in
2020. Several economies in the region are forecast to grow at modest rates, including India at
1.9%.
Financial markets across the world are experiencing extreme volatility: equity markets recorded
sharp sell-offs, with volatility touching levels seen during the global financial crisis; flights to
safety have taken down sovereign bond yields to record lows; risk spreads have widened; and
financial conditions have tightened. Global commodity prices, especially of crude oil, have also
declined sharply in anticipation of weakening global demand on the one hand, and the failed
negotiations of the Organisation of the Petroleum Exporting Countries (OPEC) and Russia, on the
other.
Many central banks have eased monetary, liquidity and regulatory policies to support domestic
demand, including through emergency off-cycle meetings. The International Monetary Fund
(IMF) and the World Bank Group are making available US$ 50 billion and US$ 14 billion,
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respectively, through various financing facilities to their membership to help them respond to the
crisis.
1.2 Indian Economy
The annual growth of India for 2020 has been projected to be 1.9% as per IMF world Economic
Outlook April 2020.
Statistics for Indian Economy is provided below:
I. Gross Domestic Product (GDP)
GDP is the sum of private consumption, gross investment in the economy, government
investment, government spending and net foreign trade (difference between exports and
imports). Sectorial GDP Growth is as under:
Sectorial Growth
Sectorial growth of GDP (in %) (At constant FY 11-12 prices):
9.4
8.2 7.7
6.8 8.8
5.7 6.1
7.3
5.6
2.4 4.6
3.7
2.8 0.9 3.0
Agriculture, Mining & Manufacturing Electricity, Gas, Construction THTCB FRP PAD
Forestry & Quarrying Water Supply
Fishing & other Utility
Services
-5.8 FY 19 FY20
(Source: MoSPI)
(Note: Agriculture includes Agriculture, forestry & fishing, Utility includes Electricity, gas, water supply& other utility
services, THTCB include Trade, hotels, transport, communication and services related to broadcasting, FRP include
Financial, real estate & professional services, PAD include Public administration, defense and Other Services).
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II. Gross Value Added (GVA) for FY 19-20

Gross value added (GVA) is the measure of the value of goods and services produced in an
economy. GVA gives picture of supply side where as GDP represents consumption.
Real GVA, i.e, GVA at Basic Constant (FY 11-12) Prices for the FY 19-20 is estimated to grow at
3.7% over Revised Estimates of GVA for the FY 18-19 as estimated by MoSPI.
Sector wise estimated contribution to GVA is provided below:
% contribution to GVA at Constant prices (FY 11-12) for

FY 19-20
Agriculture, Forestry & Fishing
13.58% 14.45% Mining & Quarrying

2.64%
Manufacturing
22.26% 17.39%
Electricity, Gas, Water Supply &
other Utility Services
Construction
7.82% 2.31%
19.56%
THTCB
(Source: MoSPI)
It may be noticed from the above that Financial, Real Estate and Professional services (FRP)
contribute highest followed by contribution from Trade, Hotels, Transport and Communication
services (THTCB). Share of Manufacturing and Agriculture sector was 3rd and 4th largest
respectively.
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III. Industrial Growth for FY 19-20
The cumulative Index of Industrial Production (IIP) growth during FY 19-20 was at -0.7%.
IIP Growth (%)

4.6 4.4
4 3.8
3.3
-0.7
(Source: MoSPI)
As per IIP, in view of the global COVID-19 pandemic and consequent nationwide lockdown
measures implemented since March, 2020, the data flow from the producing units was impacted.
As some of these units are yet to resume operations, the response rate has been lower than
usual. Consequently, the Quick Estimates are likely to undergo revision and will be incorporated
in subsequent releases as per the revision policy of IIP.
IV. Growth in Per Capita GDP, Income and Final Consumption
6.1%
5.1% 5.1%
4.2%
3.9% 3.9%
FY 18-19
FY 19-20
Per Capita GDP Per Capita GNI Per Capita PFCE
During the year FY 19-20, growth in per capita GDP, income and private consumption have
decreased compared to previous FY 18-19. It may be noted share of private consumption as %
GDP has increased slightly from 56.7% in FY 18-19 to 56.9% in FY 19-20 indicating an increasing
share of private consumption in the country.
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V. Indian Economy outlook
India has not been spared from the exponential spread of COVID-19. As per IMF, growth in India
is projected to be 1.9% in 2020 and “V” shape recovery with 7.4% growth in 2021.
While efforts are being mounted on a war footing to arrest its spread, COVID-19 would impact
economic activity in India directly through domestic lockdown. Second round effects would
operate through a severe slowdown in global trade and growth.
Domestic and global shocks to key conditioning variables such as global crude oil prices, global
trade and growth, the exchange rate, the monsoon outturn and the rising frequency of their
visitations make forecasting a challenging task. Such uncertainties make the forecasting of
growth highly challenging. The actual outturn would depend upon the speed with which the
outbreak is contained and economic activity returns to normalcy.
The Q4 FY 19-20 GDP growth number offers the first indication of the impact of the Covid-19 led
lockdowns on the Indian economy. The country’s GDP grew by 3.1% in Q4 FY 19-20, the slowest
pace of growth under the new series (base year 2011-12). The fall in growth during the last
quarter of FY19-20 can in large part be attributed to the near absence of economic activity due
to the restrictions and lockdowns in March, which typically tends to be a month which sees
increased output with businesses trying to meet targets before the end of the financial year.
Private consumption, in particular, is at serious risk from the COVID-19 pandemic,

notwithstanding improved rabi prospects and the recent rise in food prices, and the
rationalisation of personal income tax rates in the Union Budget 2020-21 along with measures to
boost rural and infrastructure spending. Aggregate demand is expected to be impacted
adversely by likely recession in the global economy, caused by disruptions in global supply
chains, travel and tourism, and lockdowns in many economies. Domestic production will also be
impacted by the nation-wide lockdown. In the near-term, the challenge is to mitigate the
adverse impact of COVID-19.
Since March 2020 the inflation outlook has become highly uncertain due to the COVID-19
outbreak turning into a pandemic. Crude oil prices have collapsed to lows not seen since early
2000s. With several major economies in lockdown mode, demand conditions may weaken
sharply. Accordingly, countries across the world are bracing up for deflationary forces to take
hold. India may not be immune to these extreme downside pressures imparted by the
pandemic.
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If the fall in GDP growth in Q4 FY19-20 is any indication, the prospects for the Indian economy in
FY 20-21 are grim. In the first quarter of Q1 FY 20-21, economic output of the country is
expected to be very limited, with 2 of the 3 months of the quarter seeing virtually no activity in
many sectors.
The pick-up in economic activity would be dependent on the easing of lockdown across the
country and the containment of the spread of the virus. The longer the economy at a standstill
the longer the return to normalcy. Even with easing of lockdown, revival across sectors would
vary significantly and be contingent on how they are able to address the challenges of liquidity,
labour, logistics, demand and capacity utilization.
Significant monetary and liquidity measures taken by the Reserve Bank and fiscal measures by
the government would mitigate the adverse impact on domestic demand and help spur
economic activity once normalcy is restored. Still, the government would have to play a critical
role for the revival of the economy mainly through investments which could to an extent
address the dire employment situation and also prompt consumption.
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2. DEMOGRAPHICS IN INDIA
India’s population in 2020 is estimated at 1.38 billion, predicted to overtake China’s 1.42 billion in
the near future. However, due to the higher percentage of younger people, it already has the
largest number of schools (over 1.5 million) and school-goers (over 260 million):
The age structure of India currently as follows:

0–14 years: 26.6 per cent (male 194 million, female 174 million)
65 years and over: 6.6 per cent (male 43 million, female 47 million)
While India is demographically one of the youngest countries in the world, evidence of declining
birth rates can be seen when the 0–9 age group (241 million) is compared with the 10–19 age
group (252 million) – India today may therefore be at the peak of its demand for educational
provision.
According to 2011 census data, Uttar Pradesh is the most populous state, accounting for 17 per
cent of the country’s total population, followed by Maharashtra (nine per cent), Bihar (nine per
cent) and West Bengal (eight per cent). The same census estimated the national literacy rate at
74 per cent, with Kerala highest (at 94 per cent) of the 20 largest states, followed by Delhi NCT
(National Capital Territory – 86 per cent) and Maharashtra (82 per cent). The lowest literacy rate
was reported in Bihar (64 per cent), one of several states with high rural population and low
literacy rates, suggesting a correlation between these two factors. These rates have improved
significantly, by around 9.5 per cent since the 2001 census, when national rates were reported at
almost 65 per cent overall.
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Demographic in India in 2020:
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Top States for Literacy Rate in India in 2017:-
States Wise Literacy Rate in India

Nagaland 80.11%
Sikkim 82.20%
Maharashtra 82.91%
Himachal Pradesh 83.78%
Andaman & Nicobar 86.27%
Delhi 86.34%
Punducherry 86.55%
Daman & Due 87.07%
Goa 87.40%
Tirpura 87.75%
Mizoram 91.58%
Lakhsdeep 92.28%
Kerela 93.91%
70.00% 75.00% 80.00% 85.00% 90.00% 95.00%
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State Wise Literacy Rate in India in 2011:-
According to the 2011 census, literacy rate in India was found to be 74.04 per cent. Among the states,
Kerala leads the literacy rate followed by Mizoram, Goa, Tripura, Delhi, Himachal Pradesh, Maharashtra,
and Sikkim. The lowest literacy rate in India is seen in the state of Bihar. India has seen a dramatic increase
in the literacy rates over the past decade, when it was registered as 64.83 per cent overall.
The following figure also depicts that the gap between male and female literacy rates are on the
Decline due to various measures taken by government.
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3. EDUCATION SYSTEM IN INDIA

3.1. What is Education:-
Education is the process of facilitating learning or the acquisition of knowledge, skills, values,
beliefs and habits. Educational methods include teaching, training, storytelling, discussion and
directed research. Education frequently takes place under the guidance of educators, however
learners can also educate themselves. Education can take place in formal or informal settings and
any experience that has a formative effect on the way one thinks, feels, or acts may be
considered educational. The methodology of teaching is called pedagogy.
3.2. What is Education System:-
An education system refers to the economic and social factors that typically make up public
schools at the federal, state or community levels. Such factors include public funding, school
facilities, staffing, compensation, employee benefits, teaching resources and more. Education
systems refer to the coordination of individuals (among teachers, administrators and students),
infrastructure (including safe facilities and transportation) and functioning institutions and
processes.
3.3. Evolution of Education System in India:-
In ancient times, India had the Gurukula system of education in which anyone who wished to
study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by
the guru, he would then stay at the guru's place and help in all activities at home. This not only
created a strong tie between the teacher and the student, but also taught the student everything
about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the
holy scriptures and from Mathematics to Metaphysics. The student stayed as long as she wished
or until the guru felt that he had taught everything he could teach. All learning was closely linked
to nature and to life, and not confined to memorizing some information.
The modern school system was brought to India, including the English language, originally by Lord
Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects
such as science and mathematics, and subjects like metaphysics and philosophy were considered
unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also
the close relationship between the teacher and the student.
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The Uttar Pradesh (a state in India) Board of High School and Intermediate Education was the first
Board set up in India in the year 1921 with jurisdiction over Rajputana, Central India and Gwalior.
In 1929, the Board of High School and Intermediate Education, Rajputana, was established. Later,
boards were established in some of the states. But eventually, in 1952, the constitution of the
board was amended and it was renamed Central Board of Secondary Education (CBSE). All
schools in Delhi and some other regions came under the Board. It was the function of the Board
to decide on things like curriculum, textbooks and examination system for all schools affiliated to
it. Today there are thousands of schools affiliated to the Board, both within India and in many
other countries from Afghanistan to Zimbabwe.
Universal and compulsory education for all children in the age group of 6-14 was a cherished
dream of the new government of the Republic of India. This is evident from the fact that it is
incorporated as a directive policy in article 45 of the constitution. But this objective remains far
away even more than half a century later. However, in the recent past, the government appears
to have taken a serious note of this lapse and has made primary education a Fundamental Right
of every Indian citizen. The pressures of economic growth and the acute scarcity of skilled and
trained manpower must certainly have played a role to make the government take such a step.
The expenditure by the Government of India on school education in recent years comes to
around 3% of the GDP, which is recognized to be very low.
3.3.1. Education Pattern in India:
Education School/Level Grades Age Years

Primary Elementary School 1-8 6-14 8
Secondary Secondary School 9-12 15-18 4
Tertiary First University Degree (Bachelor’s) 12-15 3
Tertiary First University Degree (Engineering & 12-16 4
Technology)
Tertiary Second University Degree 16-17 2
Tertiary Doctorial Degree 18-22 5
The central and most state boards uniformly follow the "10+2+3" pattern of education. In this
pattern, study of 10 years is done in schools and 2 years in Junior colleges and then 3 years of
graduation for a bachelor's degree. The first 12 years is further subdivided into 4 years of primary
education, 6 years of High School followed by 2 years of Junior colleges. This pattern originated
from the recommendation of the Education Commission of 1964-66.
The National Council of Educational Research and Training (NCERT) is the apex body located at
New Delhi. It makes the curriculum related matters for school education across India. The NCERT
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provides support, guidance and technical assistance to a number of schools in India and oversees
many aspects of enforcement of education policies. Other curriculum bodies governing school
education system are:
The State Government Boards: Most of the state governments have one "State board of
secondary education". However, some states like Andhra Pradesh have more than one. Also the
union territories do not have a board, Chandigarh, Dadra & Nagar Haveli, Daman & Diu,
Lakshadweep and Puducherry Lakshadweep, share the services with a larger state.
Central Board of Secondary Education (CBSE) which conducts examinations at the 10th and 12th
standards that are called as board exams
The Council of Indian School Certificate Examination (CISCE): CISCE conducts three
examinations, namely, the Indian Certificate of Secondary Education (ICSE - Class/Grade 10); The
Indian School Certificate (ISC - Class/Grade 12) and the Certificate in Vocational Education (CVE -
Class/Grade 12).
The National Institute of Open Schooling (NIOS): NIOS conducts two examinations, namely,
Secondary Examination and Senior Secondary Examination (All India) and also some courses in
Vocational Education.
International Schools: International Schools affiliated to the International Baccalaureate

Programme and/or the Cambridge International Examinations. International schools, which offer
10th and 12th standard examinations under the International Baccalaureate, or the Cambridge
Senior Secondary Examination systems.
Islamic Madrasah Schools: Islamic Madrasah Schools whose boards are controlled by local state
governments, or autonomous, or affiliated with Darul Uloom Deoband.
Autonomous Schools: Autonomous Schools like Woodstock School, The Sri Aurobindo
International Centre of Education Puducherry, Auroville, Patha Bhavan and Ananda Marga
Gurukula.
In addition, NUEPA (National University of Educational Planning and Administration) and NCTE
(National Council for Teacher Education) are responsible for the management of the education
system and teacher accreditation.
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3.3.2. Hierarchy of Education system in India:-
3.3.3. Segmentation by means of level of Education:-
The Indian school education system can be segmented in either of the following ways:
a. By means of levels of education
b. By means of ownership of educational institutions
c. By means of educational board affiliations
a. By means of Levels of Education:
Population of India by Age Group of Education Attainment – 2015 and 2016:

(Number in Lakhs)
Age Group Number of Students as on Level of Education
2016
6-10 1301.55 Primary (I – V)
11-13 728.14 Upper Primary (VI – VIII)
6-13 2029.82 Elementary (I – VIII)
14-15 489.28 Secondary (XI – X)
6-15 2519.10 I-X
16-17 440.41 Sr. Secondary (XI-XII)
6-17 2959.51 School (I-XII)
18—23 1415.37 Higher Education
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The Indian education system is structured as follows:
Pre-school: Education at this level is not compulsory. The Montessori system is especially popular
at the pre-school level:
- Private play schools: Catering for children between the ages of 18 months and three
years.
- Kindergarten: This is divided into lower kindergarten (for three- to four-year-olds) and
upper kindergarten (for four- to five year-olds
- Primary school: First to fifth standard/class/grade (for six- to ten-year-olds)
- Middle school/Upper Primary school: Sixth to eighth standard/class/grade (for 11- to 14-
year-olds)
- Secondary school: Ninth and tenth standard/class/grade (for 14- to 16-year-olds)
- Higher secondary or pre-university: 11th and 12th standard/class/grade (for 16- to 18
years old).
Pre- Primary Education:
Pre-primary stage is the foundation of child's knowledge, skills and behaviour. On Completion of
pre-primary education child is sent to primary stage but pre-primary education in India is not a
fundamental right. In rural India pre-primary schools are rarely available in small villages and
urban area on the contrary. But in cities and big towns there are many established players in Pre-
Primary education sector.
The demand for the preschools is growing considerably in the smaller towns and cities but still
only 1% of the population under age 6 is enrolled in preschool education.
Play group (pre-nursery): At play schools, children are exposed to a lot of basic learning activities
that help them to get independent faster and develop their self-help qualities like eating food
themselves, dressing up and maintaining cleanliness.
Age limit for admission in nursery is 2 to 3 years Nursery: At Nursery level activities help child
unfold her/his talents, enables them to sharpen their mental and physical abilities. Age limit for
admission in nursery is 3 to 4 years.
Primary Education:
The Indian government lays emphasis on primary education, also referred to as elementary
education, to children aged 6 to 14 years old. Education has also been made free for children for
6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory
Education Act 2009. Because education laws are given by the states, duration of primary school
visit alters between the Indian states. The Indian government has also banned child labour in
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order to ensure that the children do not enter unsafe working conditions. However, both free
education and the ban on child labour are difficult to enforce due to economic disparity and
social conditions. 80% of all recognised schools at the elementary stage are government run or
supported, making it the largest provider of education in the country.
However, due to a shortage of resources and lack of political will, this system suffers from
massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of
teacher training. Figures released by the Indian government in 2011 show that there were
58,16,673 elementary school teachers in India. As of March 2012 there were 21,27,000 secondary
school teachers in India..
Secondary Education:
Secondary education covers children aged 12 to 18, a group comprising 9.58 crore children
according to the 2011-12 Census of India. The final two years of secondary is often called Higher
Secondary (HS), Senior Secondary, or simply the "+2" stage. The two halves of secondary
education are each an important stage for which a pass certificate is needed, and thus are
affiliated by central boards of education under HRD ministry, before one can pursue higher
education, including college or professional courses.
UGC, NCERT and CBSE directives stipulate qualifying ages for candidates who wish to take board
exams. Those at least 15 years old by 30 May for a given academic year are eligible to appear for
Secondary board exams, and those 17 by the same date are eligible to appear for Higher
Secondary certificate board exams. It further states that upon successful completion of Higher
Secondary, one can apply to higher education under UGC control such as Engineering, Medical,
and Business Administration.
A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with
a focus on primary education which was converted into Inclusive Education at Secondary Stage.
Another notable special programme, the Kendriya Vidyalaya project, was started for the
employees of the central government of India, who are distributed throughout the country.
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Higher Education:
After passing the Higher Secondary Examination (the Standard 12 examination), students may
enrol in general degree programmes such as bachelor's degree in arts, commerce or science, or
professional degree programme such as engineering, law or medicine. India's higher education
system is the third largest in the world, after China and the United States. The main governing
body at the tertiary level is the University Grants Commission (India), which enforces its
standards, advises the government, and helps coordinate between the centre and the state.
Accreditation for higher learning is overseen by 12 autonomous institutions established by the
University Grants Commission.
As of 2016, India has 43 central universities, 329 state public universities, 122 Deemed
Universities and 197 State Private Universities. Other institutions include 39,071 colleges, and
11765 Institutions offering Diploma Courses.
Some institutions of India, such as the Indian Institutes of Technology (IITs), Indian Institute of
Science have been globally acclaimed for their standard of under-graduate education in
engineering. Several other institutes of fundamental research such as the Indian Association for
the Cultivation of Science (IACS), Indian Institute of Science (IISc), Tata Institute of Fundamental
Research (TIFR), Harish-Chandra Research Institute (HRI), are also acclaimed for their standard of
research in basic sciences and mathematics..
Technical education
From the first Five-year Plan onwards, India's emphasis was to develop a pool of scientifically
inclined manpower. India's National Policy on Education (NPE) provisioned for an apex body for
regulation and development of higher technical education, which came into being as the All India
Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament. At the
federal level, the Indian Institutes of Technology, the Indian Institute of Space Science and
Technology, the National Institutes of Technology and the Indian Institutes of Information
Technology are deemed of national importance.
The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are among
the nation's premier education facilities.
The UGC has inter-university centres at a number of locations throughout India to promote
common research, e.g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi.
Besides there are some British established colleges such as Harcourt Butler Technological
Institute situated in Kanpur and King George Medical University situated in Lucknow which are
important centre of higher education.
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Central Universities such as Banaras Hindu University, Jamia Millia Islamia University, Delhi
University, Mumbai University, University of Calcutta, etc. too are pioneers of technical education
in the country.
Vocational education
Vocational Education refers to the skill / training imparted to the individual to undertake specific
vocation / job. The uniqueness of this training / learning programme lies in the fact that such
training can be provided to the students having already completed their higher education or are
on the verge of completing their formal education to enable them to be industry-ready as well as
to the drop-outs from the formal education system. In India, the spread of vocational education
remains limited amongst the educated youth with only 2% of the India’s youth and 7% of the
whole working age population having received vocational education as per the survey conducted
by National Sample Survey Organization (NSSO) report 2013.
The number of Industrial Training Institutes (ITIs) in India has grown from 5,114 in the year 2007
to 13,350 in the year 2016 registering CAGR of 11.25% during the said period. Correspondingly,
the seating capacity in the said institutes has grown from 13.35 Lakh in the year 2012 to 28.47
lakh in the year 2016 at a CAGR of 16.11% during the said period.
16,000 28.47 30.00

14,000
25.00
No.of seats in lakh

12,000
Numbers of ITI
20.00
10,000
13.35
8,000 15.00
6,000 13,350
7.42 10,344 10.00
4,000
5,114 5.00
2,000
- -
2007 2012 2016
Year
ITI (Numbers) Seats (Lakh)
Source: Ministry of Skill Development and Entrepreneurship, CARE Research
Government expenditure on Vocational Education:

As per the Union Budget 2017-18, Government of India has allocated around Rs.17,000 crore to
help in advancement of employment generation, skill development and expansion of Skill India
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Mission. New start-ups and various other businesses are growing in this industry by providing
low cost vocational training in different skills at wide scale through websites and applications.
In the Union Budget 2017, the Government provided a budgetary allocation of Rs.3,016 crores to
Ministry of Skill Development and Entrepreneurship.
Open and distance learning
At the school level, National Institute of Open Schooling (NIOS) provides opportunities for
continuing education to those who missed completing school education. 14 lakh students are
enrolled at the secondary and higher secondary level through open and distance learning. In 2012
Various state governments also introduced "STATE OPEN SCHOOL" to provide distance education.
At higher education level, Indira Gandhi National Open University (IGNOU) co-ordinates distance
learning. It has a cumulative enrolment of about 30.2 lakh, serviced through 67 regional centres
and 3,084 active learner support centres with 60,262 counselors as on March 2018. While
distance education institutions have expanded at a very rapid rate, but most of these institutions
need an up gradation in their standards and performance. There is a large proliferation of courses
covered by distance mode without adequate infrastructure, both human and physical. There is a
strong need to correct these imbalances.
b. Segmentation By Means of Ownership of Educational Institutions:
Number of Recognized Institutions as on 2015-16

Type Number
Number of Schools Level Wise Primary 840546
Upper Primary 429624
Secondary 139539
Senior Secondary 112637
Total 1522346
Management Wise Government 1102783
Government Aided 83787
Private Unaided 335776
Total 1522346
Number of Institutions in University Central University 43
Higher Education State Public University 329
Deemed University 122
State Private University 197
Central Open University 1
State Open University 13
Institution of National 75
Importance
State Private Open 1
University
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Institutions Under State 5

Legislature Act
Others 13
Total 799
Colleges 39071
Standalone Institutions Diploma Level Technical 3867
PGDM 435
Diploma Level Nursing 3060
Diploma Level Teacher 4403
Training
Institute under Ministries 158
Total 11923
Schools in India are owned either by the government (central/ state/ local government bodies) or
by the private sector (individuals, trusts or societies). Schools can thus be segmented as:
- Government Educational Institutions: These are run by the Central Government or state
governments, public sector undertaking or autonomic organisations and are wholly
financed by the government. Examples of these types of schools include state government
schools, Kendriya Vidyalayas, Ashram schools, Navodaya Vidyalayas, Sainik Schools,
Military schools, Air Force schools, and Naval schools.
- Local Body Institutions: These are run by municipal committees/ corporations/ NAC/ Zilla
Parishads/ Panchayat Samitis/Cantonment Board, etc. Examples of these types of schools
include the ones run by NDMC (New Delhi Municipality Council), Delhi Cantonment Board,
etc.
- Private-Aided Institutions: These are managed privately but receive regular maintenance
grant from the government, local body or any other public authority. The rules and
regulations followed here are same as that of the public schools. The curriculum, study
materials, syllabus, examinations, etc. for each class of education are done according to
the government rules. For the high school classes the final examinations will be same as
that of the public schools. In these institutions the education would be provided for all
students taking admissions there. The fee structure, PTA fund, etc will be collected from
the students according to the rules formulated by the government for each school. Even
the recruitment of faculties here will depend on the norms as per the government
schools. There will be no specific criteria for the admission of students in these
institutions.
- Private Unaided institutions: These are managed by an individual or a private
organisation and do not receive maintenance grant either from government, local body or
any other public authority.
- The fee structure for the students may vary greatly from that of the government
institutions. The students are admitted to these institutions according to some criteria
(entrance examinations, interviews, etc.) and it is totally under the control of the private
management. These schools generally create their own curriculum and organize
examinations for evaluating the student competency.
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The following table shows the number of schools as per ownership type according to the
provisional statistics of the Eighth All India School Educational Survey:
Nearly 50% (12 crore) students in India today are enrolled in private school while the government
schools’ enrolment ha as come down to 52.2% in 2017 from that of 74.1% in 1978. However, the
first of its kind report by Central Square Foundation based on government data revealed that
though better than government schools, the private schools have a long way to go in terms of
achieving the desired learning outcome.
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Percentage of PVT Schools has risen 10 times since 1978 to 2017:
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c. Segmentation by Means of Educational Board Affiliations:

Education in India falls under the control of The National Council of Educational Research and
Training (NCERT). It is an apex resource organisation set up by the Government of India, with
headquarters at New Delhi, to assist and advise the Central and State Governments on academic
matters related to school education.
The NCERT provides support and technical assistance to a number of schools in India and
oversees many aspects of enforcement of education policies. The objective of NCERT is to assist
and advise the Ministry of Education and Social Welfare in the implementation of its policies and
major programmes in the field of education, particularly school education. Its functions include
Research, Development, Training, Extension, Publication and Dissemination and Exchange
Programmes. The NCERT also drafts, publishes and recommends school text books (from Class 1–
12) of various subjects based on the recommendations of knowledgeable faculty in the subject.
In India, the various curriculum bodies governing school education system are:
National Boards:
1. Central Board of Secondary Education (CBSE): Established in 1962 under the purview of
MHRD, CBSE gives affiliations to both public and private schools. There are currently
about 15,167 schools affiliated under CBSE. The board conducts final examinations, All
India Senior School Certificate Examination (AISSCE) for classes X and XII. It also annually
conducts the AIEEE and AIPMT examinations for admission to undergraduate courses in
engineering (and architecture) and medicine in numerous colleges spread over India. CBSE
is recognised by the Indian government and by most of the universities and colleges in
India.
2. Council of Indian School Certificate Examinations (CISCE): It is a private, non-
governmental education board in India. It conducts the ICSE (for class X) and ISC (for class
XII) examinations in India. About 1,900 schools are affiliated with the CISCE board. The
board was set up in 1956 at the meeting of the Inter-State Board for Anglo-Indian
Education, where a proposal was adopted for the setting up of an Indian Council to
administer the University of Cambridge Local Examinations Syndicate’s Examinations in
India. It was recognised as a body conducting public examinations in India by the Delhi
Education Act, 1973, passed by Parliament.
3. State Government Boards: These educational boards are regulated and supervised by the
state apex organisation for secondary and senior secondary education. A portion of the
curriculum focuses specifically on imparting knowledge about the state. Majority of Indian
schools are affiliated with the state government boards. The oldest state board is the U.P.
Board of High School & Intermediate Education established in 1922 as an autonomous
body under the Department of Education. Uttar Pradesh has the highest number of State
board schools followed by Madhya Pradesh, Rajasthan, Andhra Pradesh and Maharashtra.
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4. National Institute of Open Schooling (NIOS): It is the board of education for distance
education, under the Union Government of India. It was established by the Ministry of
Human Resource Development of the Government of India in 1989 (known as National
Open School then) to provide education inexpensively to remote areas. It provides a
number of vocational, life enrichment and community-oriented courses besides general
and academic courses at secondary and senior secondary level. Currently there are 3,827
academic centres, 1,830 vocational centres and 690 accredited agencies under NIOS.
5. International Boards:
International Baccalaureate Organisation (IBO): IBO was founded in 1968 as an
international, non-governmental, non-profit educational organization based in Geneva,
Switzerland. IB World Schools in India offer three IB programs—primary years program
(PYP), middle years program (MYP) and IB Diploma program (IBDP). There are 109 IB
World Schools in India offering one or more of the three IB programmes. 50 schools offer
the PYP, 11 schools offer the MYP and 96 schools offer the IBDP. IB is recognized by the
‘Association of Indian Universities’ as an entry qualification (equivalent to +2 qualification
of an Indian Board) to all the universities.
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4. LANGUAGE POLICY IN EDUCATION IN INDIA

Language planning for school education in India can be seen more as a question of status planning rather
than corpus or acquisition planning. The language policy which emerged as a political consensus in the
formative years of independence is also an illustration of democratic processes in the Asian context. The
three language formula emerged as a policy or a strategy after a quarter of a century of debate and
deliberations from political and academic perspectives by educational advisory bodies and politicians
representing national and regional interests.
The Central Advisory Board on Education (CABE), the oldest statutory body on education in India, initiated
the discussion on languages in school education in the 1940s and this continued to be a major concern in
their discussions until 1960. CABE identified five major issues as per below:
1. The number of languages to be taught at various levels of school education

2. The introduction of second and third languages
3. The place and role of English
4. The place and role of Hindi
5. The teaching of Sanskrit and minor language(s) in school
The Board devised the ‘three-language formula’ in its 23rd meeting held in 1956 with a view to removing
inequalities among the languages of India. It recommended that three-languages should be taught in the
Hindi as well as non-Hindi-speaking areas of the country at the middle and high school stages and
suggested the following two possible formulae:
1. First Formula:-
A. i. Mother tongue or
ii. Regional language or
iii. A composite course of mother tongue and a regional language or
iv. A composite course of mother tongue and a classical language or
v. A composite course of regional language or a classical language,
B. Hindi or English
C. A modern Indian language or modern European language provided it has not already been taken
under (A) or (B) above.
2. Second Formula:-
A. As Above
B. English or a modern European language
C. Hindi (for non-Hindi Speaking Areas) or another modern Indian language (for Hindi Speaking
areas)
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The three-language formula was simplified and approved by the Conference of Chief Ministers
held in 1961 as follows:
1. The regional language or the mother tongue when the latter is different from the regional
language
2. Hindi or any other Indian language in Hindi speaking areas; and
3. English or any other modern European language.
(GOI 1962:67)
CABE also deliberated in detail on the study of English as a compulsory subject as recommended
by the education ministers’ conference held in 1957:
1. English should be taught as a compulsory language both at the secondary and the university
stages, students acquire adequate knowledge of English so as to be able to receive education
through this language at the university level.
2. English should not be introduced earlier than class V. The precise point at which English should
be started at the middle stage was left to each individual state to decide.
(MOE 1957, quoted in Agarwal 1993:98)
A comprehensive view of the study of languages at school was undertaken and concrete
recommendations were made by the Education Commission between 1964 and 1966 (MOE 1966).
The Commission, having taken account of the diversity of the Indian context, recommended a
modified or graduated three-language formula:
1. The mother tongue or the regional language
2. The official language of the Union or the associate official language of the Union so long as it
exists; and
3. A modern Indian or foreign language not covered under (1) and (2) and other than that used as
the medium of instruction.
(MOE 1966:192)
4.1. Language diversity and the three-language formula in India:
Twenty-two languages are afforded official status in India, referred to as ‘scheduled languages’ in the
Constitution. According to one source, these constitute the ‘first’ spoken language of over 96 per cent of
the population. However, estimates of the total number of languages in India (depending on how
language–dialect divisions are drawn) have varied from over 1,600 (based on the 1971 selfreported census
data) to less than 300, with Ethnologue (in 2019) estimating 447 living languages.
There are 25 distinct writing scripts used in India today, including variants on the Northern Brahmic (e.g.
Hindi) and Southern Brahmic (e.g. Tamil) scripts. This creates a complex situation for language in
education policy, both in the classroom and in the community, where language, culture and ethnicity are
inextricably linked.
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4.2. The rise of English medium instruction

The rise of English as a global lingua franca, demand for English medium instruction (EMI) has
greatly increased over the last 20 years at all levels, even primary. While some states have
introduced EMI across the board (e.g. Jammu and Kashmir), others have tried to resist early
transition to EM. Despite this, an increasing number of private schools have offered it, and in so
doing contributed to attracting learners away from government schools, likely due to parents’
believing that starting to learn ‘in’ English sooner will somehow confer an advantage. In fact, it
often has the opposite effect, particularly if English literacy precedes mother tongue literacy, or if
the transition to English is too abrupt or poorly implemented.
4.3. Translingual practices in the classroom

There is ample evidence that the reality of language use in English lessons across India involves a
more complex, pragmatic mixture of languages – a practice known as translanguaging – both
among learners and in interaction with teachers in ways that mirror the reality of language use in
Indian society at large.
Practices in other classes where the MOI is not the main language of the learners’ community are
also likely to be translingual, even if the teacher does not share this language. Such realities call
into question the rationale of designating a single ‘medium’ of instruction, a policy choice that
derives from more monolingual communities, rather than recognising and facilitating the
inclusion of all learners’ languages as media of instruction, or ‘languages of learning’.
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5. PROGRESS IN INDIAN EDUCATION SYSTEM

It is widely agreed that the Indian education system has made signiﬁcant progress in recent years
particularly in terms of access. Recognising the importance of education in national development,
a continued focus on expanding education is provided with a clear focus on improving the quality
of education and on ensuring that access to educational opportunities are provided to all sections
of society.
Year GDP at Current Price Total Expenditure on

Expenditure on
(Rs. Crore) Education & Other
Education by
Departments (Rs.
Education & Other
Crore)
Departments as % of
GDP
1951-52 10080 64.46 0.64%
1960-61 16220 239.55 1.48%
1970-71 42222 892.36 2.11%
1980-81 130178 3884.20 2.98%
1990-91 510964 19615.85 3.84%
2000-01 1991982 82486.48 4.14%
2005-06 3390503 113228.71 3.34%
2006-07 3953276 137383.99 3.48%
2009-10 6108903 241256.02 3.95%
2010-11 7248860 293478.23 4.05%
2011-12 8736039 333930.38 3.82%
2012-13 9946636 368132.87 3.70%
2013-14 11236635 433640.59 3.86%
2014-15 12433749 502929.34 4.04%
Expenditure on education has increased rapidly in recent years, from Rs 97,000 crore (around £11
billion) in 2004–05, to Rs 560,000 (around £63 billion) in 2015–16, according to MHRD budget
analyses. While this increase appears impressive, when expressed as a percentage of gross
domestic product (GDP), spending on education can be seen to have fluctuated since the turn of
the century, from 4.1 per cent in 2000–01 down to 3.3 per cent in 2004–05, back up to 4.4 per
cent in 2013–14 and down again to 3.3 per cent in 2019–20, according to government figures.
5.1. Right to Education:-

The 2009 RTE Act stipulates that schooling is free and compulsory for all children aged six to 14.
According to government figures, initiatives to provide access to school for all children have led
to increase in the total number of schools in India, from 971,000 in 2000 to 1.52 million in 2015.
Over the same period, higher education institutions multiplied five-fold, from just over 10,000 in
2000 to nearly 52,000 in 2015. Enrolments during this period have increased, from 186 million
Page 33 of 51

students in schools (primary and secondary) in 2000 to 261 million (197 million primary, 64
million secondary) in 2015, and from 8.6 million higher educational enrolments (universities,
colleges and standalone institutions) in 2000 to 33.6 million in 2014.
Percentage of Children Enrolled In Different Types Of Schools By Age Group And Gender 2018 in
Rural India:
Age Group Govt Pvt Other Not in Total
School
Age 6-14 All 65.6 30.9 0.7 2.8 100
Age 7-16 All 64.2 30.8 0.7 4.4 100
Age 7-10 All 66.0 31.7 0.7 1.6 100
Age 7-10 Boys 62.4 35.4 0.7 1.6 100
Age 7-10 Girls 69.9 27.8 0.7 1.6 100
Age 11-14 All 65.0 30.6 0.7 3.7 100
Age 11-14 Boys 61.6 34.4 0.7 3.3 100
Age 11-14 Girls 68.4 26.8 0.8 4.1 100
Age 15-16 All 57.6 28.9 0.6 13.1 100
Age 15-16 Boys 55.7 31.2 0.5 12.6 100
Age 15-16 59.0 26.9 0.7 13.5 100
(Source – ASER)
Note:- “Other” includes children going to Madarsa or EGS
“Not in School” includes children who never enrolled or have dropped out
5.2. Literacy Rates Growth in India:
Census year Persons Males Females

1951 18.3 27.2 8.9
1961 28.3 40.4 15.4
1971 34.5 46.0 22.0
1981 43.6 56.4 29.8
1991 52.2 64.1 39.3
2001 64.8 75.3 53.7
2011 73.0 80.9 64.6
Number of Recognized Educational Institutions:

Level/Year (In Hundred) Absolute Number
Primary Upper Secondary Senior College University
Primary Secondary
1950-51 2097 136 NA 74 578 27
1960-61 3304 497 NA 173 1819 45
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1970-71 4084 906 NA 371 3277 82

1980-81 4945 1186 NA 516 6963 110
1990-91 5609 1515 NA 798 5748 184
2000-01 6487 2885 1060 536 16982 350
2010-11 7485 4476 1312 720 32974 621
2015-16 8405 4296 1395 1126 39071 799
Schooling levels: Enrollment for Rural India:
- Overall enrollment (age 6-14): For more than ten years, since 2007, the enrollment of
children for the age group 6 to 14 has been above 95%. The proportion of children (age 6-
14) who are not enrolled in school has fallen below 3% for the first time and stands at
2.8% in 2018.
- Girls out of school: In 2006, the all India proportion of girls in the age group 11 to 14 who
were out of school stood at 10.3%. In that year, 9 major states had out of school figures
for girls (age 11-14) above 10%. In 2018, the overall proportion of girls in the 11 to 14 age
group out of school has fallen to 4.1%. This figure is more than 5% in only 4 states.
Further, in 2008, nationally, more than 20% of girls in the 15 to 16 age group were not
enrolled in school. In 2018, this figure has decreased to 13.5%.
- Private school enrollment: The period 2006 to 2014 saw a year-on-year increase in the
proportion of children (age 6-14) enrolled in private school. In 2014, this figure stood at
30.8%. Since then private school enrollment appears to have plateaued for this age group.
The percentage of children (age 6-14) enrolled in private school was 30.6% in 2016 and is
almost unchanged at 30.9% in 2018.
- The national average hides changes in private school figures across states. There has been
a decline in private school enrollment of more than 2 percentage points over 2016 levels
in Rajasthan, Uttar Pradesh, and Kerala. An increase of more than 2 percentage points
over 2016 is visible in Jammu and Kashmir, Himachal Pradesh, Bihar, and Gujarat. Most
states in the north-east, other than Mizoram, see an increase in private school enrollment
between 2016 and 2018.
5.3. Recent Developments in Indian Education System:-
Before Turning Five:-

Recent studies advocates that the majority of the child’s brain develop is before the age of 5. This
crucial time if taken care of helps achieve goals for a child faster. This is the time a child starts
crawling, learning words and forming sentences. One has to keep in mind that every child during
pre-school encounters the first interaction with a structured organization, teaching professionals
and group of other children.
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Use of the Internet and Social Media as a Teaching Tool:-

All students these days know how to use a computer and the internet, and most of them are
using social media networks to share their thoughts and to support each other. Educators these
days know how to harness the power of the internet and social media to get in touch with their
students, and hear their thoughts.
Condition of Educational Facilities Affect Performance

Basically the better the building's condition, the better the students and their teachers perform.
There was a survey done with different schools in the US as subjects, they sought to find out just
how much of an impact a school building's condition and facilities affect the students and
teachers. Some results point out that better facilities led to less truancy, smoking, and substance
abuse in the students. It was also determined that with better school buildings test scores rose
up significantly. And even the behavior of the teachers and how well they instruct their students
seem to increase along with improvements in the school.
Students Teaching Teachers

Students perform better when they have the opportunity to tell their teachers what things in the
classroom needs improvement. Contrary to the old belief that students are too young to know
what they need, K-12 education systems now give the students the opportunity to give pointers
to their teachers on how they can better deliver their lessons so that the students can
understand.
It was also found that giving the students the chance in contributing and even revising the
classroom rules actually make the students abide to them; it gives them the feeling that they
actually have a say on what goes in the classroom. Students tend to follow the class rules now
since they had a role in making the rules and regulations.
Paying Close Attention to Each Students' Needs

Educators are not looking at their class as a collective; they see them as different individuals with
different needs, which is why some students lag behind the others when it comes to the lectures.
Educators can help these students keep up by giving them personalized attention.
These are just some of the recent trends in the K-12 education system. These are promising signs
that show the educational system in the country is improving and no longer stagnant.
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6. TECHNOLOGY IN EDUCATION IN INDIA

India, standing at a high adult illiteracy rate of 30% had been struggling to disseminate education,
especially in remote areas with poor connectivity. However, the availability of economical
smartphones, computers, and the internet is making education cheaper and more easily
accessible. As a result, people in tier 2 and tier 3 cities are experiencing high-quality learning,
which were earlier limited to metro cities.
 Role of Technology in Education in India:-
Taking learning beyond the classroom

With cloud computing and e-learning coming from our desktops to our smartphone screens, one
can now learn on the go. Learning is no more confined to a particular physical space. The ability
to access knowledge from anywhere has opened multiple possibilities of learning. This has made
home learning and distance learning much more effective and has given rise to the concept of
online courses. Online courses range from basic to professional degree courses, which anyone –
from students to working professionals - can enroll in. The online education market In India is
growing at a CAGR of approximately 19%.
E-books making learning hassle-free

With the rise of digital media, the concept of books is no more restricted to bundles of paper
bound in covers. Books have always been considered storehouses of priceless knowledge. Yet
most of the conventional ones tended to become obsolete over the years, as it was impossible to
update them without regularly publishing fresh editions. It was also hard to maintain them.
The advent of e-books, however, has upturned the scenario and there is almost no limit to how
many books one can own and access on the go. Saved in our computer’s drive, they need no
physical space and maintenance. We can also upgrade to the latest version without much hassle.
They are cheaper, more interactive and eco-friendly.
Students and teachers engaging in more interactive multi-way learning

Technological applications have facilitated a shift in the mode of instruction from one way to two
way and multi-way learning. Today tech-based learning modules are making room for active
student participation. More teachers and students are engaging in webinars, live online
classrooms, etc. as and when they can. This is also giving rise to peer-to-peer learning in the
context of school as well as in preparation for competitive exams. This is enabling the expansion
of student and teacher study groups all over the world.
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Tech allowing teachers to deliver personalized learning

Numerous artificial intelligence (AI) applications are facilitating the customization of education
through simple tools. This is making it possible for teachers to personalize learning for each and
every student. They are customizing lessons to fit every individual’s pace and learning style. By
enabling competency-based learning, there are more learning opportunities for all students.
Classrooms are becoming more collaborative

As mentioned above, more possibilities are arising in the teaching-learning process. Teachers, as
well as students, are commonly using social media platforms to hold discussions on class projects.
They also use video conferencing, wireless presentation systems, to connect to other students
and teachers across the globe. This leads to healthy collaboration and productive exchange of
ideas.
Technology is widening the scope of creativity in learning and boosting student engagement.
Newer applications of augmented reality (AR) and virtual reality (VR) are revolutionizing how
knowledge is shared and absorbed. With gamification of difficult concepts, students are now
experiencing the fun element in learning.
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7. PROBLEMS OF EDUCATION IN INDIA
Major Problems in Education in India:

1. Lack of Funds:
The lack of sufficient funds is the main problem in the development of education. The total
expenditure on school has decreased from 38,607 Crore in 2015 to Rs. 37,111 Crore in 2019.Due
to insufficient funds most educational institutions lack infrastructure, science equipment and
libraries etc. Due to this reason, desired results cannot be achieved.
2. Expensive higher education:

University, professional and technical education has become costly in India. Fee structure of
technical and professional institutes like IIM’s is quite high IIM’s charge Rs. 2 lakh per semester
for MBA classes. It is beyond the reach of common man. Privatization of higher education has led
to the growth of profit hungry entrepreneurs. Now a day’s higher education is much costly affair.
3. Neglect of Indian languages:

The medium of instruction particularly in science subjects is English. So rural students who are
not well versed in English, cannot study science properly in English. They suffer a lot; Indian
languages are still under developed. Standard publications are not available in Indian language.
4. Problem of Brain drain:

When intelligent, talented and deserving candidates do not get suitable jobs in the country, they
prefer to go abroad for seeking jobs. So our country is deprived of good talent. This phenomenon
is called ‘Brain drain’.
5. Mass Illiteracy:
Despite constitutional directives and economic planning India isnot able to achieve cent percent
literacy. -Even now 35 percent people remain illiterate. In India, the number of illiterates is
almost one-third of the total illiterates in the world. Advanced countries are 100% literate; the
position in India is quite dismal.
6. Wastage of resources:
Indian education system is based on General Education. The dropout rate is very high in primary
and secondary level. Most of the students in 6-14 age groups leave the school before completing
their education. It leads to wastage of financial and human resources.
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7. General education oriented:

Indian educational system is of General Education in nature. Development of technical and
vocational education is quite unsatisfactory. So our education is unproductive. Hence number of
educated unemployed persons is increasing day by day. This has become a great concern for
Govt.
8. Problems of primary education:

Indian primary education is ridden with too many problems. Large number of primary schools has
no buildings and basic facilities like drinking water, urinals and electricity, furniture and study
materials etc. Large numbers of primary schools are single teacher schools and many schools are
even without teachers. So the drop rate is very high and a cause of concern. Concluding, it can be
said that there is quantitative expansion of education but in qualitative development India is still
lagging behind.
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8. PROPOSED EDUCATION SYSTEM IN INDIA
8.1. National Education Policy 2020:
Education Policy 2020 lays particular emphasis on the development of the creative potential of
each individual. It is based on the principle that education must develop not only cognitive
capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’
cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and
emotional capacities and dispositions.
The rich heritage of ancient and eternal Indian knowledge and thought has been a guiding light
for this Policy. The pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) was always
considered in Indian thought and philosophy as the highest human goal.
Based on Education System in Ancient India:
The aim of education in ancient India was not just the acquisition of knowledge as preparation for
life in this world, or life beyond schooling, but for the complete realization and liberation of the
self. World-class institutions of ancient India such as Takshashila, Nalanda,Vikramshila, Vallabhi,
set the highest standards of multidisciplinary teaching and research and hosted scholars and
students from across backgrounds and countries.
The Indian education system produced great scholars such as Charaka, Susruta, Aryabhata,
Varahamihira, Bhaskaracharya, Brahmagupta, Chanakya, Chakrapani Datta, Madhava, Panini,
Patanjali, Nagarjuna, Gautama, Pingala, Sankardev, Maitreyi, Gargi and Thiruvalluvar, among
numerous others, who made seminal contributions to world knowledge in diverse fields such as
mathematics, astronomy, metallurgy, medical science and surgery, civil engineering, architecture,
shipbuilding and navigation, yoga, fine arts, chess, and more.
Indian culture and philosophy have had a strong influence on the world. These rich legacies to
world heritage must not only be nurtured and preserved for posterity but also researched,
enhanced, and put to new uses through its education system.
Page 41 of 51

Role of Teachers:
The teacher must be at the centre of the fundamental reforms in the education system. The new
education policy must help re-establish teachers, at all levels, as the most respected and essential
members of our society, because they truly shape our next generation of citizens. It must do
everything to empower teachers and help them to do their job as effectively as possible. The new
education policy must help recruit the very best and brightest to enter the teaching profession at
all levels, by ensuring livelihood, respect, dignity, and autonomy, while also instilling in the
system basic methods of quality control and accountability.
8.2. Principles of Education Policy 2020:-
The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific
temper and creative imagination, with sound ethical moorings and values. It aims at producing
engaged, productive, and contributing citizens for building an equitable, inclusive, and plural
society as envisaged by our Constitution.
The fundamental principles that will guide both the education system at large, as well as the
individual institutions within it are:
Recognizing, Identifying, and Fostering the Unique Capabilities of Students:-
By sensitizing teachers as well as parents to promote each student’s holistic development in both
academic and non-academic spheres.
• Flexibility:-
Flexibility to the students so that learners have the ability to choose their learning trajectories and
programmes, and thereby choose their own paths in life according to their talents and interests.
• No Hard Separations:- No hard separations between arts and sciences, between curricular and extra-
curricular activities, between vocational and academic streams, etc. in order to eliminate harmful
hierarchies among, and silos between different areas of learning;
• Multi Disciplinarity and a Holistic Education across the sciences, social sciences, arts, humanities, and
sports for a multidisciplinary world in order to ensure the unity and integrity of all knowledge.
Conceptual Understanding:-
Emphasis on conceptual understanding rather than rote learning and learning-for-exams.
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• Creativity and Critical Thinking:- Creative and critical thinking to encourage logical decision-making and
innovation;
• Ethics and Human & Constitutional Values:- Empathy, respect for others, cleanliness, courtesy,
democratic spirit, spirit of service, respect for public property, scientific temper, liberty, responsibility,
pluralism, equality, and justice;
• Promoting Multilingualism and The Power of language in teaching and learning;
• Promoting Life Skills:- Communication, cooperation, teamwork, and resilience in education.
• Formative Assessment:- Focus on regular formative assessment for learning rather than the summative
assessment that encourages today’s ‘coaching culture ’;
• Use of Technology:- Extensive use of technology in teaching and learning, removing language barriers,
increasing access for Divyang students, and educational planning and management;
• Diversity:- Respect for diversity and respect for the local context in all curriculum, pedagogy, and policy,
always keeping in mind that education is a concurrent subject;
• Equity:- Full equity and inclusion as the cornerstone of all educational decisions to ensure that all
students are able to thrive in the education system;
• Synergy:- Synergy in curriculum across all levels of education from early childhood care and education to
school education to higher education;
• Development of Faculty:- Teachers and faculty as the heart of the learning process – their recruitment,
continuous professional development, positive working environments and service conditions;
• Regulatory Framework:- A ‘light but tight’ regulatory framework to ensure integrity, transparency, and
resource efficiency of the educational system through audit and public disclosure while encouraging
innovation and out-of-the-box ideas through autonomy, good governance, and empowerment; •
outstanding research as a corequisite for outstanding education and development.
• Regular Assessment:- continuous review of progress based on sustained research and regular
assessment by educational experts;
Page 43 of 51

8.3.1. New Education Structure:-
Currently, children in the age group of 3-6 are not covered in the 10+2 structure as Class 1 begins
at age 6. In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education
(ECCE) from age 3 is also included, which is aimed at promoting better overall learning,
development, and well-being.
8.3.2. Vision of Education Policy 2020:-
- Early Childhood Care and Education: The Foundation of Learning:-
Over 85% of a child’s cumulative brain development occurs prior to the age of 6, indicating the critical
importance of appropriate care and stimulation of the brain in the early years in order to ensure healthy
brain development and growth.
- Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning
Page 44 of 51

The ability to read and write, and perform basic operations with numbers, is a necessary foundation and
an indispensable prerequisite for all future schooling and lifelong learning. However, various
governmental, as well as non-governmental surveys, indicate that India is currently in a learning crisis: a
large proportion of students currently in elementary school - estimated to be over 5 crore in number -
have not attained foundational literacy and numeracy, i.e., the ability to read and comprehend basic text
and the ability to carry out basic addition and subtraction with Indian numerals.
- Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels
One of the primary goals of the schooling system must be to ensure that children are enrolled in and are
attending school. Through initiatives such as the Sarva Shiksha Abhiyan (now the Samagra Shiksha) and
the Right to Education Act, India has made remarkable strides in recent years in attaining near-universal
enrolment in elementary education. However, the data for later grades indicates some serious issues in
retaining children in the schooling system. The GER for Grades 6-8 was 90.9%, while for Grades 9-10 and
11-12 it was only 79.3% and 56.5%, respectively - indicating that a significant proportion of enrolled
students drop out after Grade 5 and especially after Grade 8.
As per the 75th round household survey by NSSO in 2017-18, the number of out of school children in the
age group of 6 to 17 years is 3.22 crore. It will be a top priority to bring these children back into the
educational fold as early as possible, and to prevent further students from dropping out, with a goal to
achieve 100% Gross Enrolment Ratio in preschool to secondary level by 2030.
- Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and
Engaging
The curricular and pedagogical structure of school education will be reconfigured to make it responsive
and relevant to the developmental needs and interests of learners at different stages of their
development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The
curricular and pedagogical structure and the curricular framework for school education will therefore be
guided by a 5+3+3+4 design, consisting of the Foundational Stage (in two parts, that is, 3 years of
Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together covering ages 3-8),
Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-8, covering ages 11-14), and
Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second,
covering ages 14-18).
Page 45 of 51

The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning and
the curriculum and pedagogy of ECCE.
The Preparatory Stage will comprise three years of education building on the play, discovery, and activity-
based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate some
light text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid
groundwork across subjects, including reading, writing, speaking, physical education, art, languages,
science, and mathematics.
The Middle Stage will comprise three years of education, building on the pedagogical and curricular style
of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the
more abstract concepts in each subject that students will be ready for at this stage across the sciences,
mathematics, arts, social sciences, and humanities. Experiential learning within each subject, and
explorations of relations among different subjects, will be encouraged and emphasized despite the
introduction of more specialized subjects and subject teachers.
The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-
oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical
thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In
particular students would continue to have the option of exiting after Grade 10and re-entering in the next
phase to pursue vocational or any other courses available in Grades 11- 12, including at a more specialized
school, if so desired.
Page 46 of 51

Reduce curriculum content to enhance essential learning and critical thinking
Curriculum content will be reduced in each subject to its core essentials, to make space for critical thinking
and more holistic, inquiry-based, discovery-based, discussion-based, and analysis based learning. The
mandated content will focus on key concepts, ideas, applications, and problem solving. Teaching and
learning will be conducted in a more interactive manner; questions will be encouraged, and classroom
sessions will regularly contain more fun, creative, collaborative, and exploratory activities for students for
deeper and more experiential learning.
Experiential learning
In all stages, experiential learning will be adopted, including hands-on learning, arts-integrated and sports-
integrated education, story-telling-based pedagogy, among others, as standard pedagogy within each
subject, and with explorations of relations among different subjects. To close the gap in achievement of
learning outcomes, classroom transactions will shift, towards competency-based learning and education.
The assessment tools (including assessment “as”, “of”, and “for” learning) will also be aligned with the
learning outcomes, capabilities, and dispositions as specified for each subject of a given class.
Empower students through flexibility in course choices
Students will be given increased flexibility and choice of subjects to study, particularly in secondary school
- including subjects in physical education, the arts and crafts, and vocational skills – so that they can design
their own paths of study and life plans. Holistic development and a wide choice of subjects and courses
year to year will be the new distinguishing feature of secondary school education. There will be no hard
separation among ‘curricular’, ‘extracurricular ’, or ‘co-curricular’, among ‘arts’, ‘humanities’, and
‘sciences’, or between ‘vocational’ or ‘academic’ streams. Subjects such as physical education, the arts and
crafts, and vocational skills, in addition to science, humanities, and mathematics, will be incorporated
throughout the school curriculum, with a consideration for what is interesting and safe at each age.
Page 47 of 51

9. GOVERNMENT ROLE IN INDIAN EDUCATION SYSTEM

Ever since the draft Education Policy has been introduced, the Union HRD ministry (now Ministry
of Education) has been working over improving the education system in the country. On June 24,
2019 during a Lok Sabha section, Union HRD minister, Dr Ramesh Pokhriyal 'Nishank', introduced
a number of reforms to imporve teaching sector in the country.
Below are some of the initiatives taken by the government for Improving Education System in
India:-
1. Subject Wise Learning:

In order to focus on quality education, the Central rules to the Right of Children to Free and
Compulsory Education (RTE) Act, 2009 have been amended to include reference on class-wise,
subject-wise learning outcomes. The learning outcomes for each class in languages (Hindi, English
and Urdu), mathematics, environmental studies, science and social science up to the elementary
stage have, accordingly, been finalized and shared with all states and UTs. These would serve as a
guideline for state and UTs to ensure that all children acquire appropriate learning level.
2. National Achievement Survey (NAS)
The National Council of Educational Research and Training (NCERT) conducts periodic national
surveys of learning achievement of children in classes 3, 5, 8 and 10. Four rounds of National
Achievement Survey (NAS) have been conducted so far for class 5 and three rounds for classes 3
and 8. These reveal improvement in learning achievement levels of pupils, in identified subjects
from first round to fourth round.
Further, a National Achievement Survey based on learning outcomes was conducted for classes 3,
5 and 8 on November 13, 2017 with a sample frame upto district level to enable states/UTs to
identify gaps in learning outcomes at district level and design strategies to address those gaps.
Similarly, NAS for Class 10 was conducted on February 5, 2018. NAS Reports show students'
learning levels against the expected learning outcomes of a particular grade and are used to
provide feedback to the districts for further improvement.
3. Minimum qualification of teachers

Section 23(2) of the RTE Act has been amended to extend the period of in-service training for
untrained elementary teachers to March 31, 2019 in all the states and UTs.
As per the above amendment, all untrained in-service teachers working in government,
government- aided, and private un-aided schools should acquire minimum qualification as laid
down by an academic authority, authorized by the Central Government, by March 31, 2019.
The National Institute of Open Schooling (NIOS) was entrusted to conduct this training through
ODL (Open Distance Learning) mode. The online D.El.Ed. course has been started from October 3,
2017 and completed on March 31, 2019.
Page 48 of 51

4. BEd Degree Structure

A four year BEd integrated course to bring about qualitative improvement in teacher education
programmes in India has been conceptualised and regulations for this course have been
published in official gazette.
The model curriculum prepared for this course includes crucial aspects like gender inclusive
education, ICT, yoga, Global Citizenship Education (GCED) and Health & Sanitation. The teaching
specialization would primarily be for the primary levels and the secondary level.
5. Quality education
The Right of Children to Free and Compulsory Education (Amendment) Act, 2018 has been
notified on January 11, 2019. The said Act provides to empower the appropriate government to
take a decision as to whether to hold back a child in class 5 or in class 8 or in both the classes, or
not to hold back a child in any class till the completion of elementary education. The Act seeks to
improve the learning levels of children and will lead to greater accountability and improvement in
the quality of education.
6. Equality in Education
The Central Government has launched an integrated scheme for school education named as
Samagra Shiksha, w.e.f. 2018-19 which subsumes the three erstwhile Centrally Sponsored
schemes of school education i.e Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha
Abhiyan (RMSA), and Centrally Sponsored Scheme on Teacher Education (CSSTE).
The common objectives of all these schemes were to enhance access, to promote equity through
the inclusion of disadvantaged groups and weaker sections and to improve the quality of
education. The new integrated scheme envisages school education as a continuum from pre-
school to senior secondary level and aims to ensure inclusive and equitable quality education at
all levels.
7. International exposure
Government of India has decided to participate in the programme for International Students
Assessment (PISA) to be conducted by the Organization for Economic Cooperation and
Development (OECD) in 2021.
PISA is a competency based assessment which unlike content based assessment, measures the
extent to which students have acquired key competencies that are essential for full participation
in modern societies.
Learnings from participation in PISA help to introduce competency based examination reforms in
the school system and help move away from rote learning. The Central Board of Secondary
Education (CBSE) and NCERT are a part of the process and activities leading to the actual test.
Page 49 of 51

10. OUTLOOK FOR EDUCATION SYSTEM IN INDIA

In 2030, it is estimated that India’s higher education will:
 Combine training methods that involve online learning and games, and is expected to
grow 38 per cent in the next 2-4 years
 Adopt transformative and innovative approaches in Higher education
 Reduce state-wise, gender based and social disparity in GER to 5 per cent
 Emerge as the single largest provider of global talent with one in four graduates in the
world being a product of the Indian higher education system
 Be among the top five countries in the world in terms of research output with an annual
R&D spend of US$ 140 billion
 Have more than 20 universities among the global top 200 universities
Various Government initiatives are being adopted to boost the growth of distance education
market besides focusing on new education techniques, such as E-learning and M-learning.
Education sector has seen a host of reform and improved financial outlays in recent years that
could possibly transform the country into a knowledge haven. With human resource increasingly
gaining significance in the overall development of the country, development of education
infrastructure is expected to remain the key focus in the current decade. In this scenario,
infrastructure investment in the education sector is likely to see a considerable increase in the
current decade. Below are projects commissioned in past few years and upcoming years for
education sector in India:-
Value of projects commissioned /

Year to be commission
2010-11 18,471.10
2011-12 49,192.10
2012-13 61,315.60
2013-14 63,838.10
2014-15 19,941.70
2015-16 35,035.40
2016-17 69,136.10
2017-18 83,719.40
2018-19 206,715.00
2019-20 58,106.90
2020-21 140,994.90
2021-22 99,119.40
2022-23 134,333.10
Page 50 of 51

The Government of India has taken several steps including opening of IIT’s and IIM’s in new
locations as well as allocating educational grant for research scholars in most Government
institutions. Furthermore, with online mode of education being used by several educational
organisations, the higher education sector in India is set for major change and development in
the years to come.
*****
Page 51 of 51

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Education System in India

EDUCATION SYSTEM IN INDIA

A Division of CARE Advisory Research and Training Ltd.

A-1102/1103, 11th Floor, Kanakia Wall Street,

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CARE Advisory is not responsible for any errors or omissions in analysis/inferences/views or

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Abbreviation Full Forms

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1. ECONOMIC OUTLOOK .................................................................................................................................. 5

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Summary of World Economic Outlook Projections is given below:

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1.2 Indian Economy

Statistics for Indian Economy is provided below:

I. Gross Domestic Product (GDP)

Sectorial growth of GDP (in %) (At constant FY 11-12 prices):

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II. Gross Value Added (GVA) for FY 19-20

Sector wise estimated contribution to GVA is provided below:

% contribution to GVA at Constant prices (FY 11-12) for

Agriculture, Forestry & Fishing

13.58% 14.45% Mining & Quarrying

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III. Industrial Growth for FY 19-20

IIP Growth (%)

IV. Growth in Per Capita GDP, Income and Final Consumption

Per Capita GDP Per Capita GNI Per Capita PFCE

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V. Indian Economy outlook

Private consumption, in particular, is at serious risk from the COVID-19 pandemic,

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The age structure of India currently as follows:

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Demographic in India in 2020:

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Top States for Literacy Rate in India in 2017:-

States Wise Literacy Rate in India

70.00% 75.00% 80.00% 85.00% 90.00% 95.00%

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State Wise Literacy Rate in India in 2011:-

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3. EDUCATION SYSTEM IN INDIA

3.2. What is Education System:-

3.3. Evolution of Education System in India:-

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3.3.1. Education Pattern in India:

Education School/Level Grades Age Years

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International Schools: International Schools affiliated to the International Baccalaureate

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3.3.2. Hierarchy of Education system in India:-

3.3.3. Segmentation by means of level of Education:-

a. By means of Levels of Education:

Population of India by Age Group of Education Attainment – 2015 and 2016:

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The Indian education system is structured as follows:

Pre- Primary Education:

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16,000 28.47 30.00