CVSROOT: /web/www
Module name: www
Changes by: Dora Scilipoti <dora> 11/07/04 21:21:30
Added files:
education/draft: edu-system-india.html
Log message:
Adding article 'The Education System in India' by Dr. V. Sasi Kumar
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/draft/edu-system-india.html?cvsroot=www&rev=1.1
Patches:
Index: edu-system-india.html
===================================================================
RCS file: edu-system-india.html
diff -N edu-system-india.html
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+
+<h2>The Education System in India</h2>
+
+<ul id="edu-navigation">
+ <li><a href="edu-contents.html">Education Contents</a></li>
+ <li><a href="edu-cases.html">Case Studies</a></li>
+ <li><a href="edu-resources.html">Educational Resources</a></li>
+ <li><a href="edu-projects.html">Education Projects</a></li>
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+ <li><a href="edu-team.html">The Team</a></li>
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+
+<p class="edu-breadcrumb">
+<a href="education.html">Education</a> → The Education System in India</p>
+
+<p>by <strong>Dr. V. Sasi Kumar</strong></p>
+
+<p>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 memorising some information.</p>
+
+<p>The modern school system was brought to India, including the English
language, originally by Lord Thomas Babington Macaulay. 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.</p>
+
+<p>The U.P. 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 in response to the representation made by
the Government of United Provinces. 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.</p>
+
+<p>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 recognised to be very low.</p>
+
+<blockquote><p>“In recent times, several major announcements were made
for developing the poor state of affairs in education sector in India, the most
notable ones being the National Common Minimum Programme (NCMP) of the United
Progressive Alliance (UPA) government. The announcements are; (a) To
progressively increase expenditure on education to around 6 percent of GDP. (b)
To support this increase in expenditure on education, and to increase the
quality of education, there would be an imposition of an education cess over
all central government taxes. (c) To ensure that no one is denied of education
due to economic backwardness and poverty. (d) To make right to education a
fundamental right for all children in the age group 6â14 years. (e) To
universalize education through its flagship programmes such as Sarva Siksha
Abhiyan and Mid Day Meal.”
+<a href="http://en.wikipedia.org/wiki/Education_in_india";>Wikipedia: Education
in India</a>.</p></blockquote>
+
+<h3>The School System</h3>
+
+<p>As per the constitution of India, school education was originally a state
subject —that is, the states had complete authority on deciding policies
and implementing them. The role of the Government of India (GoI) was limited to
coordination and deciding on the standards of higher education. This was
changed with a constitutional amendment in 1976 so that education now comes in
the so-called <em>concurrent list</em>. That is, school education policies and
programmes are suggested at the national level by the GoI though the state
governments have a lot of freedom in implementing programmes. Policies are
announced at the national level periodically. The Central Advisory Board of
Education (CABE), set up in 1935, continues to play a lead role in the
evolution and monitoring of educational policies and programmes.
+There is a national organisation that plays a key role in developing policies
and programmes, called the National Council for Educational Research and
Training (NCERT) that prepares a National Curriculum Framework. Each state has
its counterpart called the State Council for Educational Research and Training
(SCERT). These are the bodies that essentially propose educational strategies,
curricula, pedagogical schemes and evaluation methodologies to the states'
departments of education. The SCERTs generally follow guidelines established by
the NCERT. But the states have considerable freedom in implementing the
education system.</p>
+
+<p>The National Policy on Education, 1986 and the Programme of Action (POA)
1992 envisaged free and compulsory education of satisfactory quality for all
children below 14 years before the 21st Century. The government committed to
earmark 6% of the Gross Domestic Product (GDP) for education, half of which
would be spent on primary education. The expenditure on Education as a
percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent
in 1997-98.</p>
+
+<p>The school system in India has four levels: lower primary (age 6 to 10),
upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18).
The lower primary school is divided into five “standards”, upper
primary school into two, high school into three and higher secondary into two.
Students have to learn a common curriculum largely (except for regional changes
in mother tongue) till the end of high school. There is some amount of
specialisation possible at the higher secondary level. Students throughout the
country have to learn three languages (namely, English, Hindi and their mother
tongue) except in regions where Hindi is the mother tongue and in some streams
as discussed below.</p>
+
+<p>There are mainly three streams in school education in India. Two of these
are coordinated at the national level, of which one is under the Central Board
of Secondary Education (CBSE) and was originally meant for children of central
government employees who are periodically transferred and may have to move to
any place in the country. A number of “central schools” (named
Kendriya Vidyalayas) have been established for the purpose in all main urban
areas in the country, and they follow a common schedule so that a student going
from one school to another on a particular day will hardly see any difference
in what is being taught. One subject (Social Studies, consisting of History,
Geography and Civics) is always taught in Hindi, and other subjects in English,
in these schools. Kendriya Vidyalayas admit other children also if seats are
available. All of them follow textbooks written and published by the NCERT. In
addition to these government-run schools, a number of private schools in the
country follow the CBSE syllabus though they may use different text books and
follow different teaching schedules. They have a certain amount of freedom in
what they teach in lower classes. The CBSE also has 141 affiliated schools in
21 other countries mainly catering to the needs of the Indian population
there.</p>
+
+<p>The second central scheme is the Indian Certificate of Secondary Education
(ICSE). It seems that this was started as a replacement for the Cambridge
School Certificate. The idea was mooted in a conference held in 1952 under the
Chairmanship of Maulana Abul Kalam Azad, the then Minister for Education. The
main purpose of the conference was to consider the replacement of the overseas
Cambridge School Certificate Examination by an All India Examination. In
October 1956 at the meeting of the Inter-State Board for Anglo-Indian
Education, a proposal was adopted for the setting up of an Indian Council to
administer the University of Cambridge, Local Examinations Syndicate's
Examination in India and to advise the Syndicate on the best way to adapt its
examination to the needs of the country. The inaugural meeting of the Council
was held on 3rd November, 1958. In December 1967, the Council was registered as
a Society under the Societies Registration Act, 1860. The Council was listed in
the Delhi School Education Act 1973, as a body conducting public examinations.
Now a large number of schools across the country are affiliated to this
Council. All these are private schools and generally cater to children from
wealthy families.</p>
+
+<p>Both the CBSE and the ICSE council conduct their own examinations in
schools across the country that are affiliated to them at the end of 10 years
of schooling (after high school) and again at the end of 12 years (after higher
secondary). Admission to the 11th class is normally based on the performance in
this all-India examination. Since this puts a lot of pressure on the child to
perform well, there have been suggestions to remove the examination at the end
of 10 years.</p>
+
+<h3>Exclusive Schools</h3>
+
+<p>In addition to the above, there are a relatively small number of schools
that follow foreign curricula such as the so-called Senior Cambridge, though
this was largely superceded by the ICSE stream elsewhere. Some of these schools
also offer the students the opportunity to sit for the ICSE examinations. These
are usually very expensive residential schools where some of the Indians
working abroad send their children. They normally have fabulous infrastructure,
low student-teacher ratio and very few students. Many of them have teachers
from abroad. There are also other exclusive schools such as the Doon School in
Dehradun that take in a small number of students and charge exorbitant fees.</p>
+
+<p>Apart from all of these, there are a handful of schools around the country,
such as the Rishi Valley school in Andhra Pradesh, that try to break away from
the normal education system that promotes rote learning and implement
innovative systems such as the Montessori method. Most such schools are
expensive, have high teacher-student ratios and provide a learning environment
in which each child can learn at his/her own pace. It would be interesting and
instructive to do a study on what impact the kind of school has had on the life
of their alumni.</p>
+
+<h3>State Schools</h3>
+
+<p>Each state in the country has its own Department of Education that runs its
own school system with its own textbooks and evaluation system. As mentioned
earlier, the curriculum, pedagogy and evaluation method are largely decided by
the SCERT in the state, following the national guidelines prescribed by the
NCERT.</p>
+
+<p>Each state has three kinds of schools that follow the state curriculum. The
government runs its own schools in land and buildings owned by the government
and paying the staff from its own resources. These are generally known as
<em>government schools</em>. The fees are quite low in such schools. Then there
are privately owned schools with their own land and buildings. Here the fees
are high and the teachers are paid by the management. Such schools mostly cater
to the urban middle class families. The third kind consists of schools that are
provided grant-in-aid by the government, though the school was started by a
private agency in their own land and buildings. The grant-in-aid is meant to
help reduce the fees and make it possible for poor families to send their
children. In some states like Kerala, these schools are very similar to
government schools since the teachers are paid by the government and the fees
are the same as in government schools.</p>
+
+<h3>The Case of Kerala</h3>
+
+<p>The state of Kerala, a small state in the South Western coast of India, has
been different from the rest of the country in many ways for the last few
decades. It has, for instance, the highest literacy rate among all states, and
was declared the first fully literate state about a decade back. Life
expectancy, both male and female, is very high, close to that of the developed
world. Other parameters such as fertility rate, infant and child mortality are
among the best in the country, if not the best. The total fertility rate has
been below the replacement rate of 2.1 for the last two decades. Probably as a
side-effect of economic and social development, suicide rates and alcoholism
are also very high. Government policies also have been very different from the
rest of the country, leading to the development model followed in Kerala, with
high expenditure in education and welfare, coming to be known as the ``Kerala
Model'' among economists.</p>
+
+<p>Kerala has also always shown interest in trying out ways of improving its
school education system. Every time the NCERT came up with new ideas, it was
Kerala that tried it out first. The state experimented with the District
Primary Education Programme (DPEP) with gusto, though there was opposition to
it from various quarters, and even took it beyond primary classes. The state
was the first in the country to move from the traditional behaviourist way of
teaching to a social constructivist paradigm. It was mentioned in the National
Curriculum Framework of NCERT in the year 2000, and Kerala started trying it
out the next year. The transaction in the classroom and the evaluation
methodology were changed. Instead of direct questions that could be answered
only through memorising the lessons, indirect questions and open ended
questions were included so that the student needed to think before answering,
and the answers could be subjective to some extent. This meant that the
students had to digest what they studied and had to be able to use their
knowledge in a specific situation to answer the questions. At the same time,
the new method took away a lot of pressure and the children began to find
examinations interesting and enjoyable instead of being stressful. A
Comprehensive and Continuous Evaluation (CCE) system was introduced along with
this, which took into consideration the overall personality of the student and
reduced the dependence on a single final examination for deciding promotion to
the next class. At present, the CBSE also has implemented CCE, but in a more
flexible manner.</p>
+
+<p>Kerala was also the first state in the country to introduce Information
Technology as a subject of study at the High School level. It was started in
class 8 with the textbook introducing Microsoft Windows and Microsoft Office.
But within one year the government was forced to include Free Software also in
the curriculum. Eventually, from the year 2007, only GNU/Linux was taught in
the schools, and all computers in schools had only GNU/Linux installed. At that
time, perhaps even today, this was the largest installation of GNU/Linux in
schools, and made headlines even in other countries. Every year, from 2007
onwards, about 500,000 children pass out of the schools learning the concepts
behind Free Software and the GNU/Linux operating system and applications. The
state is now moving towards IT Enabled Education. Eventually, IT will not be
taught as a separate subject. Instead, all subjects will be taught with the
help of IT so that the children will, on the one hand, learn IT skills and, on
the other, make use of applications and resources in the Internet to study
their subjects. Teachers and students have already started using applications
such as Dr. Geo, Geogebra, and Ktechlab for studying geometry and electronics.
Applications like Sunclock, Kalzium and Ghemical are also popular among
teachers and students.</p>
+
+<p>The initiative taken by Kerala is now influencing other states and even the
policies of the Government of India. States like Karnataka and Gujarat are now
planning to introduce Free Software in their schools, and some other states
like Maharashtra are examining the option. The new education policy of the
Government of India speaks about constructivism, IT enabled education, Free and
Open Source Software and sharing educational resources. Once a few of the
larger states successfully migrate to Free Software, it is hoped that the
entire country would follow suit in a relatively short time. When that happens,
India could have the largest user base of GNU/Linux and Free Software in
general.</p>
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+
+<!-- end server/footer-text.html -->
+
+<div id="footer">
+ <p>Please send general FSF & GNU inquiries to <a
href="mailto:g...@gnu.org";><g...@gnu.org></a>. There are also <a
href="/contact/">other ways to contact</a> the FSF.<br />
+ Please send broken links and other corrections or suggestions to <a
href="mailto:educat...@gnu.org";><educat...@gnu.org></a>.</p>
+ <p>Please see the <a
href="/server/standards/README.translations.html">Translations README</a> for
information on coordinating and submitting translations of this article.</p>
+ <p>Copyright © 2011 Free Software Foundation, Inc.</p>
+ <p>Verbatim copying and distribution of this entire article are
permitted worldwide, without royalty, in any medium, provided this notice, and
the copyright notice, are preserved.</p>
+ <p>Updated:
+ <!-- timestamp start -->$Date: 2011/07/04 21:21:26 $<!-- timestamp end
-->
+ </p>
+</div>
+<div id="translations">
+ <h4><a
href="/server/standards/README.translations.html">Translations</a> of this
page</h4>
+
+ <!-- Please keep this list alphabetical by language code. Comment what
the language is for each type, i.e. de is German. Write the language name in
its own language (Deutsch) in the text. If you add a new language here, please
advise web-translat...@gnu.org and add it to -
/home/www/html/server/standards/README.translations.html - one of the lists
under the section "Translations Underway" - if there is a translation team, you
also have to add an alias to mail.gnu.org:/com/mailer/aliases Please also check
you have the language code right; see:
http://www.loc.gov/standards/iso639-2/php/code_list.php If the 2-letter ISO
639-1 code is not available, use the 3-letter ISO 639-2. Please use W3C
normative character entities. See also '(web-trans)Capitalization':
http://gnu.org/software/trans-coord/manual/web-trans/html_node/Capitalization.html
-->
+ <!-- ZCZC START MARK by RMS46 031117 -->
+
+ <ul class="translations-list">
+ <!-- English -->
+ <li><a
href="/server/standards/boilerplate.html">English</a> [en]</li>
+ </ul>
+</div>
+</div>
+</body>
+</html>
+
