1. Introduction
The Republic (with India in a nutshell in the short form) has 5 %% of the world's population of over 1.5 billion and is one of the youngest countries in the macroeconomic age of 25 years. About 70% of the population lives in more than 550, 000 villages. The country has the 12th largest economy in the world with an expected 9% growth in GDP (U.S. Foreign Office, 2010). India's recent economic growth has encouraged the country's overall development. Education is a major variable in influencing this development because it has a tendency for the nation to play an important role in development stories (Nilikani, 23). Until now, progress in education has been a mixed success. While the country has made great strides in increasing the literacy rate and has emerged as an important player in information technology globally, there are still issues such as social or gender system in education. This paper provides an overview of the current state of school education in India, while its main focus will be on the major problems facing the education system. First, the paper details the historical historical background of the education system of the Republic, which helps to understand the present-day school system, which is described in more detail in the second part of the paper. Later, the paper focuses on the major problems the school system is facing nowadays, and puts it when possible against the successes and problems of other BRIC economies. Following this, an outline of the major public initiatives attempted to tackle the prevailing problems in the school system is presented.2. The history of India’s education system
India is often identified as an ancient country with a rich heritage of culture and literature. According to experts, the history of education in India is almost 5000 years old and can be classified as follows (Reader, 2007, p. 28):Table 1: History of education in India
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Dition Thematically, only the upper castes - Brahmins - were taught to read and write. To put it more precisely: Only Brahmin family boys were needed in Brahmin Hindu teaching. Under the Mughals, education was similarly superior to those of the rich rather than of a high-caste background. These elitist tendencies were further strengthened under British colonial rule (Red / House, 2005, p. 2) ১ In 1600, the East India Company originally came to India to explore business prospects, but it also thought of establishing its own empire in the country. With the establishment of the East India Company, British domination in India increased, but education in general was neglected (Singh, 2007, p. 56).
2.1 British era
In order to spread Christianity, several missionaries came to India and established institutions for education (Jayapalan, 23, p. 1) where they preached the preaching of Christianity through English (Singh, 23, 2007, p. 57). The issue was raised in the British Parliament as the missionaries' increasing efforts to educate the English created dissatisfaction among the people. As a result, the Charter of 1313 came into force, which brought to light the education policy in India and the responsibility of the government to promote education (Singh, 23, p. 4). The Charter of 1813 created a controversy known as the "incidental-oriental debate." Proponents of the Orientalist view were in favor of the ancient Indian education system where the assertive aspect ridiculed the Indian system and tried to introduce English literature and western science through English medium (Reader, 2007, p. 45). In 1834, Lord Macaulay came to India as a member of the Governor-General Counsel's Law during a violent oriental and events debate (Sharma / Sharma, 2004, p. 80). Lord Macaulay played an important role in resolving this controversy and his famous minutes (Macaulay Minute) paved the way for British education in India (Singh, 24 2007, p. 61১). Macaulay sharply criticized the education and culture system of the East, saying that "the single shelf of a good European library was valuable to the entire indigenous literature of India and Arabia" (Singh, 24 2007, p. 3). Macaulay's Minute described his mission to create a class of people who "must be Indian in blood, but should be English in taste, opinion, morality and intellect" (Jayapalan, 24, p. 4). Although Macaulay's minutes were speculating, it ended the Eastern-world debate and laid the foundations for modern education in India and marked the real beginning of bilingualism in the Indian education system (Sharma / Sharma, 23, p. 4). The British were not initially interested in public education and, therefore, introduced the idea of filtration downward. This means that only the Indian elite or upper classes will be educated and the lower classes will benefit from them too (Readers, 23, p. 4).A charter was issued by Charles Wood, who was then chairman of the company's control board. Thus, the Charter is known as Wood's Despatch of 1854 because he was its chief architect (Reader, 2007, p. 45). These lessons helped provide a specific structure, foundation, and shape for education. Woods Despatch defines education policy in India as an extension of European knowledge (Singh, 2007, p. 86). It is said that Woods Despatch laid the foundation for the current education system in India (Song, 2007, p. 90). Due to the dispatch, a structure of education was at the top of basic and primary schools and structure with local universities. In addition, departments were set up in each province to monitor the status of education and to establish class schools (tribal primary schools, middle schools, high schools, colleges and universities). Recommended The remittance introduced grants and sought the cooperation of private corporations in education (Singh, 24 2007, p. 4). It also recommended the expansion of general women's education and vocational education and the establishment of two universities in Kolkata and Bombay (Pathak, 23, p. 46f). Wood's proposal to make mother tongue a medium of instruction was not followed and English was made a medium of instruction and firmly established throughout the country. However, the main contribution of Woods Despatch was the formation of a system of education from elementary school to university. Since then, the government has made serious efforts to promote education everywhere but the journey has not been easy or smooth for the government to establish a system capable of satisfying every section of the society (Reddy, 23, p.25). Several measures were followed for educational restructuring due to dissatisfaction that the results of the educational management adopted by the government did not seem to meet their expectations. Some breakthroughs in the history of modern Indian education occurred during the pre-independence period, which cannot be explained further in this paper.
2.2 Post-independent period
The prevailing education system in India is a legacy of British education that has some implications for the North American tradition of higher education and several indigenous innovations to respond to the socio-cultural needs of contemporary society (Achuthan / Agarwal et al, 1993). 20). হওয়ার When it became independent in 1947, India inherited a system of education, with high levels of discrimination between men and women and the great educational disparity between urban and rural populations. Education was seen as a vehicle for bringing justice, independence, equality and brotherhood among the peoples of multilingual, multiracial and multiracial countries, in a badly fragmented and fragmented country filled with historical historical disparities between regions and communities (Achutan / Agarwal et al, 1993, p. 21). The first milestone in the development of education in independent India was the implementation of the Indian Constitution in 5 which formulated a comprehensive education policy for the country (Biswas / Aggarwal, 1, p. 5৫৫). At countless conferences, committees and commissions, academics, state ministers of education and other education experts were called to discuss and propose programs for the restoration of education in independent India (Faith / Agarwal, I, p. 65৫৫). One of the most important policy statements was the 1868 policy statement which was a sequel to the Education Commission's report (১৯6464-6666.), Known as the Dr. D.S. Kothari Commission. The Kothari Commission was created to formulate a coherent education policy for India, and according to the Commission, the purpose of education was to increase productivity, develop social and national unity, strengthen democracy, modernize the country and develop social, moral and spiritual values (Red / House), 2005, p.2. ). To achieve these goals, the key pillar of Indian education was the free and compulsory education for all children up to the age of 14 features Other features include language development, equality of educational opportunities and development of scientific education and prioritization and research (Lol / House, 2005, p. 3). . In 66, Prime Minister Rajiv Ghandi announced a new education policy: National Policy on National Education (NPE). It emphasized the need for radical reorganization of the education system in general to improve overall quality and paid great attention to science and technology (Kumar, 23, p. 3). Although the Central Government declared with a policy of ১৯৮6 that it would assume the greater responsibility of implementing a national and inclusive character, the states held a significant role, especially in the curriculum. The key legacies of that policy were the promotion of privatization and the emphasis on secularism and science. Another consequence of NPE was that the quality of education was seen as a problem and thus several initiatives have been made to address these problems (Lol / House, 2005, p. 3). As a result of these initiatives, changes are taking place on the ground floor. A massive infrastructure development and teacher recruitment campaign was launched at the national level. The NPE focused not only on improving the school environment, but also on instructional material and teacher training (Build, 20, p. 2). Various government projects target underprivileged children, such as alternative, innovative and education guarantee schemes that provide education in small, isolated populations in rural areas or urban slums, and schooling in disadvantaged groups such as employment and immigration. A lunch project was launched that aims to provide cooked mid-day meals to all children in elementary school. Further, the All-Education Mission (SSA) is a program aimed at achieving universal quality education in satisfactory quality by 20 (Create, 20, page 2). The Government of India is preparing the Universalization of Secondary Education (USE) with the main objective of providing high quality secondary education to all Indian adolescents up to the age of 16 by 20 years and senior secondary education by the age of 5 by 2021. 2006, page 5).After Independence In 1947, the governments tried to address the constraints of the Indian education system in its constitutional framework and introduced various policies and programs to enhance the overall quality of education and enhance the overall quality of education. Country (Sinha, 2006, p. 105). Although the Indian education system has improved considerably since independence, it still faces many problems. Before presenting and discussing these issues, it is important to gain insight into the current education system in India.
3. Governance of the education system
India is a federation of states and powers are divided between the federal government and the states. The Constitution explicitly specifies those powers and responsibilities which may be those of the Union, of the States, or both at once. ১৯ In 1976, a resolution was passed to consolidate education for the federal government and the states simultaneously. However, the school system is governed exclusively with the states, where the central government adheres to national level policies (Mohan, 20, p. 3). As already noted, a national policy on education was announced in 1966 and amended in 12, and since the British period, a central advisory board has been established, which acts as a consultation mechanism between the Center and the States (Mohan, 20, p. 11). States have to meet a large part of the expenditure on school education from their own budget, but the central government grants to the states to conceive, outline and approve projects. The central government uses central financing as a powerful tool to determine the direction of education development across the country. State or single schools also receive grants through other ministries, especially for children of different groups; For example, the Ministry of Scheduled Castes and Tribes grants specially schools open to children of these groups (Mohan, 23, p. 12) The National Council of Education Research and Training (NCERT) defines the national frame curriculum for the I-XII class and the state of education research and training. The Council (SCERT) is the premier research and development institute in a single state (n Nordic, 20,, page). 5). At the secondary level, the schools in the affiliated schools in each state determine the quality of the tests according to the school board and national structure (Nordic, 2006, p. 5). Almost every aspect of school education is a system of governance at the state, district and sub-district level under the broad supervision of political leadership. These aspects include curriculum and textbooks; The recruitment, recruitment and training of teachers and the certification of postgraduate children at the secondary and senior secondary level (Mohan, 1, p. 4) explain the variability of the state's education in different states: the census of India in 28. It has been reported that Kerala has become almost literate (9.5% [6]), where the literacy rate of Bihar is only 63.92% (Census India, 21, p. 12).4. Schooling patterns
The current education system in India is known as the 10 + 2 + 3 pattern based on different levels of education. It has been in force in most Indian states today, starting with the national policy of 1966. In this school system, students can enter school at the age of six, and after ten years of schooling, which is devoted to general education, they produce their secondary school credentials (Benny, 25, p. 255). The senior can then pursue two years of secondary education in science, humanities, commerce or vocational courses, which enables students to enroll in liberal undergraduate courses at universities for three more years (Mohan, 23, p. 3). The first ten years of education are further divided into three phases: primary for five years, upper primary for three years and secondary for two years (Mohan, 2010, p. 15). The first two levels (primary and upper elementary) consist of primary education, which lasts for eight years, and constitutional amendment is considered as a compulsory schooling period to make education a fundamental right (Nordic, 2006, p. 6). Secondary level classes IX-X and senior secondary level school (+2) class XI-XII compromise. The first twelve years of teaching are called school education (not including pre-primary education) which can be followed for three years (+3) for degree programs (Mohan, 20, p. 3). The following chapters of this dissertation will focus on school education.Typology of school-types in India
In India, three major types can be identified: public, assisted and private. Central or state government-run schools are called public schools where the schools are run by private administrations, but the schools funded primarily by government grants are known as private aided or subsidiary schools. Although these schools are run by private management, their teachers are paid directly from the state government treasury at the government-teacher pay rate and are also appointed by the government commission (Kingdon, 20, p. 2). So, there are very similarities between government and (non-government) aided schools. Non-government-run schools are identified as non-government aided schools with no assistance from the state. These schools rely solely on fee-revenue and there is almost no government intervention on matters such as hiring a teacher. Private unaided schools can be divided into accredited and accredited schools. Some conditions must be met by a school law to qualify for government recognition (Kingdon, 2005, p. 2f). However, Kingdon (25, p. 3) has argued that any private school is actually recognized by the government, not fulfilling all the conditions. For example, the recognition of ownership of a school building is a compulsory condition, however, many recognized private schools in Uttar Pradesh rent their buildings (Kingdon, 23, p. 3). The primary goal of private schools to be recognized is through recognition that they will be empowered with valid transfer certificates required for admission to higher elementary and secondary schools (Kingdon, 23, p. 4). According to Muralidharan and Kraemer (27 2006, p.1), there is reason to believe that motivated private schools do not adequately cater to the primary-school population in India. Fee-charging schools are expanding without assistance, especially in rural India, especially in areas where the public school system is inefficient. Further evidence presented in the ASR report (24) confirms that the increasing role of private schooling, particularly in rural areas, confirms that in the area of -10-5 year-old children, 1.5% attend a private school (Muralidhalan / Creamer, 23, p. 8). ). These enrollment rates are quite modest compared to urban areas, as data from Family Surveys shows that 2 to 2% of primary school students attend unaided private schools (Kingston, 23, p. 3). Private schools have found it difficult to estimate their actual share in enrollment due to the lack of regular information, but regardless of the shortage of information it can be assumed that there has been a significant increase in private schooling without fee-charging assistance recently (Kingdon 2005; Muralidharan / Kraemer 2006). Evidence suggests that non-governmental private schools in India are more effective in providing education at a fraction of the cost of public school units (Kingdon, 2007, p. 1). The recent growth in private schooling indicates that there are several inefficiencies in the Indian education system that are examined in the following chapters of this paper.
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