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India has been a major seat of learning for thousands of years, dating back to ancient seats of learning like Nalanda. In modern times, Indian educational institutions (such as the IITs, IISc, IIMs, NITs,AIIMS, ISI, JU, BITS, and ISB) are well known in the heart.
India, being a developing nation, struggles with challenges in its primary education and strives to reach 100% literacy. Universal Compulsory Primary Education, with its challenges of keeping poor children in school and maintaining quality of education in rural areas, has been difficult to achieve Kerala is the only Indian state to reach this goal so far.
All levels of education in India, from primary to higher education, are overseen by the Ministry of Human Resource Development (Department of Higher Education (India) and Department of School Education and Literacy), and heavily subsidized by the Indian government, though there is a move to make higher education partially self-financing. The Indian Government is considering to allow 100% foreign direct investment in Higher Education.
India, being a developing nation, struggles with challenges in its primary education and strives to reach 100% literacy. Universal Compulsory Primary Education, with its challenges of keeping poor children in school and maintaining quality of education in rural areas, has been difficult to achieve Kerala is the only Indian state to reach this goal so far.
All levels of education in India, from primary to higher education, are overseen by the Ministry of Human Resource Development (Department of Higher Education (India) and Department of School Education and Literacy), and heavily subsidized by the Indian government, though there is a move to make higher education partially self-financing. The Indian Government is considering to allow 100% foreign direct investment in Higher Education.
There are broadly four stages of school education in India, namely primary, upper primary, secondary and Senior secondary.
Overall, schooling lasts 12 years, following the "10+2 pattern". However, there are considerable differences between the various states in terms of the organizational patterns years of schooling, mainly due to the existence of various State Education Boards.
The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. Primary school includes children of ages six to eleven, organized into classes one through five. Upper Primary and Secondary school pupils aged eleven through fifteen are organized into classes six through ten, and higher secondary school students ages sixteen through seventeen are enrolled in classes eleven through twelve. In some places there is a concept called Middle/Upper Primary schools for classes between six to eight. In such cases classes nine to twelve are classified under high school category. Higher Education in India provides an opportunity to specialize in a field and includes Technical Schools. Some of them arethe Indian Institutes of Technology and Indian Institutes of Informaton Technology.
In India, the main types of schools are those controlled by:
The state government boards, in which the majority of Indian children are enrolled. The Central Board of Secondary Education (CBSE) board. The Council for the Indian School Certificate Examinations (CISCE) board. National Institute of Open Schooling International Schools affliated to the International Baccalaureate Programme. According to the latest Government Survey undertaken by NUEPA (DISE, 2005-6), there are 1,124,033 schools allover the country.
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Overall, schooling lasts 12 years, following the "10+2 pattern". However, there are considerable differences between the various states in terms of the organizational patterns years of schooling, mainly due to the existence of various State Education Boards.
The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. Primary school includes children of ages six to eleven, organized into classes one through five. Upper Primary and Secondary school pupils aged eleven through fifteen are organized into classes six through ten, and higher secondary school students ages sixteen through seventeen are enrolled in classes eleven through twelve. In some places there is a concept called Middle/Upper Primary schools for classes between six to eight. In such cases classes nine to twelve are classified under high school category. Higher Education in India provides an opportunity to specialize in a field and includes Technical Schools. Some of them arethe Indian Institutes of Technology and Indian Institutes of Informaton Technology.
In India, the main types of schools are those controlled by:
The state government boards, in which the majority of Indian children are enrolled. The Central Board of Secondary Education (CBSE) board. The Council for the Indian School Certificate Examinations (CISCE) board. National Institute of Open Schooling International Schools affliated to the International Baccalaureate Programme. According to the latest Government Survey undertaken by NUEPA (DISE, 2005-6), there are 1,124,033 schools allover the country.
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Pre-primary EducationPre-primary education in India is not a fundamental right, with a very low percentage of children receiving preschool educational facilities. The largest source of provision is the so called Integrated Child Development Services and Anganwadis. However, the preschool component in the same remains weak.
In the absence of significant government provisions, the private sector is reaching to the relatively richer sections of society and has opened a large number of schools throughout the country. Provisions in these kindergartens are divided into two stages - lower kindergarten (LKG) and upper kindergarten (UKG). Typically, an LKG class would comprise children 3 to 4 years of age, and the UKG class would comprise children 4 to 5 years of age. After finishing upper kindergarten, a child enters Class 1 of primary school.often kindergartens are considered an integral part of regular schools. Though there is a marked trend towards exclusive prep schools. A special Toddler/Nursery group at the age of 2–2½ is also part of the pre-primary education. It is run as part of the kindergarten. However, creches and other early care facilities for the underprivileged sections of society are extremely limited in number. There are some organized players with standardized curricula coming of age which covers a very small share of the urban population. Overall, the percentage pf enrollment of pre-primary classes to total enrollment (primary) is 11.22% (DISE, 2005-06).
In the absence of significant government provisions, the private sector is reaching to the relatively richer sections of society and has opened a large number of schools throughout the country. Provisions in these kindergartens are divided into two stages - lower kindergarten (LKG) and upper kindergarten (UKG). Typically, an LKG class would comprise children 3 to 4 years of age, and the UKG class would comprise children 4 to 5 years of age. After finishing upper kindergarten, a child enters Class 1 of primary school.often kindergartens are considered an integral part of regular schools. Though there is a marked trend towards exclusive prep schools. A special Toddler/Nursery group at the age of 2–2½ is also part of the pre-primary education. It is run as part of the kindergarten. However, creches and other early care facilities for the underprivileged sections of society are extremely limited in number. There are some organized players with standardized curricula coming of age which covers a very small share of the urban population. Overall, the percentage pf enrollment of pre-primary classes to total enrollment (primary) is 11.22% (DISE, 2005-06).
During the eighth five-year plan, the target of "universalizing" elementary education was divided into three broad parameters: Universal Access, Universal Retention and Universal Achievement. Which in broad sense of terms means, making education accessible to children, making sure that they continue education and finally, achieving the set quality goals. As a result of these education programs, by the end of the year 2000, 94% of India's rural population had primary schools within one km and 84% had upper primary schools within 3 km. Special efforts were made to enroll SC/ST and girls. The enrollment in primary and upper-primary schools has gone up considerably since the first five-year plan. So has the number of primary and upper-primary schools. In 1950-51, only 3.1 million students had enrolled for primary education. In 1997-98, this figure was 39.5 million. The number of primary and upper-primary schools was 0.223 million in 1950-51. This figure was 0.775 million in 1996-97.
In 2006-7, an estimated 93% of children in the age group of 6-14 were enrolled in school. The Government of India aims to increase this to 100% by the end of the decade. To achieve this the Government launched the Sarva Shiksha Abhiyan.
The strategies adopted by the Government to check the notorious drop-out rates are:
Creating parental awareness Community mobilization Economic incentives Acheiving the set Minimum Levels of Learning. District Primary Education Programme or the DPEP programme National Programme of Nutritional Support to Primary Education popularly known as the Mid-day Meals Scheme. The 86th Constitutional Amendment Act was passed by the parliament to make the Right to Elementary Education a fundamental right and a fundamental duty (see also right to education). National Elementary Education Mission A National Committee of State Education Ministers has been set up within the Ministry of Human Resource Development as the Chairperson of the committee. Media publicity and advocacy plans.
In 2006-7, an estimated 93% of children in the age group of 6-14 were enrolled in school. The Government of India aims to increase this to 100% by the end of the decade. To achieve this the Government launched the Sarva Shiksha Abhiyan.
The strategies adopted by the Government to check the notorious drop-out rates are:
Creating parental awareness Community mobilization Economic incentives Acheiving the set Minimum Levels of Learning. District Primary Education Programme or the DPEP programme National Programme of Nutritional Support to Primary Education popularly known as the Mid-day Meals Scheme. The 86th Constitutional Amendment Act was passed by the parliament to make the Right to Elementary Education a fundamental right and a fundamental duty (see also right to education). National Elementary Education Mission A National Committee of State Education Ministers has been set up within the Ministry of Human Resource Development as the Chairperson of the committee. Media publicity and advocacy plans.
While availability of primary and upper primary schools has been augmented to a considerable extent, access to higher education remains a major issue in rural areas (especially for girls). Government high schools are usually taught in the regional language, however urban and suburban schools usually teach in English. These institutions are heavily subsidised. Study materials (such as textbooks, notebooks and stationary) are sometime but not always subsidised. Government schools follow the state curriculum.
There are also a number of private schools providing secondary education. These schools usually either follow the State or national curriculum. Some top schools provide international qualifications and offer an alternative international qualification, such as the IB program or A Levels.
In the past decades, there has also been an effort to increase attendance in vocational high schools and raise standards at the nation's ITIs - Industrial Training Institutes. In 2008, it is estimated that over a million completed vocational training through the Craft Training and Apprentice Training Schemes. Annual enrolment for high school level vocational programs (at vocational high schools, ITIs and private vocational institutes) is now approaching 3 million.
Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development and funded jointly by the state governments. Most universities are administered by the States, however, there are 18 important universities called Central Universities, which are maintained by the Union Government. The increased funding of the central universities give them an advantage over their state competitors.
Apart from the several hundred state universities, there is a network of research institutions that provide opportunities for advanced learning and research leading up to a PhD in various branches of science, technology and agriculture. Several have won international recognition. 25 of these institutions come under the umbrella of the CSIR - Council of Scientific and Industrial Research and over 60 fall under the ICAR - Indian Council of Agricultural Research. In addition, the DAE - Department of Atomic Energy, and other ministries support various research laboratories.
There are also a number of private schools providing secondary education. These schools usually either follow the State or national curriculum. Some top schools provide international qualifications and offer an alternative international qualification, such as the IB program or A Levels.
In the past decades, there has also been an effort to increase attendance in vocational high schools and raise standards at the nation's ITIs - Industrial Training Institutes. In 2008, it is estimated that over a million completed vocational training through the Craft Training and Apprentice Training Schemes. Annual enrolment for high school level vocational programs (at vocational high schools, ITIs and private vocational institutes) is now approaching 3 million.
Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development and funded jointly by the state governments. Most universities are administered by the States, however, there are 18 important universities called Central Universities, which are maintained by the Union Government. The increased funding of the central universities give them an advantage over their state competitors.
Apart from the several hundred state universities, there is a network of research institutions that provide opportunities for advanced learning and research leading up to a PhD in various branches of science, technology and agriculture. Several have won international recognition. 25 of these institutions come under the umbrella of the CSIR - Council of Scientific and Industrial Research and over 60 fall under the ICAR - Indian Council of Agricultural Research. In addition, the DAE - Department of Atomic Energy, and other ministries support various research laboratories.
The Indian Institutes of Technology were placed 50th in the world and 2nd in the field of Engineering (next only to MIT) by Times Higher World University Rankings Earlier, an Asia Week study had ranked them as the best technical universities in Asia.Indian Institute of Science is the premier research institute in the field of science and engineering. There are several thousand colleges (affiliated to different universities) that provide undergraduate science, agriculture, commerce and humanities courses in India. Amongst these, the best also offer post graduate courses while some also offer facilities for research and PhD studies.
Technical Education has grown rapidly in recent years. With recent capacity additions, it now appears that the nation has the capability to graduate over 500,000 engineers (with 4-yr undergraduate degrees) annually, and there is also a corresponding increase in the graduation of computer scientists (roughly 50,000 with post-graduate degree). In addition, the nation graduates over 1.2 million scientists. Furthermore, each year, the nation is enrolling at least 350,000 in its engineering diploma programs (with plans to increase this by about 50,000). Thus, India's annual enrollment of scientists, engineers and technicians now exceeds 2 million.
2008 data from Maharashtra's Higher Secondary Board reveals that .87 million passed the school leaving exam and enrolled in college for undergraduate studies. Adding enrolment in polytechnic programs and graduates from other boards puts Maharashtra's total at close to a million and its college enrolment ratio at roughly 39%. States like Tamil Nadu, Haryana and Kerala also have comparably high tertiary enrollment ratios. In Andhra Pradesh, the tertiary enrolment rate is now approaching 25%.
Across the country, tertiary enrollment rates have been increasing at a rate between 5-10% in the last decade, which has led to a doubling of the tertiary enrolment rate to near 20%. (However, outdated government data does not yet capture this trend, which can be seen from analyzing individual state data.)
International league tables produced in 2006 by the London-based Times Higher Education Supplement(THES) confirmed Jawaharlal Nehru University (JNU)'s place among the world's top 200 universities. Likewise, THES 2006 ranked JNU's School of Social Sciences[4] at the 57th position among the world's top 100 institutes for social sciences.
Calcutta University was the first university of modern India .Other prestigious research institutes are The Saha Institute of Nuclear Physics , The Asiatic Society , The Indian Statistical Institute.
The National Law School of India University is highly regarded, with some of its students being awarded Rhodes Scholarships to Oxford University, and the All India Institute of Medical Sciences is consistently rated the top medical school in the country. Indian Institutes of Management (IIMs) are the top management institutes in India .
The private sector is strong in Indian higher education. This has been partly as a result of the decision by the Government to divert spending to the goal of universalisation of elementary education. Within a decade different state assemblies has passed bills for private universities, and some of these universities are performing quite well. Some of these universities include Birla Institute of Technology and Science, Amity University and Xavier Labour Relations Institute.
Accreditation for universities in India is required by law unless it was created through an act of Parliament. Without accreditation, the government notes "these fake institutions have no legal entity to call themselves as University/Vishwvidyalaya and to award ‘degree’ which are not treated as valid for academic/employment purposes". University Grants Commission Act 1956 explains,
"the right of conferring or granting degrees shall be exercised only by a University established or incorporated by or under a Central Act carlo bon tempo, or a State Act, or an Institution deemed to be University or an institution specially empowered by an Act of the Parliament to confer or grant degrees. Thus, any institution which has not been created by an enactment of Parliament or a State Legislature or has not been granted the status of a Deemed to be University, is not entitled to award a degree."
Accreditation for higher learning is overseen by autonomous institutions established by the University Grants Commission:
All India Council for Technical Education (AICTE) Distance Education Council (DEC) Indian Council of Agricultural Research (ICAR) Bar Council of India (BCI) National Assessment and Accreditation Council (NAAC) National Council for Teacher Education (NCTE) Rehabilitation Council of India (RCI) Medical Council of India (MCI) Pharmacy Council of India (PCI) Indian Nursing Council (INC) Dental Council of India (DCI) Central Council of Homeopathy (CCH) Central Council of Indian Medicine (CCIM) Veterinary Council of India (VCI)
source: wikipedia
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