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Education in India – A Detailed Analysis

Last updated on April 21, 2024 by ClearIAS Team

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

History of Education in India

India has a rich tradition of imparting knowledge.

The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

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However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways .

Still, the education system in India needs a lot of reforms.

Current Status of Education in India: Data from Census 2011

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Literacy rate in India as per Census 2011: 74%.
Literacy rate: Male: 82.1%; Female: 65.5%
Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
There are large state variations in the gender gap.
However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
Be that as it may, India is still lagging behind the world literacy rate of 86.3%(UNESCO 2015). A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

Pre-primary level: 5-6 years of age.
Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

Under Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of elementary education.
Provision for a non-admitted child to be admitted to an age-appropriate class.
Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
There is a fear of financial burden on the government for teacher recruitment and training.
The grey area of teacher transfer is also not helping the cause.
Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted learning for children from disadvantaged groups to provide an equitable education system.
Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism with the Indian value system. ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

Wisdom and Knowledge
Aims of the Social Order : the desired social order for which youths are being educated.
Love for higher values in life
Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

Standardization of educational system on 10+2+3 pattern.
Emphasized the need to make work experience and social/national service an integral part of education.
Linking of colleges to several schools in the neighborhood.
Equalization of opportunities to all and to achieve social and national integration .
Neighborhood school system without social or religious segregation and a s chool complex system integrating primary and secondary levels of education.
Establishment of Indian Education Service.
On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

The policy provided for “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
Increase public expenditure on education to 6% of GDP.
Provide for better training and qualification of teachers.
Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
Launching of “Operation Blackboard” to improve primary schools nationwide.
IGNOU, the Open University, was formed.
Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
The policy of no detention should be upheld only till class five and not till class eight.
There is a steep rise in teacher shortage, absenteeism, and grievances.
Need to constitute an Autonomous Teacher Recruitment Board.
Four years integrated B.Ed. the course should be introduced.
There is an inadequate integration of information technology (IT) and the education sector.
The National Skills Qualification Framework should be scaled up.
The choice of vocational courses should be in line with local opportunities and resources .
Bringing formal certification for vocational education at par with conventional education certificates.
All India Education Service.
Existing separate laws governing individual regulators in higher education should be replaced by the said act.
The role of existing regulatory bodies like UGC and AICTE should be revised.
National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education:

Low accessibility.
The curriculum doesn’t meet the developmental needs of children.
Lack of qualified and trained teachers.
Substandard pedagogy.
Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
Guidelines for up to three-year-old children.
Educational framework for three to eight-year-old children.
This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
The current structure of school education is to be restructured based on the development needs of students.
10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
Force students to concentrate only on a few subjects.
Do not test learning in a formative manner.
Cause stress among students.
To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
These will also include anganwadis, vocational education facilities, and an adult education center.
Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
Teachers should be deployed with a particular school complex for at least five to seven years.
They will not be allowed to participate in any non-teaching activities during school hours.
Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Higher Education

According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
Research universities focus equally on research and teaching.
Universities focus primarily on teaching.
Colleges focus only on teaching at undergraduate levels.
All such institutions will gradually move towards full autonomy.
Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
Introduce four-year undergraduate programs in Liberal Arts.
By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
The student-teacher ratio of not more than 30:1 must be ensured.
All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

Improving the classroom process of teaching, learning, and evaluation
Aiding teacher training.
Improving access to education.
Improving the overall planning, administration, and management of the entire education system.
Electrification of all educational institutions paves the way for technology induction.
An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

Establishing an autonomous Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
Adult Education Centers will be included within the school complexes.
Relevant courses are made available at the National Institute of Open Schooling.
National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Education and Indian Languages

The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

The New Education Policy lacks operational details.
It is not clear from where the funding will be sourced.
Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
But the girl’s enrollment rate is lower than that of boys at the higher education level.
A gap is visible across social categories in terms of enrollment rate at the higher education level.
According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are cumulative, which leaves students grossly handicapped for further education .
India had fared poorly in the Programme for International Student Assessment (PISA) test in 2008, and 09.
Education policies in India are focused on inputs rather than on learning outcomes.
Teacher shortages.
Local politics.
Corruption in teacher appointment.
Defects in teacher training.
Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
There is no accountability, as there is a guaranteed lifetime job independent of performance.
From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
National Policy on Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
Budget 2019-20 stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The Budget has also increased focus on ‘new-age skills’ like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
Currently, B Tech courses in AI are offered mostly in premier institutions only.
The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

Early childhood education (ECE) is needed for cognitive development in the early stage.
Integrated Child Development Scheme (ICDS) has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
There are multiple service providers but there is no clarity in the types of services provided.
The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
There is a decline in the quality and training of teachers.
S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
The government has launched Padhe Bharat Bade Bharat – targeting early reading and writing. The twin-track approach of comprehension and math is the main focus.
There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
Inclusive learning can be furthered through school.
Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
There is a need to expand RTE to cover the 14-18 age groups.
To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
The desired levels of research and internationalization of Indian campuses remain weak points.
Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee, on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
Indian higher education system is of a linear model with very little focus on specialization.
UGC and AICTE act more as controllers of education than facilitators.
Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
Poor governance , with mindless over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
Compartmentalization and fragmentation of the knowledge system.
Disconnect with society.
Overemphasis on entrance tests.
Absence of innovation in learning methods.
Corrosion of autonomy of universities.
For long basic disciplines across the physical and social sciences and humanities were ignored.
However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
Budget 2019-20 proposes ‘Study in India’ with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7 percent of GDP over the past two decades.
The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
The separation of research from teaching leads to a situation where universities have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
There is also a need to encourage Investigator-led Research for funding science research. Science and Engineering Research Board (SERB) 2008, a statutory body of DST, is a step in the right direction.
50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
It would strengthen state universities and provide knowledge in areas specific to a state.
National Research Foundation, to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
National Mission on Dark Matter
National Mission on Genomics
National Mission on Energy Storage Systems
National Mission on Mathematics
National Mission on Cyber-Physical Systems
National Mission on Agriculture
Ramanujan Fellowship Scheme.
Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
Ramalingaswami Re-entry Fellowship.
Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
Greater public engagement of the science and research establishment is needed. A greater effort at science communication is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
Supreme Court had said that NEET should be the sole basis for admission to medical courses.
There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
11th 5-year plan (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC) made medium-long-term state perspective plans.
Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
Selected government institutions would be provided with ₹1,000 crore over five years.
The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
The model for the sector remains dependent on state patronage.
Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
Funding only for public institutions is discriminatory.
Humanities institutions were neglected.
Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

Foreign Education Providers Bill 2013

There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

JP movement had provided an impetus to the politicization of students.
In Indian higher education institutions, university politics has become a launchpad for political ambitions.
Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
By teachers → who reinforced the belief that boys are quick learners.
Girls are eased out of school to work on home chores or get married.
Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
In higher education, gender disparities still prevail in enrollment.
Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

Teachers play the most critical role in a student’s achievement.
The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
Preference for private school tutoring is there.
The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
ASER 2016 has shown small improvements in learning outcomes in government schools.
Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a five-year vision plan on education, released by MHRD, by the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

Group 1: Strategies for expanding access
Group 2: Towards global best teaching/learning process
Group 3: Promoting Excellence
Group 4: Governance reforms
Group 5: Assessment, Accreditation, and Ranking Systems
Group 6: Promotion of research and innovation
Group 7: Employability and Entrepreneurship
Group 8: Using Technology for Better Reach
Group 9: Internationalisation
Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
Upgrade the quality of education to global standards.
Position at least 50 Indian institutions among the top 1000 global universities.
Introduce governance reforms in higher education for well-administered campuses.
Accreditation of all institutions as an assurance of quality.
Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
Double the employability of the students passing out of higher education.
Harness education technology for expanding the reach and improving pedagogy.
Promote India as a global study destination.
Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

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Reader Interactions

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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Education in India GK Questions and Answers

Education in India is compulsory for children between the ages of 6 and 14. The education system is divided into three levels: primary, secondary, and higher education. The literacy rate in India is 77.7%.

Here you are given Multiple Choice Questions (MCQs) on the Education in Indiathe topic of General Knowledge. First of all, you have to read all the GK questions related to Education in India and click on one correct answer for each question. If your answer is correct, you will be displayed with a ✅ sign, but if your answer is wrong, a ❌ sign will be displayed, so that you can identify the correct answer you have given.

◉ Overall education-water safety campaign

✅ Correct

◉ Nirmal Bharat Abhiyan

❌ Incorrect

◉ Chief Minister Jal Swavalamban Abhiyan

◉ none of them, ◉ bill clinton, ◉ tony blair, ◉ george bush , ◉ gordon brown , ◉ surendranath banerjee, ◉ ganesh vasudev mavalankar, ◉ sultan ahmed shah, ◉ c. shankaran nair, ◉ sri lanka, ◉ greece, ◉ india, ◉ nigeria, ◉ haryana, ◉ manipur, ◉ delhi, ◉ bihar, ◉ 10, ◉ 2, ◉ 4, ◉ 5, ◉ central list, ◉ concurrent list, ◉ state list, ◉ ninth schedule, ◉ center list, ◉ fundamental rights, ◉ directive principles of state policy, ◉ 14 years, ◉ 18 years, ◉ 16 years, ◉ 19 years, ◉ right to free and compulsory child education act, ◉ central educational institution (reservation in entry) act, ◉ macaulay's minute, 1835, ◉ consolidated child development service scheme, ◉ 30 years, ◉ 15 years, ◉ makalo commission, ◉ hunter commission, ◉ bentic commission, ◉ charles commission, ◉ in 1835 ad, ◉ in 1947 ad, ◉ in 1945 ad, ◉ in 1942 ad, ◉ in gwalior, ◉ in patiala, ◉ in agra, ◉ in gujarat, ◉ 1950, ◉ 1960, ◉ 1920, ◉ 1970.

Visit link below to learn more about the topic:

List of Education Ministers of India from 1947 to 2024 🔗

NEP 2020 GK Questions – 50+ Latest General Knowledge Questions and Answers on National Education Policy

National Education Policy (NEP) 2020 is India’s revolutionary change in its education system. It is the biggest educational reform of the 21st century. With these changes, the government of India hopes that India’s education system will meet the top education standards across the World.

To help you understand this policy in a better way, I have created the latest General Knowledge Quiz on NEP 2020. These questions and answers will clear all your doubts related to the policy. You may also go through this quiz if you are preparing for any teacher recruitment exam in India because NEP is one of the most important topics.

National Education Policy 2020 General Knowledge Questions and Answers

Question – 1: In January 2015, a committee under whose leadership started the consultation process for the New Education Policy?

Answer: T.S.R. Subramanian (Former Cabinet Secretary)

Question – 2: A draft of the New Education Policy (NEP) was submitted by a panel under the leadership of which former chief of ISRO in 2019?

Answer: Krishnaswamy Kasturirangan.

Question – 3: Which ministry released the Draft New Education Policy (DNEP) 2019?

Answer: Ministry of Human Resource Development.

Question – 4: How many pages were there in the Draft New Education Policy (DNEP)?

Answer: 484 Pages

Question – 5: How many consultations does the Ministry of Human Resources take to create a new education policy?

Answer: The ministry took consultation from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), and 676 districts.

Question – 6: The National Education Policy (NEP) has emphasised the use of which language of instruction till Class 5?

Answer: The use of the mother tongue or local language.

Question – 7: National Education Policy 2020 replaced which former education policy in India?

Answer: National Policy on Education, 1986.

Question – 8: Which 28 languages will be used as a medium of instruction (teaching) according to NEP 2020?

Answer: Assamese, Bengali, Gujarati, Hindi, Kannada, Konkani, Malayalam, Meitei (Manipuri), Marathi, Nepali, Maithili, Odia, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu, English, Bodo, Khasi, Garo, Mizo, French, Hmar, Karbi, Santhali, Bhodi and Purgi.

Check other GK Questions

Question – 9: The New Education Policy is based on which formula of education?

Answer: 5+3+3+4

Question – 10: How much does the NEP 2020 aim to increase state expenditure on education?

Answer: From 3% to 6% of GDP.

Question – 11: The New Education Policy (NEP) recommends all students to learn how many languages in their school?

Answer: Three.

Question – 12: How many of the three languages recommended by the New Education Policy (NEP) to learn in the school should be Indian?

Answer: 2 languages.

Question – 13: What is the first stage of the “5+3+3+4” model of the New Education Policy?

Answer: Foundational Stage

Question – 14: What is the length of the foundational stage as per the New Education Policy?

Answer: 5 years.

Question – 15: How is the foundational stage of the New Education Policy further divided?

Answer: 3 years of preschool or Anganwadi followed by classes 1 and 2 in the primary school.

Question – 16: What should be the age of a child in the foundational stage?

Answer: 3 years to 8 years.

Question – 17: What kind of learning is promoted in the foundational stage?

Answer: Activity-based learning

Question – 18: As per the “5+3+3+4” model, what is the second stage of the education system in India?

Answer: Preparatory Stage

Question – 19: Which classes are in the Preparatory Stage?

Answer: Classes 3 to 5.

Question – 20: What should be the age of a child in the Preparatory Stage?

Answer: 8 to 10 years.

Question – 21: Students will be gradually introduced to which subjects in the Preparatory Stage?

Answer: Speaking, reading, writing, physical education, languages, art, science and mathematics.

Question – 22: What is the third stage of education as per the “5+3+3+4” model?

Answer: Middle Stage

Question – 23: What should be the age of the child studying in the middle stage?

Answer: 11 to 13 years.

Question – 24: In the middle stage, students will be introduced to more abstract concepts in which subjects?

Answer: Mathematics, Sciences, Social Sciences, Arts, and Humanities.

Question – 25: Which are the classes included in the middle stage?

Answer: Class 6th to 8th.

Question – 26: What is the fourth stage of the “5+3+3+4” model as the NEP?

Answer: Secondary Stage

Question – 27: What is the ideal age of students under the secondary stage?

Answer: 14 to 18

Question – 28: Which classes are included in the secondary stage?

Answer: 9th to 12th

Question – 29: How is the secondary stage of education further divided?

Answer: 9th & 10th classes in the first phase and 11th & 12th classes in the second phase.

Question – 30: What is the focus of study in the secondary stage?

Answer: Multidisciplinary study, coupled with depth and critical thinking with multiple options of subjects.

Question – 31: Before the board exams in class 10, in which three classes the exams will be held?

Answer: Class 2nd, 5th, and 8th.

Question – 32: Which new assessment body will be established to decide the standard of class 10th and class 12th board exams?

Answer: PARAKH

Question – 33: What is the full form of PARAKH?

Answer: Performance Assessment, Review, and Analysis of Knowledge for Holistic Development

Question – 34: How many board exams will be held in classes 10th and 12th?

Question – 35: Coding will be introduced in which class?

Answer: Class 6

Question – 36: The Midday Meal Scheme will be extended to include which meal?

Answer: Breakfasts.

Question – 37: Which Philosophy course will be discontinued as per the New Education Policy?

Answer: MPhil (Master of Philosophy)

Question – 38: Which commission will be set up to regulate higher education?

Answer: Higher Education Commission of India (HECI)

Question – 39: What are the four verticals of the Higher Education Commission of India (HECI)?

Answer: NHERC, NAC, HEGC, and GEC.

Question – 40: What is the full form and purpose of NHERC?

Answer: National Higher Education Regulatory Council. It aims to regulate higher education in India including teacher education (excluding medical and legal education)

Question – 41: National Council for Teacher Education, All India Council for Technical Education, and the University Grants Commission will be replaced by which new establishment?

Answer: HEGC (Higher Education Grants Council)

Question – 42: What is the full form and purpose of GEC?

Answer: General Education Council (GEC). Its purpose will be to prepare a National Higher Education Qualification Framework (NHEQF).

Question – 43: The National Council for Teacher Education will come under which department?

Answer: General Education Council (GEC).

Question – 44: Which agency will have extra responsibility for conducting entrance examinations for admissions to universities across the country apart from conducting NEET and JEE Main?

Answer: NTA (National Testing Agency)

Question – 45: In August 2021, Which state became the first state in India to issue an order to implement NEP?

Answer: Karnataka.

Question – 46: By which year, a 4-year Bachelor of Education will be mandatory to become a teacher in India?

Answer: 2030

Question – 47: Which authority has the responsibility of framing a National Curriculum Framework for Teacher Education and National Professional Standards for Teachers as per NEP?

Answer: The National Council for Teacher Education

Question – 48: NITI Aayog partnered with which EdTech company to provide free access to its tech-driven learning programs to engineering aspirants from 112 districts in line with NEP?

Answer: Byju’s

Question – 49: Who compared the New Education Policy (NEP) 2020 with the Morrill Land-Grant Acts of the United States and called it a “Morril Moment” for India?

Answer: Director of IIT Delhi, V. Ramgopal Rao

Question – 50: Who is the head of the National Education Commission of India?

Answer: The Prime Minister of India.

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GK Questions and Answers on the Growth of Modern Education in India

The modern education during british india was a master stroke to breach the legacies of indian traditional schools of learning and to create a class of subordinates. in this article, we are giving 10 gk questions and answers on the growth of modern education in india with an explanation which will be helpful for the aspirants of the competitive exams like upsc/pcs/ssc/cds etc..

The Modern Education during British India was a master stroke to breach the legacies of Indian traditional schools of learning and to create a class of subordinates. The imperial and expansionist policy British East India Company compels them to introduce Western Education, so that a small section of upper and middle classes get educated and help them to rule. In other words, they wanted to create a class “ Indian in blood and colour, but English in taste ” who would act as interpreters between the Government and the masses.

1. Who among the following set the Calcutta Madrasa in 1781 AD?

A. Warren Hasting

B. Jonathan Duncan

C. Lord Wellesley

D. Sir Charles Wood

Explanation: Calcutta Madrasa, (later Calcutta Aliya Madrasa) was the earliest of the state-managed educational institutions under the British rule in India. It was founded by the Governor General Warren Hastings in 1781 AD for the study and learning of Persian and Arabic. Hence, A is the correct option.

2. Who among the following was the founder of Sanskrit College at Banaras?

Explanation: In 1791, the efforts of Jonathan Duncan resulted in the opening of the Sanskrit College at Banaras for the understanding of the laws, literature and religion of the Hindu. Hence, B is the correct option.

3. Which of the college in India was set up by Lord Wellesley for the training of the civil servants of the company in vernacular languages and custom of India?

A. East Indian College

B. Punjab National College

C. Fort William College

D. Sanskrit College

Explanation: Fort William College was set up by Lord Wellesley for the training of the civil servants of the company in vernacular languages and custom of India. Hence, C is the correct option.

GK Questions and Answers on the development of judicial system during British India

4. Which of the following college in England was established to impart training to civil servants?

D. Imperial College

Explanation: East Indian College at Hailey bury, England was established to impart training to civil servants in 1807 AD. Hence, A is the correct option.

5. Which of the following British Act provided for an annual expenditure for the revival and promotion of literature and the encouragement of then learned natives of India and for the introduction and promotion of knowledge of the science among the inhabitants of the British territories?

A. Indian Universities Act, 1904 AD

B. Saddler University Commission, 1917-1919

C. Hunter Education Commission, 1882-83

D. Charter Act, 1813

Explanation: Charter Act of 1813 provided for an annual expenditure of one lakh of rupees "for the revival and promotion of literature and the encouragement of then learned natives of India and for the introduction and promotion of knowledge of the science among the inhabitants of the British territories." Hence, D is the correct option.

6. Consider the following

I. It is considered as the Magna Carta of English Education in India.

II. It declared that the aim of the Government's educational policy was the teaching of Western Education.

Which of the above statement (s) is/are correct about Sir Charles Wood's Despatch on Education, 1854?

C. Both I and II

D. Neither I nor II

Explanation: Sir Charles Wood's Despatch on Education, 1854 is considered as the Magna Carta of English Education in India. It declared that the aim of the Government's educational policy was the teaching of Western Education. The three universities of Calcutta, Madras and Bombay came into existence in 1857. Hence, C is the correct option.

7. Which of the following plan or scheme of Modern Education associated with Zakir Hussain Committee?

A. Hunter Education Commission (1882-83)

B. Wardha Scheme of Basic Education

D. Sargent Plan of Education

Explanation: The Zakir Hussain Committee worked out the details of the Wardha Scheme of Basic Education and prepared detailed syllabi for a number of crafts and made suggestions concerning training of teachers, supervision, examination and administration. Hence, B is the correct option.

GK Questions and Answers on the Governors-General of British India

8. Which of the following act/plan/scheme/commission of British envisages the introduction of universal free and compulsory education for children between the ages of 6 and 14?

A. Sargent Plan of Education

C. Indian Universities Act, 1904

D. Hunter Education Commission, 1882-83

Explanation: Sargent Plan of Education envisaged the establishment of elementary schools and high schools (junior and senior basic schools) and the introduction of universal free and compulsory education for children between the ages of 6 and 14.

9. Which of the following act/plan/scheme/commission of British recommended a twelve-year school course after passing the intermediate examination, rather than the Matriculation?

A. Hunter Education Commission, 1882-83

B. Indian Universities Act, 1904

C. Sargent Plan of Education

D. Sadler University Commission, 1917-19

Explanation: The Sadler University Commission (1917-19) recommended a twelve-year school course after passing the intermediate examination, rather than the Matriculation; the students were to enter a university.

10. Which of the following act/plan/scheme/commission of British increased university control over private colleges by laying down stringent conditions of affiliation and periodical inspection by the Syndicate?

A. Indian Universities Act, 1904

B. Sadler University Commission, 1917-19

D. university Grand Commission

Explanation: The Indian Universities Act, 1904 increased university control over private colleges by laying down stringent conditions of affiliation and periodical inspection by the Syndicate. The private colleges were required to keep a proper standard of efficiency. The Government approval was necessary for grant of affiliation or disaffiliation of colleges.

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Quiz 8: Understanding the Indian Education System: Institutions and Frameworks

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INTERVIEW | India’s education system to be world-class by 2040: Ramesh Pokhriyal Nishank

Union HRD Minister Ramesh Pokhriyal Nishank. (File | PTI)

The New Education Policy (NEP 2020) that was launched last Wednesday aims to make India’s education system one of the best in the world and provide access to the highest-quality education for all, Union Minister of Education Dr Ramesh Pokhriyal Nishank told Sumi Sukanya Dutta in an email interview Now that the National Education Policy has been adopted by the government, what is the way forward and how will the government implement it? With the National Education Policy coming in effect, we are hoping to transform education and putting a significant thrust on learning about how to think critically and solve problems, to be creative and multidisciplinary, and to innovate, adapt, and absorb new material in novel and changing fields.

The curriculum will include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects and capabilities of learners; and make education more well-rounded, useful, and fulfilling. NEP aims to build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment. We are making an implementation plan with clear tasks and timelines and we would endeavour to implement the same in letter and spirit.

What are the short-term and long-term goals related to its implementation? NEP aims that India’s education system will become second to none by 2040, with equitable access to the highest-quality education for all learners regardless of social or economic background. We hope to achieve quality early childhood development, care, and education as soon as possible and maximum by 2030, to ensure that all students entering Grade 1 are school ready. States will prepare a plan for attaining universal foundational literacy and numeracy for all learners by Grade 3 in next five years.

We want teachers to be prepared for a transformation in the assessment system by 2022-23. Teacher education will gradually be moved into multidisciplinary colleges and universities. The minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree by 2030. By 2040, all higher education institutions should become multidisciplinary institutions with at least 3,000 students; and by 2030, there will be at least one large multidisciplinary HEI in or near every district.

The NEPs in the past faced major financial hurdles. Is there a clear financial plan to execute the new NEP? Centre and the States will work together to increase public investment in education to 6% of GDP at the earliest. In particular, financial support will be provided to various critical elements and components of education, such as ensuring universal access, learning resources, nutritional support, student safety and well-being, adequate numbers of teachers and staff, teacher development and support for all key initiatives towards equitable high-quality education for underprivileged and socio-economically disadvantaged groups.

A key clause in the NEP is that medium of instruction till class 5 will be in mother tongue or local language. Will it be mandatory? There is an argument that it could put children in govt schools at a disadvantage as private schools may continue to teach in English. What do you think? The NEP took into consideration expert opinions, field experiences, empirical research, stakeholder feedback and lessons learnt from best practices. In most developed countries, they have made an earnest effort to ensure that child studies in the mother tongue so that both parents and children participate in education process. Children learn and grasp non-trivial concepts more quickly in their home language.

There are practical issues related to teaching in mother tongue or local language. There are millions of multi-language families and a lot of people have transferable jobs and their kids go to schools in different states. Have all these issues been thought through? In multilingual families, there can be a language spoken by other family members which is different from the mother tongue or local language. Therefore, we have added the term “wherever possible” in the language recommendation clause. However, mother tongue or local language should be the medium of instruction at least till class 5.

NEP has also proposed making universities and colleges multi-disciplinary. Some think that it may not be a good idea to tamper with high-quality institutions like IISC, IIMs and IITs. Your views? IITs are already leading the path by introducing multi-disciplinary courses. The policy envisages a broad-based multi-disciplinary holistic education at undergraduate level for integrated, rigorous exposure to science, arts, humanities, mathematics and professional fields. A holistic and multidisciplinary education will help develop well-rounded individuals.

There are concerns that the policy is promoting privatisation of education--particularly in the higher education sector? There are multiple checks and balances to combat and stop the commercialisation of school and higher education. An effective quality self-regulation or accreditation system will be instituted for all stages of education including pre-school education - private, public, and philanthropic - to ensure compliance with essential quality standards. States will set up an independent body, State School Standards Authority, to establish a minimal set of standards.

All HEIs will be held to similar standards of audit and disclosure as a ‘not for profit’ entity. The accreditation system developed by NAC will provide a complimentary check on this system. Private HEIs having a philanthropic and public-spirited intent will be encouraged through a progressive fee regime. Transparent mechanisms for fixing fees with an upper limit will be developed.

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UPSC Mains Previous Year Questions: Education System in India | Indian Society for UPSC CSE PDF Download

How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate your answer (UPSC GS1 2020)

Digitalization is the trending term in 21st century. Right from a child to an experienced old person, they are surrounded by laptops, computers, tablets and smartphones. Educational system is also getting influenced due to the digitalization era. Contribution of digital initiatives on the functioning of the education system in India

Education is the pillar of any country. Education transforms the person and leads him/her on the path where he can strive for the economic and social development of the country. The educational system is going through rapid transformation due to which, the children of this generation are be limited to traditional textbooks.
Their thirst for knowledge cannot be quenched using the age-old methodologies and pedagogies. Their hunger for ever-increasing information can be satisfied by the use of digital tools and Internet in the form of e-learning courses, digital textbooks, interactive animation videos and integrating ICT in classrooms The traditional classrooms are getting transformed to “SMART” classrooms. However, this process of digitalization has not touched the rural areas of India effectively. This has created a digital divide between the urban areas and rural areas. “Digital India” aims to bridge this gap by connecting the remotest villages through WIFI and broadband.
The “Digital India” programme is a flagship programme aiming to transform India into a digitally powerful and energized society and skilled economy.
The Government of India visions to see the most secluded, inaccessible village to be connected by high-speed internet and broadband facilities. This will help in bridging the digital divide between rural and urban areas. This will help in achieving social inclusion and financial inclusion of the rural areas. This also ensures that there is uniformity in the services provided to urban and rural areas.
e-Basta: To be consistent with the Government’s Digital India initiative, this project has been created to make school books approachable, easy-to-use and user-friendly. e-Basta books are available in digital format. E-Bastas can be read and used on tablets and laptops. The main idea is to bring various publishers and schools together on the same stand. The participants of the eBasta framework are publishers, schools, teachers and students. The e-Basta app can be easily downloaded by the students from all over the world. The contents required are selected by the schools and teachers. The publishers upload and manage content in the portal.
E-Pathshala: It is an app developed by NCERT. This app is house for different kinds of quality textbooks, audios and videos. It addresses a wide audience and also helps in bridging the digital divide between urban and rural areas. It has variety of accessibility options. It can accessed through mobiles (android or IOS) or through web platforms on laptops or desktops.
Shaala Siddhi: It is a platform initiated by National Institute of Educational Planning and Administration. It aims at evaluating the schools to achieve the goal of sustainable improvement. They can also take sensible decisions for achieving their goals by comparing their performance with the criteria specified by the Schools Standards and Evaluation Framework.
e-Education: Digital India aims to connect all the schools in India through Wi-Fi and broadband facilities. This again ensures that all the schools, be it in urban or rural, are able to access the state of art facilities. Digital India would enable inclusive growth by providing access to better educational facilities. People who had to quit school education can make use of online educational facilities like Swayam. This would in turn increase the literacy rate in India. Digital Tools Used and Impact of Learning Outcomes in the Indian Schools.
Primary and Secondary schools across the country appear to be more advanced in the adoption of technology. Teachers in primary schools use smart boards and LCD screens to teach concepts in Mathematics, Science, and English Grammar.
Schools across the country are using technology seamlessly to engage with students and achieve desired results through well-planned learning methods.
Most schools utilize digital tools such as smart boards, LCD screens, audio-visual videos, digital recordings of older lectures and so on to teach children difficult as well as easy concepts.
Moreover, the role of a teacher has always been to impart knowledge to students and become facilitators using digital tools.
However, many school heads concur that these technologies will never replace the physical presence of a teacher, instead complement the entire teaching process.
In India, most of the school’s teachers are conducting ‘Smart Classes for 6-12th standard and teachers have been trained with the software to use it for main subjects (Maths, Science, History and Geography). The teachers are using it extensively in all the classes; and they plan ahead. The schools will soon be a place where the students will learn to study on their own with the help of computers while the teacher being a mere facilitator.
For a Digital India to succeed in impacting education, it needs a vision and mission to integrate technology as an important part of our large and complex school system. It must have a targeted approach to improve education through digitalization and by providing better teachers and with a comprehensive vision to provide benefit to a large extent of children.
Some of the techniques that can be incorporated in schools-Introduce benefits of technology in education–The very basic thing is to teach children how to incorporate technology with their education, to gain benefit and to use it as a tool to compete with the ever-growing world. This is mainly required in rural areas where children are very far away from this piece of knowledge. E learning apps– After this some innovative tools can be introduced for providing notes, books, resolving queries of student, practicing question etc.
There are 100’s of app and software available for students to learn. Smart schools Government should try to incorporate technology from the ground level that is school, more smart school should be open, public schools must be digitalized, classes must be provided to teach student and teachers about the benefits of digital world and everybody must have basic computer proficiency. Smart tools-Schools should be digitalized and must use smart tool to provide education to students like smart board, visual/audio education, school management software for management of school data.

Conclusion As the access to internet in India has increased over the years and still rising due to the Bharat Net program, there should be more convergence between traditional and digital education. To achieve the highest potential, the digital divide must be narrowed down further. The digital platform has been the sole medium in the testing time of Covid-19 pandemic which indicates the success of the Digital India Mission. In the coming future one can expect the rise in investment in edutech startups in digital education that can take India to better position of growth and development.

Topics covered - Digitalisation, Digital Divide, Digital Ecosystems

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

8th June 2023

NCERT Solutions for Class 8 English It So Happened Supplementary Reader Chapter 8 Ancient Education System of India free PDF is given here. These Solutions contains answers to all questions provided in the textbook. Class 8th English It So Happened Chapter 8 solutions are explained by the expert English teacher and as per NCERT (CBSE) guidelines.

Class 8 English Ancient Education System of India Questions and Answers

Comprehension Check Page No. 69

Question 1: Why were travellers attracted towards India?

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

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

Answer : The ancient system of education was the education of the Vedas, Brahmanas, Upanishads and Dharmasutras. Medical treatises of Charaka and Sushruta teachings were the sources of learning. Besides, the sources of learning were drawn from various disciplines such as Itihas (history), Anviksiki (logic), Mimamsa (interpretation), Shilpashastra (architecture), Arthashastra (polity), Varta (agriculture, trade, commerce, animal husbandry) and Dhanurvidya (archery).

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

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

Teaching and learning followed the tenets of Vedas and Upanishads fulfilling duties towards self, family and society, thus encompassing all aspects of life
Education system focused both on learning and physical development
Education in India had a heritage of being pragmatic, achievable and complementary to life.

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

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

Comprehension Check Page No. 74

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

Answer: The nuns and monks received their education from various monasteries or viharas which were educational centres of art and learning. These centres were mainly set up to meditate, discuss and debate with the learned for their quest for knowledge during the ancient period.

Question 2: What is Panini known for?

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

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

Answer: The Chinese scholars’ I-Qing and Xuan Zang visited Nalanda in the 7th century CE. When Xuan Zang visited it, Nalanda was called as Nala, which was a centre of higher learning in various subjects.

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

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

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

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

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

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

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

As our ancient education system in India evolved over the period, it focused on the holistic development of the individual that included taking care of both the inner and the outer self.
The ancient system focused on the spiritual, physical, moral and intellectual aspects of life.
It emphasized on values such as truthfulness, humility, self-reliance, discipline, and respect for all creative works.
Students were taught to appreciate and strike the balance between human beings and nature.
Teachers taught and followed the tenets of Vedas and Upanishads which mentioned about fulfilling one’s responsibilities towards self, family and society covering all the aspects of life.

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

Answer: In ancient times, students from China, Korea, Tibet, Burma, Ceylon, Java, Nepal and other distant countries were attracted to come to India and study as India was considered a land of wonder with a rich source of knowledge that had educational centres of higher learning. Various monasteries or viharas were set up for monks and nuns to meditate, debate and discuss with the learned for their quest for knowledge during this period.

Besides, Takshashila was also a noted centre of learning that included religious teachings of Buddhism, for several centuries. It continued to attract students from around the world until its destruction in the 5th century CE.

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

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

Question 4: What do you understand by holistic education?

Answer: Holistic education refers to the development of the inner and outer self of an individual which prepares them for life. Although ancient education system in India was free, but it was not centralized. Its foundations were mostly laid in the rich cultural traditions of India that helped in the development of the physical, spiritual, intellectual and artistic aspects of life holistically.

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

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

125 Higher Education System Questions with Answers

This post consists more than 100 questions from Higher Education System from previous years UGC NET papers. this will help you to understand the pattern of questions comes under this section. Generally 5 out 50 questions comes from Higher Education System. New syllabus issued by the NTA is given in this post. this post also highlight the questions from each years. try to solve the questions.

Best of luck for your NTA UGC NET preparation.

Higher Education System

(5 Questions out of 50)

 Institutions of higher learning and education in ancient India.  Evolution of higher learning and research in Post Independence India.  Oriental, Conventional and Non-conventional learning programmes in India.  Professional, Technical and Skill Based education.  Value education and environmental education.  Policies, Governance, and Administration.

Which of the following core values among the institutions of higher education are promoted by the NAAC (National Assessment and Accreditation Council) ? (a) Contributing to national development. (b) Fostering global competencies among the students. (c) Inculcating a value system among students and teachers. (d) Promoting the optimum utilization of the infrastructure. Select the correct answer from the codes given below: (1) (b),(c)and(d) 2) (a),(b)and(c) (3) (a),(c)and(d) (4) (a), (b), (c) and (d)
The best way for providing value education is through (1) discussions on scriptural texts (2) lectures/discourses on values (3) seminars / symposia on values 4) mentoring / reflective sessions on values
The National Judicial Appointments Commission (NJAC) has been declared unconstitutional by 1) The Supreme Court of India (2) The High Court (3) The High Court and the Supreme Court both (4) The President of India
Which of the following statements about the Indian political system is/are correct ? (a) The President is both Head of the State and Head of the Government (b) Parliament is Supreme. (c) The Supreme Court is the guardian of the Constitution. (d) The Directive Principles of State Policy are justiciable. Select the correct answer from the codes given below : (1) (a),(b),(c) and (d) (2) (b), (c) and (d) (3) (b) and (c) 4) (c)only
Which of the following are the fundamental duties ? (a) To respect the National Flag. (b) To protect and improve the natural environment. (c) For a parent to provide opportunities for education/to his/her child. (d) To protect monuments and places of national importance. Select the correct answer from the codes given: 1) (a),(b)and(c) (2) (a), (b) and (d) (3) (a),(c)and(d) (4) (a), (b),(c) and (d)
Which of the following statements are correct in respect of Niti Aayog? (a) It is a constitutional body. (b) It is a statutory body. (c) It is neither a constitutional body nor a statutory body. (d) It is a think-tank. Select the correct answer from the codes given below : (1) (a)and(d) (2) (b)and(d) 3) (c)and(d) (4) (b), (c) and (d)
A college level assistant professor has planned his/her lectures with an intent to develop cognitive dimensions of students centered on skills of analysis and synthesis. Below, given are two sets of items Set – I consisting of levels of cognitive interchange and Set ~ II comprising basic requirements for promoting them. Match the two sets and indicate your answer by choosing the correct alternative from the code: Set-I Set-II (Levels of Cognitive interchange) (Basic requirements for promoting cognitive Interchange) a. Memory level i. Giving opportunity for discriminating examples and non-examples of a point. b. Understanding level ii. Recording the important points made during the presentations. c. Reflective level iii. Asking the students to discuss various items of information. iv. Critically analyzing the points to be made and discussed. Codes: a b c (1) ii iv i (2) iii iv ii 3) ii i iv (4) i ii ii
Which set of learner characteristics may be considered helpful in designing effective teaching-learning systems ? Select the correct alternative from the codes given below : (i) Prior experience of learners in respect of the subject. (ii) Interpersonal relationships of learner’s family friends. (iii) Ability of the learners in respect of the subject. (iv) Student’s language background. (v) Interest of students in following the prescribed dress code. (vi) Motivational-orientation of the students. Codes: (1) (i), (ii), (iii) and (iv) 2) (i), (iii), (iv) and (vi) (3) (ii),(iii),(iv)and(v) (4) (iii), (iv), (v) and (vi)

DECEMBER 2015

Which of the following are the objectives of Kashtriya Uchchatar Shiksha Abhivan (RUSA) ? (a) To improve the overall quality of state institutions. (b) lo ensure adequate availability of quality faculty. (c) To create new institutions through upgradation of existing autonomous colleges. (d) To downgrade universities with poor infrastructure into autonomous colleges. Select the correct answer from the codes given below : (1) (a), (b), (c) and (d) 2) (a), (b) and (c) (3) (a), (c) and (d) (4) (a), (b) and (d)
The grounds on which discrimination in admission to educational institutions is constitutionally prohibited are : (a) Religion (b) Sex (c) Place of birth (d) Nationality Select the correct answer from the codes given below : (1) (b), (c) and (d) 2) (a), (b) and (c) (3) (a), (b) and (d) (4) (a), (b), (c) and (d)
Which of the following statements are correct about Lok Sabha ? (a) The Constitution puts a limit on the size of the Lok Sabha. (b) The size and shape of the Parliamentary Constituencies is determined by the Election Commission. (c) First – past – the Post electoral system is followed. (d) The Speaker of Lok Sabha does not have a casting vote in case of an equality of votes. Select the correct answer from the codes given below : 1) (a) and (c) (2) (a), (b) and (c) (3) (a), (c) and (d) (4) (a), (b); (c) and (d)
Public Order as an item in the Constitution figures in : (1) the Union List 2) the State List (3) the Concurrent List (4) the Residuary Powers
The term of office of the Advocate General of a State is : (1) 4 years (2) 5 years (3) 6 years or 65 years of age whichever is earlier 4) not fixed
Which among the following States has the highest number of seats in the Lok Sabha ? 1) Maharashtra (2) Rajasthan (3) Tamil Nadu (4) West Bengal
The session of the parliament is summoned by : 1) The President (2) The Prime Minister (3) The Speaker of the Lok Sabha (4) The Speaker of the Lok Sabha and the Chairman of the Rajya Sabha
Civil Service Day is celebrated in India on : 1) 21st April (2) 24th April (3) 21st June (4) 7th July
The South Asia University is situated in the city of : (1) Colombo (2) Dhaka 3) New Delhi( 4) Kathmandu
The University Grants Commission was established with which of the following aims ? (a) Promotion of research and development in higher education (b) Identifying and sustaining institutions of potential learning (c) Capacity building of teachers (d) Providing autonomy to each and every higher educational institution in India Select the correct answer from the codes given below : (1) (a), (b), (c) and (d) 2) (a), (b) and (c) (3) (b), (c) and (d) (4) (a), (b) and (d)
The Gross Enrolment Ratio (GER) in institutions of higher education in India at present (2015) is about: (1) 8 percent (2) 12 percent 3) 19 percent (4) 23 percent
The total number of central universities in India in April 2015 was : (1) 08 (2) 14 (3) 27 4) 43

DECEMBER 2014

The maximum number of fake institutions / universities as identified by the UGC in the year 2014 are in the State / Union territory of (A) Bihar B) Uttar Pradesh (C) Tamil Nadu (D) Delhi
Which of the following institutions are empowered to confer or grant degrees under the UGC Act, 1956 ? 1. A university established by an Act of Parliament. 2. A university established by an Act of Legislature. 3. A university / institution established by a linguistic minority. 4. An institution which is a deemed to be university. Select the correct answer from the codes given below : A) 1 and 2 (B) 1,2 and 3 (C) 1.2 and 4 (D) 1, 2, 3 and 4
Which of the following are the tools of good governance ? 1. Social Audit 2. Separation of Powers 3. Citizen’s Charter 4. Right to Information Select the correct answer from the codes given below : (A) 1,3 and 4 (B) 2. 3 and 4 (C) l and 4 D) 1,2. 3 and 4
Right to Privacy as a Fundamental Right is implied in (A) Right to Freedom B) Right to Life and Personal Liberty (C) Right to Equality (D) Right against Exploitation
Which of the following organizations deals with capacity building Educational Planning ? (A) NCERT (B) UGC (C) NAAC (D) NUEPA
Which of the following powers, the President has in relation to Lok Sabha ? 1. Summoning 2. Adjournment – sine die 3. Prorogation 4. Dissolution Select the correct answer from the codes given below : (A) 1 and 4 (B) 1.2 and 3 C) 1, 3 and 4 (D) 1,2, 3 and 4
The interval between two sessions of parliament must not exceed (A) 3 months B) 6 months (C) 4 months (D) 100 days
Which of the following are Central Universities ? 1. Pondicherry University 2. Vishwa Bharati 3. H.N.B. Garhwal University 4. Kurukshetra University Select the correct answer from the code given below : Codes : A) 1,2 and 3 (B) 1,3 and 4 (C) 2, 3 and 4 (D) 1,2 and 4
Consider the following statements and select the correct answer from the code given below : i. Rajasthan receives the highest solar radiation in the country. ii. India has the fifth largest installed wind power in the world. iii. The maximum amount of wind power is contributed by TamilNadu. iv. The primary source of uranium in India is Jaduguda. Codes: (A) i and ii (B) i, ii and iii (C) ii and iii D) i and iv
Who among the following is the defacto executive head of the Planning Commission ? (A) Chairman B)Deputy Chairman (C) Minister of State for Planning (D) Member Secretary
Education as a subject of legislation figures in the (A) Union List (B) State List C) Concurrent List (D) Residuary Powers
Consider the statement which is followed by two arguments (i) and (ii). Statement : India should have a very strong and powerful Lokpal. Arguments : (i) Yes, it will go a long in eliminating corruption in bureaucracy. (ii) No, it will discourage honest officers from making quick decisions. Codes: A) Only argument (i) is strong. (B) Only argument (ii) is strong. (C) Both the arguments are strong. (D) Neither of the arguments is strong.
Which of the following universities has adopted the meta university concept ? (A) Assam University B) Delhi University (C) Hyderabad University (D) Pondicherry University
Which of the following statements are correct about a Central University ? 1. Central University is established under an Act of Parliament. 2. The President of India acts as the visitor of the University. 3. The President has the power to nominate some members to the Executive Committee or the Board of Management of the University. 4. The President occasionally presides over the meetings of the Executive Committee or Court. Select the correct answer from the code given below: Codes : (A) 1,2 and 4 (B) 1,3 and 4 C) 1,2 and3 (D) 1,2, 3 and 4
The e-content generation for under–graduate courses has been assigned by the Ministry of Human Resource Development to (A) INFLIBNET B) Consortium for Educational Communication (C) National Knowledge Commission (D) Indira Gandhi National Open University

DECEMBER 2013

Which one of the following Councils has been disbanded in 2013 ? A) Distance Education Council (DEC) (B) National Council for Teacher Education (NCTE) (C) National Council of Educational Research and Training (NCERT) (D) National Assessment and Accreditation Council (NAAC)
Which of the following statements are correct about the National Assessment and Accreditation Council ? 1. It is an autonomous institution. 2. It is tasked with the responsibility of assessing and accrediting institutions of higher education. 3. It is located in Delhi. 4. It has regional offices. Select the correct answer from the codes given below: Codes : (A) l and 3 B) l and 2 (C) l,2 and 4 (D) 2,3 and 4
The power of the Supreme Court of India to decide disputes between two or more States falls under its (A) Advisory Jurisdiction (B) Appellate Jurisdiction C) Original Jurisdiction (D)Writ Jurisdiction
Which of the following statements are correct ? 1. There are seven Union Territories in India. 2. Two Union Territories have Legislative Assemblies 3. One Union Territory has a High Court. 4. One Union Territory is the capital of two States. Select the correct answer from the codes given below: (A) 1 and 3 only (B) 2 and 4 only (C) 2, 3 and 4 only D) 1, 2, 3 and 4
Which of the following statements are correct about the Central Information Commission ? 1. The Central Information Commission is a statutory body. 2. The Chief Information Commissioner and other Information Commissioners are appointed by the President of India. 3. The Commission can impose a penalty upto a maximum of Rs 25,000/- 4. It can punish an errant officer. Select the correct answer from the codes given below : Codes: (A) 1 and 2 only (B) 1,2 and 4 C) 1,2 and 3 (D) 2, 3 and 4
Who among the following conducted the CNN-IBN – The Hindu 2013 Election Tracker Survey across 267 constituencies in 18 States ? A) The Centre for the Study of Developing Societies (CSDS) (B) The Association for Democratic Reforms (ADR) (C) CNN and IBN (D) CNN, IBN and The Hindu
In which of the following categories the enrollment of students in higher in 2010 – 11 was beyond the percentage Of seats reserved ? A) OBC students (B) SC students (C) ST students (D) Woman students
Which one of the following statements is not correct about the University Grants Commission (UGC)? (A) It was established in 1956~by an Act of Parliament. (B) It is tasked with promoting and coordinating higher education. (C) It receives Plan and Non-Plan funds from the Central Government. D) It receives funds from State Governments in respect of State Universities
Consider the statement which is followed by two arguments (I) and (II) Statement: Should India switch over to a two party system? Arguments: (I) Yes, it will lead to stability of Government. (II) No, it will limit the choice of voters.(A) Only argument (I) is strong. (B) Only argument (II) is strong; C) Both the arguments are strong. (D) Neither of the arguments is strong.
Consider the statement which is followed by two arguments (I) and (II): Statement: Should persons with criminal background be banned from contesting elections? Arguments: (I) Yes, it will decriminalise politics. (II) No, it will encourage the ruling party to file frivolous cases against their political opponents. A) Only argument (I) is strong. (B) Only argument (II) is strong. (C) Both the arguments are strong. (D) Neither of the arguments is strong.
Which of the following statement(s) is/are correct about a Judge of the Supreme Court of India? 1. A Judge of the Supreme Court is appointed by the President of India. 2. He holds office during the pleasure of the President. 3. He can be suspended, pending an inquiry. 4. He can be removed for proven misbehaviour or incapacity.

Select the correct answer from the codes given below: Codes : (A) 1,2and3 (B) 1,3and4 (C) 1 and 3 D) 1 and 4

In the warrant of precedence, the Speaker of the Lok Sabha comes next only to (A) The President (B) The Vice-President C) The Prime Minister (D) The Cabinet Ministers

DECEMBER 2012

Which of the following is not a measure of Human Development Index ? (A) Literacy Rate (B) Gross Enrolment C) Sex Ratio (D) Life Expectancy
India has the highest number of students in colleges after (A) U.K. B) U.S.A. (C) Australia (D) Canada
Which of the following statement(s) is/are not correct about the Attorney General of India ? 1. The President appoints a person, who is qualified to be a Judge of a High Court, to be the Attorney General of India. 2. He has the right of audience in all the Courts of the country. 3. He has the right to take part in the proceedings of the Lok Sabha and the Rajya Sabha. 4. He has a fixed tenure. Select the correct answer from the codes given below : Codes : A) l and 4 (B) 2, 3 and 4 (C) 3 and 4 (D) 3 only
Which of the following prefix President Pranab Mukherjee desires to be discontinued while interacting with Indian dignitaries as well as in official notings ? 1. His Excellency 2. Mahamahim 3. Hon’ble 4. Shri/Smt. Select the correct answer from the codes given below : Codes : (A) 1 and 3 (B) 2 and 3 C) l and 2 (D) 1,2 and 3
Which of the following can be done under conditions of financial emergency ? 1. State Legislative Assemblies can be abolished. 2. Central Government can acquire control over the budget and expenditure of States. 3. Salaries of the Judges of the High Courts and the Supreme Court can be reduced. 4. Right to Constitutional Remedies can be suspended. Select the correct answer from the codes given below : Codes : (A) 1,2 and 3 (B) 2, 3 and 4 (C) l and2 D) 2 and 3
Match List – I with List – II and select the correct answer from the codes given below : List-I List -II (a) Poverty Reduction Programme (i) Mid-day Meals (b) Human Development Scheme (ii) Indira Awas Yojana (IAY) (c) Social Assistance Scheme (iii) National Old Age Pension (NOAP) (d) Minimum Need Scheme (iv) MNREGA Codes : (a) (b) (c) (d) A) (iv) (i) (iii) (ii) (B) (ii) (iii) (iv) (i) (C) (iii) (iv) (i) (ii) (D) (iv) (iii) (ii) (i)
Indian Institute of Advanced Study is located at (A) Dharmshala B) Shimla (C) Solan (D) Chandigarh
Indicate the number of Regional Offices of National Council of Teacher Education. A) 04 (B) 05 (C) 06 (D) 08
Which of the following rights was considered the “Heart and Soul” of the Indian Constitution by Dr. B.R. Ambedkar ? (A) Freedom of Speech (B) Right to Equality (C) Right to Freedom of Religion D) Right to Constitutional Remedies
Who among the following created the office of the District Collector in India ? A) Lord Cornwallis (B) Warren Hastings (C) The Royal Commission on Decentralisation (D) Sir Charles Metcalfe
The Fundamental Duties of a citizen include 1. Respect for the Constitution, the National Flag and the National Anthem 2. To develop the scientific temper. 3. Respect for the Government. 4. To protect Wildlife. Choose the correct answer from the codes given below : Codes : (A) 1, 2 and 3 B) 1, 2 and 4 (C) 2, 3 and 4 (D) 1, 3, 4 and 2
The President of India takes oath (A) to uphold the sovereignty and integrity of India. (B) to bear true faith and allegiance to the Constitution of India. (C) to uphold the Constitution and Laws of the country. D) to preserve, protect and defend the Constitution and the law of the country.

DECEMBER 2011

The aim of value education to inculcate in students is A) the moral values (B) the social values (C) the political values (D) the economic values
Indicate the number of Regional Offices of University Grants Commission of India. (A) 10 B) 07 (C) 08 (D) 09
One-rupee currency note in India bears the signature of (A) The President of India (B) Finance Minister of India (C) Governor, Reserve Bank of India D) Finance Secretary of Government of India
Match the List – I with the List – II and select the correct answer from the codes given below : List – I List – II (Commissions and Committees) (Year) (a) First Administrative Reforms Commission (i) 2005 (b) Paul H. Appleby Committee I (ii) 1962 (c) K. Santhanam Committee (iii) 1966 (d) Second Administrative Reforms Commission (iv) 1953 Codes : (a) (b) (c) (d) (A) (i) (iii) (ii) (iv) B) (iii) (iv) (ii) (i) (C) (iv) (ii) (iii) (i) (D) (ii) (i) (iv) (iii)
Constitutionally the registration and recognition of political parties is the function performed by (A) The State Election Commission of respective States (B) The Law Ministry of Government of India C) The Election Commission of India (D) Election Department of the State Governments
The members of Gram Sabha are (A) Sarpanch, Upsarpanch and all elected Panchas (B) Sarpanch, Upsarpanch and Village level worker (C) Sarpanch, Gram Sevak and elected Panchas D) Registered voters of Village Panchayat
The first Open University in India was set up in the State of A) Andhra Pradesh (B) Delhi (C) Himachal Pradesh (D) Tamil Nadu
Most of the Universities in India are funded by (A) the Central Government (B) the State Governments C) the University Grants Commission (D) Private bodies and Individuals
Which of the following organizations looks after the quality of Technical and Management education in India? (A) NCTE (B) MCI C) AICTE (D) CSIR
Consider the following statements : Identify the statement which implies natural justice. (A) The principle of natural justice is followed by the Courts. (B) Justice delayed is justice denied. (C) Natural justice is an inalienable right of a citizen D) A reasonable opportunity of being heard must be given.
The President of India is A) the Head of State (B) the Head of Government (C) both Head of the State and the Head of the Government (D) None of the above
Who among the following holds office during the pleasure of the President of India? (A) Chief Election Commissioner (B) Comptroller and Auditor General of India (C) Chairman of the Union Public Service Commission D) Governor of a State

DECEMBER 2010

India’s first Defence University is in the State of A) Haryana (B) Andhra Pradesh (C) Uttar Pradesh (D) Punjab
Most of the Universities in India (A) conduct teaching and research only (B) affiliate colleges and conduct examinations C) conduct teaching/research and examinations (D) promote research only
Which one of the following is not a Constitutional Body ? (A) Election Commission (B) Finance Commission (C) Union Public Service Commission D) Planning Commission
Which one of the following statements is not correct ? (A) Indian Parliament is supreme. B) The Supreme Court of India has the power of judicial review. (C) There is a division of powers between the Centre and the States. (D) There is a Council of Ministers to aid and advise the President.
Which one of the following statements reflects the republic character of Indian democracy ? (A) Written Constitution (B) No State religion (C) Devolution of power to local Government institutions D)Elected President and directly or indirectly elected Parliament
Who among the following appointed by the Governor can be removed by only the President of India ? (A) Chief Minister of a State B) A member of the State Public Service Commission (C) Advocate-General (D) Vice-Chancellor of a State University
The accreditation process by National Assessment and Accreditation Council (NAAC) differs from that of National Board of Accreditation (NBA) in terms of (A) Disciplines covered by both being the same, there is duplication of efforts. B) One has institutional grading approach and the other has programme grading approach. (C) Once get accredited by NBA or NAAC, the institution is free from renewal of grading, which is not a progressive decision. (D) This accreditation amounts to approval of minimum standards in the quality of education in the institution concerned.
Which option is not correct ? A) Most of the educational institutions of National repute in scientific and technical sphere fall under 64th entry of Union list. (B) Education, in general, is the subject of concurrent list since 42nd Constitutional Amendment Act 1976. (C) Central Advisory Board on Education (CABE) was first established in 1920. (D) India had implemented the right to Free and Compulsory Primary Education in 2002 through 86th Constitutional Amendment
Which statement is not correct about the “National Education Day” of India ? A) It is celebrated on 5th September every year. (B) It is celebrated on 11th November every year. (C) It is celebrated in the memory of India’s first Union Minister of Education, Dr. Abul Kalam Azad. (D) It is being celebrated since 2008
Match List-I with List-II and select the correct answer from the codes given below : List – I List – II (Articles of the Constitution) (Institutions) (a) Article 280 (i) Administrative Tribunals (b) Article 324 (ii) Election Commission of India (c) Article 323 (iii) Finance Commission at Union level (d) Article 315 (iv) Union Public Service Commission Codes : (a) (b) (c) (d) (A) (i) (ii) (iii) (iv) B) (iii) (ii) (i) (iv) (C) (ii) (iii) (iv) (i) (D) (ii) (iv) (iii) (i)
Deemed Universities declared by UGC under Section 3 of the UGC Act 1956, are not permitted to (A) offer programmes in higher education and issue degrees. (B) give affiliation to any institute of higher education. C) open off-campus and off-shore campus anywhere in the country and overseas respectively without the permission of the UGC. (D) offer distance education programmes without the approval of the Distance Education Council.

DECEMBER 2009

The recommendation of National Knowledge Commission for the establishment of 1500 Universities is to (A) create more teaching jobs B) ensure increase in student enrolment in higher education (C) replace or substitute the privately managed higher education institutions by public institutions (D) enable increased movement of students from rural areas to urban areas
According to Article 120 of the Constitution of India, the business in Parliament shall be transacted in (A) English only (B) Hindi only C) English and Hindi both (D) All the languages included in Eighth Schedule of the Constitution
Which of the following is more interactive and student centric ? (A) Seminar (B) Workshop (C) Lecture D) Group Discussion
The Parliament in India is composed of (A) Lok Sabha & Rajya Sabha (B) Lok Sabha, Rajya Sabha & Vice President C) Lok Sabha, Rajya Sabha & President (D) Lok Sabha, Rajya Sabha with their Secretariats
The enrolment in higher education in India is contributed both by Formal System of Education and by System of Distance Education. Distance education contributes (A) 50% of formal system B) 25% of formal system (C) 10% of the formal system (D) Distance education system’s contribution is not taken into account while considering the figures of enrolment in higher education
Assertion (A) : The U.G.C. Academic Staff Colleges came into existence to improve the quality of teachers. Reason (R) : University and college teachers have to undergo both orientation and refresher courses. A) Both (A) and (R) are true and (R) is the correct explanation. (B) Both (A) and (R) are correct but (R) is not the correct explanation of (A). (C) (A) is correct and (R) is false. (D) (A) is false and (R) is correct.
The Kothari Commission’s report was entitled on : A) Education and National Development (B) Learning to be adventure (C) Diversification of Education (D) Education and socialization in democracy
Which of the following is not a Dualmode University ? (A) Delhi University (B) Bangalore University (C) Madras University D) Indira Gandhi National Open University
Which part of the Constitution of India is known as “Code of Administrators” ? (A) Part I (B) Part II (C) Part III D) Part IV
Which article of the constitution provides safeguards to Naga Customary and their social practices against any act of Parliament ? A) Article 371 A (B) Article 371 B (C) Article 371 C (D) Article 263
Which one of the following is not the tool of good governance ? (A) Right to information (B) Citizens’ Charter (C) Social Auditing D) Judicial Activism

DECEMBER 2008

Match List-I with List-II and select the correct answer from the codes given below : List-I List – II (National Parks) (States) (a) Periyar (i) Orissa (b) Nandan Kanan (ii) Kerala (c) Corbett National Park (iii) Rajasthan (d) Sariska Tiger Reserve (iv) Uttarakhand Codes : (a) (b) (c) (d) A) (ii) (i) (iv) (iii) (B) (i) (ii) (iv) (iii) (C) (iii) (ii) (i) (iv) (D) (i) (ii) (iii) (iv)
According to Radhakrishnan Commission, the aim of Higher Education is : (A) To develop the democratic values, peace and harmony (B) To develop great personalities who can give their contributions in politics, administration, industry and commerce C) Both (A) and (B) (D) None of these
The National Museum at New Delhi is attached to : (A) Delhi University (B) a Deemed University (C) a Subordinate Office of the JNU D) Part of Ministry of Tourism and Culture
Match List-I with List-II and select the correct answer from the code given below : List-I List-II (Institutions) (Locations) (a) National Law Institute (i) Shimla (b) Indian Institute of Advanced Studies (ii) Bhopal (c) National Judicial Academy (iii) Hyderabad (d) National Savings Institute (iv) Nagpur Codes : (a) (b) (c) (d) (A) (iii) (ii) (iv) (i) (B) (i) (ii) (iii) (iv) (C) (iv) (iii) (i) (ii) D) (iii) (i) (ii) (iv)
Election of Rural and Urban local bodies are conducted and ultimately supervised by : (A) Election Commission of India B) State Election Commission (C) District Collector and District Magistrate (D) Concerned Returning Officer

99.. Which opinion is not correct? (A) Education is a subject of concurrent list of VII schedule of Constitution of India (B) University Grants Commission is a statutory body C) Patent, inventions, design, copyright and trade marks are the subject of concurrent list (D) Indian Council of Social Science Research is a statutory body related to research in social sciences

NAAC is an autonomous institution under the aegis of : (A) ICSSR (B) CSIR (C) AICTE D) UGC
National Council for Women’s Education was established in : A) 1958 (B) 1976 (C) 1989 (D) 2000
Which one of the following is not situated in New Delhi ? (A) Indian Council of Cultural Relations (B) Indian Council of Scientific Research (C) National Council of Educational Research and Training D) Indian Institute of Advanced Studies
Autonomy in higher education implies freedom in : (A) Administration (B) Policy-making (C) Finance D) Curriculum development
Match List-I with List-II and select the correct answer from the code given below : List-I (Institutions) List-II (Locations) (a) Dr. Hari Singh Gour University (i) Mumbai (b) S.N.D.T. University (ii) Baroda (c) M.S. University (iii) Jodhpur (d) J.N. Vyas University (iv) Sagar Codes : (a) (b) (c) (d) A) (iv) (i) (ii) (iii) (B) (i) (ii) (ui) (iv) (C) (iii) (i) (ii) (iv) (D) (ii) (iv) (i) (iii)

DECEMBER 2007

The first Indian Satellite for serving the educational sector is known as : (A) SATEDU (B) INSAT – B C) EDUSAT (D) INSAT-C
Exclusive educational channel of IGNOU is known as : A) GyanDarshan (B) Cyan Vani (C) DoorDarshan (D) Prasar Bharati
The head quarter of Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya is situated in: (A) Sevagram (B) New Delhi C) Wardha (D) Ahmedabad
Match List – I with List – II and select the correct answer using the codes given below : List-I List-II (Institutes) (Locations) (a) Central Institute of English (i) Chitrakoot and Foreign Languages (b) Gramodaya Vishwavidyalaya (ii) Hyderabad (c) Central Institute of Higher Tibetan Studies (iii) New Delhi (d) IGNOU (iv) Dharmasala Codes : (a) (b) (c) (d) A) (ii) (i) (iv) (iii) (B) (iv) (iii) (ii) (i) (C) (iii) (iv) (i) (ii) (D) (i) (ii) (iv) (iii)
The aim of vocationalization of education is : (A) preparing students for a vocation along with knowledge (B) converting liberal education into vocational education (C) giving more importance to vocational than general education D) making liberal education job-oriented
Value education makes a student : A) Good citizen (B) Successful businessman (C) Popular teacher (D) Efficient manager
Networking of libraries through electronic media is known as : A) Inflibnet (B) Libinfnet (C) Internet (D) HTML
The University which telecasts interactive educational programmes through its own channel is : (A) B. R. Ambedkar Open University, Hyderabad B) I.G.N.O.U. (C) University of Pune (D) Annamalai University
The Government established the University Grants Commission by an Act of Parliament in the year: (A) 1980 (B) 1948 (C) 1950 D) 1956
Universities having central campus for imparting education are called : A) Central Universities (B) Deemed Universities (C) Residential Universities (D) Open Universities

DECEMBER 2006

The University Grants Commission was constituted on the recommendation of : A) Dr. Sarvapalli Radhakrishnan Commission (B) Mudaliar Commission (C) Sargent Commission (D) Kothari Commission
Which one of the following Articles of the Constitution of India safeguards the rights of Minorities to establish and run educational institutions of their own liking ? (A) Article 19 (B) Article 29 C) Article 30 (D) Article 31
Match List – I (Institutions) with List – II (Functions) and select the correct answer by using the code given below : List – I (Institutions) List – II (Functions) (a) Parliament (i) Formulation of Budget (b) C & A.G. (ii) Enactment of Budget (c) Ministry of Finance (iii) Implementation of Budget (d) Executing Departments (iv) Legality of expenditure (v) Justification of Income Code : (a) (b) (c) (d) (A) (iii) (iv) (ii) (i) B) (ii) (iv)(i) (iii) (C) (v) (iii) (iv) (ii) (D) (iv) (ii) (iii) (v)
Foundation training to the newly recruited IAS (Probationers) is imparted by : (A) Indian Institute of Public Administration (B) Administrative Staff College of India C) L.B.S. National Academy of Administration (D) Centre for Advanced Studies
Electoral disputes arising out of Presidential and Vice-Presidential Elections are settled by : (A) Election Commission of India (B) Joint Committee of Parliament C) Supreme Court of India (D) Central Election Tribunal
Which of the following institutions in the field of education is set up by the MHRD Government of India ? (A) Indian council of world Affair, New Delhi (B) Mythic Society, Bangalore C) National Bal Bhawn, New Delhi (D) India International Centre, New Delhi
Assertion (A) : Aerosols have potential for modifying climate Reason (R) : Aerosols interact with both short waves and radiation A) Both (A) and (R) are true, and (R) is the correct explanation of (A) (B) Both (A) and (R) are true, but (R) is not the correct explanation of (A) (C) (A) is true, but (R) is false (D) (A) is false, but (R) is true

122.’SITE’ stands for: (A)System for International technology and Engineering B)Satellite Instructional Television Experiment (C)South Indian Trade Estate (D)State Institute of Technology and Engineering

123.What is the name of the Research station established by the Indian Government for ‘Conducting Research at Antarctic ? A) Dakshin Gangotri (B)Yamunotri (C)Uttari Gangotri (D)None of the above

Ministry of Human Resource Development (HRD) includes : (A) Department of Elementary Education and Literacy (B)Department of Secondary Education and Higher Education (C)Department of Women and Child Development D)All the above

125.Parliament can legislate on matters listed in the State list : (A) With the prior permission of the President. (B) Only after the constitution is amended suitably. (C) In case of inconsistency among State legislatures. D) At the request of two or more States.

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NCERT Solutions for Class 8 English It So Happened Chapter 11 Ancient Education System of India

NCERT Solutions for Class 8 English It So Happened Chapter 6 The Fight are provided below. These solutions contain answers to all the textbook questions. All the questions are solved by experts with a detailed explanation that help students to complete their assignments and homework. NCERT Solutions for Class 8 English It So Happened Chapter 6 The Fight are prepared as per the latest CBSE syllabus and curriculum. Students of Class 8th can study the answers provided here to score well in their school exams.

Ancient Education System of India Class 8 NCERT Questions and Answers

Comprehension Check (Page No 92)

Question 1: Why were travellers attracted towards India?

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

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

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

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

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

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

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

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

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

Comprehension Check (Page No 97)

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

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

Question 2: What is Panini known for?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 4: What do you understand by holistic education?

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

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

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

NCERT Solutions
Ancient Education System of India

Question 1:

Why were travellers attracted towards India?

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

Question 2:

What were the sources of the ancient education system?

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

Question 3:

What were the features of education system in ancient India?

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

Question 4:

What was the role of guru in pupils’ lives?

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

Question 5:

Where did nuns and monks receive their education?

Nuns and monks received their education in monasteries or viharas.

Question 6:

What is Panini known for?

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

Question 7:

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

Xuan Zang and I-Qing studied at Nalanda University.

Question 8:

Which subject did Xuan Zang study in India?

Xuan Zang studied yogashastra in India.

Question 9:

How did society help in the education of the students?

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

Question 10:

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

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

Question 11:

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

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

Question 12:

Why is education considered 'a way of life'?

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

Question 13:

What do you understand by holistic education?

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

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

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

Educational Development in India | Chapter 5 | History | 8th Social Science - Questions with Answers | 8th Social Science : History : Chapter 5 : Educational Development in India

Chapter: 8th social science : history : chapter 5 : educational development in india, questions with answers.

Evaluation

I Choose the correct answer

1. The word 'Veda' is derived from _________.

a. Sanskrit

[Answer: a) Sanskrit]

2. Which of the following was an important centre for the learning in the ancient period?

a. Gurukula

d. All of these

[Answer: a) Gurukula]

3. Nalanda, the oldest university in India was located in

a. Uttar Pradesh

b. Maharashtra

[Answer: c) Bihar]

4. When did the UNESCO declare Takshashila as world heritage site?

[Answer: c) 1980]

5. Which European country were the first to start Modern System of Education in India?

d. Portuguese

[Answer: d) Portuguese]

6. Which of the following Charter Act made a provision for an annual grant one lakh Rupees for the promotion of Education in India?

a. Charter Act of 1813

b. Charter Act of 1833

c. Charter Act of 1853

d. Charter Act of 1858

[Answer: a) Charter Act of 1813]

7. Which of the following Commission recommended to constitute the University Grants Commission?

a. Sergeant Report, 1944

b. Radhakrishnan Commission, 1948

c. Kothari Commission, 1964

d. National Education Policy, 1968

[Answer: b) Radhakrishnan Commission, 1948]

8. In which year the New Education Policy was introduced in India?

[Answer: c) 1986]

II Fill in the blanks

1. The word 'Veda' means Knowledge .

2. Taxila ruins were discovered by Alexander Cunningham .

3. Iltutmish was the first ruler to establish a madrasa at Delhi.

4. The New Education Policy was revised in 1992 .

5. SSA (Sarva Shiksha Abhiyan) is the primary vehicle for implementing the provisions of the Right to Education Actof (RTE) 2009.

6. Mid-day meal program was introduced in schools in 1956 .

III Match the following

1 . I - Tsing - Saraswathi mahal

2. Francis Xavier - Magnacarta of Indian Education

3. Wood’s Despatch - Western Education in Madras

4. Sarafoji II - University at Kochin

5. Sir Thomas Munro - Chinese scholar

1. I - Tsing — Chinese scholar

2. Francis Xavier — University at Kochin

'3. Wood’s Despatch — Magnacarta of Indian Education

4. Sarafoji II — Saraswathi Mahal

5. Sir Thomas Munro — Western Education in Madras

IV State True or False

1. The writings of Charaka and Sushrutha were the sources of learning of medicine. [Answer: True]

2. Temples were the centers of learning and played an active role in the promotion of knowledge. [Answer: True]

3. The Jataka tales tell us that the kings and society took an active interest in promoting education. [Answer: True]

4. Women education in India was not prevalent during the medieval period. [Answer: False]

Correct statement: Women education in India was prevalent during the medieval period.

5. The RMSA scheme was implemented during tenth Five Year Plan. [Answer: False]

Correct statement: The RMSA scheme was implemented during Eleventh Five-Year

Plan period.

V Consider the following statements and tick ( ✓ ) the appropriate answer

1. i) The Nalanda University was founded in fifth century C.E

ii) In ancient India teachers had complete autonomy in all aspects from selection of students to designing their syllabi

iii) In ancient times the teacher was called Kanakkayar.

iv) The famous college during the Chola period was Kandhalur salai.

a) i and ii are correct

b) ii and iv are correct

c) iii and iv are correct

d) i, ii and iii are correct

[Answer: d) i, ii and iii are correct!

2. Find out the Correct Pair

a. Maktabs - Secondary School

b. Macaulay’s Minutes of 1835 - English education

c. Operation Blackboard – Secondary Education Commission

d. Salabhogam - Lands were given to temples

[Answer: b) Macaulay’s Minutes of 1835 - English education]

VI Answer the following in one or two sentences

1. Write about the importance of Gurukulas.

(i) The main onjective of the Gurukulas was to have complete learning, leading a disciplined life and realising one’s inner potential.

(i) It strengthened the relationship between the Guru and the student.

2. Name the most notable universities that evolved in ancient India.

The most notable universities the emerged during that period were situated at

❖ Vikramshila

❖ Odantapuri and

❖ Jagaddala

3. Write a short note on Taxila.

(i) Taxila was an ancient Indian city, which is now in north - western Pakistan.

(ii) It is an important archaeological site and the UNESCO declared it as a world heritage site in 1980.

(iii) Its fame rested on the university where Chanakya is said to have composed his Arthashastra.

4. Mention the education centres flourished in Cholas period.

❖ Rajaraja Chaturvedimangalam - Vedic College (Ennayiram in Former South Arcot District)

❖ Tirubuvanai - Vedic College (Pondicherry)

❖ Tiruvidaikkalai library

❖ Viravajendra - Medical School (Tiruvaduthurai)

5. Expand SSA and RMSA.

❖ Sarva Shiksha Abhiyan (SSA)

❖ Rastriya Madhyamik Shiksha Abhiyan (RMSA)

6. What do you know about RTE?

Answer: Right to Education (RTE) provides for free and compulsory education to all the children from the age of 6 to 14 years.

VII Answer the following in detail

1. What were the sources of education in ancient India?

Education in Ancient India :

(i) The historical sources provide the information that from very early times, the tradition on teaching and learning had been in vogue in India.

(ii) The concept of Education might have originated from the Vedas.

(iii) The literal meaning the Sanskrit word ‘Veda’ is knowledge and the word derived from the word Vid, which means ‘to know’.

Gurukula System in ancient India:

(i) In ancient India, both formal and informal education existed.

(ii) There were people in homes, villages and temples who guided young children in imbibing pious ways of life.

(iii) Teaching was oral and students remembered and meditated upon what was taught in the Gurukulas Guru / Acharya.

2. Write a paragraph about the education under the British rule.

History of education in British rule can be divided into four periods.

(i) From the early days of the British rule upto 1813.

(ii) Period from 1813 - 1853

(iii) Period from 1854 - 1920

(iv) Period from 1921 - 1947

(i) From the early days of the British Rule:

(a) The Company’s charter was renewed in 1813, which compelled the company to assume responsibility for the education of Indian’s, though on a very limited scale.

(b) Missionaries, non-missionaries like Raja Ram Mohan Roy of Bengal Pachyappar of Madras, W. Frazer of Delhi contributed to the cause o education.

(ii) Period from 1813 - 1853 :

(a) The second period was also marked by great educational controversies concerning the issues of educational policy, medium of instruction and method of spreading education.

(b) These controversies were partially set at rest by Macaulay’s Minutes' of 1835.

(iii) Period from 1854 - 1920:

(a) The Third phase of British - influenced education may be called the period of an All India Educational Policy.

(b) It commenced with Sir Charles Wood’s Despatch in 1854.

(iv) Period from 1921 - 1947:

(a) This period may be called provincial autonomy.

(b) The Act of 1935 ushered a new era of educational advancement through the country.

(c) After the Second World War, a very important plan for educational development, known as the Sergeant Report (1944) was prepared.

3. Describe the National Policy on Education.

(i) The First National Educational Policy of 1968 marked a significant step in the history of education in post independent, India.

(ii) It aimed to promote national progress, culture and to strengthen national integration.

(iii) In 1986, the Government of India introduced a New Education Policy.

(iv) The aim of New Education Policy (NEP) was to transfer a static society into a vibrant one with a commitment to development and change. It emphasised on equal opportunities for marginalised sections of the country and the removal of disparity through scholarships, adult education and open universities, especially for rural India.

(v) The New Education Policy called for a child - centred approach in primary education.

(vi) This policy launched operation of Blackboard to improve primary schools nationwide.

(vii) The New Education Policy was revised again in 1992.

(viii) It envisaged the formulation of National Curriculum Framework, emphasis on in-service education, improvement of facilities and streamlining of the evaluation system at the secondary stage.

4. Give a detailed account on education under Cholas.

The Chola Period:

(i) The Chola Period was the most brilliant and creative period in the Tamil Literature.

(ii) Tamil education enjoyed a greater connection with religion and temple.

(iii) Free education was given to people.

(iv) The curriculum and syllabi had a theoretical background.

(v) From the inscription of that period, we can now gain knowledge about the qualification of teacher, method of teaching etc.

The education centres flourished in Chola’s Period :

(i) Rajaraja Chaturvedimangalam Vedic College (Ennayiram in Former South Arcot District) .

(ii) Tirubuvanai Vedic College (in Pondicherry)

(iii) Viravajendra Medical School (in Tiruvaduthurai) .

1. How does the flagship programme of SSA achieve Universal Elementary Education?

Answer: The Sarva Shiksha Abhiyan (SSA) is the Government of India’s flagship programme that was launched in 2000-01 to achieve Universal Elementary Education (UEE) . SSA is now the primary vehicle for implementing the provisions of the Right of Children to Free and Compulsory Education Act (2009) (RTE) . Right To Education (RTE) provides for free and compulsory education to all the children from the age of 6 to 14 years. The SSA initiates a variety of innovation and activities related to schools.

IX Mark the following places on the outline map of India

5. Vikramshila

8. Allahabad

10. Calcutta

12. Chidambaram

X Project and Activity

1. Collect the pictures of ancient educational centres and prepare an album.

2. Find out the historic importance of Nalanda, Taxila and prepare a power point presentation on it.

Parliament Questions

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Annexure referred to in reply to part (a) of RSUQ No. 353 to be answered on 20.07.2022 asked by Hon’ble MP Smt. Phulo Devi Netam regarding ‘School dropouts data during pandemic’ - English

Referred to in reply to part (a) of the Rajya Sabha Unstarred Question No. 362 for 20.07.2022 asked by Shri Sanjeev Arora and Shri K.C. Venugopal, Hon’ble MPs regarding “Scholarships in different Courses” - English | Hindi

Annexure referred to in reply to Part (e) of Lok Sabha Unstarred Question No. 70 to be answered on 18.07.2022 asked by Hon’ble MP Shri Pradyut Bordoloi regarding “Expenditure on Education” - English

Annexure I, II & III as referred to in reply to Rajya Sabha Unstarred Question No.3851 for answer on 06.04.2022 asked by Dr. Santanu Sen and Shri Abir Ranjan Biswas, Hon'ble MP regarding Vacant posts in Central Universities - English | Hindi

Annexure as referred to in reply to part (a) to (c) of the Rajya Sabha Unstarred Question No. 3085 for answer on 30.03.2022 regarding Budget allocation for Central Universities asked by Hon’ble M.P. Shri Mallikarjun Kharge - English | Hindi

Annexure-I & II referred to Part (B) of the reply of Lok Sabha Unstarred Question No. 4063 answered on 28.03.2022 asked by Shri Hanuman Beniwal, Shri Ravi Kishan and Shri Ravindra Kushwaha, Hon’ble MP regarding “Digital Education” - English | Hindi

Annexure as referred to in reply to Rajya Sabha Unstarred Question No. 2264 for answer on 23.03.2022 asked by Dr. L. Hanumanthaiah, Hon’ble Member of Parliament regarding Departments in CUK, Kalaburagi - English | Hindi

Annexure as referred to in reply to Lok Sabha Unstarred Question No. 2764 for answer on 21.03.2022 asked by Shri Guman Singh Damor, Hon’ble Member of Parliament regarding Tribal University - English | Hindi

Annexure referred to in reply of part (a) to (d) of the Lok Sabha Unstarred Question No. 1969 for 14.03.2022 asked by Hon'ble MP Shri Janardan Singh Sigriwal regarding "Monetary Assistance to Students" - English | Hindi

Destination-Wise (Country) Statistics of Indian Nationals Going Abroad on Student Visa : 2019 - 2021 - English | Hindi

Annexure referred to in Part (a) to (c) of the Lok Sabha Unstarred Question No. 2110 - English | Hindi

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NEET Exam Paper Review 2024 Subject-wise: Student reactions, difficulty level and paper analysis

The national testing agency (nta) successfully conducted the neet ug examination on may 5, witnessing the participation of over 24 lakh candidates nationwide. read below to get the neet ug exam difficulty level, question paper pattern, and firsthand reactions from the students post-exam..

NEET UG 2024 Paper Analysis

NEET UG 2024 Paper Analysis, Answer Key & Difficulty Level: Over 24 lakh aspiring medical students sat down for the National Eligibility-cum-Entrance Test (Undergraduate) or NEET UG examination on Sunday, May 5, 2024. Conducted by the National Testing Agency (NTA), NEET is considered one of the nation's most challenging entrance tests. As the exam concludes, a mix of relief and anxious excitement fills the air, with students and educational experts alike eager to discuss the NEET exam paper difficulty level, pattern, and cut off expectations. Based on the student reactions and comments from the subject experts, we will soon provide below the NEET UG paper analysis 2024. It will offer insights into the NEET paper difficulty levels, standout questions, and the expected cut off. Stay connected with us for the NEET UG 2024 Live Updates , Paper Analysis, and Student Reactions.

As per Nitin Viijay, Founder & CEO of Motion Education, the overall difficulty level of the exam was easy to moderate. While physics and Chemistry were a bit lengthy and easy to moderate compared to last year's NEET exam, Biology was also moderate.

NEET Physics Paper Analysis: Physics was easy to moderate but a bit lengthy. There were more questions from NCERT, especially class 11. Apart from this, there were questions about Thermodynamics and optics.

NEET Chemistry Paper Analysis: The chemistry paper was easier than last year's NEET exam. Physical chemistry was the toughest, followed by organic and inorganic chemistry, and questions from thermodynamics, kinetics, and periodic table were included in the exam.

NEET Biology Paper Analysis: Biology was the easy to moderate exam, and most of the questions were asked from NCERT curriculum only.

Here's how students reacted to the NEET UG exam today:

- "The overall difficulty of NEET 2024 is Moderate to difficult. While some questions were straightforward, others required a deeper understanding of concepts and the ability to apply knowledge analytically", said Vishal Kumar.

- "This year's paper was easy and a bit lengthy compared to last year's chemistry exam. Physical chemistry was the toughest subject, followed by organic and inorganic chemistry", said Neha Solanki

- "Overall, the exam was easy to moderate. Physical chemistry was one of the toughest parts of this year's exam", said Kunal Jha.

- "Today's NEET exam was the same as last year's. Biology was easier than Physics and Chemistry", said Unnati Sharma.

- "The physics and chemistry exam was moderate to easy and lengthy,' said Ankit Sharma.

- "The questions were mostly NCERT-based. Out of the three sections, Physics was moderate and slightly tough, chemistry was easy to moderate, and Biology was the easiest one," said Vaibhav Gupta.

- "In physics, most of the questions were from Class 11. Thermodynamics, optics, and semiconductor electronics were included in the exam. Physical chemistry received the highest and toughest weightage in chemistry, and most of the questions were from Kinetics, thermodynamics, thermochemistry, etc. Biology was easy," said Dhairya Gupta.

NEET UG 2024 Exam Overview

The National Eligibility cum Entrance Test (NEET) for Undergraduate courses was meticulously organized by the National Testing Agency (NTA) on Sunday, May 5, 2024. The exam commenced at 2:00 PM and concluded at 5:20 PM, spanning a total duration of three hours and 20 minutes. Over 24 lakh candidates registered for the NEET UG 2024 exam.

The NEET UG 2024 exam paper was divided into three sections: Physics, Chemistry, and Biology (Botany and Zoology). Each section consisted of multiple-choice questions designed to test the candidates' proficiency and understanding of each subject. The exam was conducted in a pen-and-paper format in 13 languages, with candidates required to mark their answers on an OMR sheet.

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NEET UG 2024: Physics, Chemistry Tough; Botany, Zoology focus on concepts

T he National Testing Agency (NTA) administered the NEET UG 2024 exam on May 5, 2024. The exam took place in a single shift, running from 2 pm to 5:20 pm, and was conducted across the country at various exam centers. As per the initial analysis shared by an expert, the NEET UG 2024 paper was moderate. Over 24 lakh candidates were eligible to take the exam, which was held in 557 cities within India and 14 cities outside the country.

NEET-UG (2024) was conducted in pen-and-paper mode. The question paper, which was majorly NCERT-based, comprised 4 subjects: Physics, Chemistry, Botany and Zoology. The total marks stood at 720, whereas the duration of the test was 200 minutes. Each subject consisted of two sections: Section A, with 35 questions, and Section B, with 15 questions. Out of the 15 questions in Section B, you have to attempt any 10. However, it's vital to remember that the correct option will earn you 4 marks, while each incorrect answer will deduct 1 mark. Unattempted questions will neither gain nor cost you any marks.Â

Check the detailed analysis shared byÂ Nabin Kaarki, National Academic Director - Medical, Aakash Educational Services Limited.

ANALYSIS OF PHYSIC QUESTIONSÂ

Difficulty level - Difficult and lengthy (in comparison with the previous-year question paper)

70-75% of the questions were numerical, whereas 25-30% were theory-based.

Some questions were time-taking because of the long mathematical calculations needed to answer them.

The multi-statement-based questions were tricky and time-consuming.

The questions related to Wheatstone Bridge were a little bit difficult and required out-of-the-box thinking capability.

One question was beyond the scope of the syllabus recommended by NTA for the NEET-UG (2024).

ANALYSIS OF CHEMISTRY QUESTIONSÂ

Difficulty level - Easy to moderate

Most of the questions were within the scope of the NCERT. Some questions copied the exact language of the NCERT.

Theory-based questions dominated the paper and only 11 questions were numerical.

14 questions were from Organic Chemistry, 18 were from Inorganic Chemistry and the same number of questions were from Physical Chemistry. Section A and B shared almost equal share of questions from those three fields.

ANALYSIS OF BOTANY QUESTIONSÂ

A few questions were tricky.

All the questions were from the NCERT textbooks except two which had options beyond the scope of NCERT. Some questions straightforwardly copied the language of the NCERT.

An equal number of questions were drawn from the syllabi of Class XI and XII.

A majority of the questions were fact-based and a few were concept-based.

The match-the-column-type questions dominated the Botany section. They were closely followed by multi-statement-based and statement-A/B-based questions. A few questions tested the knowledge of diagrams given in the NCERT books.

Most of the questions were asked from the unit - Genetics.

ANALYSIS OF ZOOLOGY QUESTIONSÂ

Difficulty level - Moderate but lengthy

The syllabus of Class XII dominated the paper. 5 questions were asked from each of the chapters: Human Reproduction, Human Health and Disease, and Biotechnology.

Most of the questions (17 questions) were of match-the-column type. There were 8 multiple-statement-based and 5 two-statement-based questions. 2 questions belonged to the assertion-reason category and both of them were from Human Reproduction.

Certain options in a few questions required knowledge beyond the NCERT.

In conclusion, the NEET-UG (2024) subject-wise question paper analysis conducted by Aakash Institute offers valuable insights into the nature of the exam. The analysis underscores the importance of a comprehensive preparation strategy that encompasses not only NCERT textbooks but also extends beyond them. This analysis will definitely help future NEET aspirants in their preparation.

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NEET UG 2024: Physics, Chemistry Tough; Botany, Zoology focus on concepts

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