Educational Problems in India

Background Information

Diversity Issues

Educational Structure

Problems and Priorities

Background Information

an ancient civilization

2500 BC

Aryan tribes invaded and they set the classical

Indian culture

1500 BC

Arabs

700s A.D.

Turks

1100s A.D.

British

colonization of India

1800s A.D.

independence in

1947establishment of the

Republic of India

The Republic of India

today

…

1,220,800,359

July

20

13

est.

Population

1,220,800,359

50%population constitute

school-aged children

(25 years old and below)

Population

total GDP

$570 billion

unemployment rate

9.9 %

educational expenditure

from GDP3.3% 20

10

73% age 15 and over

can read and write

Literacy Rate

80.90%

64.60%

19.10%

35.40%

MALE FEMALE

GENDER AND LITERACY RATES 2011

Literate Illiterate

Diversity Issues

Ethnic DiversityReligious Diversity

Linguistic Diversity

Indo-Aryan

Dra

vid

ian

Mongoloid

Negrito

We

ste

rn

Bra

cy

ce

ph

als

80

.5

13

.4

2.3

1.9

0

10

20

30

40

50

60

70

80

90

HINDUISM ISLAM CHRISTIANITY SIKH

RELIGION

“India has 200,000 gods, and worships them all. In religion, all countries are paupers; India is the only millionaire” (Twain, 1987, as cited in Meyer & Brysac, 2012, p.27).

National Language

EnglishHindu

Educational Structure

1968 1976 1986

Initial attempt to

design a National

Education Policy

Constitutional

amendment to

Educational Policy

India as a whole

had a uniform

National Policy

on Education

1964

Kothari

Commission

1992 2001 2005

National

Education Policy

was modified

Launch of the

National

Campaign for

Education for All

Proposed bill for

Education for all

Major Educational Goals

Universal access and enrolment

Universal retentionof children up to 14

years of age

Improvement in the quality of education

Revival of Sanskrit and other classical

languages for contemporary use

Greater use of Educational Technology

Central and State Government

Governing Bodies

Ministry of Human Resource

Development

Department of

Elementary

Education and

Literacy

Department of

Secondary and

Higher EducationCe

ntr

al

Ad

vis

ory

Bo

ard

of

Ed

uc

ati

on

CA

BE

National Council of Education, Research

and Training NCERT

Educational Policies

National Curriculum Framework

Structure of School Education 10+2 years

Pre-school (2-3 years)

Elementary School (Grade 1 – 8)

Primary School (Grade

1 -5)

Middle School (Grade 6 – 8)

Secondary Education(Grade 9 -12)

Secondary Education

(Grade 9 – 10)

Senior Secondary Education

(Grade 11-12)

Structure of School Education 10+2 years

Pre-school (2-3 years)

Elementary School (Grade 1 – 8)

Primary School (Grade

1 -5)

Middle School (Grade 6 – 8)

Secondary Education(Grade 9 -12)

Secondary Education

(Grade 9 – 10)

Senior Secondary Education

(Grade 11-12)

Structure of School Education 10+2 years

Pre-school (2-3 years)

Elementary School (Grade 1 – 8)

Primary School (Grade

1 -5)

Middle School (Grade 6 – 8)

Secondary Education(Grade 9 -12)

Secondary Education

(Grade 9 – 10)

Senior Secondary Education

(Grade 11-12)

Structure of School Education 10+2 years

Pre-school (2-3 years)

Elementary School (Grade 1 – 8)

Primary School (Grade

1 -5)

Middle School (Grade 6 – 8)

Secondary Education(Grade 9 -12)

Secondary Education

(Grade 9 – 10)

Senior Secondary Education

(Grade 11-12)

• Compulsory Education

• Free Education – in states where

education is not free annual fee varies

considerably

Structure of School Education 10+2 years

Pre-school (2-3 years)

Elementary School (Grade 1 – 8)

Primary School (Grade

1 -5)

Middle School (Grade 6 – 8)

Secondary Education(Grade 9 -12)

Secondary Education

(Grade 9 – 10)

Senior Secondary Education

(Grade 11-12)

• Academic Stream

• Vocational Stream

The Curriculum

• Developed by the National Council of Education, Research and Training NCERT

• Core areas of curriculum are common

• Reviewed every 5 years

• Teaching English is compulsory (Grade 6 -10)

The Curriculum

• More focused on what to teach and not how to teach

• National Curriculum Framework 2000 depends on the concept of Minimum Levels of Learning

The Curriculum

• Traditional

• Irrelevant

• Theoretical

• Overcrowded

• Dominated by examinations

Traditional Information

Provision

Learner-oriented and competence-

based

gradual change in perspective

Gross Enrollment ratio

82.5%girls enrollment has

been higher than boys

End of lower primary 34.9%

End of upper primary 52.8%

End of secondary school

(Grade 10)

Estimated drop out rates

62.6%

2002-03

Problems & Priorities

Economic Issues

Spending

• Ineffective use of funds

• Very low expenditure on education

Equity

• Unequal opportunity for all sections of society to be educated

• Disparity in the different states in the number of children completing school (drop rates rates)

Educational Issues

Quality

• Teacher/Student Absenteeism

• High teacher pupil ratio

• Inadequate teaching material and facilities

• Failure in implementing curriculum

Access in Higher Education

• Availability of institutions

Structure of the Vocational Education

• Quality

• Efficiency of the programs

Diversity Issues

Nationalism

• politicization of Hindu nationalism

• biases and stereotypes in textbooks (religious & cultural)

Gender

• status of women; cost to family; child marriage and other cultural practices; child labor/domestic chores

Exclusion:

• linguistic groups (over 100)

• disabilities (90 million)

• orphans

reform initiatives are needed

Design by:

Ghaidaa H. Naguib

@ghido86

@ghido86