India and Korea are two Asian countries separated by vast continental landmass. Being oriental countries, the two nations share certain common oriental values like the attitudes towards the family certain social institutions, certain moral values and things like that which are distinct to Asian culture. Not enough is known about the historical links between India and Korea in the pre-modern times except that Buddhism went from India to Korea. India has a long history of organized education. The Gurukul system of education is one of the oldest on earth but before that the guru shishya system was extant, in which students were taught orally and the data would be passed from one generation to the next.Like other East Asian countries with a Confucian heritage, South Korea has had a long history of providing formal education. Although there was no state-supported system of primary education, the central government established a system of secondary schools in Seoul and the provinces during the Choson Dynasty. It is important to note that a colonial legacy, which marred both India and Korea for long-time, created an elaborate system of exclusionary education aimed at nurturing a privileged minority willing to play a second fiddle in the grand imperial project of Britain and Japan. This type of education system widened preexisting elitist tendencies of the past era. It effectively created a thin lair of aristocracy, which clearly saw its interest converging with the colonial system. Independence from the colonial oppression brought an opportunity to redefine. Governments in both countries gave priority to heavily subsidize education and initiated many programs to make people aware of the value of education. Active state involvement created set of policies to enhance and upgrade national educational infrastructure. These efforts led to the rise of school enrolments, opening of new schools and universities, and the widening of education opportunities in remote areas. The birth of child has been always considered as a very auspicious occasion. Right from that time, the parents and other relatives start researching in to even the very minute things, his name, his education, and much more; all those things that can affect this small little life at any point in his future. Education, in today's time especially, has always been a very important concern for the parents. Nursery's to primary schools to higher schools and then graduation with finally ending up in the job is what forms one of the major ingredients of one's life. It never ends, as it continues throughout one's lifetime. Its not that you need to be master in some particular field and leave the rest, as life cannot go on like that. Sociology, cultural aspects, spiritual thoughts, environmental education apart from the field of your specialization are some of the other areas of education that a child learns naturally while living in his family, clan relatives, community, at his work. The knowledge gets sharpen as he gets more exposure in the world and thus it continues to grow endlessly. Historical Cultural Facts:
Korean people have long respected Confucian learning and have attached great significance to education throughout Korean history. The first formal institution of higher education was known as Taehak (National Confucian Academy), built by the Kingdom of Koguryo in 372 AD. A similar institution for elite or higher education named Kukhak (The National Academy) was established in the Silla Kingdom (57 BC 935 AD). The Packche Kingdom (18 BC 660 AD) also stressed higher education and produced numerous scholars in various academic disciplines. The higher education in the Three Kingdoms tended to focus on the study of the Chinese classics of Confucian orientation in order to establish their aristocratic political and social systems. Like Taehak and Kukhak in the Three Kingdoms, Koryo (918-1392 A.D.) had educational institutions that...
...Essay #1: Education
When it comes to education, many people automatically have a negative reaction; especially when discussing the United States’ educational system. Whether it is grade school or a higher education, most people would agree that something needs to be changed. However, finding the specific “what” that should be changed in the educationsystem is hard, because it’s failure is a combination of many things, rather than one direct problem. As citizens, we know that flaws are expected in any sort of process/system and the educationsystem, being so vast, is bound to have many issues in its own. Authors and scholars from around the world, such as Jonathan Kozol, David Orr, Sir Ken Robinson and many others, help present these flaws to the public through intense persuasive and informational writing/speaking. Data shows that the United States has been and continues to fall behind other countries like Finland, Hong Kong, Canada, Japan, and Korea in typical testing of subjects like mathematics, science, and reading (Husén 455). Standards of education are varying from country to country and this is a direct reflection of differing goals per country on national scale, in terms of education. The United States has seemingly lower overall standards of education, as well as various...
...Understanding the Indian EducationSystemIndia today is the second largest higher education network in the world.
Universities in India are set up by the Central or State Governments by means of legislation, while colleges are established by either the State Governments or private bodies / trusts.
All colleges are affiliated to some university.
The different types of universities are:
Central or State Universities -- while the former are funded directly by the Ministry of Human Resource Development, the latter are set up and funded by the various state governments.
Deemed Universities - which enjoy the same academic status and privileges as a university. Examples are the Deccan College of Post Graduate and Research Institute, Pune; Tata Institute of Social Sciences, Mumbai; Indian Institute of Sciences, Bangalore; etc.
Institutions of National Importance
They are university-level institutions that are established or designated by Acts of Parliament and funded by the Central Government.
Most universities are 'affiliating universities', which prescribe to the affiliated colleges the admission criteria and courses of study, hold examinations and award degrees.
University departments impart postgraduate education and conduct and promote research in a variety of disciplines.
Undergraduate and, to some extent, postgraduate instruction is imparted by the colleges affiliated to a particular...
...Education is a co-current state level subjects and under the Indian Constitution education is made a Fundamental Right and Directive Principles of State Policy further needed free education and other facilities to children. There is no discrimination among the people on the basis of religion, caste or creed/faith etc. However, the minorities are given right to run their own educational institutions with financial aid from Government and they are free to introduce their religion, language in their institution. Education is compulsory and free upto primary standard.
Indian educationsystem has a wide structure and the educational institutions can introduce the education or learning pattern as below VA years in pre-nursery schools, in the primary schools upto V class or so. Education is further upgraded upto 10+2 system where the examinations are conducted by the Board at 10 and 12. Thereafter, students are free to choose the courses of their own at any stage, i.e. primary, secondary, senior secondary level.
Schools are of different levels. Local Boards run the schools upto Primary, V standard, both in mother tongue and English medium. Thereafter the schools may upgrade themselves upto X known as Secondary schools. They can also be upgraded upto 12, called Senior Secondary schools. The education is a co-current (state level) subject and...
...Education in India is seen as one of the ways to upward social mobility. Good education is seen as a stepping stone to a high flying career. EducationSystem in India currently represents a great paradox. On the one hand we have IIMs & IITs that rank among the best institutes in the world and on the other hand there are number of schools in the country that don't even have the basic infrastructure. Even after more than 50 years after independence we are far away from the goal of universal literacy. But on a positive note, Indian professionals are considered among the best in the world are in great demand. This signifies the inherent strength of Indian educationsystem.
The Educational structure in India which operates at all conceivable levels from pre-school to post doctoral is of monumental proportions. According to a World Bank report there are more than 7,40,000 formal schools; more than 3.6 million teachers are working on full time basis; there are more than 175 Universities offering under graduate and post graduate courses and about 6000 colleges affiliated to these universities.
The educational structure in India is generally referred to as the Ten + Two + Three (10+2+3) pattern. The first ten years provide undifferentiated general education for all students. The +2 stage, also known as the higher...
... In the past, Hong Kong education was closely modeled on the system that was found in the UK. This is hardly surprising since Hong Kong was administered by Britain from 1841 to 1997, when the former UK colony was handed back to China. However, since 1997, the educationsystem taught in local schools has undergone a series of changes. While some of these changes have reflected different language of instruction policies, there have also been changes to the senior secondary curriculum. The new model, brought in at the beginning of the 2009/10 academic year, is now more in line with those found in China and even the USA.
While there are nine years of compulsory schooling in Hong Kong, six in primary school and three in junior secondary school, the Hong Kong government has recently moved to make it easier and more likely that the majority of students will receive 12 years of education. The removal of fees and one series of public exams in senior secondary school is a move which will make a full twelve years’ of education a much more accessible option for a great number of students.
There has always been schooling beyond the years of compulsory education. The majority of students attend 3 years of kindergarten (K1 – K3) before attending primary school. Under the new secondary system, the three years of junior secondary is followed by three years of senior...
...Indian EducationSystem- An Advantage or Disadvantage
India is a promised land of scholars and saints. There has been no dearth of knowledge in India since time immemorial. Indian civilization has been blessed with priceless knowledge of Vedas and Puranas. Coming all along with these Holy Scriptures, till the modern age of science and technology, India can be found nowhere legging behind. Nevertheless we need not deny the fact that, India still possesses some quarters where a bud of education is still to sprout. As India witnesses tremendous upheavals in Indian economy- a segment ascending, while another suffers heavy descend- Educationsystem is also building similar pandemonium. Every year India produces thousands of brilliant assets from IITs, IISc, IIMs, AIMS, BITS and ISB, who glows in every sphere of modern world. Concurrently, India still owns people in large numbers who are debarred of the basic education. Hence, in spite of its triumph in major areas, Indian EducationSystem is tainted wit a few blemishes.
At the dawn of Modern India, she has received privileged initiatives by scholars like Raja Ram Mohan Roy, Dayanand Saraswati to spread education to many quarters of Indian population- big or small. British Government also...
...The System of Education in India
The System Of Education in India
The System of Education in India
BITS PILANI, .K.K. BIRLA GOA CAMPUS
A REPORT ON
SYSTEM OF EDUCATION IN INDIA
PREPARED IN PARTIAL FULFILLMENT OF REQUIREMENTS OF COURSE BITS F112 (TECHNICAL REPORT WRITING) SUBMITTED TO DR. K.A. GEETHA
The System of Education in India
Acknowledgement 1. Introduction 2. History 3. Structure of current Educationsystem 3.1 Primary Education 3.2 Secondary Education 3.2.1 Senior Secondary Education and Entrance to Colleges 3.3 Higher Education in India 4. Questionnaire and analysis Bibliography 10 13 15 24 34 4 5
The System of Education in India ACKNOWLEDGEMENT
An activity can be considered as an accomplishment only when the purpose is fulfilled. The accomplishment of an activity requires continuous unflinching effort, motivation and support from its mentor. We would like to thank our instructor in-charge Prof. Meenakshi Raman and our mentor Dr. K.A. Geetha for providing us with the opportunity of writing this report.
We would also like to thanks students of B.I.T.S. Pilani...
...Education is fundamental to human progress. It plays a prominent role in all-around development of individual as well as society. A large number of books have been written on the importance of education. Education plays a key role in creating patriotic, disciplined and productive manpower.
Educated manpower constitutes precious assets as well as agents for advancing the nation. Education means the fostering of personality through the unhampered development of innate qualities of a human being. It aims at integrated development of personality.
In principle, education to the citizen is the responsibility of the State since India is a welfare State. It is an integral part of the social sector of the economy. It adds to the efficiency and productivity of human resources leading to sustainable economic growth. Its direct and indirect effects can be observed on the performance of economic sector and social sector of the country. The role of State is important in education sector for its vertical and horizontal growth.
Educationsystem in India is similar to that of various other South Asian countries. It consists of three major components- general education, vocational and technical, which till liberalisation of economy were public domain, i.e. they were State’s responsibility class grading divided...