India education system NCERT SCERT NCTE ELEMENTARY SCHOOL
Introduction
India was part of the British Empire from the second half of the 19th
century until the first half of the 20th century. Under the leadership of
Mohandas (Mahatma) Ghandi, India was declared independent in 1947. The
country is divided into 28 states and seven territories.
Of India’s population of one billion people, 80% are Hindu, 14% are Muslim and 3% are
Christian. Hindi is the official language of India, but English is used the most in higher
education, politics, and trade and industry.
The Ministry of Human Resource Development is responsible for education at all levels. It
consists of two departments, the Department of School Education and Literacy and the
Department of Higher Education. The former is responsible for elementary education,
secondary education, and adult education and literacy, the latter for university and higher
education, technical education, and minority education.
The Indian education system was originally based on the British model, but changed over
the years into a 10+2+3 system, i.e. 10 years of basic education, 2 years of senior
general secondary education and 3 years of higher education. The basis for the structure
of all parts of the education system is the National Policy on Education (1992).
Adult education is primarily aimed at increasing literacy. Private education is also under
the jurisdiction of the government, but differs in that its funding does not come from the
treasury. Rules that apply to state schools concerning curricular content, etc., apply
equally to private education institutions.
School attendance is officially compulsory for children aged 6 to 14, but this is not
enforced in practice. In some states, particularly the poorer ones, less than 50% of the
children in this age group attend school.
The language of instruction in basic education is the most common language of the
region (Bengali, Gujarati, Hindi, Punjabi, Tamil or Urdu). In standard VI, English or Hindi
is introduced as a second language. The language of instruction during the last two
classes (standard XI and standard XII) of secondary school is English or Hindi. In higher
education the language of instruction is in most cases English.
The school year for primary and secondary schools runs in most cases from July to April.
For universities, the academic year runs in most cases from June or July until the end of
March or April. Institutions in regions at higher altitudes (about two per cent of the total)
follow a different schedule, starting in March and usually running until December. Most
universities divide the academic year into trimesters, while some work with a semester
system. There is no specific system of summer schools.
each state during the first 10 years. The school years are numbered and indicated by
class or standard, these terms are used interchangeably. Class X or standard X or even
K-10 mean the same.
Primary school generally refers to education for children aged 6 through 11 (standard I
through standard V). Upper primary school and secondary school cover education for
children aged 11 to 16 (standard VI through standard X). The last 2 years (standard XI
and XII) are sometimes referred to as high school (ages 16 through 18).
In some states, the concept middle / upper primary school exists for standard VI to VIII. In
that case, standard IX to XII are referred to as high school. The government guarantees
education for all children aged 6 to 14.
Standard X
Pupils take an examination at the end of standard X. If they pass it, they receive either
the All India Secondary School Certificate, the Indian Certificate of Secondary Education
or the Secondary School Certificate. Before its abandonment in the 1990s the
Matriculation Certificate was also one of the diplomas commonly issued after successful
completion of the standard X. Final school examinations can be organized per school by
various examination boards. There are two national examination boards, also known as
central boards: the Central Board of Secondary Education (CBSE) and the Council for the
Indian School Certificate Examinations (CISCE). There are also boards that organize
examinations in the separate states. This is one of the reasons for the different names for
final examinations and diplomas. In most cases, there are no major differences in terms
of final examination subject matter. For example, for the aforementioned Indian
Certificate of Secondary Education, pupils are examined in six subjects. A candidate
needs to attain a pass standard in at least five subjects which must include English, four
or five subjects are elective. Other examination boards specify similar requirements.
In terms of level, a Standard X diploma / All
India Secondary School Certificate/ Indian
Certificate of Secondary Education/
Secondary School Certificate is comparable
to a VMBO-T (theoretical pathway) diploma
in the Netherlands.
Senior Secondary Vocational Education
Instead of choosing the academic stream after 10 years of education, it is also possible to
enter the vocational stream at secondary schools. These programmes also last 2 years,
and lead to a Standard XII diploma. This diploma grants access to higher education,
including bachelor’s programmes, although access is generally limited to identical or
similar study programmes. In terms of function, the vocational Standard XII diploma is
comparable to an MBO diploma at qualification level 4. However, the programme is
shorter in terms of its actual duration.
In terms of level, a vocational Standard XII
diploma is in terms of function comparable
to an MBO diploma at qualification level 4 in
the Netherlands, despite the fact that the
programme only lasts 2 years.
In addition to the vocational stream at secondary schools, other forms of secondary
vocational education are also available at various levels. These programmes last 1 to 3
years, full-time or part-time, and are offered by institutions with various names, such as
Industrial Training Institutes and Polytechnics.
The Industrial Training Institutes mainly offer vocational training courses. These are
vocational training programmes at the level of senior secondary vocational education,
such as: Typewriting, Stenography, Secretarial Practices, Computer Operator &
Programme Assistant, Architectural Draughtsmanship, Desk Top Publishing, Electrical
Technician, Electronics (Radio/TV/Tape Recorder Mechanic), Refrigeration & Air
Conditioning, Plumbing, Library Assistant, Cutting/Tailoring & Dress Making, Hair & Skin
Care, Fruit & Vegetable Preservation Programs.
In terms of level, vocational Diplomas and
Certificates are comparable to an MBO
diploma at qualification level 2, 3 or 4 in the
Netherlands, depending on the duration and
specialisation of the programme.
The Polytechnics offer various Certificate and Diploma programmes, at the level of both
secondary and higher vocational education. These are often technical or engineering
programmes. The basic diploma programme lasts 3 years and the admission requirement
is 10 years of education.
In terms of level, a Polytechnic Diploma
following Standard X (Basic Diploma) is
comparable to an MBO diploma at
qualification level 4 in the Netherlands,
although the programme only lasts 3 years.
Polytechnics also provide higher professional education. See under Higher professional
education.
National council of educational research and training NCERT
a National Council for Teacher Education with
statutory status and necessary resources as a
first step for overhauling the system of teacher
education. The NCTE as a statutory body came
into existence in pursuance of the National
Council for Teacher Education Act, 1993 (No. 73 of
1993) on August 17, 1995.
The main objective of the NCTE is to achieve
planned and coordinated development of the
teacher education system throughout the
country, the regulation and proper maintenance
of Norms and Standards in the teacher education
system and for matters connected therewith. The
mandate given to the NCTE is very broad and
covers the whole gamut of teacher education
programmes including research and training
of persons for equipping them to teach at pre-
primary, primary, secondary and senior secondary
stages in schools, and non-formal education,
part-time education, adult education and
distance (correspondence) education courses.
NCTE has its headquarters at New Delhi and
four Regional Committees at Bengaluru, Bhopal,
Bhubaneswar and Jaipur to look after its statutory
responsibilities. The NCTE Headquarters is
headed by the Chairperson, while each Regional
Committee is headed by a Regional Director.
Introduction
India was part of the British Empire from the second half of the 19th
century until the first half of the 20th century. Under the leadership of
Mohandas (Mahatma) Ghandi, India was declared independent in 1947. The
country is divided into 28 states and seven territories.
Of India’s population of one billion people, 80% are Hindu, 14% are Muslim and 3% are
Christian. Hindi is the official language of India, but English is used the most in higher
education, politics, and trade and industry.
The Ministry of Human Resource Development is responsible for education at all levels. It
consists of two departments, the Department of School Education and Literacy and the
Department of Higher Education. The former is responsible for elementary education,
secondary education, and adult education and literacy, the latter for university and higher
education, technical education, and minority education.
The Indian education system was originally based on the British model, but changed over
the years into a 10+2+3 system, i.e. 10 years of basic education, 2 years of senior
general secondary education and 3 years of higher education. The basis for the structure
of all parts of the education system is the National Policy on Education (1992).
Adult education is primarily aimed at increasing literacy. Private education is also under
the jurisdiction of the government, but differs in that its funding does not come from the
treasury. Rules that apply to state schools concerning curricular content, etc., apply
equally to private education institutions.
School attendance is officially compulsory for children aged 6 to 14, but this is not
enforced in practice. In some states, particularly the poorer ones, less than 50% of the
children in this age group attend school.
The language of instruction in basic education is the most common language of the
region (Bengali, Gujarati, Hindi, Punjabi, Tamil or Urdu). In standard VI, English or Hindi
is introduced as a second language. The language of instruction during the last two
classes (standard XI and standard XII) of secondary school is English or Hindi. In higher
education the language of instruction is in most cases English.
The school year for primary and secondary schools runs in most cases from July to April.
For universities, the academic year runs in most cases from June or July until the end of
March or April. Institutions in regions at higher altitudes (about two per cent of the total)
follow a different schedule, starting in March and usually running until December. Most
universities divide the academic year into trimesters, while some work with a semester
system. There is no specific system of summer schools.
Primary and secondary education
The school system follows the 10+2 system, with different subdivisions being followed byeach state during the first 10 years. The school years are numbered and indicated by
class or standard, these terms are used interchangeably. Class X or standard X or even
K-10 mean the same.
Primary school generally refers to education for children aged 6 through 11 (standard I
through standard V). Upper primary school and secondary school cover education for
children aged 11 to 16 (standard VI through standard X). The last 2 years (standard XI
and XII) are sometimes referred to as high school (ages 16 through 18).
In some states, the concept middle / upper primary school exists for standard VI to VIII. In
that case, standard IX to XII are referred to as high school. The government guarantees
education for all children aged 6 to 14.
Standard X
Pupils take an examination at the end of standard X. If they pass it, they receive either
the All India Secondary School Certificate, the Indian Certificate of Secondary Education
or the Secondary School Certificate. Before its abandonment in the 1990s the
Matriculation Certificate was also one of the diplomas commonly issued after successful
completion of the standard X. Final school examinations can be organized per school by
various examination boards. There are two national examination boards, also known as
central boards: the Central Board of Secondary Education (CBSE) and the Council for the
Indian School Certificate Examinations (CISCE). There are also boards that organize
examinations in the separate states. This is one of the reasons for the different names for
final examinations and diplomas. In most cases, there are no major differences in terms
of final examination subject matter. For example, for the aforementioned Indian
Certificate of Secondary Education, pupils are examined in six subjects. A candidate
needs to attain a pass standard in at least five subjects which must include English, four
or five subjects are elective. Other examination boards specify similar requirements.
In terms of level, a Standard X diploma / All
India Secondary School Certificate/ Indian
Certificate of Secondary Education/
Secondary School Certificate is comparable
to a VMBO-T (theoretical pathway) diploma
in the Netherlands.
Instead of choosing the academic stream after 10 years of education, it is also possible to
enter the vocational stream at secondary schools. These programmes also last 2 years,
and lead to a Standard XII diploma. This diploma grants access to higher education,
including bachelor’s programmes, although access is generally limited to identical or
similar study programmes. In terms of function, the vocational Standard XII diploma is
comparable to an MBO diploma at qualification level 4. However, the programme is
shorter in terms of its actual duration.
In terms of level, a vocational Standard XII
diploma is in terms of function comparable
to an MBO diploma at qualification level 4 in
the Netherlands, despite the fact that the
programme only lasts 2 years.
In addition to the vocational stream at secondary schools, other forms of secondary
vocational education are also available at various levels. These programmes last 1 to 3
years, full-time or part-time, and are offered by institutions with various names, such as
Industrial Training Institutes and Polytechnics.
The Industrial Training Institutes mainly offer vocational training courses. These are
vocational training programmes at the level of senior secondary vocational education,
such as: Typewriting, Stenography, Secretarial Practices, Computer Operator &
Programme Assistant, Architectural Draughtsmanship, Desk Top Publishing, Electrical
Technician, Electronics (Radio/TV/Tape Recorder Mechanic), Refrigeration & Air
Conditioning, Plumbing, Library Assistant, Cutting/Tailoring & Dress Making, Hair & Skin
Care, Fruit & Vegetable Preservation Programs.
In terms of level, vocational Diplomas and
Certificates are comparable to an MBO
diploma at qualification level 2, 3 or 4 in the
Netherlands, depending on the duration and
specialisation of the programme.
The Polytechnics offer various Certificate and Diploma programmes, at the level of both
secondary and higher vocational education. These are often technical or engineering
programmes. The basic diploma programme lasts 3 years and the admission requirement
is 10 years of education.
In terms of level, a Polytechnic Diploma
following Standard X (Basic Diploma) is
comparable to an MBO diploma at
qualification level 4 in the Netherlands,
although the programme only lasts 3 years.
Polytechnics also provide higher professional education. See under Higher professional
education.
National council of educational research and training NCERT
The Government of India's Ministry of Education resolved on 27 July 1961 to establish the National Council of Educational Research and Training, which formally began operation on 1 September 1961. The Council was formed by merging seven existing national government institutions, namely the Central Institute of Education, the Central Bureau of Textbook Research, the Central Bureau of Educational and Vocational Guidance, the Directorate of Extension Programmes for Secondary Education, the National Institute of Basic Education, the National Fundamental Education Centre, and the National Institute of Audio-Visual Education.[5] It is separate from the National Council for Teacher Education.
The NCERT was established with the agenda to design and support a common system of education which is national in character and also enables and encourages the diverse culture across the country. Based on the recommendations of the Education Commission(1964-66), the first national policy statement on education was issued in 1968. The policy endorsed the adoption of a uniform pattern of school education across country consisting of 10 years of general education program followed by 2 years of diversified schooling.
The Curriculum for the Ten-year school: This framework came in 1975. It emphasised that a curriculum based on the principles laid out in the framework has to be developed on the basis of research. Thus for NCERT, the 1970s was a decade flushed with curriculum research and development activities to relate the content and process of education to Indian realities.
National Curriculum for Elementary and Secondary Education: This revised curriculum framework came in 1988 after the National Policy on Education(1986).It encompassed 12 years of school education and suggested a reorientation of curricular and instructional materials to make them more child-centred. It advocated bringing out examination reforms and the implementation of Continuous and Comprehensive Evaluation at all stages of education.
National Curriculum Framework for School Education: This framework came in 2000. It stressed the need for a healthy, enjoyable and stress-free childhood and reduction of the curricular load. Thus an integrated and thematic approach was suggested, environmental education was emphasized upon and language and mathematics got integrated in the first two years of schooling.
Main article from NCF 2005
NCTE
National Council of Teacher Education (NCTE)38:
The National Council for Teacher Education, in
its previous status since 1973, was an advisory
body for the Central and State Governments
on all matters pertaining to teacher education,
with its Secretariat in the Department of Teacher
Education of the National Council of Educational
Research and Training (NCERT). Despite its
commendable work in the academic fields, it
could not perform essential regulatory functions,
to ensure maintenance of standards in teacher
education and preventing proliferation of
substandard teacher education institutions. The
National Policy on Education (NPE), 1986 and
the Programme of Action thereunder, envisageda National Council for Teacher Education with
statutory status and necessary resources as a
first step for overhauling the system of teacher
education. The NCTE as a statutory body came
into existence in pursuance of the National
Council for Teacher Education Act, 1993 (No. 73 of
1993) on August 17, 1995.
The main objective of the NCTE is to achieve
planned and coordinated development of the
teacher education system throughout the
country, the regulation and proper maintenance
of Norms and Standards in the teacher education
system and for matters connected therewith. The
mandate given to the NCTE is very broad and
covers the whole gamut of teacher education
programmes including research and training
of persons for equipping them to teach at pre-
primary, primary, secondary and senior secondary
stages in schools, and non-formal education,
part-time education, adult education and
distance (correspondence) education courses.
NCTE has its headquarters at New Delhi and
four Regional Committees at Bengaluru, Bhopal,
Bhubaneswar and Jaipur to look after its statutory
responsibilities. The NCTE Headquarters is
headed by the Chairperson, while each Regional
Committee is headed by a Regional Director.
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