Education: India - Revision history

Jyoti: /* Childhood (early) education */

2024-07-13T10:39:15Z

‎Childhood (early) education

Jyoti: /* Government’s measures */

2021-08-14T22:37:30Z

‎Government’s measures

Jyoti: /* Examinations */

2020-10-16T19:26:57Z

‎Examinations

Jyoti: /* Part II */

2020-09-24T10:16:43Z

‎Part II

Jyoti: /* Migrant families, children of */

2020-09-23T09:04:49Z

‎Migrant families, children of

Jyoti at 09:46, 26 November 2018

2018-11-26T09:46:23Z

Jyoti: /* Childhood (early) education */

2018-11-25T21:48:44Z

‎Childhood (early) education

Jyoti: /* Government’s measures */

2018-11-21T07:05:31Z

‎Government’s measures

Pdewan: /* See also */

2018-11-20T15:06:37Z

‎See also

Pdewan: /* See also */

2018-11-20T15:05:49Z

‎See also

@@ Line 151: / Line 151: @@
 =Childhood (early) education=
-== 2011==
+==2011==
-−
 [http://www.thehindu.com/news/national/Fine-tuning-education-for-society’s-youngest/article16842240.ece ''The Hindu''], December 16, 2016
@@ Line 184: / Line 183: @@
 Ensuring quality of the ECE programme remains a key challenge before the Centre, especially in view of the absence of a strong institutional mechanism and a regulatory framework across sectors.
 =The education experience in India =

← Older revision		Revision as of 22:37, 14 August 2021
Line 363:		Line 363:

	“Establishment of NTA will benefit about 40 lakh students appearing in various entrance examinations. It will... also bring in high reliability, standardized difficulty level for assessing the aptitude, intelligence and problem solving abilities of the students,” the release said.		“Establishment of NTA will benefit about 40 lakh students appearing in various entrance examinations. It will... also bring in high reliability, standardized difficulty level for assessing the aptitude, intelligence and problem solving abilities of the students,” the release said.
		+
		+	=Inequalities (social/ economic) and education=
		+	==2015==
		+	[[File: Inequalities (social, economic) and education- Population with at least 5 years of education, 2015; Population with at least 12 years of education, 2015; Households with mobile phones, 2015; Households with computer, 2015.jpg\|Inequalities (social, economic) and education- Population with at least 5 years of education, 2015; Population with at least 12 years of education, 2015; Households with mobile phones, 2015; Households with computer, 2015 <br/> From: [https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2019%2F12%2F11&entity=Ar00204&sk=B1F25462&mode=image Dec 11, 2019: ''The Times of India'']\|frame\|500px]]
		+
		+	'''See graphic''':
		+
		+	'' Inequalities (social, economic) and education- Population with at least 5 years of education, 2015; Population with at least 12 years of education, 2015; Households with mobile phones, 2015; Households with computer, 2015 ''
		+
		+	[[Category:Culture & Learning\|EEDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:Education\|E EDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:Government\|EEDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:India\|E EDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:Pages with broken file links\|EDUCATION: INDIA]]

	= Migrant families, children of=		= Migrant families, children of=

← Older revision		Revision as of 19:26, 16 October 2020
Line 281:		Line 281:

	The bench laid down five cardinal principles, culling out from various earlier decisions of the apex court, for the courts to follow while entertaining an unsuccessful candidate’s petition questioning the examination process. These are: * Courts should not reevaluate or scrutinise answer sheets of a candidate, it has no expertise in the matter and academic matters are best left to academics * If a statute, rule or regulation governing an examination permits re-evaluation or scrutiny of an answer sheet as a matter of right, then the authority conducting the examination may permit it * If it does not permit reevaluation or scrutiny of answer sheet (as distinct from prohibiting it), then the court may permit re-evaluation or scrutiny only if it is demonstrated very clearly, without any ‘inferential process of reasoning or by a process of rationalisation’ and only in rare and exceptional cases, that a material error has been committed * The court should presume the correctness of the key answers and proceed on that assumption * In the event of doubt, the benefit should go to the examination authority rather than to the candidate.		The bench laid down five cardinal principles, culling out from various earlier decisions of the apex court, for the courts to follow while entertaining an unsuccessful candidate’s petition questioning the examination process. These are: * Courts should not reevaluate or scrutinise answer sheets of a candidate, it has no expertise in the matter and academic matters are best left to academics * If a statute, rule or regulation governing an examination permits re-evaluation or scrutiny of an answer sheet as a matter of right, then the authority conducting the examination may permit it * If it does not permit reevaluation or scrutiny of answer sheet (as distinct from prohibiting it), then the court may permit re-evaluation or scrutiny only if it is demonstrated very clearly, without any ‘inferential process of reasoning or by a process of rationalisation’ and only in rare and exceptional cases, that a material error has been committed * The court should presume the correctness of the key answers and proceed on that assumption * In the event of doubt, the benefit should go to the examination authority rather than to the candidate.
		+
		+	=Expenditure on education=
		+	== Expenditure per student, 2017-18==
		+	[[File: Expenditure per student at government and ‘private aided’ (presumably private institutions aided by the government) institutions, 2017-18.jpg\|Expenditure per student at government and ‘private aided’ (presumably private institutions aided by the government) institutions, 2017-18 <br/> From: [https://epaper.timesgroup.com/olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIM%2F2020%2F02%2F01&entity=Ar01907&sk=96145224&mode=image February 1, 2020: ''The Times of India'']\|frame\|500px]]
		+
		+
		+	'''See graphic''':
		+
		+	'' Expenditure per student at government and ‘private aided’ (presumably private institutions aided by the government) institutions, 2017-18 ''
		+
		+	[[Category:Culture & Learning\|EEDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:Education\|E EDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:Government\|EEDUCATION: INDIA
		+	EDUCATION: INDIA]]
		+	[[Category:India\|E EDUCATION: INDIA
		+	EDUCATION: INDIA]]

	=Government’s measures=		=Government’s measures=

@@ Line 124: / Line 124: @@
 =Part II =
-[[Category:India |E ]]
+Right from literacy, accessibility to schools and household expenditure on education, the rural-urban gap remains significant.
-[[Category:Education |E ]]
+There is a digital divide, too, with just 4% of the rural households having access to computers as compared to 23% in urban areas. These and other trends on rural-urban gap in education are revealed in the details of a survey conducted by the National Statistical Office (NSO).
 =Access to education=

← Older revision		Revision as of 09:04, 23 September 2020
Line 353:		Line 353:

	Manos Antoninis, director of the report, said: “As the number of people living in and around cities continues to grow, we need to respond to the education needs of those in slums. Without the data, governments will be able to continue ignoring the problem.”		Manos Antoninis, director of the report, said: “As the number of people living in and around cities continues to grow, we need to respond to the education needs of those in slums. Without the data, governments will be able to continue ignoring the problem.”
		+
		+	=National Education Policy=
		+	==2020==
		+	[https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2020%2F07%2F30&entity=Ar00514&sk=BFAF8F1E&mode=text Manash Gohain, Less stress on boards, common college entrance test in sweeping edu reforms, July 30, 2020: ''The Times of India'']
		+
		+	[[File: The National Education Policy, 2020.jpg\| The National Education Policy, 2020 <br/> From: [https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2020%2F07%2F30&entity=Ar00514&sk=BFAF8F1E&mode=text Manash Gohain, Less stress on boards, common college entrance test in sweeping edu reforms, July 30, 2020: ''The Times of India'']\|frame\|500px]]
		+
		+
		+	No Rigid Demarcation Of Streams 4-Yr Bachelors Programme Preferred Option School Will Now Be From 3-18 Yrs, Instead Of 6-16
		+
		+	In sweeping “toddler to college” reforms, seen as the most ambitious since the introduction of the 10+2+3 system, the government on Wednesday unveiled the new National Education Policy that restructures school education by introducing five years of foundational education, de-emphasises “high stakes” boards, introduces a SAT-like university entrance test and offers the option of a four-year bachelor’s degree.
		+
		+	The changes in the board structure, which seek to make the exams a test of “core competencies”, will be implemented from the 2021academic session. The new university entrance test will be implemented for college admissions in the 2022 academic session. NEP aims to provide students with increased flexibility and subjects and there will be no rigid separation between arts and sciences, curricular and extra-curricular activities, the government said.
		+
		+	''' Emphasis on vernacular medium '''
		+
		+	Announcing the reforms, HRD minister Ramesh Pokhriyal and I&B minister Prakash Javadekar said vocational education will start in schools from the sixth grade and will include internships. The policy seeks to emphasise learning in regional language or mother tongue.
		+	“Since most of the learning happens in the mother tongue, we ensure that wherever possible, the medium of instruction until Class 5, but preferably till Class 8 and beyond, will be in home language, mother tongue, regional language. Starting from the foundational stage, children will be exposed to different languages, with a particular emphasis on the mother tongue,” said Pokhriyal.
		+
		+	The reforms look to substantially alter the college education system and replace the University Grants Commission with a new regulator — the Higher Education Commission of India with verticals for regulation, standard-setting, grants and accreditation.
		+
		+	The NEP calls for flexible curricula, creative combinations of subjects, integration of vocational education and multiple entry and exit points at the undergraduate level.
		+
		+	In course of time, colleges will not need to seek affiliations but award degrees themselves. After the master’s degree, there will be no MPhil prior to a PhD.
		+
		+	The big push in the school education system is to convert it to a “5+3+3+4” system with three years as pre-schooling. There will be school examinations in Grades 3, 5, and 8 to be conducted by an appropriate authority. Board exams for Grades 10 and 12 will be “redesigned” and a new National Assessment Centre, Parakh (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.
		+	In the new structure, early childhood care and education (ECCE) from age 3 years is also included, and attaining foundational literacy and numeracy by Class 3 has been prioritised with universal foundational literacy and numeracy in primary school by 2025 taken up on a mission mode.
		+
		+	Students will be allowed to take board exams on up to two occasions during any given school year, one main examination and one for improvement, if desired. Also, board exams will be made “easier” as they will test primarily core capacities and competencies rather than months of coaching/memorisation.
		+
		+	The policy proposes that Sanskrit be offered at all levels of school and higher education as an important, enriching option for students, including as an option in the three-language formula.
		+
		+	[[Category:Culture & Learning\|E
		+	EDUCATION: INDIA]]
		+	[[Category:Education\|E
		+	EDUCATION: INDIA]]
		+	[[Category:Government\|E
		+	EDUCATION: INDIA]]
		+	[[Category:India\|E
		+	EDUCATION: INDIA]]

	=Out-of-school children (OOSC)=		=Out-of-school children (OOSC)=

@@ Line 537: / Line 537: @@
 [[Secondary Education: India ]]  <>
 [[Indian universities: global ranking ]] <>
-[[Caste-based reservations, India (history)]]  …and many more.
+[[Caste-based reservations, India (history)]] <>

← Older revision		Revision as of 21:48, 25 November 2018
Line 168:		Line 168:

	Ensuring quality of the ECE programme remains a key challenge before the Centre, especially in view of the absence of a strong institutional mechanism and a regulatory framework across sectors.		Ensuring quality of the ECE programme remains a key challenge before the Centre, especially in view of the absence of a strong institutional mechanism and a regulatory framework across sectors.
		+
		+	=The education experience in India =
		+	==Cambridge Global Education Report, 2018==
		+	[https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2018%2F11%2F22&entity=Ar00514&sk=ECAE6461&mode=text Manash Gohain, Indian students take maximum tutorial lessons: 10-nation survey, November 22, 2018: ''The Times of India'']
		+
		+	[[File: The education experience in India, according to the Cambridge Global Education Report, 2018.jpg\|The education experience in India, according to the Cambridge Global Education Report, 2018 <br/> From: [https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2018%2F11%2F22&entity=Ar00514&sk=ECAE6461&mode=text Manash Gohain, Indian students take maximum tutorial lessons: 10-nation survey, November 22, 2018: ''The Times of India'']\|frame\|500px]]
		+
		+
		+	School students in India take the maximum number of tutorial classes, with 74% of them choosing extra lessons in mathematics, but India also leads the way with a high 72% of school-goers engaged in extra-curricular activities, a global education survey has found.
		+
		+	The pattern of extra-curricular activities, however, shows a lower involvement in sports. The study finds a high degree of commitment among teachers to ensure that students do well.
		+
		+	When it comes to involvement in children’s education, Indian parents are also at the top of the charts with 66% of those surveyed asking their wards about daily activities at school and nearly 50% participating in various school activities.
		+
		+	The findings are part of the Cambridge International Global Education Census Report, exclusively accessed by TOI. The report focused on 10 countries, including US, Pakistan, Malaysia, South Africa and Argentina, besides India.
		+
		+
		+	'''Just 3% of kids play for more than 6 hours a week: Survey'''
		+
		+	A global education survey supports the perception that Indian families provide a stronger base for education than many other societies. The Indian sample size included 4,400 teachers and 3,800 students, not just from Cambridge International Schools but also schools affiliated to CBSE and other state boards.
		+
		+	Traditional career options continue to rule as medicine and engineering remain the most popular career aspirations of Indian students. However, India is also the country where the highest number (8%) of students said they want to be scientists. 16% of students aspire to be software engineers and developers, globally the highest, says the survey.
		+
		+	The survey says 84.7% study English with mathematics (78%) as the second leading subject, followed by physics (73.1%) and chemistry (71.8%). With 47.8% of the students taking up computer science as a subject, it points to an aspiration for a career in software engineering, the survey says.
		+
		+	The report said while 72% of Indian students are engaged in extra-curricular activities, just around 3% of children play for more than six hours in a week, while 36.7% are involved in sports for just about 60 minutes a week. Moreover, 26.4% of the children don’t play any sport in schools.
		+
		+	Another interesting finding is that 31.8% of school students have pursued some kind of online course/s that has not been part of their school work or home work. According to the surveyed teachers, over 33% of the students take multiple mock tests before the full exams at the end of year. Over 30% of the parents help their wards with home tasks and more than 21% even help their children with their extracurricular activities. The study termed Indian teachers as “doing everything in their power to help their students succeed” while they are “the least pressured globally to ensure students perform well in exams”. Majority of the teachers (60.4%) feel that student’s performance in the exams is benchmark of their professional perfor mance.

	=Enrolment =		=Enrolment =

← Older revision		Revision as of 07:05, 21 November 2018
Line 301:		Line 301:

	“Establishment of NTA will benefit about 40 lakh students appearing in various entrance examinations. It will... also bring in high reliability, standardized difficulty level for assessing the aptitude, intelligence and problem solving abilities of the students,” the release said.		“Establishment of NTA will benefit about 40 lakh students appearing in various entrance examinations. It will... also bring in high reliability, standardized difficulty level for assessing the aptitude, intelligence and problem solving abilities of the students,” the release said.
		+
		+	= Migrant families, children of=
		+	==2001-16==
		+	[https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2018%2F11%2F20&entity=Ar01406&sk=886590A2&mode=text Manash Gohain, ‘40% of kids from migrant families don’t go to school’, November 20, 2018: ''The Times of India'']
		+
		+	[[File: Unesco’s 2019 Global Education Monitoring (GEM) report on education for the children of migrant families.jpg\| Unesco’s 2019 Global Education Monitoring (GEM) report on education for the children of migrant families <br/> From: [https://epaper.timesgroup.com/Olive/ODN/TimesOfIndia/shared/ShowArticle.aspx?doc=TOIDEL%2F2018%2F11%2F20&entity=Ar01406&sk=886590A2&mode=text Manash Gohain, ‘40% of kids from migrant families don’t go to school’, November 20, 2018: ''The Times of India'']\|frame\|500px]]
		+
		+	''More Likely To End Up Working, Getting Exploited: Unesco''
		+
		+	Eighty per cent of migrant children across seven Indian cities did not have access to education near worksites even as 40% of children from seasonal migrant households are likely to end up working rather than being in school, facing exploitation and abuse, according to the Unesco’s 2019 Global Education Monitoring (GEM) report.
		+
		+	In the period between 2001 and 2011, inter-state migration rates doubled in India. Further, an estimated 9 million people migrated between states annually from 2011 to 2016. But many people are also moving for seasonal work. In 2013, 10.7 million children aged between 6 and 14 lived in rural households with a family member who was a seasonal worker.
		+
		+	This is particularly common within the construction industry. A survey of 3,000 brick kiln workers in Punjab found that 60% of kiln workers were interstate migrants.
		+
		+	The Unesco report also urges policy makers to strengthen public education for rural migrant children living in slums. The report shows that the scale of seasonal migration has a significant impact on education. Among youth aged 15 to 19 who have grown up in a rural household with a seasonal migrant, 28% identified as illiterate or had an incomplete primary education. India, along with China, is home to some of the world’s largest internal population movements and the report highlights the steps India has taken to address it and challenges that remain. The report will be released on Tuesday.
		+
		+	While warning of the negative impact on education for children who are left behind as their parents migrate, the report acknowledges the initiatives that India has taken to respond to the migrants’ education needs. The Right to Education Act in 2009 made it mandatory for local authorities to admit migrant children. National-level guidelines were issued, allowing for flexible admission of children, providing transport and volunteers to support with mobile education, create seasonal hostels and aiming to improve coordination between sending and receiving districts and states.
		+
		+	The report also notes how Indian states have responded to the issue. Gujarat introduced seasonal boarding schools to provide migrant children with education and collaborated with NGOs to begin online tracking of the children on the move. In Maharashtra, village authorities called upon volunteers to provide after-school psychosocial support to children who had been left behind by migrating parents. Tamil Nadu provides textbooks in other languages to migrant children. Odisha assumed responsibility of seasonal hostels run by NGOs and works with Andhra Pradesh to improve migrant well-being.
		+
		+	However, challenges remain. The report notes that most interventions are focused on keeping children in home communities instead of actively addressing the challenges faced by those who are already on the move. Furthermore, not all initiatives are successful.
		+
		+	Manos Antoninis, director of the report, said: “As the number of people living in and around cities continues to grow, we need to respond to the education needs of those in slums. Without the data, governments will be able to continue ignoring the problem.”

	=Out-of-school children (OOSC)=		=Out-of-school children (OOSC)=

@@ Line 478: / Line 478: @@
 [[Education: India ]]  (covers issues common to all categories of Education) <>
-[[Education: India, 1911]]  <> [[Engineering education: India ]]  <>[[Education, status of: India ]]  <>
+[[Education: India, 1911]]  <> [[Engineering education: India ]]  <>
 [[Higher Education, India: 1 ]]  <>
 [[Medical education and research: India ]]  <>

← Older revision		Revision as of 15:05, 20 November 2018
Line 475:		Line 475:

	=See also=		=See also=
		+	[[Education, annual reports on the status of: India]]

	[[Education: India ]] (covers issues common to all categories of Education) <>		[[Education: India ]] (covers issues common to all categories of Education) <>