1. Education System
in India
28.09.2012
Riddhi Sheth
Project Researcher
Aalto University

2. The Ashram system
Brahmacharya Ashram
Grihastha Ashram
Vanprastha Ashram
Sanyas Ashram
0-25 yrs. 26-50 yrs. 51-75 yrs. >75 yrs.
Source: Google images

3. History – The Gurukul System
Rabindranath Tagore at
Santiniketan
Source: Google images

4. The Guru Shishya tradition in Music
Source: Google images

5. History – The first Universities
Nalanda University
Source: Google images

6. History – Medieval India
Xuanzang
Source: Google images
Yijing
Source: Google images

7. History – The advent of Islam
Islamic institutions of education in
India included traditional
madrassas and makhtabs, which
taught grammar, philosophy,
mathematics, and law.
Portrait of a young scholar
Source: Google images

8. English Education Act 1835
Source: Google images

9. The oldest institutes teaching in English
Madras Medical College, Chennai, India
Source: Google images
Government College University, Lahore
Source: Google images

10. Port-Independence Structure of Education in
India
1 2 3 4 5 6
4-5
Pre-primary5-6
6-7
Primary
7-8
8-9
9-10
10-11
11-12
Upper-primary12-13
13-14
14-15
Secondary
15-16
16-17
Higher Secondary
17-18
18-19
First degree/ diploma19-20
20-21
21-22
22-23
23-24
Duration in No. of Years
AgeinNo.ofYears

11. Post-independence Scenario
The education system was reformed by the following interventions:
• The National Policies
• The education boards and commissions [CABE (Central Advisory Board
of Education), NCERT (National Council of Educational Research and
Training), UGC (University Grants Commission), etc.]
• Amendments in the Constitution
Post-independence reforms
Streamline the education system Make education compulsory

12. Constitution and educational responsibility
• From 1947 to 1976:
• Right to Education is one of the fundamental rights enshrined in
the Constitution of India.
• After independence, education was solely the State
Government’s responsibility.
• The Central Government was responsible for coordinating higher
and technical education and specify standards.
• 1976 onwards:
• Education became a joint responsibility between the State and
Central Government through a constitutional amendment.

13. ELEMENTARY EDUCATION
Total Population of India in 2011 is: 1,21,01,93,422
Total population of children in the 20,04,27,446
age group of 6-14 yrs. In 2011 is: (16.56% of total population)
Source: Government of India, 2011, ‘Census of India, 2011’

14. Early education policies
• 1968 Policy: Emphasis on the creation of a ‘common structure of
education’ in the country.
• 1986 Policy: Emphasis on ‘social equality in education’ in the country.
• Both the policies failed to tackle the issue of ‘compulsory’ education.
• Moreover, the upper age of 14 years was mentioned; but the lower
age was not mentioned, which resulted in education being catered to
the age group of 11-14 yrs. only.

15. Sarva Shiksha Abhiyaan & Mid Day Meal
• The Sarva Shiksha Abhiyan aims to achieve universal elementary
education of satisfactory quality by 2010.
• The MDM supports it by way of enhancing attendance of children and
simultaneously improving their nutritional status.
• Under Sarva Shiksha Abhiyan, there has been an improvement in
access of up to 98% at primary level.
• The number of out of school children has been reduced to 3-4% of 6-14
age cohort.

16. Education Guarantee Scheme and Alternative and
Innovative Education
• These schemes are an important component of SSA to bring out-of
school children in the fold of Elementary Education.
• The scheme envisages that child-wise planning is undertaken for each
out-of-school children.
• EGS addresses the inaccessible habitation where there is no formal
school within the radius of one km and at least 15-25 children of 6-14
years age group who are not going to school are available.
• In exceptional cases remote habitations in hilly areas even for 10
children an EGS school can be opened.

17. Right To Education Act - 2009
• Every child between the ages of 6-14 yrs. shall have the right to free
and compulsory education, till completion of elementary education.
• No child shall be liable to pay any kind of fee or charges or expenses
for studying.
• Where a child above 6 yrs. has not been admitted to any school or
though admitted, could not complete his or her elementary
education, then, he or she shall be admitted in a class appropriate to
his or her age.
• The appropriate government and local authority shall establish a
school, if it is not established, within the given area in a period of
three years from the commencement of this Act.
• The Central and the State Governments shall have concurrent
responsibility for providing funds for carrying out the provisions of this
Act.

18. Literacy rate in India
• In 1947: 12.2% (Nayaka, 1974)
• In 2011: 74.04% (Government of India, 2011 Census of India)
• World average literacy rate: 84% (Crossette, Barbara (1998-12-09), ‘Unicef
Study Predicts 16% World Illiteracy Rate Will Increase’, New York Times, retrieved
2009-11-27)
• Compared to the world average, the literacy rate in India is still less
by almost 10%.

19. Literacy rate in India
0
10
20
30
40
50
60
70
80
90
100
India
Kerala
Lakshadweep
Mizoram
Tripura
Goa
DamanandDiu
Puducherry
Chandigarh
Delhi
Andamanand…
HimachalPradesh
Maharashtra
Sikkim
TamilNadu
Nagaland
Manipur
Uttarakhand
Gujarat
DadraandNagarHaveli
WestBengal
Punjab
Haryana
Karnataka
Meghalaya
Orissa
Assam
Chattisgarh
MadhyaPradesh
UttarPradesh
JammuandKashmir
AndhraPradesh
Jharkhand
Rajasthan
ArunachalPradesh
Bihar
2001
2011
Source: Government of India, 2011, ‘Census of India, 2011’

20. Number and Type of schools
Source: Adapted from Ministry of Human Resource development, 2009, ‘Statistics of School
Education 2009-10, p.4-5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
India Delhi Gujarat
Private unaided
Private aided
Local bodies
Government

21. Students enrolled in elementary school
90.84
102.23
95.36
100
84.00
86.00
88.00
90.00
92.00
94.00
96.00
98.00
100.00
102.00
104.00
India Delhi Gujarat
% enrolled
Ideal
Source: Adapted from Indian Ministry of Human Resource development, 2009, ‘Statistics of
School Education 2009-10, p.12 and p.63

22. Student Drop out rate
Source: Adapted from Indian Ministry of Human Resource development, 2009, ‘Statistics of
School Education 2009-10, p.60
42.39
-27.1
39.7
-40
-30
-20
-10
0
10
20
30
40
50
India Delhi Gujarat
Drop out rates in Elementary School
Drop out rates in
Elementary School

23. Poverty line in India
Source: Times of India, 29th April 2012, http://articles.timesofindia.indiatimes.com/2012-04-
29/india/31475601_1_poverty-line-population-expenditure
• Monthly consumption expenditure:
• Urban areas – Rs. 66.10 per day per person
• Rural areas – Rs. 35.10 per day per person
• 65% urban population lives below this line!

24. Poverty and education
Education Mean Household
Income
% Poor
None 21,734 38.1
1 – 4 Std. 25,984 37.2
5 – 9 Std. 35,718 29.7
10 – 11 Std. 53,982 18.7
12 Std./ Some college 69,230 14.8
Graduate/ Diploma 1,14,004 6.8
Source: NCAER, Human Development in India Report, 2010, p.24

25. Enrolment and drop-out (Men >7 yrs.)
Source: NCAER, Human Development in India Report, 2010, p.77
Drop out rate
(%)
Enrollment
rate (%)
% Remaining
in School
6 yrs. - 80 80
1 – 5th std.* 15 85 68
6 – 10th std. 50 50 34
11 – 12th std. 43 57 19
Until diploma/
degree
44 56 10
Hence, out of 100 men who are more than 7 years, only 10 men will
complete any degree or diploma.

26. Enrolment and drop-out (Women >7 yrs.)
Source: NCAER, Human Development in India Report, 2010, p.77
Drop out rate
(%)
Enrollment
rate (%)
% Remaining
in School
6 yrs. - 60 60
1 – 5th std.* 16 84 50
6 – 10th std. 57 43 21
11 – 12th std. 45 55 12
Until diploma/
degree
44 56 6
Hence, out of 100 women who are more than 7 years, only 6 women
will complete any degree or diploma.

27. Children never enrolled (6-14 yrs.)
Source: NCAER, Human Development in India Report, 2010, p., 92
State Never enrolled (%)
India 10
Delhi 7
Gujarat 6

28. Absence from school
Source: NCAER, Human Development in India Report, 2010, p. 91
Absent 6+ days in the last
month (%)
India 20
Standard 1-5 21
Standard 6-10 16

29. Physical infrastructure in Schools in urban areas
Source: Adapted from NCERT, 7th All India School Education Survey, 2002, p. 13, 346, 374, 398,
406
0
20
40
60
80
100
120
Drinking water Ancillary facilities Electric connection Play ground facility
India
Delhi
Gujarat

30. Quality of education (skill based)
Source: NCAER, Human Development in India Report, 2010, p. 79-80
11
14
21
22
32 No Reading
Letters
Words
Paragraph
Story
19
3326
22
No math
Numbers
Subtraction
Division
Reading skills of children aged
8-11 yrs (%)
Arithmetic skills of children aged
8-11 yrs (%)

31. Quality of education (type of school)
Source: Adapted from NCAER, Human Development in India Report, 2010, p.94
Reading, Writing, and Arithmetic Skills of Children Aged 8–11 by School
Type and State
0
10
20
30
40
50
60
70
80
90
Private Government/
Municipal
Private Government/
Municipal
Private Government/
Municipal
India Delhi Gujarat
Read
Subtract
Write

32. Private tuition
Source: NCAER, Human Development in India Report, 2010, p.83
Private tuition increases the work burden on students. Children who receive
tuition spend nearly 50 hours per week doing school related work.
31 33
29
32
6
9
8
11
8
8
0
10
20
30
40
50
60
Std. 0-5/ No tuition Std. 6-10/ No tuition Std. 0-5/ Tuition Std. 6-10/ Tuition
Tuition (hrs./week)
Homework (hrs./week)
School (hrs./week)

33. ICT Education and SSA - Aims
Source: MHRD, Sarva Shiksha Abhiyan: Manual for planning and appraisal, 2004, p.117)
• To create computer awareness and literacy among children and
teachers at elementary level.
• To make teaching learning effective and interesting through
computer-aided learning.
• To empower the teachers to generate supplementary material in
digitalized form and in other forms.
• To improve quality of education and also enrollment and retention.

34. Computer education at Upper primary level
Source: MHRD, Sarva Shiksha Abhiyan: Manual for planning and appraisal, 2004, p.117-118
• Computer education is envisaged at three levels by the states:
• Orient teachers and children to computers.
• Provide computer aided learning.
• Computer-based learning.
• Focus must be on identification as well as dealing with hard spots,
especially in English, Maths and Science.
• Use of effective graphics, animations, audio, imaginative analogies
and simulations should be encouraged.

35. Execution of ICT learning in Gujarat
Source: Government of Gujarat, Sarva Shiksha Abhiyan, 2012, http://gujarat-
education.gov.in/ssa/projects/computer_aided_learning1.htm
• In 2003-04, the procurement of 2934 computers was made and were
installed in 517 Upper Primary schools.
• SSA Gujarat has tied up with INTEL company for the basic training of
computer operating to teachers.
• As a next activity, SSA Gujarat has tied up with Azim Premji
Foundation for the development of content.
• The Education Department, State Government, has covered more
than 4061 schools in 2006-07.

36. National Policy on ICT in School Education
Source: Gurumurthy K., 2011, Presentation on ‘New models in Teacher Education through ICTs’
• National Policy on Information and Communication Technology (ICT)
in School Education
• Assists the States in optimizing the use of ICT in school education
within a national policy framework.
• Vision: To integrate and leverage ICTs in School Education for
improved quality, delivery and administration of primary and
secondary education and to build national capacities for the
development of an efficient workforce which can contribute
effectively to the global knowledge economy.
• The guiding principles as well as the thematic objectives
discussed in the policy are based on technological parameters
rather than on academic or pedagogic principles.

37. Innovative education and ICT in India
• Project Shiksha by Microsoft
(http://www.microsoft.com/india/msindia/msindia_up_partnerslearning.aspx)
• One laptop per child (http://one.laptop.org/about/mission)
• Project Vision (http://certad.srishti.ac.in/edu/about)
• Drishya (http://www.dwarakaonline.com/Html/Drishya.htm)
• Aata Pata Horaata (http://www.kinnarithakker.com/Aata-Pata-Horaata-Play-
Learn-Transform)
• Mallya Aditi International School (http://aditi.edu.in/diff_identity.htm)
• Azim Premji Foundation (http://azimpremjifoundation.org/Our_Work)

38. SCHOOL SURVEYS
1. Municipal School – Geetamandir, Ahmedabad
2. Private Aided School – Pankornaka, Ahmedabad
3. Informal School – Bhudarpura, Ahmedabad

39. School location in Ahmedabad

40. Municipal School – Key features 1
• The school is an upper primary school (6th-8th standards)
• The school comprises of 215 students.
• Most students attending the school are from nearby chawls* or slums.
• Mid day Meal is available to all the students.
• The main feature of the school is the prayer service, which takes place
on the school grounds every morning.
• Teacher qualification is high in the school.
• Teacher salaries very widely (Rs. 5200 – Rs. 35000 per month)
• There are facilities of a well equipped computer room, drinking water,
toilets and other ancillary facilities in the school.
• The school does not have a playground in the school premises.

41. Municipal School – Surroundings
The School is located in an
impoverished locality.
1

42. Municipal School - Overview 1

43. Municipal School – Meal service
Timings:
10:00 am to 10:45 am
Monday to Friday
9:00 a to 9:45 am Saturday
1

44. Municipal School – Facilities
• Computer room
• Toilets
• Drinking water
1

45. Municipal School – Recreation
During the meal break,
children can play.
1

46. Municipal School – The Essay 1

47. Private aided School – Key features 2
• The school receives government grant only for 9th and 10th grade.
• The school comprises of 120 students in the 9th grade (1500 students
in total).
• Most students attending the school are from nearby chawls.
• Mid day Meal is not available in this school.
• The main feature of the school is the emphasis on co-curricular
activities and excursions to learn.
• There are facilities of a well equipped computer room, drinking
water, toilets and other ancillary facilities in the school.
• The school does not have a playground in the school premises.
• Teacher qualification and salary is relatively high in the school.

48. Private aided School – Surroundings 2

49. Private aided School - Overview 2

50. Private aided School - Facilities 2

51. Private aided School – Co-curricular activities
Students’ projects for the
Science Fest.
2

52. Private aided School – The essay 2

53. Informal School – Key features 3
• The school takes place on the footpath of a street.
• The school primarily functions as a free private tuition class.
• This school began 12-13 yrs. ago to support students who studied in
municipal/ government schools.
• Students from 5th to 10th standard come to study in the school.
• This school has a student population of 115.
• Most students attending the school are from nearby chawls or slum
relocation colony.
• Most teachers in this school have been its students previously.
• Main subjects taught at Maths, English and Gujarati.
• A meal is provided every evening.

54. Informal School – Surroundings
The school is located in
Bhudarpura, a low income
neighborhood in the city.
3

55. Informal School – Setting up
The school benches are piled
on the footpaths when in
use and when not in use.
3

56. Informal School – Meal service
Students are provided food
by the owner of the school.
Cooking is done on the
footpath too.
3

57. Informal School – the essay 3

58. TEACHERS
Teacher training, qualification, student-teacher ratio, ICT
and teachers

59. Number of teachers in Elementary Schools
Source: Adapted from NCERT, Teacher and their qualifications, 2002, p.23-34
Area
Full-time
teachers
Para
teachers
Part-time
teachers
India
Total 3312426 181685 28052
Urban 848194 25938 11970
Delhi
Total 30191 297 204
Urban 27826 292 202
Gujarat
Total 157013 55616 1434
Urban 59368 9260 837

60. Academic qualifications of full-time teachers
(urban)
Source: Adapted from NCERT, Teacher and their qualifications, 2002, p.137-160
Below secondary
Secondary or equivalent
Higer secondary or
equivalent
Graduate and above
Any other
From inside to outside: India trained, India untrained, Delhi trained, Delhi untrained, Gujarat trained, Gujarat
untrained

61. Academic qualifications of Para teachers (urban)
Source: Adapted from NCERT, Teacher and their qualifications, 2002, p.220-231
From inside to outside: India, Delhi, Gujarat
Below secondary
Secondary or equivalent
Higer secondary or
equivalent
Graduate and above
Any other

62. Trained teachers
75
80
85
90
95
100
105
India Delhi Gujarat
% of trained teachers in Primary school
% of trained
teachers in
Primary school
82
84
86
88
90
92
94
96
98
100
102
India Delhi Gujarat
% of trained teachers in Middle school
% of trained
teachers in
Middle school
Source: Adapted from Ministry of Human Resource Development, Statistics of School Education,
2009, p.251

63. Student-teacher ratio
0
5
10
15
20
25
30
35
40
45
India Delhi Gujarat
Primary school student
teacher ratio
Middle school student
teacher ratio
Minimum student-
teacher ratio (30:1)
Source: Ministry of Human Resource Development, Statistics of School Education, 2009, p.251
30

64. Student-teacher ratio (Type of School)
0
5
10
15
20
25
30
35
40
45
50
Government Local body Private aided Private unaided
Primary Schools
Upper primary schools
Minimum student-teacher
ratio (30:1)
Source: Adapted from Ministry of Human Resource Development, Statistics of School Education,
2009, p.251

65. Teacher education policy - History
Source: Department of Education and Literacy, MHRD, 2011, http://mhrd.gov.in/TE_ov
• Teacher education policy has evolved over time and is based on
recommendations from various Reports of Committees/ Commissions
on Education.
• Kothari Commission (1966)
• Chattopadyay Committee (1985)
• the National Policy on Education (NPE 1986/92)
• Acharya Ramamurthi Committee (1990)
• Yashpal Committee (1993)
• National Curriculum Framework (NCF, 2005).

66. Teacher education: Legal and institutional
framework
Source: Department of Education and Literacy, MHRD, 2011, http://mhrd.gov.in/TE_ov
• Prepare teachers for the school system (pre-service training).
• National Council of Teacher Education (NCTE), a statutory
body of the Central Government, is responsible for planned
and coordinated development of teacher education in the
country.
• Improve the capacity of existing school teachers (in-service
training).
• A large network of government-owned teacher training
institutions (TTIs), which provide in-service training to the
school teachers.

67. National Curriculum Framework on Teacher
Education - 2005
Source: Source: Department of Education and Literacy, MHRD, 2011, http://mhrd.gov.in/TE_ov
• Reflective practice to be the central aim of teacher education.
• Student-teachers should be provided opportunities for self-
learning, reflection, assimilation and articulation of new ideas.
• Developing capacities for self-directed learning and ability to
think, be critical and to work in groups.
• Providing opportunities to student-teachers to observe and
engage with children, communicate with and relate to children.

68. Source: Azim Premji Foundation, Status of District Institutes of Training and Education, 2010,
p.3)
• The performance of District Institutes of Training and Education
(DIET) across the country had been abysmal.
• 17% do not have their own building.
• 40% do not have their own hostel facility.
• 43% have done no research in last 2 years.
• 70% have no librarian.
• 80% vacancy in faculty positions exists in some DIETs.
Condition of DIETs

69. ICT and Teacher Education – traditional model
Source: Gurumurthy K., 2011, Presentation on ‘New models in Teacher Education through ICTs’
• Centralized design
• Delivery of training with teacher as the receiver
• No clear plan which identifies individuality of the teachers.
• Budgetary norms are rigid
• Curriculum requires improvement and contextualization.
• Did not create community of learners (community requires
continuity of interactions)
• Workshop based.
• Inadequate monitoring and on-site support.
• Inadequate linkages between theory/ research and practice.
• Isolation of teachers from the schools.

70. ICT and Teacher Education – New model
Source: Gurumurthy K., 2011, Presentation on ‘New models in Teacher Education through ICTs’
• Constructionism: Enabling teachers to co-create curricular
resources.
• Social constructivism: Connecting teachers into the learning
community. Teachers connect to one another and to teacher
educators on a continuous basis for sharing and learning on virtual
networks that complement physical networks.
• Moving the teachers from being consumers of teacher education to
collaborators.
• Using ICT to record individual learning needs.
• Demonstrate the pedagogical/ professional development value to
teachers.
• Availing grants for computers in teacher training centers.
• Provide inexpensive netbooks to teachers.

71. THANK YOU