Study and education in India. Education in India under the state program India education system

29.03.2022

Until 1976, education was the responsibility of the states, while the central government coordinated and set the standards for special and higher education. In 1976, under a constitutional amendment, governments shared responsibility for the area. Since that time, decisions to determine the structure of education are made by the states. The quality and standards of education are determined by the central government. The Education Department of the Department of Human Resources Development shares planning responsibility with the states. The Central Board of Education, founded in 1935, continues to play a major role in the development and control of educational policies and programs, the main ones being the National Education Policy (1986), the Program of Action (1986) and the updated versions. these documents (1992).

Primary education
In accordance with the National Education Policy, by the 21st century, all children under the age of 14 should receive a free and compulsory education of a decent standard. As a result of the efforts of the central and state governments, today almost every locality in rural areas has primary schools (94% of the rural population has primary schools located within a radius of 1 km). Schools of secondary education within a radius of 3 km are accessible to 84% of rural residents. Thus, since independence, the enrollment of children aged 6 to 14 in primary and secondary schools has increased to 87% and 50% respectively. Between 1950 and 1997 the number of these schools increased from 223,000 to 775,000, while the number of teachers in them increased from 624,000 to 3.84 million over the same period. The number of girls enrolled in school also increased significantly. At some point, the central government and the state governments have developed a strategy for accounting for children who leave school prematurely, as well as a policy aimed at improving student achievement, which focuses on the following aspects: 1) increasing parental participation; 2) improving the school curriculum and the learning process (the minimum required level of education); 5) District General Education Program; and 6) National School Nutrition Program. To consolidate the universal right and obligation to receive primary education, the Upper House of Parliament introduced the 83rd amendment to the Constitution. Subsequently, a group of experts on education finance, set up to examine the need for additional resources to make education compulsory for children aged 6-14, submitted a report, which is now before the government. A National Organization for Primary Education was also created. The National Committee of State Education Ministers, chaired by the Minister for Human Resources Development, was established to chart the way for universal compulsory primary education.

In 1987, a special program was launched (Operation Blackboard Scheme), which was designed to provide all the country's primary schools with the necessary conditions for learning, in particular, to provide two teachers to each school and school equipment. In 1993, the number of teachers provided by the program was revised and increased from two to three with an enrollment of over 100 children. Also, as part of the program, the number of teachers in secondary schools has increased, and additional teaching aids have been allocated for the needs of schools. The central government fully covers the costs of teaching, teaching aids and pays salaries to teachers during the period of the plan. Building schools is the responsibility of the states. In 1997-1998 522,902 and 125,241 textbooks were distributed to all primary and secondary schools respectively. A third teacher position was authorized to be introduced in 53,037 primary schools, while 71,614 secondary schools received additional teachers. In 1999-2000 it was proposed to approve the introduction of 30,000 additional third teacher positions in primary schools and 20,000 additional teachers in secondary schools.

In 1979, the Non-Formal Education Program was launched, which was designed to provide education for children aged 6-14 who remained outside of formal education. The main focus of the program was on the 10 states with low levels of education, but it was also carried out in urban slums, mountainous, tribal and other backward areas.

Teacher training
In accordance with the National Education Policy and Action Plan of 1986, the central government-sponsored Teacher Training Reorganization Program came into effect in 1987-88. The program provided for the creation of a viable institutional infrastructure, academic and resource base for the training and pedagogical development of school teachers, adult teachers and non-formal educational institutions, as well as specialists in the field of teacher retraining. As part of this program, it was decided to open an educational-preparatory institute in each district in order to provide academic support to primary and adult teachers and non-formal educational institutions. The program also included upgrading the status of secondary school teacher training institutes to the level of colleges of teacher education and institutes of advanced studies in education to train newcomers and improve the skills of existing teachers. The task of IASE is to conduct preparatory programs for primary school teachers, advanced training programs for teachers of primary and secondary schools and principals of secondary schools, basic and applied research, especially in interdisciplinary areas, preparation of methodological aids (guidelines) for district educational institutions, as well as assistance teacher training colleges. In total, by March 31, 1999, permits had been issued for the opening of 451 district educational institutions, 76 teacher training colleges, and 34 institutes for fundamental research in education in various states and union territories. Twenty Educational Research and Training Councils received financial support. A million teachers completed a preparatory course as part of a special program to determine the specialization of school teachers, during which they learned to work with educational material and equipment, and also got acquainted with the requirements of the minimum level of knowledge (Minimum Levels of Learning), where the emphasis is on teaching language, mathematics and environmental studies. In 1995, the National Council for Teacher Training was established by the Government of India. Its task is to ensure the planned development of the teacher training system, regulation and maintenance of standards and norms of teacher education, etc.

<Высшее образование>
The higher education system includes approximately 178 universities and 39 educational institutions that consider themselves universities, as well as 11 national educational institutions, 65 research institutions, 6759 general colleges and 1770 vocational colleges. For admission to a higher educational institution, you do not need to pass entrance exams.

The largest universities in India are: Calcutta (150 thousand students), Bombay (Mumbai, 150 thousand), Rajasthan (150 thousand), Delhi (130 thousand), M.K. Gandhi (150 thousand).

In addition to traditional universities, there are universities in India with a pronounced specificity: Visva Bharati and Indira Kala Sangith in Hairagarh, where they introduce exclusively Indian music; Rabindra Bharati in Calcutta, which focuses on teaching Bengali and Tagore studies, is also known as a women's university in Bombay.

In recent decades, the number of engineering students has dominated, although the proportion of graduates from liberal arts universities remains high - about 40%. Technical education plays an extremely important role in India's national economy and human resource development. Over the past half century, this area of education has developed significantly. Currently, 185 institutes offer graduate programs in engineering and technical disciplines, where 16.8 thousand students enter annually. In addition to state institutes and institutes of technology in the states, there are those that are jointly run by the central and state governments, as well as private institutions.

Among the main institutes that train technologists and managers are technical institutes in Mumbai, Delhi, Kanpur, Kharagpur, Chennai and Guwahati, as well as six management institutes in Ahmedabad, Kolkata, Bangalore, Lucknow, Indore and Calicut. It takes three years to complete a first university degree. Within the higher education system in India, there are three levels of principles of qualifications: Bachelor, Master (Postgraduate level) and Doctoral. A bachelor's degree in arts, commerce and sciences requires 3 years of education (after 12 years of schooling). To obtain a bachelor's degree in agriculture, dentistry, pharmacology, veterinary medicine, the study period is 4 years, while studying architecture and medicine takes a longer time (5-5.5 years). Completely different terms for obtaining a bachelor's degree in journalism, library science and law.

The higher education system of India gives three degrees:
- Bachelor - Undergraduate level, study time from those to five years or more, depending on the specialty,
- master - postgraduate level, two years of study,
- doctor - pre-doctoral level,

Academic Qualification Structure:

Bachelor's degrees in arts, commerce and sciences require three years of education (after a 12-year cycle of schooling). A bachelor in agriculture, dentistry, pharmacopeia, veterinary medicine requires four years of study, while architecture and medicine take longer (five and five and a half years respectively). Completely different terms for obtaining a Bachelor's degree in journalism, library science and jurisprudence.

Obtaining a master's degree usually takes two years. The pre-doctoral level is accepted upon completion of the Master's degree.

Keywords: Education system in India, Education system of India, Education in India, School education in India, Higher education in India, India, Higher education institutions in India
Key Words: India, Education, The education system in India
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Of course, we will not consider those very colorful and stereotypical educational institutions located in especially remote corners of the country, which are hard to look at without tears. The educational path that is open to every foreign child and to those whose parents are ready to spend a certain amount on the development of their child will be taken as the basis, because even in public schools and universities you will have to pay.

This cannot be denied, because this is not just an ingrained stereotype, but in India there are indeed quite big difficulties with education. This is happening not only due to poverty and the difficult economic situation, but also, although only in part, the mentality of some residents.

Although it is undeniable that after a large-scale education reform, the primary level of education has become available to the vast majority of children, the quality of these schools leaves much to be desired. In addition, about 50% of children do not master the subsequent stages of education because of their high cost and the lack of time for children who are sometimes busy at work.

However, all these obvious shortcomings are not absolute, since in India you can find an educational institution that will give your child an education no worse than in the most successful European countries.

What should a preschooler do?

To begin with, it should be noted that there are no kindergartens in our and European understanding in India at all. This is the tradition of this country, which has developed over the millennia, where mothers are supposed to sit with their children until a certain age, teaching them through the efforts of the entire large family.

However, due to the fact that in recent decades it is not uncommon for both parents to work, and it is not at all possible to place the child with relatives, special groups have arisen that work at the pre-school. Here, children are separated by age and the time of the alleged stay away from their parents. As a rule, several hours with the teacher are spent in educational games, during which the kids learn not only the basics of the world, but also English and Indian languages.

It often happens that after parents choose a particular group for their child, they no longer think about choosing a school. This is because after completing the next age level in such "kindergartens", you can simply continue your child's education in the main school. However, it is not uncommon for parents to carefully consider the choice of a school educational institution in a separate order.

What are the features of the Indian school?

Despite the fact that primary education in India has recently become public, many advise focusing on choosing a school for a child at private schools or especially prestigious public schools (the cost of education in which is on average about $ 100 per month), which will have to be additionally searched. The thing is that not in all Indian educational institutions you can get a quality education in good conditions.
Private schools differ in that they very often emphasize the equally good mastering of not only the Indian language (Hindi) and the state language, but also English, which years later children consider almost their second native. Subsequently, children, depending on how diligently they studied, will be able to speak fluently in three languages at once. Also, they use different approaches to raising children and presenting knowledge and material, which may be of interest to people who prefer innovative methods.

You will be pleasantly surprised, but in absolutely every school in India, regardless of its status and prestige, children are fed at school. The set of food is standard for everyone, it is rice with a bottle of water and masala. In some establishments, products may vary.

After you have chosen the school that suits your child, you will need to reserve a place in advance by paying an advance fee in the form of a reservation and start preparing all the necessary documents.

We go to higher or Indian institutions

In total, there are about 220 higher education institutions in the country, 16 of which are central. Of these, Nalanda University, established in the 5th century AD, stands out in particular. e., which has its own specific flavor and long history.

It is worth noting that in India you can find not simple profile universities, but those whose otherness and specificity are especially pronounced. For example, in Indira Kala Sangith, which is located in Hairagarh, they are introduced only to Indian music, and in Calcutta, Rabindra Bharati, students do not study anything other than the Bengali language and Tagore studies.

The largest and most prestigious universities in India are the Gandhi University, Rajasthan, Bombay, Mumbai and Calcutta. They continue for many years to remain quite popular not only for the local population, but also among some foreigners.

In recent years, technical professions have become especially popular, as the growth of students and graduates of engineering specialties is especially noticeable. What is important, in a country with such a progression, the demand for specialists of this profile is growing, since they are simply necessary for the developing economy of the country.
The very system of Indian education, due to a long joint history, is completely identical to the British one. There are also three levels that are mastered by students in the learning process. On each of them (Bachelor, Master or Doctor of Science), you can complete your education with a corresponding diploma.

Despite the fact that India has a rather nasty reputation in European countries, which, unfortunately, is not only based on stereotypes, it is a developing country. Here, the economy and productivity are growing rapidly, and every year people are increasingly striving for knowledge by any means. Yes, getting back on your feet at the moment here may not be easy, but it is possible, and especially for those children whose families have the finances to do so.

The literacy rate in India has risen significantly. For the first time since independence, the number of illiterates in the country has fallen by more than 31.9 million over the past decade. The results of the 2001 census showed that during the period from 1991 to 2001, when the population growth in the age group of 7 years and above was 171.6 million, an additional 203.6 million people became literate. Currently, the number of literate people is 562.01 million, of which 75% are men and 25% are.

PRIMARY EDUCATION

In accordance with the National Education Policy by the 21st century, compulsory free education of a decent standard should be received by everyone up to the age of 14 years. As a result of the efforts of the central and state governments, today almost every locality in rural areas has primary schools (94% of the rural population has primary schools located within a radius of 1 km). Schools of secondary education within a radius of 3 km are accessible to 84% of rural residents. Thus, since independence, the enrollment of children aged 6 to 14 in primary and secondary schools has increased to 87% and 50% respectively. Between 1950 and 1997 the number of these schools increased from 223,000 to 775,000, while the number of teachers in them increased from 624,000 to 3.84 million over the same period. The number of girls enrolled in school also increased significantly. At some point, the central government and the state governments have developed a strategy for accounting for children who leave school prematurely, as well as a policy aimed at improving student achievement, which focuses on the following aspects: 1) increasing parental participation; 2) improving the school curriculum and the learning process (the minimum required level of education); 5) District General Education Program; and 6) National School Nutrition Program. To consolidate the universal right and obligation to receive primary education, the Upper House of Parliament introduced the 83rd amendment to the Constitution. Subsequently, a group of experts on education finance, set up to examine the need for additional resources to make education compulsory for children aged 6-14, submitted a report, which is now before the government. A National Organization for Primary Education was also created. The National Committee of State Education Ministers, chaired by the Minister for Human Resources Development, was established to chart the way for universal compulsory primary education.

NON-FORMAL EDUCATION

PEOPLE'S MOVEMENT FOR LOCAL EDUCATION (LOK JUMBISH)

In Rajasthan, an innovative project Lok Jambish was launched. Its goal is to provide education for all. In 1997-1998 School census was conducted in 4,006 villages, 383 primary schools were opened, 227 primary schools were upgraded to secondary schools, and 2,326 informal centers were opened under the project, and 286 women's associations were established. In general, the project "People's movement for education everywhere" contributed to the qualitative improvement of education. In particular, textbooks for grades 1-4 have been improved and have been used in all schools in Rajasthan.

WOMEN'S EDUCATION

Since independence, the Government of India has taken a number of steps that have been aimed at reducing gender disparity, especially since the adoption of the National Education Policy in 1986, which gave women certain benefits. In addition, the document also recognizes the fact that the education of women is one of the most important conditions for their participation in the development process of the country. The following are the key programs and documents aimed at the advancement of women: 1) The Women's Assembly (Mahila literacy, which contributed to the increase in demand for education, especially Samakhya) has become one of the most successful attempts to strengthen the status of women and their education. The Assembly operates in 46 districts; 2) Campaign for universal literacy among women. Of the 450 districts where the campaign was conducted, in most of them the proportion of women was 60% of the total number of adults participating in the program; 3) within the framework of the school education support program (Operation Blackboard Scheme), 147 thousand teachers were employed, of which 47% are women; 4) non-formal education centers created exclusively for girls are 90% supported by the central government. The proportion of these centers has been increased from 25% to 40%; 5) in 163 districts with a low level of literacy among women, a district program of primary education is being implemented; 6) vocational training; 7) The University Grants Commission encourages institutions to conduct research in the field of women's education and allocates funds for this purpose. The Commission also provided support to 22 universities and 11 colleges to establish centers for women's education; 9) The National Strategy for Increasing the Participation of Women in Education, which is currently being finalized.

Since India's independence, female literacy rates have risen significantly. In 1951, only 7.3% of women were literate, in 1991 this figure was 32.29%, and now it is 50%.

TEACHER TRAINING

In accordance with the National Education Policy and Action Plan of 1986, the central government-sponsored Teacher Training Reorganization Program came into effect in 1987-88. The program provided for the creation of a viable institutional infrastructure, academic and resource base for the training and pedagogical development of school teachers, adult teachers and non-formal educational institutions, as well as specialists in the field of teacher retraining. As part of this program, it was decided to open an educational-preparatory institute in each district in order to provide academic support to primary and adult teachers and non-formal educational institutions. The program also included upgrading the status of secondary school teacher training institutes to the level of colleges of teacher education and institutes of advanced studies in education to train newcomers and improve the skills of existing teachers. The task of IASE is to conduct preparatory programs for primary school teachers, advanced training programs for teachers of primary and secondary schools and principals of secondary schools, basic and applied research, especially in interdisciplinary areas, preparation of methodological aids (guidelines) for district educational institutions, as well as assistance teacher training colleges. In total, by March 31, 1999, permits had been issued for the opening of 451 district educational institutions, 76 teacher training colleges, and 34 institutes for fundamental research in education in various states and union territories. Twenty Educational Research and Training Councils received financial support. A million teachers completed a preparatory course as part of a special program to determine the specialization of school teachers, during which they learned to work with educational material and equipment, and also got acquainted with the requirements of the minimum level of knowledge (Minimum Levels of Learning), where the emphasis is on teaching language, mathematics and environmental studies. In 1995, the National Council for Teacher Training was established by the Government of India. Its task is to ensure the planned development of the teacher training system, regulation and maintenance of standards and norms of teacher education, etc.

HIGHER AND UNIVERSITY EDUCATION

Higher education can be obtained at 221 universities in the country. Among them, 16 are central universities, and the rest operate in accordance with the acts of the states. The total number of colleges in the country is 10555.

TECHNICAL EDUCATION

Technical education plays an extremely important role in India's national economy and human resource development. Over the past half century, this area of education has developed significantly. In addition to the public sector, private organizations also took part in the creation of technical and managerial institutions.

First stage of education is ten years, the second is two years. This concludes compulsory secondary education.

The next three years can be studied both at school (preparation for entering the university) and at a vocational college (here students receive secondary specialized education).

There are also specialized craft schools, where after eight to ten years of study, the student, along with secondary education, receives any profession in demand: seamstresses, mechanics, locksmiths.

Higher education, according to the Bologna system, has three levels: bachelor's degree (from three to five years, depending on the specialty), master's degree (two years) and doctoral studies (three years of attending specialized courses and writing a dissertation).

Universities in India very many, and they vary greatly in teaching method and focus. There are highly specialized educational institutions that provide knowledge, for example, exclusively in language or music.

Education for children in India

Education for children of foreigners is available in both public and private schools. Teaching is conducted in English. Before admission, students usually go through an interview.

The cost of education in public schools is quite affordable - about a hundred dollars a month. Private educational institutions will cost more, but the learning process there is more interesting and varied. The cost of education also includes meals for schoolchildren.

Higher education in India

Getting a higher education in India is quite easy. You don't even need to take an entrance exam to enter a university. Most students enter Indian universities through exchange programs and internships.

But there is an opportunity to get an education at a university and on your own. Universities are divided into centralized (their activities are regulated by the state), local (subject to state law) and private.

There are no branches of famous foreign universities here. A year of study at the university will cost a foreigner about fifteen thousand dollars.

Generally Indian education is at a fairly high level, but the highest quality is taught here in pharmacology and jewelry.

It is becoming very popular for foreigners to study in English at Indian universities. For admission, it is enough to pass a simple test to determine the level of knowledge, according to the results of which students are divided into groups.

Foreign students usually live in hostels. However, if you have a desire to get to know the life and culture of Indians, some Indian families provide a room for cohabitation.

In general, living in this country will cost much less than even in the native CIS countries.

Monthly expenses, including accommodation, meals, moderate recreational activities, will cost $150 - $250. In addition, the Indian state often issues grants and scholarships. The advantage here is graduate students studying in specialties related to the culture of India, its religion, art.

Second higher education in India

The second higher education in India can be obtained completely free of charge. To do this, it is enough to already have some work experience in your specialty and participate in a specialized program of the Government of India.

The professions included in this program are limited, but their list is extensive and is updated every year. Detailed information about the possibility of free education can be found on the official website of the Ministry of Foreign Affairs, as well as the Ministry of Education of India.

Conditions of Indian education and living

The conditions of Indian education and living are noticeably different from what we are used to. First of all, the difference in nutrition is striking.

In India, there is neither meat (only poultry), nor the usual bread (only cakes), nor dairy products (only if you cook them yourself). There are no conventional medicines, such as iodine, for example. Very difficult traffic situation.

Traffic lights and signs are installed only in large cities, and even then, not everywhere. For many, an unpleasant surprise is the preference of Indians in the field of perfumery and taste, in general.

There are a lot of beggars and simply professional beggars on the streets. Unnecessarily squeamish, unfortunately, it will be difficult in this eastern country.

Do not rely on rigorous intensive training. India is not Germany. Here the number of holidays (both national and local) is not much less than the number of days in a year. For this reason, the educational process is often interrupted for a day, or even more.