POLICY AND PERFORMANCE of INDIAN EDUCATION
The Indian Education Industry - ‘E’mpowering Lives
In terms of demographic profile, India remains one of the youngest nations in the world with 38.2% of its population in the 0-5 year age bracket. This translates into the Indian Education system being one of the largest educational systems globally with a network of more than 1.2 mn schools and around 31,000 Higher education institutes. Education, being one of the important determinants of human welfare of any nation, the GoI has accorded priority for the promotion of education especially primary & secondary education in India. Correspondingly, the government’s spend on education as a percentage of GDP stood at 3% while accounting for 11.3% as a proportion of all public expenditure. However, the GoI is faced with several hurdles in terms of penetration across all education segments viz: Pre- school, K-12, Higher education etc as well as reaching out to the students in tier-III cities and rural areas. The GoI has therefore emphasised on Public Private Partnership (PPP) in education so as to augment the literacy rate from 74% as per the Census 2011. The educational segments i.e. Pre-school, K-12, Information & Technology (ICT) in schools and Higher education form the important constituents of the Indian education. Of the same, the Pre- school market in India still remains largely unorganised and under-penetrated. However, the ease of setting-up of pre-schools as well as the growing acceptability of pre-school concept in India augurs well for the industry. The K-12 institutes in India largely remain governed by the GoI accounting for 80.2% of the total 13.5 lakh schools in India. Of late, with greater interest evinced by the private corporates/ trusts / educational societies etc, the share of private institutions in the K-12 space has grown from 18.9% in FY07 to 19.8% during FY11. The scope of ICT in schools has also gained prominence in recent times through GoI’s programmes such as Sarva Shiksha Abhiyan (SSA), ICT @ Schools etc. The penetration of ICT in schools however remains low especially owing to the slower pace of such roll-outs in the government owned or aided K-12 schools. In case of Higher education institutes, the ‘not-for-profit’ mandate coupled with the requirement of affiliation from multiple regulatory bodies such as UGC, AICTE etc proves to be a roadblock for the entry of private institutes. However, in view of the rising enrolments in higher education coupled with the growing variety of educational streams, the private sector participation is expected to grow to catch in the growing penetration levels. CARE Research expects the size of the Indian Education System at US$ 102.1 bn with CAGR of 11.2% during FY11-15. Apart from the growth of educational segments as mentioned above, CARE Research expects the other trends such as GoI’s orientation towards PPP, entry of corporates and foreign educational institutions (especially in K-12 & Higher education), growing focus on the Distance education mode of learning and growing acceptability of the vocational courses to remain the key drivers to the growth of education in India.
Beginning with a brief statement on the educational situation on the eve of independence, In spite of all that had been achieved under the British Rule, we began our Freedom on a fairly low level of attainment in education in almost all respects. We then had 17 universities and 636 colleges (With a total enrolment of 238,000 students), 5,297 secondary schools with 870,000 students, implying that not even one youth in every twenty in the age-group 14-17 was in school, 12,843 middle schools with two million pupils and 1,72,661 primary schools with fourteen million students (which implied that only one child out of every three in the age-group 6-11 was in school). Vocational and technical education was but poorly developed, both at the school and university stages,...
...IndianEducation is on the Crossroads: The role of Teacher-Education
Chaman Lal Banga, Assistant Professor (Education), Department of Education, ICDEOL, Himachal Pradesh University Shimla, Email: [email protected]
There is a view that the present system of education is, after all, quite reasonable and what we need is to make it a little more sophisticated, much more polished, with some modifications here and there like vocationalisation and job-orientation, and what we further need is to ensure accountability of teachers and educational institutions. It has even been prominently asked, in defence of the present system, if we ourselves are not the products of that astern and whether we are not, more or less, quite well-equipped deal with our responsibilities. t is noteworthy that the greatest representatives of the Indian renaissance, from Maharshi Dayananda Saraswati to Sri Aurobindo had perceived in the ancient Indian system of education such an uplifting and inspiring model that they had all advocated for free India a national system of education, rooted in the ancient Indian conception of education, which would, at the same time, cater to the ideals of internationalism and universality. They had all dreamt of a free India where students would relive the presence and guidance of the...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...by cultivation and humans by education’
Mr. Shantanu Prakash, Chairman and CEO, Educomp Solutions Ltd., Mr. Harpreet Singh, President, JRE Group of Institutions, Prof. Stephen Rawlinson, Academic President, JRE Group of Institutions, Mr. Siddharth Mukherjee, Director of Corporate Relations, Prof. Pankaj Gupta, Director, School of Management, Dr. Ramesh Agarwal, Director, JRE Group of Institutions, members of the print and electronic media, students of the pioneer batch of MBA Programme and their parents, distinguished invitees, ladies and gentlemen.
1. It is my pleasure to inaugurate the campus of JRE Group of Institutions, in particular the opening of JRE School of Management, which is an outcome of an academic partnership between Educomp Solutions Limited and Raffles Education Corporation Limited. I also take this opportunity to congratulate all those associated with this venture and warmly congratulate the students of the first batch (2011-13) of the JRE School of Management.
Need and importance of education
2. Education, as you are aware, is vital to the human resources development and empowerment in the stages of growth of a nation. In any education system, higher education encompassing Management, Engineering, Medicines etc., plays a major role in imparting knowledge, values, and developing skills and, in the process, increase the growth and productivity of the nation....
...A strong education system is the cornerstone of any country's growth and prosperity. Over the last decade, India has made great strides in strengthening its primary education system. The District Information System for Education (DISE) reported in 2012 that 95% of India's rural populations are within one kilometer of primary schools. The 2011 Annual Status of Education Report (ASER), which tracks trends in ruraleducation, indicated that enrollment rates among primary-school-aged children were about 93%, with little difference by gender.
However, behind the veil of such promising statistics, the learning outcomes of India's children show little progress. The country ranked 63 out of 64 in the latest Program for International Student Assessment (PISA) study, with some of its best schools ranked about average among those surveyed. The 2011 ASER stated that only 48.2% of students in the fifth grade can read at the second grade level. The number of students completing their primary education with inadequate numeracy and literacy skills is startling. To see this manifest in an economic sense, one may attribute India's productivity growth -- lagging behind that of East Asian economies -- to a lack of progress in the foundational elements of countrywide, high-quality education.
India's private-schooled, English-speaking urban elite may attract global attention, but they are in...
The education sector plays a crucial role in the social and economic development of a nation (Federal Ministry for Economic Cooperation and Development, nd,), fundamental to the fulfilment to individual basic needs A country’s education is seen as a reflection of its “institutional and ideological framework of the its society” (McNeely, 1995, p. 489). Therefore, the development clear policies and plans are vital in the attainment of the goal of Education for all (UNESCO, 2012, para. 1).
Policies refer to expressed or implied statements which describe the principles and rules that are guides and constraints for an organization, and are usually put together by the executive arm (Davis, 1951, cited in UWIOC, 2013, p.3). Educational policies therefore, are statements articulated by the relevant educational authority to guide the thinking and action within the sector (UWIOC, 2013, p. 4). Policy making describes a “political activity characterised by self-interest, political bargaining, value judgement and multiple rationalities, and within the education sector, this entails harmonising differing demands, and petitioning the support and or tolerance from stakeholders who are interested in education (Haddad, 1995, p. 23). Education planning is the ability to convert policy statements into actions that can be...
Policy and Education
1997-2013 Early Years
"Discuss what major policy changes have occurred to improve education provision for Early Years in England during 1997-2013"
Historically in England, Government involvement in early year’s provision and curriculum was very little. However Education and care needs provided in early years has been adjusted for better. There has been many different ideologies backdated from history about the roles of practitioners, families about the early years provision. Many ideas based on how to work with children have differed from one and other and it hasn't always been for the best interest of children's learning outcomes. Adults which are working with children aged 3 or 4 must use formal methods and straightforward teaching (Woodhead, 1999).There has been ongoing discussions regarding the continuously and the effectiveness and appropriateness of policy's set out by Government. This Essay is going to examine early childhood curriculum in England and examine the policy changes that have occurred in early childhood education between 1997 till 2013 to improve education provision.
In the Late 18th Century there was little support provided for children by people only on a humanitarian and philanthropic basis. In 1918 Robert Owen set up the first nursery in Scotland, He advocated "Free Play". The parents and older siblings...
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indianeducation system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
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. Now everything has changed. New method of education has taken the Indians to the next level. Thus it improved the knowledge and innovative ideas has come up in the minds of the Indians.
II. Types of Education
There are different types of education in India. Every individual has the right to choose a method (As mentioned below) for his education. Universities plays a major role in the lives of students in India. There are universities focusing on the study of medicine, arts and language, journalism, social work, business, commerce, planning, architecture, engineering, and other specialized studies. Most Indian universities teach in English Medium and conduct special language classes for those weak in English.
With 343 universities and 17000 colleges, India offers a wide spectrum of courses that are recognized globally. Apart from undergraduate, postgraduate and doctoral courses, there are many training and diploma-level institutes and polytechnics that cater to the growing demand for skill-based and vocational education. The quality education that India...