it tell condition of education in India after the independence and the improvements and level where we are

1. Condition of education in India
Submitted by:-
Name:- Aman Singhal
Roll No.:- 16ESKME022
Section :- ‘ A’
Lab.:- Professional ethics
and disaster management
Submitted to:-
Mr. Pramod Jain
Sir

2. •Education during britishers.
•Impact of constitutional act .
•Starting of school education.
•Categories of school.
•Towards secondary education.
•Action of central government.
•Drawback of Indian education.
•Conclusion.

3. Primary education received a severe change with Lord
Macaulay’s decision in 1835, to adopt English as the
medium of instruction. Indians would learn an
international language which also served India.
Wood’s Dispatch of 1854 stressed the importance of the
vernacular language in the spread of primary
education for the masses. Campbell’s scheme of 1837,
brought all schools under the grants-in-aid scheme and
threw open the schools to inspections by the education
department.

4. G.K. Gokhale on the 19th March 1910, moved
a resolution in the Indian Legislative Council
stating “this council recommends that a
beginning should be made in the direction of
making elementary education free and
compulsory throughout the country”. In 1921,
education became a transferred subject.
Incidentally, the Hunter Commission (1883)
had recommended decentralization of
education planning .

5. The Constitution reflects this in its Article
45, which states that “the state shall
endeavor to provide, a period of ten years
from the commencement of this
constitution, for free, compulsory education
for all children until they complete the age
of fourteen years”. This was made
justiciable right only in 2010.

6. At the first post-Independence Census of
1951, only 9 per cent of women and 27 per
cent of men were literate.
It was resolved by the framers of the
constitution that the new Indian state
would endeavour to provide free and
compulsory education to all children up to
age 14 by 1960.

7. The 86th constitutional amendment made a fundamental
right to elementary education to the children between the
age group- 6 to 14, justiciable.
According to the 2001 census, the total literacy rate in
India was 65.38%.
The female literacy rate was only 54.16%.
The gap between rural and urban literacy rate was also
very significant in India.
This is evident from the fact that only 59.4% of rural
population were literate as against 80.3% urban population
according to the 2001 census.

8. In 1961, the government established the NCERT,
which acted as the principal agency for academic
advice to the Ministry of Education, especially for
improvement of school education. The NCERT
(1970) identifies the objectives of elementary
education thus: (i) to enable self-realization; (ii) to
develop better human relations, and (iii) to
enable fulfillment to civic responsibilities.
NCERT works in close collaboration with the
education departments of the states and other
institutions having an interest in school
education.

9. The Act was passed by the India parliament on
4 August 2009 which described the modalities of
the provision of free and compulsory education
for children between 6 and 14 in India under
Article 21A of the Indian Constitution. Justifiable
fundamental Right.
India has declared education a fundamental
right of every child when the act came into force
on April 1, 2010. Is this April Fool? Under
democratic freedom, is this Act really
implementable? Funds? Will tax payer pay it?

10. The bill made education a fundamental right of every
child between the ages of 6 to 14 and specified the
minimum norms in government schools _ were they
followed? [Govt. schools were not updated fully.]
It specified reservation of 25% seats in private schools
for children from poor families, [Not liked fully by the
Private Schools initially, but implemented]
prohibited the practice of unrecognized schools, and
made provisions that no donation or capitation fee was
demanded and no interview of the child or parent for the
admission were permitted (Burden on govt. funds).

11. RTE provides for Children’s Right to free
and compulsory admission, attendance and
completion of elementary education.
Undoubtedly, much progress has
occurred since the last seventy years of our
Independence and many more children
with a diverse background are accessing
school. Quality? Needs improvement.

12. There are ‘invisible’ children_ children bonded
to work with an employer,
young boys grazing cattle or working in a
dhabha
girls working in the fields or as domestic help
or caring for younger siblings, and
children being subjected to early marriage.
Many of these children are formally enrolled in a
school but have either dropped out or have never
been there.

13. Above all, people’s groups, civil society
organizations & voluntary agencies will play an
crucial role in the implementation of the RTE Act.
This will help build a new perspective on
inclusiveness, encompassing gender & social
inclusion, & ensure that these become integral &
crosscutting concerns informing different aspects
like training, curriculum and classroom
transaction.

14. India’s Age: YOUNG INDIA
0-14 years: 31.1% (male
190,000,000 /female
172,890,000)
15-64 years: 63.6%
India’s Average:
Total: 25 years
Male: 25 years
Female: 26 years

16. The 86th constitutional amendment (2002),
And the RTE Act (2009), gave us the tools
to provide quality education to all our
children. It is now imperative that we the
people of India join hands to ensure the
implementation of this law in its true spirit.
The Government is committed to this task
though real change will happen through
collective action.

18. Let us categorize Indian schools into three major types:
government or ‘public’ schools run by state, central or local
government aided schools and private schools. At
the elementary school level, aided schools constitute only
around five percent of all schools in the country. We
focus entirely on private schools comparing them with
government schools over the four-year period 2010-11to
2014-15.The total enrolment in government schools
over this period actually fell by 11.1 million students while
the total enrolment in private schools rose by 16 million
students.

19. In some states, the growth of private schooling wavery
pronounced. For example in Uttar Pradesh (UP) over
this short four-year period, the number of private
schools rose by 31,196, private school enrolment rose
by nearly 7 million students and government school
enrolment fell by 2.6 million students.
The abandonment of government schools and the
shift towards private schools is also visible when we
examine how the number of government schools that
are ‘small’ or ‘tiny’ has increased over time.

20. Poor quality of education in government
schools is widely reported as the major
reason for the rapid growth of the private
school sector. Private schools are generally
perceived to be more accountable and
offering better quality education. The
Probe Report (1999) notes that “In a
private school, the teachers are
accountable to the manager (who can fire
them), and, through him or her, to the
parents (who can withdraw their children).

21. There is an increasing pressure on the Secondary
Schools to expand capacity. To meet this demand
a number of schemes for Secondary Education are
being implemented viz. (i) Rashtriya Madhyamic
Shiksha Abhiyan (RMSA); (ii) Setting up of Model
Schools; (iii) Setting up Girls’ Hostels in Secondary and
Senior Secondary Schools; (iv) National Scheme of
Incentive to Girls for Secondary Education (NSIGSE);
(v) Inclusive Education for the Disabled at the
Secondary Stage (IEDSS);(vi) National Merit-cum-
Means Scholarship Scheme (NMMS) and (vii) Scheme
of ICT in Schools.

22. This scheme is being implemented with the
objective to enhance access to secondary
education and improve its quality. The schemes
envisages inter alia, to enhance the enrolment at
secondary stage by providing a secondary school
within a reasonable distance of habitation, with
an aim to ensure GER of 100% by 2017 and
universal retention by 2020.

23. Initiatives – Higher Education
In last four years, the Narendra
Modi led Government has
started seven new Indian
Institutes of Management
(IIMs), six new Indian
Institutes of Technology (IITs)
and two new Indian Institutes
of Science Education and
Research (IISERs).

24. As far as schools education is
concerned, construction of toilets in
all government schools and
conducting the first National
Achievement Survey (NAS) are two
significant achievements.
The ministry has made Board
examinations compulsory again for
Class X in CBSE. The Right to
Education Act has been amended by
Parliament extending the deadline
to train all unqualified school
teachers till March 2020.

25. Beti Bachao Beti Padhao:
The initiative aims to enhance the sex ratio and the
status of the girl child along with their enrollment in the
education. The initiative was rolled out by the Ministry
of Women and Child Development and supported by
the Department of School Education and Literacy An
award is being instituted from the “Beti Bachao Beti
Padhao” Abhiyan for School Management Committees
which achieve 100% transition of girls at different levels
of education.

26. UDAAN:
It is an initiative of the Central Board of
Secondary Education (CBSE) to enable
disadvantaged girl students and other
students from SC/ST and minorities to transit
from school to post-school professional
education especially in Science and
Mathematics. It aims to reduce the quality gap
between school education and engineering
education entrance systems with focus on
three parameters –curriculum design,
transaction and assessment.

27. SWAYAM (Study Webs of Active –Learning
for Young Aspiring Minds):
Under this programme, Professors of centrally funded
institutions like IITs, IIMs, Centrally universities will
offer online courses to citizens of our country. All
courses will be made available free of cost for learning.
In case the learner requires a Verified Certificate, a small
fee will be applicable. At least one crore students are
expected to benefit in two to three years through this
initiative.

28. National E-Library:
The E-Library has been envisaged as an online
portal that will democratise access to knowledge
by ensuring availability of quality content from
central universities and premier educational
institutions in digital format. The content can be
easily accessed by students, working
professionals and researchers across the country
through laptops, smart phones and tablets.

30. There is a dire need for revolutionary
changes in the India’s education system.
Not just the syllabus and pedagogy, but
also the attitude change towards the marks
system need to be changed. With the
effective learning system, India can
successfully utilize its vast human
resources.

31. THANK YOU