report on education system in india

The Present Status of India’s Education System: A Critical Analysis (2024)

Introduction.

India is one of the most extensive global education systems, serving over 250 million students across various levels. As the nation progresses in the 21st century, its education sector faces numerous challenges in meeting the needs of the growing population. The right to education, enshrined in the Indian Constitution under Article 21-A, guarantees free and compulsory education for all children aged 6-14. However, implementing this right and the overall quality of education remain significant concerns.

The education landscape in India is complex, with a mix of government, government-aided, and private institutions. In recent years, there has been a shift towards privatization, raising questions about equity and access. Additionally, the COVID-19 pandemic has exacerbated existing disparities and brought new challenges to the forefront.

The Present Article

 This article examines critical education issues in India, exploring their impact on students, families, and the nation’s future. The article also provides an intensive analysis of the current state of education, highlighting challenges such as quality of education, access and affordability, infrastructure, teacher shortages, and the growing privatization trend. The article also discusses government initiatives to address these challenges, emphasizes the need for evidence-based planning at the district level, and suggests potential policy interventions.

The Data Used

This analysis draws upon several authoritative sources to provide a data-driven perspective on India’s education system:

• (UDISE+): Unified District Information System for Education Plus reports from 2017-18 to 2021-22
• National Sample Survey (NSS) 75th Round (July 2017-June 2018) on Household Social Consumption: Education
• Annual Status of Education Report (ASER) 2022
• Educational Statistics at a Glance 2021 , Ministry of Education
• National Education Policy (NEP) 2020

From the above, the primary source of data on school education is the Unified District Information System for Education, but the same is the latest available for 2021-22, with a time lag of about three years. It may, however, be known that the time lag in educational data has recently increased from almost nil to three years. It is dishearting to understand that the process of the year 2022-23 data collection across the country was completed nearly two years back, and many states have also completed UDISEPlus 2023-24 data collection, and a few have even started the process of UDISE 2024-25 data collection. In the absence of the latest data, it is moot question to know how the annual plans under the aegis of Samagra Shiksha is being formulated?

Now, let’s delve into the key issues affecting India’s education system:

Quality of Education

: The quality of education, particularly in government schools, remains a significant concern. ASER: The Annual Status of Education Report, 2022 revealed alarming statistics about learning outcomes in rural India.

                             Table 1: ASER 2022 Learning Outcomes in Rural India

                           Source: Annual Status of Education Report (Rural) 2022, ASER Centre

These figures highlight the learning crisis in India’s education system. The government has launched initiatives like the National Education Policy (NEP) 2020 and the Samagra Shiksha Abhiyan to address these issues.

Access and Affordability

While India has made strides in improving access to education, disparities persist, particularly in higher education and among marginalized groups.

Table 2: Gross Enrolment Ratio (GER) in India (2021-22)

Source: Educational Statistics at a Glance 2021, Ministry of Education, Government of India

The National Sample Survey (NSS) 75th Round provides insights into education expenditure:

Table 3: Average Annual Expenditure per Student (in ₹)

Source: NSS 75th Round, Ministry of Statistics and Programme Implementation

This data highlights the significant cost difference between government and private education, raising concerns about affordability and access for economically disadvantaged families.

Infrastructure

School infrastructure continues to be inadequate in many areas. The UDISE+ 2020-21 report provided the following statistics:

Table 4: School Infrastructure in India (2021-22)

Source: UDISE+ 2021-22, Department of School Education & Literacy, Ministry of Education

While there have been improvements in essential facilities, digital infrastructure remains a significant challenge.

Teacher Shortages and Quality

 India faces a shortage of qualified teachers in rural areas and specialized subjects. As per UDISE+ 2021-22:

Table 5: Teacher Statistics in India (2021-22)

Privatization and School Trends

 In recent years, there has been a trend toward privatization in education and a decline in government schools.

Table 6: Number of Schools by Management (2017-18 to 2021-22)

Source: UDISE+ Reports 2017-18 to 2021-22, Department of School Education & Literacy, Ministry of Education

Table 7: Student Enrolment (Classes 1-12) by School Management (2017-18 to 2021-22)

These tables show a gradual shift towards private unaided schools, although government schools still cater to most students.

• Digital Divide : The COVID-19 pandemic highlighted the digital divide in Indian education. According to the NSS 75th Round, about 4.4 percent of rural and 23.4 percent of urban households had computers, while 14.9 percent of rural and 42 percent had internet facilities.
• Language Barriers: India’s linguistic diversity poses unique challenges in education. The NEP 2020 emphasizes the importance of mother tongue-based multilingual education in the early years, but implementation remains challenging.
• Early Childhood Education: Despite its crucial role in cognitive development, early childhood education (ECE) remains underdeveloped in India. The NEP 2020 emphasizes the importance of ECE, but implementation lags.
• Skill Gap: There’s a significant mismatch between the skills taught in institutions and those required by the job market. The NEP 2020 addresses this by focusing on vocational education and integrating skills training into the school curriculum.
• Exam Pressure: High-stakes exams, particularly board examinations, pressure students and families immensely. The NEP 2020 proposes reforms in the assessment system to make it more continuous and comprehensive.
• Dropout Rates and Attendance: The NSS 75th Round provides insights into dropout rates and reasons for discontinuation of education:

Table 8: Reasons for Dropping Out (Age 3-35 years)

The same survey reported an attendance rate of 93.6% for students aged 6-13 years and 85.7% for those aged 14-17.

Education Planning

 The Samagra Shiksha Abhiyan emphasizes the need for evidence-based planning at the district level. However, several challenges persist:

• Data Utilization: Despite the availability of extensive data through UDISE+ and other sources, its optimal use in planning remains limited.
• Capacity Building: District planning team members often lack the skills to interpret and apply educational indicators in the planning process effectively.
• Localized Strategies: There’s a need for tailored strategies that address district-specific challenges and utilize local resources efficiently.
• Monitoring and Evaluation: Regular assessment of implemented plans and their outcomes is crucial for continuous improvement.

Given the above, there’s a need for:

• Comprehensive training programs for district-level planners on data analysis and interpretation.
• Development of user-friendly tools and dashboards for data visualization and analysis.
• Encouragement of collaborative planning involving educators, administrators, and community members.
• Regular sharing of best practices and success stories across districts to promote learning and innovation.

The National Institute of Educational Planning and Administration is crucial in orienting state and district-level officers in formulating annual plans under the Samagra Shiksha. NIEPA’s expertise in educational indicators, data analysis, and their implications for planning school education is vital for the effective implementation of the scheme.

However, it’s important to note that school education plans are currently primarily developed according to the guidelines suggested by the Technical Support Group (TSG) of Samagra Shiksha under the Department of School Education and Literacy. This situation presents a potential disconnect between national-level expertise and ground-level implementation.

NIEPA and TSG must collaborate more closely to formulate and implement optimal plans. Such collaboration would ensure that the plans formulated at the state and district levels align with the national guidelines developed by NIEPA, incorporating theoretical expertise and practical implementation strategies.

A critical question is whether the plan formulation guidelines have been updated to reflect the changes brought about by the merger of SSA and RMSA into Samagra Shiksha in 2018. The merger aimed to create a more holistic and integrated approach to school education from pre-school to senior secondary levels. However, it’s unclear if the planning guidelines have been comprehensively revised to reflect this integrated approach, as plans are still being formulated based on EXCEL Sheets.

The absence of updated guidelines that account for the merged scheme could lead to:

• Inconsistencies in planning across states and districts
• Potential gaps in addressing the continuum of education from pre-school to senior secondary
• Inefficient use of resources is due to a lack of integrated planning frameworks; in reality, plans are formulated based on sets of Excel sheets.
• Challenges in monitoring and evaluating the scheme’s effectiveness across all levels of school education

To address these concerns, there is an urgent need for:

• A comprehensive review and update of plan formulation guidelines that reflect the integrated nature of Samagra Shiksha
• Enhanced collaboration between NIEPA and TSG to ensure that guidelines incorporate both academic expertise and practical implementation considerations
• Regular training and orientation programs for state and district-level officers on the updated guidelines and their application in local contexts
• Development of robust monitoring and evaluation frameworks that can assess the effectiveness of the integrated scheme across all levels of school education

By addressing these issues, India can strengthen its educational planning process, ensuring that it is both evidence-based and aligned with the holistic vision of Samagra Shiksha . This approach would contribute significantly to improving the quality and effectiveness of school education across the country. Once the plans are formulated, they must be shared and discussed at different levels, as was the process followed in the District Primary Education Project. Let it make a thorough academic exercise, and it should not left only to TSG for its appraisal. Let the NIEPA and NCERT Faculty participate in the plan formulation exercise.

Similarly, there is a need to revitalize district and state planning teams, which have become defunct in most states. Each member of the NIEPA Faculty must be assigned a state and district within the state to oversee the plan formulation process and act as a mentor. Before that, each faculty member engaged in the exercise must provide a thorough orientation on plan formulation and methodology, the use of data, and its interpretation and implication for universal school education.

Government Initiatives

 The government has initiated several flagship programs to address these issues:

• Samagra Shiksha Abhiyan is a comprehensive government flag-ship program for the school education sector extending from pre-school to Grade 12, initiated in 2018.
• PM POSHAN (previously Mid-Day Meal Scheme): Aims to improve nutritional levels among school children.
• Padhna Likhna Abhiyan: Focuses on adult education and lifelong learning.
• DIKSHA (Digital Infrastructure for Knowledge Sharing): A national platform for school education.

Conclusion and Policy Interventions

India’s education system faces multifaceted challenges that require comprehensive reforms and sustained investment. Based on the analysis, the following policy interventions are suggested:

• Increase government spending on education to at least 6 percent of GDP, as recommended by the NEP 2020 and earlier education policies.
• Strengthen teacher training programs and improve working conditions to attract and retain quality educators.
• Accelerate the implementation of NEP 2020, particularly in early childhood education and vocational training.
• Bridge the digital divide by investing in school ICT infrastructure and providing digital devices to underprivileged students.
• Develop a comprehensive framework to regulate private schools while ensuring they remain accessible to economically disadvantaged students.
• Enhance focus on learning outcomes rather than mere enrolment with regular assessments and targeted interventions.
• Promote mother tongue-based multilingual education in early years to improve learning outcomes.
• Strengthen district-level planning capabilities through targeted training and improved data utilization.
• Address the root causes of dropouts through financial support, counseling, and flexible learning options.
• Implement continuous and comprehensive evaluation systems to reduce exam pressure.

As India strives to harness its demographic dividend and position itself as a global leader, the transformation of its education system remains a critical priority. It calls for collaborative efforts from policymakers, educators, parents, and the community to ensure that each child in India has access to quality education, preparing them for the challenges and opportunities of the 21st century.

• Reports from 2017-18 to 2021-22 Source: Department of School Education & Literacy, Ministry of Education, Government of India URL: https://udiseplus.gov.in/
• National Sample Survey (NSS) 75th Round (July 2017-June 2018) Title: Household Social Consumption: Education Source: Ministry of Statistics and Programme Implementation, Government of India 
• Annual Status of Education Report (ASER) 2022 Source: ASER Centre URL: http://www.asercentre.org/
• Educational Statistics at a Glance 2021 Source: Department of School Education & Literacy, Ministry of Education, Government of India
• National Education Policy (NEP) 2020 Source: Ministry of Education, Government of India URL: https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
• Samagra Shiksha Abhiyan Source: Department of School Education & Literacy, Ministry of Education, Government of India URL: https://samagra.education.gov.in/
• PM POSHAN Scheme Source: Ministry of Education, Government of India URL: https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1758727
• Padhna Likhna Abhiyan Source: Department of School Education & Literacy, Ministry of Education, Government of India URL: PLA-Guidelines.pdf (education.gov.in)
• DIKSHA (Digital Infrastructure for Knowledge Sharing) Source: Ministry of Education, Government of India URL: https://diksha.gov.in/
• Right of Children to Free and Compulsory Education Act, 2009 Source: Ministry of Law and Justice, Government of India.

Frequently Asked Questions

• Q: What are the significant challenges facing India’s education system? A: Major challenges include quality of education, access and affordability, inadequate infrastructure, teacher shortages, digital divide, language barriers, skill gaps, and high dropout rates.
• Q: How has the privatization trend affected India’s education system? A: The trend has led to an increase in private unaided schools, which now account for 23.9% of all schools and 37% of student enrollment; this raises concerns about affordability and equity in education.
• Q: What is the current state of digital infrastructure in Indian schools? A: As of 2021-22, 44.6% of schools have computer facilities, and 33.9% have internet connectivity. While improving, this highlights a significant digital divide.
• Q: What is the Samagra Shiksha Abhiyan? A: It’s a program for the school education sector extending from pre-school to class 12, launched in 2018 by merging previous schemes like Sarva Shiksha Abhiyan and RMSA.
• Q: What are the main reasons students drop out of school in India? A: The main reasons include financial constraints (24.9%), lack of interest in education (23.8%), inability to cope with studies (12.6%), and engagement in domestic or economic activities.
• Q: How does the National Education Policy 2020 aim to address these challenges? A: NEP 2020 proposes reforms in areas such as early childhood education, multilingual education, skill development, and assessment systems to improve the overall quality and relevance of education.
• Q: What is the role of NIEPA in educational planning? A: NIEPA is responsible for orienting state and district-level officers in formulating annual plans under Samagra Shiksha, focusing on indicators, data analysis, and planning implications.
• Q: What improvements are needed in education planning at the district level? A: There’s a need for better data utilization, capacity building of planning team members, development of localized strategies, and improved monitoring and evaluation systems.

Professor Arun C Mehta, Ex. HoD of EMIS Department, NIEPA

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• Education at a Glance

Education at a Glance 2021

Oecd indicators.

Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.

The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition.

English Also available in: French , German

• The State of Global Education
• Money matters for global education
• https://doi.org/10.1787/b35a14e5-en
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In India, 2.5% of students in upper secondary initial education repeated a grade in 2019, compared to 3% on average across OECD countries. Boys are more likely to repeat a grade at upper secondary initial education than girls. In India, 56% of repeaters at upper secondary level were boys, slightly lower than the OECD average of 57%.

• Click to download PDF - 309.29KB PDF

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16 Sept 2021

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Education in India – A Detailed Analysis

Last updated on September 5, 2024 by ClearIAS Team

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

Also read: Learning Poverty

Table of Contents

History of Education in India

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India has a rich tradition of imparting knowledge.

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The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways . 

Still, the education system in India needs a lot of reforms.

Also read: Examination System in India

Current Status of Education in India: Data from Census 2011

• Literacy rate in India as per Census 2011:  74%.
• Literacy rate: Male: 82.1%; Female: 65.5%
• Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
• Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
• Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
• Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
• The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
• There are large state variations in the gender gap.
• However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
• Be that as it may, India is still lagging behind the world  literacy rate of 86.3%(UNESCO 2015).  A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.  

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

• Pre-primary level: 5-6 years of age.
• Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
• Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
• Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

• Under  Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by  the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
• To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
• SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

• 86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
• The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

• ‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of  elementary education.
• Provision for a non-admitted child to be admitted to an age-appropriate class.
• Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
• Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
• It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
• Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
• To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

• Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
• There is a fear of financial burden on the government for teacher recruitment and training.
• The grey area of teacher transfer is also not helping the cause.
• Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
• RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
• Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
• 70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted   learning  for children from  disadvantaged  groups to provide an equitable education system.
• Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
• There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
• RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
• District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
• According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
• Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism  with the Indian value system.  ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

• Wisdom and Knowledge 
• Aims of the Social Order : the desired social order for which youths are being educated.
• Love for higher values in life
• Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

• Standardization of educational system on 10+2+3 pattern.
• Emphasized the need to make work experience and social/national service an integral part of education.
• Linking of colleges to several schools in the neighborhood.
• Equalization of opportunities to all and to achieve social and national integration .
• Neighborhood school system without social or religious segregation and a s chool complex system integrating  primary and secondary levels of education.
• Establishment of Indian Education Service.
• On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
• To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

• The policy provided for “radical restructuring” and  equalization of educational opportunities to achieve national integration and greater cultural and economic development.
• Increase public expenditure on education to 6% of GDP.
• Provide for better training and qualification of teachers.
• Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

• The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
• Launching of “Operation Blackboard”  to improve primary schools nationwide.
• IGNOU, the Open University, was formed.
• Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

• ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
• The policy of no detention should be upheld only till class five and not till class eight.
• There is a steep rise in teacher shortage, absenteeism, and grievances.
• Need to constitute an Autonomous Teacher Recruitment Board.
• Four years integrated B.Ed. the course should be introduced.
• There is an inadequate integration of information technology (IT) and the education sector.
• The National Skills Qualification Framework should be scaled up.
• The choice of vocational courses should be in line with local opportunities and resources . 
• Bringing formal certification for vocational education at par with conventional education certificates.
• All India Education Service.
• Existing separate laws governing individual regulators in higher education should be replaced by the said act.
• The role of existing regulatory bodies like UGC and AICTE should be revised.
• National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education: 

• Low accessibility.
• The curriculum doesn’t meet the developmental needs of children.
• Lack of qualified and trained teachers.
• Substandard pedagogy.
• Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
• Guidelines for up to three-year-old children.
• Educational framework for three to eight-year-old children.
• This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
• Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
• There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
• The current structure of school education is to be restructured based on the development needs of students.
• 10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
• The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
• Force students to concentrate only on a few subjects.
• Do not test learning in a formative manner.
• Cause stress among students.
• To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
• Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
• Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
• A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
• These will also include anganwadis, vocational education facilities, and an adult education center.
• Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
• This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
• A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
• Teachers should be deployed with a particular school complex for at least five to seven years.
• They will not be allowed to participate in any non-teaching activities during school hours.
• Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
• Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
• Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
• The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Higher Education

• According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
• Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
• The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
• Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
• Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
• Research universities focus equally on research and teaching.
• Universities focus primarily on teaching.
• Colleges focus only on teaching at undergraduate levels.
• All such institutions will gradually move towards full autonomy.
• Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
• NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
• Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
• Introduce four-year undergraduate programs in Liberal Arts.
• By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
• Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
• Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
• The student-teacher ratio of not more than 30:1 must be ensured.
• All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

• Improving the classroom process of teaching, learning, and evaluation
• Aiding teacher training.
• Improving access to education.
• Improving the overall planning, administration, and management of the entire education system.
• Electrification of all educational institutions paves the way for technology induction.
• An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
• Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

• Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
• Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
• Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
• The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
• National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

• Establishing an autonomous  Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
• Adult Education Centers will be included within the school complexes.
• Relevant courses are made available at the National Institute of Open Schooling.
• National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Read:  New India Literacy Programme (NILP)

Education and Indian Languages

• The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
• 3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
• To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
• The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

• Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
• The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

• The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
• The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
• There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

• The New Education Policy lacks operational details.
• It is not clear from where the funding will be sourced.
• Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
• One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
• With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
• Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
• The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
• The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
• Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
• Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
• The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

• Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
• China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
• Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
• But the girl’s enrollment rate is lower than that of boys at the higher education level.
• A gap is visible across social categories in terms of enrollment rate at the higher education level.
• According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
• The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

• Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
• The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are   cumulative, which leaves students grossly   handicapped for further education .
• India had fared poorly in the Programme for International Student Assessment  (PISA) test in 2008, and 09.
• Education policies in India are focused on inputs rather than on learning outcomes.
• Teacher shortages.
• Local politics.
• Corruption in teacher appointment.
• Defects in teacher training.
• Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
• There is no accountability, as there is a guaranteed lifetime job independent of performance.
• From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
• Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
• All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
• Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
• The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
• Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
• At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
• At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
• Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
• India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
• National Policy on  Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
• Budget 2019-20  stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The  Budget has also increased focus on  ‘new-age skills’  like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
• Currently, B Tech courses in AI are offered mostly in premier institutions only.
• The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the  Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

• Early childhood education (ECE) is needed for  cognitive development in the early stage.
• Integrated Child Development Scheme (ICDS)  has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
• There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
• There are multiple service providers but there is no clarity in the types of services provided.
• The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
• Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
• There is a decline in the quality and training of teachers.
• S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

• There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
• Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
• There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
• The government has launched Padhe Bharat Bade Bharat –  targeting early reading and writing. The twin-track  approach of comprehension and math is the main focus.
• There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

• RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
• The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
• This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
• Inclusive learning can be furthered through school.
• Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

• Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
• There is a need to expand RTE to cover the 14-18 age groups.
• To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

• The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
• There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
• CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

• There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
• Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
• The desired levels of research and internationalization of Indian campuses remain weak points.
• Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
• Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
• These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee,  on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
• Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
• Indian higher education system is of a linear model with very little focus on specialization.
• UGC and AICTE act more as controllers of education than facilitators.
• Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
• Poor governance , with mindless  over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
• There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
• Compartmentalization and fragmentation of the knowledge system.
• Disconnect with society.
• Overemphasis on entrance tests.
• Absence of innovation in learning methods.
• Corrosion of autonomy of universities.
• For long basic disciplines across the physical and social sciences and humanities were ignored.
• However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
• Budget 2019-20 proposes ‘Study in India’  with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
• Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
• Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

• Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7  percent of GDP over the past two decades.
• The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
• The  separation of research from teaching leads to a situation where universities  have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
• India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
• Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

• It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
• There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
• There is also a need to encourage Investigator-led Research for funding science research.  Science and Engineering Research Board (SERB) 2008,  a statutory body of DST, is a step in the right direction.
• 50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
• It would strengthen state universities and provide knowledge in areas specific to a state.
• National Research Foundation,  to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
• Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
• National Mission on Dark Matter
• National Mission on Genomics
• National Mission on Energy Storage Systems
• National Mission on Mathematics
• National Mission on Cyber-Physical Systems
• National Mission on Agriculture
• Ramanujan Fellowship Scheme.
• Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
• Ramalingaswami Re-entry Fellowship.
• Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
• Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
• Greater public engagement of the science and research establishment is needed. A greater effort at science communication  is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

• NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
• It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
• It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
• However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
• NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
• Supreme Court had said that NEET should be the sole basis for admission to medical courses.
• There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
• In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
• This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
• Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
• Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

• About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
• 11th 5-year plan  (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
• State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
• RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
• RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC)  made medium-long-term state perspective plans.
• Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

• On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
• HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
• Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
• The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

• Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
• Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
• Selected government institutions would be provided with ₹1,000 crore over five years.
• The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
• Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
• The model for the sector remains dependent on state patronage.
• Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
• Funding only for public institutions is discriminatory.
• Humanities institutions were neglected.
• Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
• Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

• NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
• So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

• With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
• It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

 Foreign Education Providers Bill 2013 

• There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
• The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

• JP movement had provided an impetus to the politicization of students.
• In Indian higher education institutions, university politics has become a launchpad for political ambitions.
• Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
• One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

• By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
• By teachers → who reinforced the belief that boys are quick learners.
• Girls are eased out of school to work on home chores or get married.
• Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
• For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
• In higher education, gender disparities still prevail in enrollment.
• Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

• Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
• From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
• The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

• Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
• Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

• Teachers play the most critical role in a student’s achievement.
• The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
• However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
• NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
• These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
• World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
• However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
• This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
• Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

• There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
• However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

• The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
• Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
• The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
• IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
• Preference for private school tutoring is there.
• The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
• States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
• ASER 2016 has shown small improvements in learning outcomes in government schools.
• Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
• Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
• However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
• Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
• Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
• Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to  enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a  five-year vision plan on education, released by MHRD, by  the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

• Group 1: Strategies for expanding access
• Group 2: Towards global best teaching/learning process
• Group 3: Promoting Excellence
• Group 4: Governance reforms
• Group 5: Assessment, Accreditation, and Ranking Systems
• Group 6: Promotion of research and innovation
• Group 7: Employability and Entrepreneurship
• Group 8: Using Technology for Better Reach
• Group 9: Internationalisation
• Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

• Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
• Upgrade the quality of education to global standards.
• Position at least 50 Indian institutions among the top 1000 global universities.
• Introduce governance reforms in higher education for well-administered campuses.
• Accreditation of all institutions as an assurance of quality.
• Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
• Double the employability of the students passing out of higher education.
• Harness education technology for expanding the reach and improving pedagogy.
• Promote India as a global study destination.
• Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

Also read: PM-USHA

In the larger domain of human capital , education, and skill development have a big role.

Census 2011 data on literacy gives us a quick perspective on the current status of education. However, education is not just about literacy.

RTE act acts as a cornerstone for Indian education. Nevertheless, it is the various education policies, charted out since Independence, which led to the historical evolution of the education system in India.

The results of these policies can be said to be mixed. There is still a lot of room for improvement.

There are various government initiatives targeting each level of the education system in India. The higher Education System is given a greater focus these days.

The latest update in the education sector is the Kasturirangan report or draft new education policy . It captures the need of the hour for reforming education.

The modern Indian education system is crying for a revamp. The draft New Education Policy (NEP) is the right moment to take stock of its history, achievements, and misgivings to chart out a futuristic education plan for 21st-century India.

Also read:  Education in state list: Should it be restored?

Article by  Sethu  Krishnan M, curated by ClearIAS Team

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Reader Interactions

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education ​very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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Vocational Education First: State of the Education Report for India 2020

The ‘ State of the Education Report for India 2020: Technical and Vocational Education and Training (TVET) ’ was launched virtually by UNESCO New Delhi on 8 December 2020, with over 300 attendees, including representatives from the government, civil society, academia, partners and youth.

Published annually, the 2020 report is the second edition published by UNESCO New Delhi and highlights the progress and achievements, while capturing the intense activity around TVET provision that is currently ongoing, and on outlining the directions for future growth.   Having been prepared during the pandemic, the report is based on material gathered mainly from interviews with government functionaries and specialists in the field, and the materials provided by them, backed up with extensive desk research of national and international literature and the websites of key stakeholders.

We hope the Report will serve as a reference tool for enhancing and influencing the policies and programs under Technical and Vocational Education and Training.  Read the Press Release.

Read the Op-ed titled ‘ Investing in India’s Youth' by Eric Falt published in The Hindu (English-language newspaper)  

Download the Full Report

To illustrate the report , the audio-visual package is available free of copyright:

• Summary video - Underlining the 10 recommendations of the Report
• Experiences of a vocational education trainee - Arvind Kumar a trainee at Learnet Delhi shares his aspirations after pursuing a welding technician course
• Experiences of a vocational education trainer – Bhanupriya a vocational trainer shares her motivating experience of empowering lives in short duration

We also have a collection of free of copyright in action images on TVET and some raw footage from technical and vocational institutes.  Should you wish access to them, kindly contact Rekha Beri ( r.beri@unesco.org ) or Nitya Agarwal ( n.agarwal@unesco.org ). 

We would be happy to hear from you with your comments and feedback.

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• Country page: India
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• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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2021 State of the Education Report for India: UNESCO

• 07 Oct 2021
• GS Paper - 2
• Government Policies & Interventions
• Issues Relating to Development

Why in News

On the Occasion of the World Teachers’ Day (5 th October ), the United Nations Educational, Scientific and Cultural Organization (UNESCO) launched its 2021 State of the Education Report (SOER) for India: “No Teacher, No Class”.

• The findings are largely based on analysis of Periodic Labour Force Survey (PLFS) and the Unified District Information System for Education (UDISE) data (2018-19).
• Target 4c : By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
• There are nearly 1.2 lakh single-teacher schools in the country of which an overwhelming 89% are in rural areas .
• The report projects that India needs 11.16 lakh additional teachers to meet the current shortfall.
• Tripura has the least number of women teachers, followed by Assam, Jharkhand and Rajasthan.
• Chandigarh leads the chart followed by Goa, Delhi, Kerala.
• The Right to Education Act stipulates that the Pupil-Teacher Ratio (PTR) should be 30:1 in classes 1-5 and 35:1 in higher grades.
• The overall availability of computing devices (desktops or laptops) in schools is 22% for all India, with rural areas seeing much lower provisioning (18%) than urban areas (43%).
• Access to the internet in schools is 19% all over India - only 14% in rural areas compared to 42% in urban areas.
• GER is the number of students enrolled in a given level of education, regardless of age, expressed as a percentage of the official school-age population corresponding to the same level of education.
• Overall retention is 74.6% for elementary education and 59.6% for secondary education in 2019-20.
• Increase the number of teachers and improve working conditions in North Eastern states, rural areas and 'aspirational districts'.
• Increase the number of physical education , music, art, vocational education, early childhood and special education teachers.
• Value the professional autonomy of teachers .
• Build teachers' career pathways.
• Provide teachers with meaningful Information and Communication Technology (ICT) training.
• Develop teaching governance through consultative processes, based on mutual accountability.

Initiatives Taken

• NIPUN Bharat Mission
• NISHTHA 2.0 (Teachers’ Training Programme)
• New National Education Policy (NEP), 2020
• Sarva Shiksha Abhiyan
• PM Poshan Scheme
• Right To Education (RTE) Act, 2009
• Beti Bachao Beti Padhao

Education for Sustainable Development: Trends and Prospects in India

• Reference work entry
• First Online: 01 September 2024
• Cite this reference work entry

• Saigita Chitturu 7  

Part of the book series: Implementing the UN Sustainable Development Goals – Regional Perspectives ((IUNSDGRP))

Education as a lifelong and continuous process is critical to fostering healthy lifestyles, developing skills in youth, inculcating essential thinking and social values, and reducing poverty, thus enhancing sustainable growth. India is committed to bringing quality, inclusive, and holistic education to every child and youth of this country. Moreover, equal access to education is a fundamental right of every citizen. This chapter has critically investigated trends and growth in the education sector over the past 5 years to see its alignment with the sustainable development goals of 2030.

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Measuring Education Performance in India and Suggestions for Improvement

The challenges of the Indian Education system are varied. On the one hand, there is a need for quality teachers, improved infrastructure, appropriate curriculum, and efficient governance structures. Conversely, an assortment of actors is also supposed to make sense of this mesh. Mudaliar Commission 1 was established in 1952 regarding secondary education and suggested diversifying the school curriculum, making vocational education part of the course. Kothari Commission 2 , or the National Education Commission in 1966, was the first policy initiative by the Government of India to streamline school education in the country. An important recommendation was to standardise the education system into the 10+2+3 format in India. Education became part of the concurrent list from the state list under the Forty Second Amendment Act, 1976, brought in during the emergency 3 . National Policy of Education (NPE) was brought under the Rajiv Gandhi Administration in 1986 (later modified in 1992). 4 It launched ‘Operation Blackboard’ to improve the primary education status across the country. Sarva Shiksha Abhiyan under the Atal Bihari Vajpayee government made universalising primary education a mission, and the Right to Education was made into a fundamental right. National Education Policy (NEP) 2020 5 is the latest policy intervention brought by the Narendra Modi government after a gap of almost three decades. The Union Cabinet adopted the National Education Policy 2020 on July 29, 2021. The focus of NEP 2020 is different from previous policies in that it puts a lot of weight on the quality of education.

The vision of the policy aspires to ‘provide high-quality education to all and thereby make India a global knowledge superpower’ 6 . Some of the commitments in the policy include: 7

• Focus on Early Childhood Care and Education (ECCE).
• Achieve the goal of universal foundational literacy and numeracy in primary schools by 2025.
• Expose at least half the school and higher education students to vocational training by 2025.
• Adopt innovative mechanisms to group or rationalise schools by 2025.
• Ensure all students are school-ready when they enter school in first grade by 2030.
• Prioritise bringing out-of-school children back into the educational fold. Aim to stop further drop out from schools and achieve 100% enrolment from preschool to grade 12 by 2030.
• Making teacher education multidisciplinary by 2030.

These commitments are ambitious and an uphill task given the current state of schools in India 8 . 1.5 million schools, 265.2 million children, and 9.5 million teachers 9 are at stake, and the economic cost of failing this demographic will be enormous.

Peter Drucker is attributed to the quote, ‘What can’t be measured, can’t be improved.’ India doesn’t have the challenge of measurement per se, but it is ineffective at using the data collected for improvement. Some multiple datasets and indexes fail to guide policymakers in making informed choices—for instance, the challenge of zero-enrolment schools. Several state governments like West Bengal 10 and Arunachal Pradesh 11 have shut down zero-enrolment schools, which were opened to comply with the Right to Education policy but hadn’t seen any admission for a long time. It is also important to define objectives towards which performance is being measured. Currently, whatever measure happens is used to rank states and districts, and the expectation is that a sense of competition will motivate lagging regions to perform better. Ideally, this exercise should be able to define factors causing a particular set of schools to outperform other schools in the same area.

This essay examines methods currently used to generate data and measure performance in India and explores the feasibility of employing sixteen equity indicators12 prepared by the National Academy of Sciences, Engineering, and Medicine in the United States.

Existing performance measuring mechanisms:

Unified District Information System For Education Plus (UDISE+) 13

The District Information System for Education (DISE) was piloted in 1995 to measure and monitor the implementation of the government scheme for primary grades. A similar management system, SEMIS, was launched for grades 9-12 in 2008-09. A ‘Unified District Information System for Education’ (UDISE) was prepared by integrating DISE and SEMIS in 2012-13. An updated version of UDISE called UDISE+ was introduced in 2018-19 with improved mapping, capture and verification of data.

UDISE+ isn’t an index but an elaborate collection of data on school management, student enrolment in different categories, the number of teachers, etc. It also measures data on various infrastructure developments, such as toilets for girls and boys, libraries, computer labs, the Internet, etc. UDISE+ then presents specific findings that are basic representations of cumulative data without analysis.

National Achievement Survey (NAS) 14

NAS is a national-level survey that identifies learning level outcomes for students in classes three, five, eight, and ten. The purpose of the survey is to identify continuous learning and skill gaps. The first NAS survey was conducted in 2017; the latest was in 2021. It measured students in classes three and five on language, math, and environmental science; class eight kids on language, math, science, and social science; and class ten students on language, math, science, social science, and English.

Performance Grading Index (PGI) 15

Introduced in 2017-18, PGI was developed to provide insights into the status of school education across India. PGI collects data from the Department of School Education and Literacy, MoE and the following sources:

• Unified District Information System for Education (UDISE+)
• National Achievement Survey (NAS) of NCERT
• Mid-Day Meal website (MDM portal)
• Public Financial Management System (PFMS)
• Shagun PortalEL (This portal was launched in 2019 to integrate .23 million education websites across India.)

Methodology

PGI measures seventy indicators under two main categories: outcomes and governance & management. Under the outcomes category, there are four domains:

• Learning Outcomes And Quality (measures nine indicators obtained from Shagun and NAS)
• Access (measures eight indicators obtained from UDISE+ and Shagun)
• Infrastructure & Facilities (measures 11 indicators obtained from UDISE+, Shagun and MDM portal)
• Equity (measures 16 indicators obtained from NAS, UDISE+ and Shagun)

The governance and Management category measures one domain: governance processes (it measures 26 indicators obtained from UDISE+ and Shagun).

School Education Quality Index (SEQI) 16

NITI Aayog developed the School Education Quality Index (SEQI) to evaluate the performance of schools in states and UTs. The index focuses on outcomes, strengths, and weaknesses and helps with policy interventions. The first report was launched in 2019.

SEQI measures two categories under outcomes and governance processes. Outcomes are further divided into four domains.

Category 1: Outcomes

• Domain 1: Learning Outcomes
• Domain 2: Access Outcomes
• Domain 3: Infrastructure & Facilities for Outcomes
• Domain 4: Equity Outcomes

Category 2: Governance Processes Aiding Outcomes

Challenges with current measurements:

• The Performance Grading Index is a very elaborate exercise, given its reliance on 70 varied indicators that source information from multiple portals. The data used by PGI is challenging to access, and the platform for interacting with the index isn’t very user-friendly.
• The National Achievement Survey interface is interactive but has too many data points in one window. Also, the averages are compared among districts and states; there can be a more efficient way to compare data instead of averages, which hides information on inequality.
• The National Achievement Survey isn’t an annual feature. The first survey was in 2017, and the second was in 2021. To see year-on-year growth, this survey has to be a yearly feature. No other national survey happens at such a scale.
• The National Achievement Survey should be used to identify skill gaps in language, math, and science, which will help policymakers plan and allocate resources more efficiently.
• The equity indicators under the PGI and NAS measure the difference in math and language performance between scheduled caste and general category students, rural and urban students & minorities and general category students. Some indicators measure infrastructure facilities for children with special needs and boy and girl toilets. However, more than these data points are needed to understand or measure performance and learning outcomes gap
• UDISE+ data is elaborate regarding physical and social infrastructure, but the interface needs to become more user-friendly, allowing comparisons across years. It also needs to depict the growth trajectory of the factors it measures.
• Data on Midday Meals isn’t centrally available. Different states provide this information differently without a uniform format.

• The School Education Quality Index hasn’t been published since 2019. Data management methods need to be overhauled and made more scientific. In 2016, a group of scientists and organisations published an article in Scientific Data that presented guiding principles on scientific data management. These are called the FAIR principle, which means data should be Findable, Accessible, Interoperable, and Reusable 17 .

Building Equity Indicators for India

The National Academy of Sciences, Engineering and Medicine, US, set up a committee which came out with a report in 2019 titled ‘Monitoring Educational Equity’ 18 .  The report identifies 16 key indicators that may affect students’ education, such as ‘differences in the conditions and structures in the education system’. These indicators have been chosen to highlight gaps and their potential causes and look for interventions to fill them. The report proposes to measure inequities under two categories:

• ‘Disparities in Outcomes’ : to assess disparity in academic performance
• ‘Equitable Access to Resource and Opportunities’

The attributes of such indicators, as per the report, are:

• Able to measure academic outcomes over time.
• Bring out disparity among subgroups within populations.
• Indicators should be helpful across different geographies and at different times.
• Grade level appropriateness.
• Factor in a context that impacts education.
• Frequently produce an easy-to-understand summary of statistics.
• Use scientifically sound methods.
• Include continuous inputs from relevant research or other developments.

Disparities in Outcomes

Domain A: Kindergarten Readiness

Various studies in neuroscience suggest that around 85% of a child’s brain development happens by the age of 6 19 . The early years of education are critical in a child’s overall development. Proper interventions at this stage can help bridge gaps among children from disadvantaged backgrounds. The report suggests measuring disparity in two skills under this domain.

• Indicator 1: Disparity in Reading and Numeracy skills
• Indicator 2: Disparity in Self-regulation and Attention skills

Reading and numeracy skills can be measured using the National Achievement Survey. While the National Curriculum Framework, 2005 20 focuses on skills like discipline, attention, etc., they must be incorporated into early childhood educators’ training.

Domain B: K –12 Learning and Engagement

Attendance and performance in school tests are directly and positively relevant to learning and attainment. Measuring group differences can help narrow down the gaps.

• Indicator 3: Disparity in attendance
• Indicator 4: Disparity in overall performance and being on track to finishing schools
• Indicator 5: Disparity in reading, math and science scores.

Shagun portal provides attendance data and indicators the National Achievement Survey can cover 4 & 5.

Domain C: Educational Attainment

Education is a means to better opportunities and an improved lifestyle. Ideally, education in schools should be able to prepare students for college and financial opportunities.

• Indicator 6: Disparity in graduating on time
• Indicator 7: Disparity in readiness for after-school opportunities like college, employment opportunities, or armed forces.

Annual board results will be used to identify gaps in on-time graduation. Currently, there is no mechanism to capture post-secondary education avenues for children.

Equitable Access to Resources and Opportunities

Domain D: Extent of Racial, Ethnic, and Economic Segregation

A child’s exposure depends on the peers they study along and grow with. Schools in low-income areas or with most students from low-income or disadvantaged groups tend to perform poorly, leading to poor opportunities later.

• Indicator 8: Disparity in the concentration of poverty or the presence of diverse groups of students in the school.

The UDISE + surveys can capture this data. Section 12 1(c) of the Right to Education 21 promises admission to up to twenty-five percent of the maximum capacity of seats in class 1 to economically weaker and disadvantaged children. It provides them with free and compulsory education until school completion. Effective implementation of this section will increase the diversity within schools.

Domain E: Equitable Access to High-Quality Early Learning Programs

Pre-elementary schools play a vital role in kindergarten readiness and the child’s overall development. Geography, economic conditions, and family background influence access to pre-elementary education. Access to high-quality early learning programs can lead a child to different life paths.

• Indicator 9: Disparities in access to and participation in high-quality pre-elementary programs.

The National Education Policy has focused on early childhood education and care (ECCE). It suggests delivering high-quality pre-elementary education by building well-ventilated, well-designed, child-friendly, and well-constructed infrastructure. Also, ECCE centres should be co-located with Anganwadi (rural childhood care centre) or existing primary schools wherever possible. This can be incorporated and measured through the UDISE+.

Domain F: Equitable Access to High-Quality Curricula and Instruction

Access to a rigorous curriculum and quality teachers play a critical role in a child’s learning process. Exposure to a diverse curriculum, including science, geography, economics, technology, laboratories, languages, art, and history, makes students well-rounded. A single teacher can inspire an entire classroom, but there needs to be conclusive evidence on what teacher traits contribute to student achievement and outcomes. Experienced and more qualified teachers should be distributed equitably rather than in a concentrated manner.

• Indicator 10: Disparities in access to experienced and qualified teachers in diverse subjects.
• Indicator 11: Disparities in access to and enrolment in rigorous coursework like programs and international baccalaureate.
• Indicator 12: Disparities in curricular breadth with absence in availability of subjects like economics, geography, etc.
• Indicator 13: Disparities in access to high-quality academic support like tutoring.

Indicators 10, 12, and 13 can be easily measured using the UDISE+ and database. For Indicator 11, state governments or CBSE can take the initiative to adapt to rigorous curricula phase by phase.

Domain G: Equitable Access to Supportive School and Classroom Environments

Physical and emotionally safe environments address a child’s socio-emotional and academic requirements. While there is a focus on building safer infrastructure, more emphasis has to be placed on supportive environments by providing access to counselling staff, social services, etc.

• Indicator 14: Disparities in school climate regarding perception of safety, support, trust, etc.
• Indicator 15: Disparities in non-exclusionary discipline practices like suspensions and expulsions
• Indicator 16: Disparities in non-academic support for student success

Indicator 14 can be measured by adding it to the National Achievement Survey. It can also be measured by involving school management committees. Indicator 16 can be measured through the UDISE+. However, the available data sources have no mechanism to measure indicator 15.

National Education Policy 2020 talks of Socio-Economically Disadvantaged Groups (SEDGs) like the scheduled castes, tribes, minorities, children with special needs and women as underrepresented, cutting across all inequities. It mentions the disparity due to lack of access, quality of good schools, teachers and poor infrastructure. As the Indian economy grows, these disparities have to be reduced. The current education system will provide the bedrock that India requires for the skilled workforce; if attention is not paid to building an equitable landscape, India might face unintended consequences. Hence, it must improve performance measurement in school education and build indicators enabling policymakers to make informed decisions.

Author Brief Bio: Aaditya Tiwari is a governance and sustainable development professional who graduated from SIPA, ColumbiaUniversity. He has a decade of experience in India’s development sector, including roles at think tanks,political administration, and the UN.

• “75th Independence day, education policies in India, New education policy, NEP, education post-independence education news | Education News.” India TV News. Accessed December 16, 2022. https://www.indiatvnews.com/education/news-75th-independence-day-nep-2020-and-other-major-education-policies-post-independence-726285 .
• “National Policy on Education 1968.” n.d. Government of India, Ministry of Education. Accessed December 16, 2022. https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/NPE-1968.pdf .
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• How Is India Keeping Its Education System Relevant?
• On: September 8, 2024
• By: Smile Foundation

Haven’t we all just read textbooks, completed loads of homework, memorised notes and taken exams? The Indian education system has long emphasised the necessity of getting marks through rote learning and exams. There is little emphasis on developing critical thinking and problem-solving abilities or generating new ideas. Admission to esteemed colleges has become extremely challenging, with only a handful of students securing acceptance.

The rest of the students enrol in private colleges that charge high fees. As a result, traditional schools and systems are being abandoned by parents, who are now willing to pay high prices for private schools that offer a more modern curriculum aligned with the Western educational system.

The necessity of the hour is to make the educational system relevant by combining the best of both worlds. In addition to studying from books, participating in real-world activities and experiences will offer students the knowledge and confidence they need to excel in the workplace. 

The Evolving Education System in India

Schools  and colleges in India are gradually modifying their curriculum and instructional techniques. Some initiatives that have been taken following government guidelines include the use of digital technologies in classrooms, professional development for teachers, a concentration on project work in disciplines, introduction of new subjects, multiple ways of doing project work and student exchange programmes. The common entrance test across central universities is another step forward to make education accessible and inclusive. Let us explore some ways that India is keeping its education system relevant.

Digital Education

The recent COVID-19 Pandemic has formalised the use of digital technologies in education. These digital tools have caused a fundamental change across the education sector. Adoption of digital tools in classrooms (e-learning platforms, smart classrooms) help to increase students’ enthusiasm for schoolwork and classroom learning.

E-learning educates students in essential digital literacy skills, enabling them to navigate digital environments, utilize various technologies, and critically assess online information efficiently. It promotes accessibility, adaptability, and diversity, and employs diverse multimedia resources to make learning dynamic and engaging. It also bridges the divide between theoretical concepts and practical applications.

The National Education Policy (NEP) 2020

The National Education Policy (NEP) 2020 is an important reform launched to improve education countrywide. It is consistent with India’s commitment to SDG 4: ensuring inclusive, equitable, and excellent education and fostering lifelong learning opportunities for all by 2030.

The NEP aims to transform India into a global knowledge powerhouse by providing high-quality education rooted in Indian values. The policy emphasises a number of critical issues, including: recognising and nurturing the unique capabilities of students, holistic development, multidisciplinary education, etc. Key skills include creativity, critical thinking and innovation. NEP 2020 seeks to integrate vocational education into regular education across all boards in India. 

Making the Youth Employable

According to the India Skills Report , Indian youth’s employability was about 50.3% in 2023. Universities recognizse the importance of skill development, upskilling and hands-on learning. They are developing apprenticeship degree courses in collaboration with an industry for a specific job function to train the apprentice in both the theoretical and practical parts of the job. It combines a standard academic curriculum with on-the-job training under the expert supervision of master trainers, craftsmen, or supervisors from the appropriate industry. These programmes promote socially disadvantaged youth’s access to school by allowing them to contribute to their families’ income while learning.

Introduction of New Subjects 

Several CBSE and ICSE schools have introduced new subjects in Classes XI and XII, like fashion designing, mass media and communication, informatics practices, entrepreneurship biotechnology and legal studies in the past couple of years. The introduction of new subjects allows students to supplement their regular stream-related subjects, opening up more prospects for them. To prepare students for the future AI economy, the NEP emphasised the importance of imparting technological expertise as well at all levels of education. 

Exchange Programmes

Public and private Indian universities have contributed to evolving Indian higher education through exchange programmes . International collaborations play a crucial role in keeping India’s education system relevant by fostering global exposure and knowledge exchange. Partnerships with prestigious global institutions facilitate student exchange programs, joint research initiatives and the adoption of best practices from around the world. 

Inclusivity in Education

India’s focus on inclusivity in education is aligned with the UN Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education . Efforts include gender equality initiatives like Beti Bachao Beti Padhao, scholarships for marginalised communities and programmes for children with special needs. By enhancing access to education in rural areas through satellite schools and mobile classrooms, India aims to ensure that no child is left behind. These efforts contribute to reducing inequalities (SDG 10) and empowering all learners with quality education.

Way Forward

Regular curriculum evaluations and feedback from industry stakeholders will help to maintain the relevance of various programmes like Smile Foundation ‘s Mission Education to market demands. A progressive strategy that balances academic quality and practical applicability should be highlighted. Staying up-to-date with trends, encouraging innovation, integrating technology and upskilling educators, schools and institutions will prepare students for the professional world, today’s challenges and future success.

• Tags: #EducationSystem

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