Emerging Trends in Education in India
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School Education: Current Scenario
2. Higher Education in India
3. Governance of Higher Education: Institutional Programs
4. National Educational Policy, 1986
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University Grants Commission
6. Inter-University Center
7. Association of Indian Universities (AIU)
8. Councils
9. Rashtriya Uchchatar Shiksha Abhiyan (RUSA)
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National Policy on Education
11. The essence and role of education
12. National System of Education
13. Restructuring Education into Different Stages of Early Childhood Care and Education
14. Open University and Distance Education
15. Rural University
16. Technical and Management Education
17. Reorienting the Content and Process of Education: Cultural Perspectives
18. Value Education
19. Languages
20. Media
21. Management of Education
- The present day education system in India has come a long way and there has been a new change in the age old traditions.
- The Government of India is making a lot of efforts in this field so that the goal of inclusive development can be achieved soon. A major achievement of the Government of India is the huge jump in the literacy rate from 18.3% in 1950–51 to 74.04% in 2010–11.
3. Since the inception of our Republic, the role of Universal Elementary Education (UEE) has been acknowledged in strengthening the social fabric of democracy through provision of equal opportunities for all. - With the creation of NPE, India launched a wide range of programs to achieve the goal of UEE through several planned and programmatic interventions.
- Sarva Shiksha Abhiyan (SSA) is being implemented as India’s main program for universalization of elementary education.
6. On the other hand, the higher education sector has seen tremendous growth in the number of universities/university level institutions and colleges since independence. The number of universities has increased 34 times from 20 in 1950 to 677 in 2014.
7. The National Policy of 1968 marked a significant step in the history of education in post-independence India. Its objective was to promote national progress, a sense of common citizenship and culture, and to strengthen national integration. - It emphasized the need for a radical reconstruction of the education system to improve its quality at all stages and gave much
9. Greater focus on science and technology, cultivation of moral values and closer relationship between education and people’s lives. - Since the adoption of the 1968 policy, there has been a substantial expansion of educational facilities at all levels throughout the country. More than 90 per cent of the country’s rural habitations now have schooling facilities within a kilometer radius.
- The present education system in India has come a long way and there has been a new change in the age-old traditions. Government of India is making a lot of efforts in this field so that through this the goal of inclusive development can be achieved soon. A major achievement of the Government of India is the huge jump in the literacy rate from 18.3% in 1950–51 to 74.04% in 2010–11. Such achievement is the result of many efforts made by the Government of India in the field of education.
- The government is improving the education status of the country to raise the standard of living of the people and achieve other goals like overcoming the problem of poverty and unemployment, social equality, equal income distribution etc.
- Education contributes to the individual. Overall development of the country along with welfare. Education is not only a tool to enhance efficiency but it is also an effective tool to widen and enhance democratic participation and upgrade the overall quality of individual and social life. Therefore the importance of education cannot be denied.
- There has been no fundamental change in the structure of secondary and higher education in India. If there has been any such change, only a few states have been affected. Since the nineties, particularly the last decade, growth has been observed in response to the demand created by the expansion of elementary education.
- The primary as well as the higher education sector has seen a lot of attention from the Government of India. current paper made
- Comparison of elementary education system of Haryana with neighboring states like Punjab, Himachal Pradesh, Rajasthan, Uttar Pradesh and Delhi. Key indicators showing achievements and failures in the field of education have been taken and the data has been analyzed on the basis of such factors.
schooling in india
The role of Universal Elementary Education (UEE) in strengthening the social fabric of democracy through provision of equal opportunities to all has been recognized since the inception of our Republic. With the creation of NPE, India launched a wide range of programs to achieve the goal of UEE through several planned and programmatic interventions. Sarva Shiksha Abhiyan (SSA) is being implemented as the main program of India for universalization of primary education. Its overall goals include universal access and retention, bridging the gender and social category gap in education, and increasing the learning levels of children. The SSA provides a variety of interventions, including, inter alia, building and construction of new schools, additional teachers, regular teacher in-service training, ensuring free textbooks,
ncludes educational resource support, uniforms and free support for improving learning outcomes. The Right to Free and Compulsory Education Act 2009 provides an equitable legal framework that entitles all children in the age group of 6-14 years to free and compulsory admission, attendance and completion of elementary education. It provides children with the right to equal quality education based on the principles of equality and non-discrimination. Most importantly, it entitles children to an education that is free from fear, stress and anxiety.
Right to Free and Compulsory Education Act 2009
The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide for free and compulsory education to all children of the age of six to fourteen years as a fundamental right by the State. may be prescribed by law. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the corollary legislation envisaged under Article 21-A, means that every child shall have access to full-time elementary education of satisfactory and equitable quality in a formal school. It is a right that meets certain essential norms and standards.
Article 21-A and the RTE Act came into force on 1 April 2010. The title of the RTE Act contains the words ‘free and compulsory’. ‘free education’ means any child, other than a child, who has been admitted by his parents in a school which is not supported by the appropriate Government without payment of any fee or charges or expenses; shall not be liable for any action which may prevent it. preventing him from pursuing and completing primary education. ‘Compulsory education’ imposes an obligation on the appropriate government and local authorities to ensure access, attendance and completion of primary education by all children aged 6-14.
With this, India has moved towards a rights-based framework, which places a legal obligation on the central and state governments to enforce this fundamental child right, as enshrined in Article 21A of the Company.
The RTE Act provides for the following:
• Right of children to free and compulsory education till completion of primary education in the neighborhood school.
• Clarifies that ‘compulsory education’ means the obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education by every child in the age group of six to fourteen years. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him from pursuing and completing elementary education.
• It provides for admitting a non-admitted child to an age appropriate class.
• It specifies the duties and responsibilities of the appropriate governments, local authority and parents in providing free and compulsory education and sharing of financial and other responsibilities between the central and state governments.
• It lays down norms and standards relating to Pupil Teacher Ratio (PTR), buildings and infrastructure, school-working days, teacher-working hours, inter alia.
• Provides for rational deployment of teachers by ensuring that the specified student teacher ratio is maintained for each school and not just as an average for the state or district or block, thus ensuring that teachers There is no urban-rural imbalance in postings. There is also a provision
Prohibition on deployment of teachers for non-academic work, except for decennial census, elections to local authorities, state legislatures and parliament, and disaster relief.
• It provides for appointment of appropriately trained teachers, ie teachers with requisite entry and educational qualification.
• It prohibits (a) physical punishment and mental harassment; (b) screening procedures for admission of children; (c) per capita fee; (d) private tuition by teachers and (e) operation of schools without recognition,
• It provides for the development of curriculum in consonance with the values enshrined in the Constitution, and which shall ensure all round development of the child, build the knowledge, potential and talents of the child and shall be free from fear, trauma and child friendly and anxiety through a method of child centered learning.
Selected Programs at Elementary Education Level
- a) District Education Programme:
Launched in 1994 in 42 districts, it is a centrally sponsored scheme aimed at providing access to primary education for all children, reducing the primary dropout rate below 10 per cent, improving learning achievement of primary school students by at least Raising the minimum to 25 percent and reducing gender and social groups to less than 5 percent.
b) National Program of Nutritional Support to Elementary Education (Mid-Day Meal): National Program of Nutritional Support to Elementary Education (NP-NSPE) to increase enrolment, retention and attendance as well as improve nutritional levels among children ) was launched. Launched on 15th August 1995 as a Centrally Sponsored Scheme. In 2001 the MDMS became a cooked mid-day meal scheme, providing 300 calories to each child in every government and government-aided primary school.
Mid-day meals prepared with minimum ingredients were to be served. Energy and 8-12 grams of protein per day for at least 200 days. The scheme was extended in 2002 to cover not only children studying in government, government-aided and local body schools, but also children studying in Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE) centres. went.
The scheme was modified in September 2004 to provide central assistance for cooking cost at the rate of Re 1 per child per school day to cover the cost of pulses, vegetables, cooking oil, spices, fuel .
and wages and remuneration payable to the personnel or the amount payable to the agency responsible for the cooking. Transport subsidy was also increased to Rs.20 per quintal from the earlier maximum of Rs.50 per quintal.
Rs.100 per quintal for special category states and Rs.75 per quintal for other states. For the first time Central assistance at the rate of 2% of the cost of food grains, transport subsidy and cooking assistance was provided for the management, monitoring and evaluation of the scheme. Provision was also made to serve mid-day meals during summer vacation in drought-affected areas. The scheme was further modified in July 2006 to increase the cooking cost to Rs 1.80 per child/school day for states in the North Eastern region and Rs 1.50 per child/school day for other states and union territories. Nutrition criteria were revised to 450 calories and 12 grams of protein. For central assistance to facilitate construction of kitchen-cum-stores in schools and purchase of kitchen equipment, Rs. 60,000 per unit and @ Rs. 5,000 per school was done in a phased manner. In October 2007, the scheme was expanded to cover children in upper primary classes (i.e. classes VI to VIII) studying in 3,479 educationally backward areas.
Block (EBB) and the name of the scheme was changed from ‘National Program of Nutritional Support to Elementary Education’ to ‘National Program of Mid Day Meal in Schools’. The standard of nutrition for the upper primary level was fixed at 700 calories and 20 grams of protein. The scheme was extended to all areas across the country with effect from 1.4.2008. The scheme was modified in April 2008 to extend the scheme to Madarsas/Maktabs recognized under SSA.
c) Lok Jumbish:
The project started in 1992 and was completed by June 1999 in two phases. This program is being implemented in Rajasthan and has shown positive impact of micro-planning and school mapping process through community collaboration.
d) Pradhan Mantri Gramodaya Yojana (PMGY):
The program was launched during 2000-01 and envisages Additional Central Assistance (ACA) for basic minimum services in certain priority sectors. The scheme has six components covering elementary education, primary health, rural shelter, rural drinking water, nutrition and rural electrification. A minimum of 10 percent of the ACA has been set for all components except nutrition (for which it is 15 percent). The allocation for the remaining 35 per cent ACA will be decided by the states and union territories among the components of the scheme.
Priorities. The funds for the elementary education sector under PMGY are used to further the goal of universalisation of primary education.
e) Mahila Sankhya
Mahila Samakhya Yojana was launched in 1989 for the education and empowerment of women in rural areas, especially those from socially and economically marginalized groups. It focuses on enabling greater access to education, creating demand for education, building capacities and strengthening the capabilities of women to participate effectively in village level processes for educational development.
Sarva Shiksha Abhiyan
SSA has been working since 2000-2001 to provide various interventions for universal access and retention, bridging gender and social category gaps in elementary education, and improving the quality of learning. SSA interventions include, inter alia, opening of new schools and alternative schooling facilities, construction of schools and additional classrooms, provision of toilets and drinking water, provision for teachers, regular teacher in service training and educational resource support, free textbooks and uniforms and Includes supports to improve learning achievement. Level / Result. With the passing of the RTE Act, changes have been incorporated in the SSA approach, strategies and norms. These include changes in the vision and approach to elementary education, guided by the following principles:
A holistic approach to education as explained in the National Curriculum Framework 2005, with implications for a systemic reform of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management.
• Equality, not only means equal opportunity, but also the creation of conditions in which disadvantaged sections of society – SCs, STs, Muslim minorities, landless agricultural laborers and children with special needs – can avail themselves of opportunities. ,
• Access includes but is not limited to ensuring that
A school becomes accessible to all children within a specified distance, but implies an understanding of the educational needs and plight of the traditionally excluded categories – Scheduled Castes, Scheduled Tribes and other sections of the most disadvantaged groups. Muslim minorities, girls in general, and children with special needs.
• Gender Concern, an effort not only to enable girls to keep pace with boys, but also to see education in the perspective given in the National Policy on Education 1986/92; That is, a decisive intervention to bring about a fundamental change in the status of women.
• Teacher centrality, to inspire them to innovate and create a culture in the classroom and beyond, that creates an inclusive environment for children, especially girls from oppressed and marginalized backgrounds.
• Moral pressure is exerted on parents, teachers, educational administrators and other stakeholders through the RTE Act instead of insisting on punitive procedures.
• A convergent and integrated system of educational management is a pre-requisite for the implementation of the RTE Act. All states should move in that direction as fast as possible.
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Higher Education System in India:
Current Scenario
Contemporary times have seen students opting for higher studies with little interest or being careless. Moreover, there are very few institutes in India which are providing quality inputs to develop the learning skills of the students. The higher education system in India needs a lot of development as compared to developing/developed countries. The percentage of students pursuing higher education is barely 13% while six
The same varies between 28 to 90% worldwide. The lowest is 28% and is as high as 90% in developed countries. On one hand we claim that India will be third among all countries in education by 2020. If the overall ranking of the respective institutions is seen, it is observed that in the year 2000, 2 Indian universities/institutes out of 500 were included in the list, and 1 institution was from China. Now after almost a decade the tables have turned in 2010, with only 1 institute featured from India and 32 institutes featured from China. This strongly suggests how far we are in terms of total percentage of higher education institutions, number of students pursuing higher education. We lag behind not only in terms of GDP, exchange of foreign exchange by developing and developed countries but also in terms of number of students pursuing higher education.
Budget allocation by the government. As per 2012 plan India has around 6% which is not going to be enough, and hence allocation should be done appropriately, i.e. minimum 10% to improve the scenario. Basic education should reach more and more children from different sections of the society to enable them to pursue higher education. Over and above, the institutes should also focus on giving quality inputs to the students. Institutes should focus on constantly updating the curriculum to help students adapt with the changing times
market scenario. Initially they may consider liberalizing education, introducing new methods and doing applied research; Frequent updating of course syllabus. If such developments take shape in true sense in our country then students will be attracted to pursue higher education which in turn will meet the corporate expectations. Efforts should also be made to guide, mentor the students and parents to develop and maintain interest in the students. Apart from the above, the curriculum also includes sports, hobby classes, vocational skill development programmes, employability enhancement and soft skill development programmes, entrepreneurship development modules, specialization wise clubs and societies, practical work related to their field, industry interface related modules Must join. such as internships, industry visits, guest lectures/ workshops/ conferences, participation in summits, management quiz etc. with evaluation/ monitoring system to ensure continuous improvement.
Special emphasis should be laid on communication and presentation skills, especially for students coming from rural background/remote places and for students studying in local languages, so that they can perform well in the corporate world across the globe. The institutes should also develop multitasking abilities among the students, foreign languages, advanced IT knowledge so that they can perform better in the chosen field. Student exchange, cultural exchange should be encouraged and various ways and means should be found to increase the interest level and participation of students. Government should also provide adequate funds, annual plans for unaided institutions to increase overall support. Some specific programs of higher education should be developed for the respective sectors, and companies in these sectors should ensure employment through internships/projects and final placements for a win-win situation. These are some of the points if we practice in the near future to increase the percentage of students pursuing higher education, the scenario will definitely increase, and in turn the students will add value to the corporate world and towards the development of our country. start adding. near future.
On the other hand, the higher education sector has seen a tremendous growth in the number of universities/university level institutions and colleges since independence. The number of universities has increased 34 times from 20 in 1950 to 677 in 2014. The region has 45 Central Universities, 40 of which are under the purview of the Ministry of Human Resource Development, 318 State Universities, 185 State Private Universities, 129 Deemed to be. Happen
Universities under MHRD (IITs – 16, NITs – 30 and IISERs – 5), 51 Institutes of National Importance (established under Acts of Parliament) and four Institutes (established under various State Legislations). The number of colleges has also registered a 74-fold increase, from just 500 in 1950 to 37,204 as of March 31, 2013. ,
In India, “University” means a University established or incorporated by or under a Central Act, a Provincial Act or a State Act and includes any institution which, in consultation with the University concerned,
(UGC) may be recognized. ) in accordance with the rules made in this regard under UGC Ac.
Every year, lakhs of students from home and abroad enter these portals mainly for their undergraduate, postgraduate studies while lakhs leave these portals outside the world. Higher education is a shared responsibility of both the Center and the States. The coordination and determination of standards in universities and colleges is entrusted to the UGC and other statutory regulatory bodies.
The Central Government gives grants to the UGC and establishes Central Universities/Institutes of National Importance in the country. The Central Government is also responsible for declaring an educational institution as a “Deemed-to-be University” on the recommendations of the UGC. Presently, the main categories of university/university level institutions are:- Central Universities, State Universities, Deemed-to-be Universities and University level institutions. Their description is as follows:
A university established or incorporated by a Central Act.
state University:
A university established or incorporated by a Provincial Act or a State Act.
private university:
A University established through a State/Central Act by a sponsoring body viz. A society registered under the Societies Registration Act 1860, or any other relevant law for the time being in force in a State or public trust or a company registered under section 25 of the Companies Act, 1956.
Deemed-to-be University:
A Deemed University Institution, commonly known as Deemed University, refers to a high performing institution which has been declared by the Central Government under section 3 of the University Grants Commission (UGC) Act, 1956 .
Institute of National Importance:
An institution established by an Act of Parliament and declared as an institution of national importance.
Institution under State Legislature Act:
An institution established or incorporated by an Act of the State Legislature.
Governance in Higher Education in India:
Department of Higher Education, MHRD,
The Department of Higher Education, MHRD is responsible for the overall development of infrastructure in the higher education sector both in terms of policy and planning. As part of a planned development process, the department looks after the expansion of access and qualitative improvement in higher education through world class universities, colleges and other institutions. The vision, mission, objectives and functions of the department are as under:-
Vision: To fully realize India’s human resource potential in the higher education sector with equity and inclusion.
Mission
• To provide greater opportunities for access to higher education with equality to all eligible persons and particularly to the weaker sections.
• Expand access by supporting existing institutions, setting up new institutions, supporting state governments and non-governmental organizations/civil society to supplement public efforts aimed at addressing regional or other imbalances that currently exist.
• Initiate policies and programs to strengthen research and innovations and encourage public or private institutions to help push the frontiers of knowledge.
• Enhancing the quality of higher education by investing in infrastructure and faculty, promoting academic reforms, improving governance and institutional restructuring towards inclusion of hitherto excluded communities.
purpose
- All-round expansion of the higher education sector To increase the Gross Enrollment Ratio (GER) in higher education from 15% by 2011-12 to 21% by 2016-17 and 30% by 2020.
• To expand the institutional base of higher education (including technical, professional and vocational education) by creating additional capacity in existing institutions, setting up new institutions and encouraging State Governments and NGOs/civil society.
• To expand the institutional base of higher education (including technical, professional and vocational education) by creating additional capacity in existing institutions, setting up new institutions and encouraging State Governments and NGOs/civil society.
• To provide opportunities for higher education to socially disadvantaged communities and address inequalities by promoting the inclusion of women, minorities and differently-abled persons.
• To remove regional imbalances in access to higher education by setting up institutions in illiterate and underprivileged areas.
• To enhance plan support for infrastructure and faculty development in institutions of higher education and to attract talent towards careers in teaching and research.
• Creating conditions for knowledge creation through better research facilities in universities and colleges.
• To promote cooperation with the international community, foreign governments, universities/institutes and regional and international institutions for the advancement of universal knowledge and wisdom
real property rights.
• To promote the development of Indian languages.
• Promoting autonomy, innovations, academic reforms in institutions of higher education
• Institutional restructuring to improve efficiency, relevance and creativity in higher education.
functions
• Increase in Gross Enrollment Ratio by expanding reach in all modes.
• To promote the participation of those sections of the society whose GER is less than the national average.
• in quality
to improve and promote academic reforms
• Establishment of new educational institutions and capacity expansion and improvement of existing institutions.
• Use of technology in higher education.
- Development of vocational education and skill development.
• Development of Indian languages.
• International cooperation in the field of education.
University Grants Commission
The University Grants Commission is a statutory organization established by an Act of Parliament in 1956 to coordinate, determine and maintain standards of university education. Apart from providing grants to eligible universities and colleges, the commission also advises the Central and State Governments on measures that are necessary for the development of higher education. It functions from New Delhi as well as from its six regional offices located at Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and Pune.
inter-university center
Under Section 12 (CCC) of the UGC Act, the UGC establishes autonomous inter-university centers within the university system. The objectives of setting up these centers are:
• To provide common advanced centralized facilities/services for those universities which are not able to invest heavily in infrastructure and other inputs.
• To play a vital role in providing the best expertise in each field to teachers and researchers across the country.
• To provide access to the research and teaching community to state-of-the-art equipment and excellent library facilities that are comparable to international standards.
The Center for Nuclear Sciences (now called the Inter University Accelerator Center) in New Delhi was
First research center established in 1994.
As of today, six Inter University Centers are functioning under the University System, which are as follows:
• Inter University Accelerator Center (IUAC), New Delhi
• Inter University Center for Astronomy and Astro-Physics (IUCAA), Pune
• UGC-DAE Consortium for Scientific Research (UGC-DAECSR), Indore
• Information and Library Network (INFLIBNET), Ahmedabad
• Consortium for Educational Communication (CEC), New Delhi
• National Assessment and Accreditation Council (NAAC), Bangalore
• Inter University Center for Teacher Education, Kakinada
Association of Indian Universities (AIU)
Association of Indian Universities (AIU) is a registered society under the Societies Registration Act, 1860 with membership of Indian Universities. It provides a forum for administrators and academicians from member universities to exchange views and discuss matters of common concern. It serves as the bureau of exchange of information in higher education and publishes a number of useful publications including the “University Handbook”, research papers and a weekly magazine called “University News”. The current membership of the association is 527 including seven associate members. Kathmandu University, Kathmandu, Nepal, University of Mauritius, Mauritius, University of Technology, Mauritius, Royal University of Bhutan, Thimphu, Open University of Malaysia, Kuala Lumpur, Malaysia, Middle East University, United Arab Emirates, and Semey State Medical University, Semey, Kazakhstan . The association is financed largely by annual subscriptions from member universities. The Government of India, Ministry of Human Resource Development provides grants to meet a part of the maintenance and development expenditure, including research studies, workshops, training programs for university administrators, orientation programs and the Data Bank of Global (of which the University (Preliminary) Document access to global universities is complete.AIU has Evaluation Division, Student Information Services Division, and Publications Sales Division, Sports Division for sponsoring Inter-University Tournaments and World University Games: 2007, Youth Affairs Division, Library and Documentation Division, Finance Division, Administration Division, Computer Division and Meeting Division. AIU is also empowered to grant Associate Membership to the Universities of neighboring countries of India.
Councils:
a) Indian Council of Social Science Research (ICSSR)
The Indian Council of Social Science Research (ICSSR) was established in 1969 to promote social science research, strengthen various disciplines, improve the quality and quantity of research and its use in national policy making. To achieve these objectives, ICSSR envisages institutional development
infrastructure, identifying research talent, formulating research programmes, supporting professional organizations and establishing links with social scientists in other countries. ICSSR provides maintenance and development grants to various research institutes and regional centers across the country. Regional centers have been established
As extended arms of ICSSR to support research and development of local talent and its programs and activities in a decentralized manner. Since 1976, ICSSR has been conducting research surveys in various social science disciplines. With a view to lay special emphasis on promoting social science research in the North Eastern Region, initiatives have been taken at ICSSR to support research proposals and other activities.
b) Indian Council of Philosophical Research (ICPR)
Indian
The Indian Council of Philosophy Research (ICPR) was established in 1977 by the Ministry of Education, Government of India as an autonomous organization to promote research in philosophy and allied disciplines.
The Indian Council of Philosophy Research (ICPR) was established in 1977 by the Ministry of Education, Government of India as an autonomous organization to promote research in philosophy and allied disciplines.
भारतीय दर्शनशास्त्र अनुसंधान परिषद (आईसीपीआर) की स्थापना 1977 में शिक्षा मंत्रालय, भारत सरकार द्वारा दर्शन और संबद्ध विषयों में अनुसंधान को बढ़ावा देने के लिए एक स्वायत्त संगठन के रूप में की गई थी।
The Council of Philosophy Research (ICPR) was established in 1977 by the Ministry of Education, Government of India as an autonomous organization to promote research in Philosophy and allied disciplines.
दर्शनशास्त्र अनुसंधान परिषद (आईसीपीआर) की स्थापना 1977 में शिक्षा मंत्रालय, भारत सरकार द्वारा दर्शनशास्त्र और संबद्ध विषयों में अनुसंधान को बढ़ावा देने के लिए एक स्वायत्त संगठन के रूप में की गई थी।
ICPR was born out of the firm belief that the Indian philosophical tradition deserves to be a distinct and specialized agency in the country. The Council has a broad-based membership that includes eminent philosophers, social scientists, representatives of the University Grants Commission, the Indian Council of Social Science Research, the Indian Council of Historical Research, the Indian National Science Academy, the Central Government and the Government of Uttar Pradesh. , The Governing Body (GB) and the Research Project Committee (RPC) are the main authorities of the Council. These bodies are vested with well defined powers and functions.
- c) Project on the History of Indian Science, Philosophy and Culture (PHISPC)
PHISPC was launched under the aegis of the Indian Council of Philosophical Research (ICPR) in the year 1990 with the basic objective of undertaking interdisciplinary studies to understand in detail the inter-relationships between science, philosophy and culture as developed over the long history of Indian civilization. can be extracted. From April 1, 1997, PHISPC was officially separated from the Indian Council of Philosophical Research (ICPR) for greater autonomy to complete the project within the stipulated period, and is now affiliated to the Center for the Study of Civilizations (CSC). Is. The Government of India has recognized CSC as the nodal agency for the purposes of funding the ongoing research project, PHISPC. PHISPC’s major program is to publish several volumes on the topics described in the ‘Introduction’.
d) Indian Council of Historical Research (ICHR)
The Indian Council of Historical Research is an autonomous organization established in 1972 under the Societies Registration Act (Act XXI of 1860). The main objectives of the Council are to give proper direction to historical research and to encourage and promote the cause.
Scientific writing of history. The broad objectives of the Council are to bring historians together, to provide a forum for exchange of ideas among them, to give a national direction to an objective and reasoned presentation of history, to sponsor historical research programs and projects and to promote institutions and organizations engaged in the same. To help organizations. In historical research. It has a broad view of history so as to encompass in its fold the history of science and technology, economy, art, literature, philosophy, epigraphy, numismatics, archaeology, socio-economic formation processes and allied subjects with a strong historical bias and content . ICHR has established two regional centres, one in Bangalore and the other in Guwahati, to reach out to the remotest areas of the country.
e) National Council of Rural Institutes (NCRI)
National Council of Rural Institutes is a registered autonomous society fully funded by the Central Government. It was established on October 19, 1995 with its headquarter in Hyderabad. Its main objective is to promote rural higher education on the lines of Mahatma Gandhi’s vision for education to meet the challenges of micro planning for the transformation of rural areas as envisaged in the National Policy on Education (NPE) 1986. For its purposes, NCRI is identifying various programs to be assisted and provided financial assistance by suitable institutions including voluntary organizations.
Rashtriya Uchchatar Shiksha Abhiyan
(RUSA)
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS), launched in 2013, with the objective of providing strategic funding to eligible State Higher Educational Institutions. Central funding (in the ratio of 65:35 for general category states and 90:10 for special category states) will be norm based and outcome dependent. The funds will flow from the Central Ministry through the State Governments/UTs to the State Councils of Higher Education before reaching the identified institutions. funding to states
b State Higher Education Plans will be made on the basis of critical appraisal, which will describe each state’s strategy to address issues of equity, access and excellence in higher education.
purpose:
The main objectives of RUSA are:
• Improving the overall quality of State institutions by ensuring conformance to prescribed norms and standards and adopting accreditation as a mandatory quality assurance framework.
• Initiate transformational reforms in the state higher education system by creating a facilitative institutional structure for planning and monitoring at the state level, promoting autonomy in state universities and improving governance in institutions.
• Ensure reforms in affiliation, academic and examination systems.
• Ensuring adequate availability of quality faculty in all higher educational institutions and ensuring capacity building at all levels of employment.
• To create an enabling environment in higher educational institutions to devote themselves to research and innovations.
• To expand the institutional base by creating additional capacity in existing institutions and setting up of new institutions to achieve the enrollment targets.
• Correcting regional imbalances in access to higher education by setting up institutions in unserved and under-served areas.
• Improving equity in higher education by providing adequate opportunities for higher education to SC/ST and socially and educationally backward classes; Promote the inclusion of women, minorities and differently-abled persons.
Component: RUSA will create new universities through upgradation of existing autonomous colleges and conversion of colleges into a cluster. It will create new model degree colleges, new professional colleges and provide infrastructural support to universities and colleges. Faculty recruitment support, faculty improvement programs and leadership development of educational administrators are also an important part of this plan. The existing Central Scheme of Polytechnics to promote skill development has been subsumed into RUSA. A separate component has also been included in RUSA to synergize vocational education with higher education. In addition to these, RUSA also supports the reform, restructuring and capacity building of institutions in the participating state.
Institutional Hierarchy: RUSA is implemented and monitored through an institutional structure including National Mission Authority, Project Approval Board and National Project Directorate at the Center and State Council of Higher Education and State Project Directorate at the State level.
National Policy on Education
Since the beginning of human history, education has continued to grow, diversify and expand its reach and coverage. Each country develops its own education system to express and promote its unique socio-cultural identity and to meet the challenges of the times. There are moments in history when a centuries-old process has to be given a new direction. That moment is today. The country has reached a stage in its economic and technological development when a major effort must be made to extract maximum benefits from the assets already created and ensure that the benefits of change reach all sections. Education is the highway to that goal. Keeping this objective in mind, the Government of India announced in January 1985 that a new education policy would be formulated for the country. A comprehensive assessment of the existing educational scenario was done followed by a countrywide debate. The views and suggestions received from various quarters were carefully studied. The National Policy of 1968 marked a significant step in the history of education in post-independence India. Its objective was to promote national progress, a sense of common citizenship and culture, and to strengthen national integration. It stressed the need for a radical reconstruction of the education system to improve its quality at all levels, and pay more attention to science and technology, the cultivation of moral values, and the close relationship between education and people’s lives. , Since the adoption of the 1968 policy, there has been a substantial expansion of educational facilities at all levels across the country. More than 90 per cent of the country’s rural habitations now have schooling facilities within a kilometer radius. There has been a significant increase in facilities in other phases as well. Perhaps the most notable development is the acceptance of a common structure of education across the country and the introduction of the 10+2+3 system by most states. The school curriculum included science and mathematics as compulsory subjects, and work experience was given importance, in addition to creating a common scheme of study for boys and girls. courses at the graduate level
Restructuring was also initiated. Centers of Advanced Study established for post-graduate education and research
And we have been able to meet your requirements of educated manpower.
While these achievements are impressive in themselves, the general formulation contained in the 1968 policy did not translate into a detailed strategy of implementation, with specific responsibilities and assignment of financial and organizational functions.
help. As a result, the problems of access, quality, quantity, utilization and financial outlay accumulated over the years are now of such a magnitude that they must be addressed with utmost urgency. Education in India is standing at the crossroad today. Neither the normal linear expansion nor the current pace and nature of reform can meet the needs of the situation. Human beings in Indian thinking are a positive asset and a valuable national resource, which needs to be cherished, nurtured and developed dynamically with tenderness and care. Every stage of human development from womb to grave presents a variety of problems and needs. The catalytic action of education in this complex and dynamic development process needs to be carefully planned and executed with great sensitivity.
The political and social life of India is passing through a phase which threatens the erosion of long accepted values. The scapegoats of secularism, socialism, democracy and professional ethics are coming under increasing pressure. Rural areas with poor infrastructure and social services will not benefit from trained and educated youth unless rural-urban disparities are narrowed and measures prescribed to promote diversification and diffusion of employment opportunities are done. Our population growth needs to be significantly curtailed in the coming decades. The biggest single factor helping to achieve this is the spread of literacy and education among women. Life in the coming decades is likely to bring new stresses together with unprecedented opportunities. New designs of human resource development will be required to enable people to benefit in the new environment. The coming generations should have the ability to constantly and creatively assimilate new ideas. They have to be imbued with human values and a firm commitment to social justice. All this implies better education. Moreover, various new challenges and social needs make it imperative for the government to formulate and implement a new education policy for the country.
essence and role of education
In our national belief, education is essentially for all. It is fundamental to our all-round development, physical and spiritual. Education has a degrading role. It refines sensibilities and perceptions that contribute to national integration, a scientific temper and freedom of mind and spirit – thus furthering the goals of socialism, secularism and democracy enshrined in our Constitution. Education develops manpower for different levels of the economy. it’s also
The substrate on which research and development flourishes is the ultimate guarantee of national self-reliance. In short, education is a unique investment in the present and future. This fundamental principle is the key to the National Policy on Education.
national education system
The Constitution embodies the principles on which the national education system has been conceived. 3.2 The concept of a national system of education implies that all students, irrespective of caste, creed, location or gender, have access to education of comparable quality, to a certain level. To achieve this, the government will launch appropriately funded programmes. Effective measures will be taken in the direction of normal school system as recommended in the policy of 1968. The national system of education envisages a common educational structure. The 10+2+3 structure is now accepted in all parts of the country. With regard to the further break-up of the first 10 years, an attempt will be made to move towards a primary system comprising 5 years of primary education and 3 years of upper primary, followed by 2 years of high school. Efforts will also be made to accept +2 stage as a part of school education throughout the country]. The national system of education will be based on a national curriculum framework that includes a common core with other components that are flexible. The Common Core will include the history of India’s freedom movement, constitutional obligations and other material necessary to nurture national identity. These elements will cut across subject areas and are designed to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, and adherence to small family norms Will be done Scientific temper. All educational programs will be run strictly in accordance with secularism
AR value. India has always worked for peace and understanding among nations, considering the whole world as one family. In line with this age-old tradition, education must reinforce this worldview and inspire the younger generation for international cooperation and peaceful coexistence. This aspect cannot be ignored
Promoting equality will require that everyone be provided with equal opportunities not only in access, but also in conditions of success.
Promoting equality will require that everyone be provided with equal opportunities not only in access, but also in conditions of success.
समानता को बढ़ावा देने के लिए यह आवश्यक होगा कि सभी को न केवल पहुंच में बल्कि सफलता की स्थितियों में भी समान अवसर प्रदान किए जाएं।
To promote equality, it will be necessary to provide equal opportunity to all not only in access but also in conditions of success.
समानता को बढ़ावा देने के लिए न केवल पहुंच में बल्कि सफलता की स्थितियों में भी सभी को समान अवसर प्रदान करना आवश्यक होगा।
In addition, an awareness of the inherent equality of all will be created through the core curriculum. It aims to remove prejudices and complexities transmitted through social milieu and accident of birth. A minimum level of learning will be prescribed for each stage of education. Steps will also be taken to promote among students an understanding of the diverse cultural and social systems of people living in different parts of the country. In addition to promoting the link language, programs will also be launched to substantially increase translation of books from one language to another and to publish multilingual dictionaries and glossaries. The youth will be encouraged to rediscover India, each in their own image and perception. Steps will be taken to facilitate inter-regional mobility by providing equal access to higher education in general, and technical education in particular, to every Indian with the requisite qualifications, regardless of his or her origin. The universal character of universities and other institutions of higher learning is to be underlined. In the field of research and development and in the field of education in science and technology, special measures will be taken to establish network arrangements among various institutions in the country to pool their resources and participate in projects of national importance . It will be the responsibility of the nation as a whole to provide resource support for implementing programs of educational transformation, reducing disparities, universalization of elementary education, adult literacy, scientific and technological research, etc. Lifelong education is a cherished goal of the educational process. ,
It assumes universal literacy. Youth, housewives, agricultural and industrial workers and professionals will be provided with opportunities to pursue education of their choice at a pace suited to them. In future emphasis will be given towards open and distance education. [The institutions that will be strengthened to play a key role in shaping the national system of education are the University Grants Commission, the All India Council for Technical Education, the Indian Council of Agricultural Research and the Medical Council of India. An integrated scheme will be established between all these bodies so that functional linkages can be established and programs of research and postgraduate education can be strengthened. These, in association with the National Council of Education Research and Training, National Institute of Educational
planning and administration, the National Council of Teacher Education and the National Institute of Adult Education will be involved in implementing the education policy]. ,
The constitutional amendment of 1976, which included education in the Concurrent List, was a far-reaching step, the implications of which—fundamental, financial and administrative—necessitated a new division of responsibility between the central government and the states with regard to this important sector. of national life. While the role and responsibility of the states with regard to education will essentially remain unchanged, the central government will bear a greater responsibility for maintaining the quality and standards of education (including the teaching profession at all levels) and for strengthening the national and integrative character of education. Will accept ), to study and monitor the educational needs of the country as a whole in relation to manpower for development, to meet the needs of research and advanced studies, to look after the international aspects of education, culture and human resource development and, in general, the country To promote excellence across all levels of the educational pyramid. Concurrent signifies a partnership that is meaningful and challenging at the same time; The national policy will be oriented towards implementing it in letter and spirit.
Restructuring of Education at Different Levels Early Childhood Care and Education
The National Policy on Children particularly emphasizes investment in the development of young children, especially children from sections of the population in whom first-generation learners predominate. Recognizing the holistic nature of child development, nutrition, health and social, mental, physical, moral and emotional development, Early Childhood Care and Education (ECCE) shall receive high priority and be suitably integrated with the Integrated Child Development Services Program Will be done. wherever possible. day care percentage
RAGE will be provided as an ancillary service to universalise primary education, to enable girls taking care of siblings to attend school, and to working women from poorer sections. The programs of ECCE will be child-oriented, focusing on sports and personality of the child. The introduction of formal methods and 3Rs would be discouraged at this stage. The local community will be fully involved in these programmes. full integration of child care and
Pre-primary education will be brought in as both a feeder and a strengthening factor for primary education and human resource development in general. School health program will be strengthened by continuing this phase.
Open University and Distance Education
Launched Open Learning System to increase opportunities for higher education, as a means to democratize education and make it a lifelong process
has gone. The flexibility and innovation of the open education system is specially adapted to suit the diverse needs of the citizens of our country, including those who have joined the professional stream. To fulfill these objectives, the Indira Gandhi National Open University established in 1985 will be strengthened. It will also provide assistance for setting up of open universities in the states.
rural university
The new pattern of rural university will be consolidated and developed on the lines of Mahatma Gandhi’s revolutionary ideas on education to meet the challenges of microplanning at the grass root level for the transformation of rural areas. Institutions and programs of Gandhian basic education will be supported.
Technical and Management Education
Though the two streams of technical and management education are functioning separately, it is necessary to look at them together keeping in view their close relationship and complementary concerns. Restructuring of technical and management education should take into account the anticipated scenario by the end of the century, with special reference to possible changes in the economy, social environment, production and management processes, rapid expansion of knowledge and great progress. Science and Technology. The infrastructure and service sectors as well as the unorganized rural sector also require induction of better technologies and supply of technical and managerial manpower. The government will pay attention to this. To improve the situation with regard to manpower information, the recently established Technical Manpower Information System will be further developed and strengthened. Continuing education, established as well as emerging technologies will be promoted.
As computers have become important and ubiquitous tools, minimal computer experience and training in their use will be part of vocational education. Computer literacy programs will be organized on a large scale from the school level itself. Keeping in view the present stringent requirements for admission to formal courses limiting the access of a large section of people to technical and managerial education, the programs will be offered through the distance education process, including the use of mass media . Technical and management education programmes, including education in polytechnics, will also be on a flexible modular pattern based on credits, with a provision for multi-point entry, a robust guidance and counseling service will be provided. To enhance the relevance of management education, especially in the non-corporate and under-managed sectors, the management education system will study and document the Indian experience and create a body of knowledge and specialized educational programs suited to these sectors. Suitable formal and non-formal programs of technical education will be designed for the benefit of women, economically and socially weaker sections and the physically challenged. The emphasis on vocational education and its expansion will require a large number of teachers and professionals in vocational education, educational technology, curriculum development, etc. Programs will be launched to meet this demand. Training in entrepreneurship will be provided through modular or elective courses in degree or diploma programs to encourage students to consider “self-employment” as a career option. To meet the continuous needs of updating the curriculum, the renewal should systematically eliminate obsolescence and introduce new techniques of subjects.
Reorienting the Content and Process of Education: Cultural Perspectives
There is a need to bridge the existing divide between the formal system of education and the country’s rich and diverse cultural traditions. The preoccupation of modern technologies cannot be allowed to root out our new generations in the history and culture of India. De-Sanskritization, De-Humanization and the Foreign
To be avoided at all costs. Education can and must bring the best synthesis between the change-oriented technologies and the continuity of the cultural tradition of the country. The curriculum and processes of education shall be enriched with cultural content in as many manifestations as possible. Children will be able to develop a sensitivity to beauty, harmony and sophistication. Resource persons of the community, irrespective of their formal educational qualifications, will be invited to contribute to cultural promotion
of education employing both literate and oral traditions of communication. In order to preserve and carry forward the cultural tradition, the role of the old masters who trained the students in traditional ways will be supported and recognized. Links will be established between the university system and higher educational institutions in art, archaeology, oriental studies, etc. Due attention will also be given to special subjects of fine arts, museology, folklore etc. In these, teaching, training and research streams will be strengthened so that specialized manpower can be replenished in them.
Value education
The growing concern over the erosion of essential values and the growing cynicism in the society has brought into focus the need for re-adjustment of curriculum to make education a powerful tool for the cultivation of social and moral values. In our culturally pluralistic society, education should promote universal and eternal values, oriented towards the unity and integration of our people. Such value education should help in eliminating orthodoxy, religious fanaticism, violence, superstition and fatalism. Apart from this combative role, our heritage, based on national and universal goals and notions, has a profoundly positive content in value education. It should give primary emphasis on this aspect.
languages
The Education Policy of 1968 had examined the question of development of languages in great detail; Its essential provisions can hardly be improved upon and are as relevant today as they were then. However, the implementation of this part of the 1968 policy has been uneven. The policy will be implemented in a more energetic and purposeful manner.
media and educational technology
Modern communication technologies have the ability to bypass many of the stages and sequences in the development process that unfolded over the past decades. The constraints of both time and distance become manageable simultaneously. To avoid structural dichotomy, modern educational technology must reach areas of comparative affluence and immediate availability, as well as the most remote areas and most disadvantaged sections of beneficiaries. Educational technology will be employed for dissemination of useful information, training and re-training of teachers, improvement in quality, sharpening awareness of art and culture, making it sustainable.
Value, etc., both in the formal and non-formal sectors. Available infrastructure will be utilized to the maximum. In villages where there is no electricity, batteries or solar packs will be used to run the program. The generation of relevant and culturally relevant educational programs will form an important component of educational technology, and all available resources in the country will be used for this purpose. Media has a profound effect on the minds of children as well as adults; Some of them encourage consumerism, violence etc. and have harmful effects, Radio and TV programmes, which are clearly against proper educational objectives, shall be stopped. Steps will be taken to discourage such practice in films and other media as well. An active movement will be launched to promote the production of children’s films of high quality and utility.
management of education
Top priority will be given to radical changes in the system of planning and management of education. The guiding thoughts would be:
a) develop a long-term planning and management perspective of education and its integration with the developmental and manpower needs of the country;
b) decentralization and creation of a sense of autonomy for educational institutions;
c) to give prominence to people’s participation including cooperation and voluntary effort of non-governmental agencies;
d) involving more women in the planning and management of education;
e) Establishing the principle of accountability with respect to the given objectives and norms.
- National Level: The Central Advisory Board of Education will play a key role in reviewing educational developments, determining changes needed to improve the system, and monitoring implementation. It will function through appropriate committees and other mechanisms set up to ensure liaison and coordination with various sectors of human resource development. Education departments at the Center and States to be strengthened through involvement of professors
Second. Indian Education Service: A proper management structure in education would be necessary to establish the Indian Education Service as an All India Service. It will bring a national perspective to this important sector. Basic principles, functions andThe process of recruitment to this service will be decided in consultation with the State Governments.
Third. State Level: State Governments can set up State Advisory Boards of Education on the lines of CABE. Effective measures should be taken to integrate the system in various State Departments dealing with Human Resource Development. Special attention will be paid to the training of educational planners, administrators and heads of institutions. Institutional arrangements for this purpose should be set up in phases.
IV. District and local level: District Boards of Education will be formed to manage education up to the higher secondary level. The State Governments will focus on this aspect with every possible campaign. Within a multilevel framework of educational development, central, state and district and local level agencies will participate in planning, coordination, monitoring and evaluation. A very important role should be assigned to the head of an educational institution. The chiefs will be specially selected and trained. School campuses to be promoted on a flexible pattern acted as a network of institutions and synergistic alliances to encourage professionalism among teachers to ensure adherence to norms of conduct and enable sharing of experiences and facilities Can go It is expected that a developed system of school campuses will emerge in the times to come.
Will take over most of the inspection work. Local communities will be assigned a leading role in school improvement programs through appropriate bodies.