GROWTH OF INDIAN EDUCATION SYSTEM POST- INDEPENDENCE

As a result of the pervasive illiteracy of the Indian education system, India has effectively adapted its
education system to global standards. In the 70 years since independence, we've made tremendous
strides in education. In 1947, the image of education was very distinct from now on. With more colleges
and educational establishments, India has come a long way with respect to literacy rates in general. The
literacy rate was 64.8 percent in 2001, and this ratio rose in 2011 to 73 percent. It was 18.33 percent in
1951. At present, India's higher education sector is the highest in the country, hosting more than 70
million students in less than two decades.

relative to the disastrous situation of 1947, more than 26 million students have now gained admission to
the republic, and there are more than 1.5 million schools, with 751 universities and 35,539 colleges. We
only had 19 colleges and 400 schools in 1947, and we only had 5000 teachers.

Since democracy, the education system has improved markedly. According to official statistics released
by the Ministry of Human Resources Development, in 1951-1952, education expenditure by education
and other departments amounted to just 64.46 million rupees, barely 0.64 percent of gross domestic
product, which in 2013-2014 amounted to more than 4.65,000 crore rupees, which was 4.13 percent of
GDP.

Thanks to the adoption of the new education policy of 1986, India achieved the highest growth rate of
15.52 percent in literacy in 1991, which offered the best chance of obtaining 100 percent literacy in the
country.

India is home to the world's biggest and most challenging education sector, with over 1.5 million
schools, over 8.7 million primary and secondary teachers and over 260 million enrolments.

The government of India appointed the Tarachand Committee in 1948. Its chairman was Dr. Tarachand,
the Government of India Educational Advisor. Its proposals were regarded by the National Advisory
Board of Education in 1948.

Under the presidency of Dr. S. Radhakrishnan, the University Education Commission was appointed in
1948-49. Incidentally, it was assigned to study university education; it made some suggestions related to
secondary education. Secondary education was, according to this committee, really the weakest point in
our educational system.

It was appointed under the chairmanship of Dr. A. Lakshmanswamy Mudaliar, vice-chancellor of the
University of Madras, on September 23, 1952, to investigate the existing framework of secondary
education and to recommend necessary changes. It was in June 1953 that the Commission presented its
report.

The Education Commission of 1964-66 was constituted by a resolution dated 14 July 1964 by the
Government of India. The commission was to advise the government at all levels and in all ways on the
national education system and the general principles and policies for the growth of education. The
chairman was Prof. D.S. Kothari, chairman of the University Grant Board, and the member of the board
was Mr. J.P. Naik, counsellor to the Ministry of Education. The commission comprised 16 members, 11
Indians and 5 foreigners. On October 2, 1964, the Commission began its work, and its findings were
released on June 29, 1966. The study addresses general aspects of the rehabilitation of education, the
reorientation of the education system to national priorities, institutional reorganisations, teacher
improvement, etc.

• The National Policy on Education was first implemented in 1968, shortly after the Indian Education
Commission's report was issued in 1966. The Government of India in 1968 approved some important
criteria for the onward march of education in the country in fulfilment of the desire of the Kothari
Commission (1964-66).

• National Policy on Education 1986: Programme of Action 1992,

• The latest education policy is the National educational policy (NEP) 2020.

NATIONAL EDUCATION POLICY, 1986

 One most unfortunate aspect of our country is the failure to evolve fundamental policies in any
field.

 The result is that with the change of the Government the policies and programmes do also
change.

 The Congress Government in 1968 declared the National Education Policy with much fanfare
and its implementation was also started.

 The 10 +2+ 3 pattern of education was implemented in many provinces, many provinces had
even implemented the three language formula in their own way, special provisions had begun to
be devised for agriculture, vocational, technical and science education and scientific research in
many provinces.

 The process of reform in the examination system had begun in almost all the provinces.

 In the name of modernisation, the education of science and mathematics was made compulsory
and steps were being taken to provide equality of educational opportunity.

 In 1977 however, a change of Government took place, Janata Party came to power, headed by
Morarji Desai.

 Shri Desai advocated 8 +4+3 pattern of education in place of 10+2+ 3 pattern of education.
 The result was that the education minister Sri Pratap Chandra, with the help of some
educationists and MPs prepared a new education policy and declared it in 1979.

 It was however, yet to be implemented that again the Government changed.

 The Congress under Mrs. Indira Gandhi returned to power. She again emphasized upon the
implementation of National Education Policy, 1968.

 In the meantime in Oct, 1984 Indira Gandhi was assassinated and Mr. Rajiv Gandhi was made
the new Prime Minister in her place.

 The young and energetic P.M. started taking revolutionary steps in every field.

 He emphatically Stated, "Education in India stands at the cross-road today neither normal linear
expansion nor the existing pace and nature of improvement can meet the need of the situation,
it should therefore be re-examined and reorganized.' But this time neither any commission was
appointed nor any commitee was formed.

 First of all, a survey of the existing system of education was conducted and it was published in
Aug, 1985 entitled Challenge of Education : A Policy Perspective'.

 In this document the statistical description of the progress of Indian Education from 1951 to
1985, a real picture of its achievements and failures and a correct analysis of its merits and
demerits is presented. As a status paper challenge of education a policy perspective.

 The Government made this document public and started a nationwide debate on it. Suggestions
were received from different regions of all the provinces.

 On the bases of these suggestion the Central Government prepared a new education policy and
presented it il the budget session of the parliament, 1986.

 Thereafter, it was declared in May, 1986.

 Few months after the declaration of the National Policy on Education, 1986 the Government of
India declared its Plan of Action.

 This is the first National Education Policy in which a complete plan for its implementation along
with the policy is preserved and at the same time sufficient resources is arranged for it.

 Emphasis on removal of disparity and equality in education

 The essence and role of education

 National system of education

 Education for equality

  Reorganization of education of different stages

 Technical and management education

 Making the system work

 Reorienting the content and process of education

 The teacvher and teacher education

 Management of education

 Resource and review

In 2001, Sarva Shiksha Abhiyan (SSA 'Education for All Movement' in Hindi) and the Right of Children to
Free and Compulsory Education (RTE) Act, 2009, two influential Indian government interventions,
encouraged greater emphasis on issues of connectivity, inclusivity and consistency in education. Normal
years of study for the working people (those above 25 years of age) rose to 6.4 years in 2017 from 4.19
years in 2000. [3] India has also dedicated itself to meeting the UN Sustainable Development Targets,
with many additional large-scale and ambitious projects being implemented in recent years to further
meet these goals.

NEP 2020

The NEP 2020 was approved by the Union Cabinet of India on 29 July, 2020. The Ministry of Human
Resource Development formed a committee headed by former ISRO Chairman Dr K Kasturirangan, who
outlined the vision of India’s new education system. The New Education Policy addresses challenges
faced by current education system such as Quality, Affordability, Equity, Access and Accountability. NEP
2020 envisions an India-centric education system that contributes directly to transforming our nation
sustainably into an equitable and vibrant society filled by knowledge and by providing high-quality
education to all

Main points

 Education system rooted in Indian ETHOS

 EQUITABLE AND vibrant knowledge society

 Global knowledge super power

 Early childhood care and education – foundation

 Learning should be holistic, integrated enjoyable and engaging

 Equitable and inclusive education

 Efficient governance in school

 Standard setting and accredition for school

 Multidisciplinary and holistic education

 Reimaging vocational education

 Professional and adult education and lifelong education

 Online and digital education

 Flexibility and lack of separation between streams

 Creativity and critical thinking

 Multilinguism and power of language

 Life skills like communication cooperation and team spirit

 Regular formative assessment

 Synergy in curriculum

 Light but tight regulatory framework

 Integrity transparency and resource efficiency

 5+3+3+4 (3-18 years )

 Foundation stage has 2 parts 3-6 ECCE ANGANWADI AND PRE SCHOOLS 6-8 CLASS 1-2

 PREPARATORY stage balvatika 3-5(8-11 YEARS )

 Middle 6-8(11-14)

 Secondary 9-12(14-18)

 Highest priority to achieve universal foundation literacy AND numerACY

 national mision on foundation literacy AND numerACY

 eccec by MHRD, Women and child development health and family welfare
 experiential learing, art enabled sports integrated education , competency based learning and
eduction

 focus on idea approach and problem solving

 no hard separation between curricular co curricular and extra curricular

 arts crafts and vocational streams be added

 nutrition and health card , regular check up of students

 3 languages at least 2 indian

 Medium of instruction is local language till 5 preferably till 8

 Bagless day encouraged by enrichment activities like art sport quiz or vocational carafts
activities

 NIOS TO OFFER COURSES FOR 3,5 AND 8 GRADE

 Board bestress free objectivw plus descriptive

 360 degree sport card

 National curriculum and pedagogical framework for ecce

 Coding from class 6

 E content inregional language

 New provision for children with diabilities

 Types of HEI –RESEARCH UNIVERSITY TEACHING UNIVERSITY AUTONOMOUS COLLGES

 MERUS multidisciplinary education and research university

 Multiple entry and exit points

 Academic bank of credit

 Nta – cuet

 National committee for integration of vocational education- LOK Vidya

 4 year integrated BED

 4 YEAR BACHELOR , 5 YEARS MASTER PROGRAM

 NCFTE
  BY 2030 B ED MINIMUM DEGREE

 HECI HIGHER education commission of India –

 The commission will have four independent verticals — National Higher Education Regulatory
Council, National Accreditation Council, Higher Education Grants Council and General Education
Council for standard setting, which will be headed by one president each.

 NRF national research foundation for making culture of research

NCFSE 2023

The National Curriculum Framework for School Education (NCF) is developed based on the vision of the
National Education Policy (NEP) 2020, and to enable its implementation. The NCF addresses education
for the age group 3 to 18 years, across the entire range of diverse institutions in India. This is across
the four Stages in the 5+3+3+4 Curricular and Pedagogical restructuring of School Education as
envisioned in NEP 2020. NCF from the NEP

The NCF brings to life the aims and commitments of the NEP.

a. The Aims of Education are articulated in the NEP from which the curricular goals for the NCF are
derived which then informs the rest of the elements.

b. This includes the full range of human capacities, values and dispositions that are aimed to be
developed in school education. Pedagogy, practices, and culture must work in tandem to develop these,
and move away from an overemphasis on memorization and content accumulation; in fact, content
reduction is required to create space for such development.

c. The 5+3+3+4 Curricular and Pedagogical structure of school education is reflected in the learning
standards, the content, the pedagogy, and the assessment approaches

d. It is integrative and holistic with equal status to all subjects and learning domains from Math to
Sports. It integrates vocational education in all schools, and there is integration across subjects while
developing rigorous subject understanding and capacities.

e. It confronts and address real challenges facing our countries’ education system. Notably that of
literacy and numeracy, rote memorization, narrow goals, and inadequate resources.

f. It is deeply rooted in India. This is in content and learning of languages, in the pedagogical approaches
including tools and resources, and most importantly in the philosophical basis – in the aims and in the
epistemic approach

Curriculum

Curriculum refers to the entirety of the organized experience of students in any institutional setting
towards educational aims and objectives. The elements that constitute and bring to life a Curriculum are
numerous, and include goals and objectives, syllabi, content to be taught and learnt, pedagogical
practices and assessment, teaching-learning materials, school and classroom practices, learning
environment and culture of the institution, and more

Curriculum refers to the planned and organized set of learning experiences and activities that students
go through in an educational institution or program.

Curriculum Framework T

The Curricula across our country must be informed by and be fully responsive to the glorious unity and
diversity of India. The imagination of NEP 2020, where institutions and educators are highly
empowered - including to develop Curricula - is energized by this diversity and the nurturing of it. States
have the Constitutional mandate to provide high-quality education to all children, and their own unique
State contexts inform their own approaches to Curricula.

A Curriculum Framework must support exactly that - it is a framework to help develop all the diverse
Curricula in the country, while enabling consonances and harmony across the country and providing a
basis for quality and equity.

Thus, a Curriculum Framework provides the guiding principles, goals, structure, and elements for the
development of Curricula, informed by which the syllabi, teaching-learning-materials including play
materials, workbooks, and textbooks, and assessment methods will be developed by the relevant
functionaries, including Teachers, in the States, Boards, and schools

Objectives of this NCF

The overarching objective of this NCF is to help in positively transforming the school education system
of India as envisioned in NEP 2020, through corresponding positive changes in the curriculum including
pedagogy. In particular, the NCF aims to help change practices in education and not just ideas; indeed,
since the word ‘curriculum’ encapsulates the overall experiences that a student has in school, ‘practices’
do not just refer to curricular content and pedagogy, but also include school environment and culture. It
is this holistic overall transformation of the curriculum that will enable us to positively transform
overall learning experiences for students.

Structure and presentation of the NCF to enable its Objectives While based on the most current
knowledge based on research and experience, this NCF aims to be understandable and relatable to, and
usable by, practitioners of education, including Teachers and other educators, school leaders, and
functionaries of the education system such as project officers, cluster and block resource persons, block
education officers, teacher educators, examination boards, and curriculum/syllabus/textbook
development teams. The NCF also aims to provide the interested reader a reasonable understanding of
what education should look like in our new vision for schools and why, and what role individuals could
play as parents, community members, and citizens of India, who all have a large stake in Indian
education. Nevertheless, this NCF is designed with the Teacher as the primary focus - the reason being
that the Teacher is at the heart of the practice of education. It is the Teacher who is ultimately the
torchbearer for the changes we seek. As such, it is the perspective of the Teacher that must be carried
by all, including syllabus and content developers, textbook writers, administrators, and others

This NCF thus aims to adopt a presentation style and structure that enables the above objectives of
readability, accessibility, and relevance

This NCF also aims to account for the reality of the current typical institution and Teacher, while being
entirely in harmony with the imagination of the best-resourced institutions. Thus, this NCF aims to be
deeply rooted in the reality of our context, yet aspirational

Volume in hand and those to follow

The volume in your hand describes the NCF comprehensively. To enable the objective of making the NCF
as relatable to practitioners as possible, eight volumes will follow, of which seven would be on the
specific Curricular Areas – Arts and Music, Languages, Math, Science, Social Science and Humanities,
Sports, and Vocational Education, and one will be on School Culture and Processes. The volumes that are
to follow will have greater details on the specific matters, to enable the implementation of the NCF, and
its use by practitioners, from curriculum and textbook developers, to, teachers and assessors.

5 parts

Part A: Approach Ch-1: Aims and Curricular Areas of Education Ch-2: School Stages – Logic and Design
Ch-3: Approach to Leaning Standards, Pedagogy, Content, and Assessment across Stages

Part B: School Subjects/Areas Ch-1: Foundational Stage Ch-2: Language Education Ch-3: Mathematics
Education Ch-4: Science Education Ch-5: Social Science Education Ch-6: Arts Education Ch-7:
Interdisciplinary Areas 14 National Curriculum Framework for School Education Ch-8: Physical Education
Ch-9: Vocational Education Ch-10: Secondary Stage, Grades 11 and 12

Part C: Cross-cutting Themes Ch-1: Values Ch-2: Inclusion Ch-3: Information and Communications
Technology Ch-4: Guidance and Counselling Ch-5: Environment Ch-6: Rootedness In India

Part D: School Culture and Processes Ch-1: School Culture Ch-2: School Processes

Part E: Creating a Supportive Ecosystem Ch-1: Ensuring an Appropriate Environment for Learning Ch-2:
Pupil Teacher Ratio Ch-3: Enabling and Empowering Teachers Ch-4: Role of Academic and Administrative
Functionaries

Associated documents

While the NCF is sufficient for its purposes, nuances can be arrived at better, particularly in the context
of the overall education system, when it is read in conjunction with the NEP 2020 and the draft NEP
2019. The Mandate Document for NCF (2022) was the bridge between the NEP and draft NEP, and the
NCF. The NCFTE that is under the process of development will be informed by the NCF, and thus must
be read in conjunction. The NCFAE too will draw from the NCF
Few key characteristics of this NCF to keep in mind as you read

a. Goal directed: The entire approach is driven by the curricular goals which are derived from the aims;
these tie everything together and are center stage.

b. Practice enabling: It attempts to convert and distill mattes to practice which is where education
happens or doesn’t.

c. Educationally valid: It’s based on sound research, experience, and accumulated knowledge in India
and across the world.

d. Engaging: Education must be made interesting and exciting both to the children and teachers.

e. Improvement driving: Must be able to change things on-the-ground within practical constraints and
limitations and keep moving forward.

f. Diversity embracing: India’s diversity in all its forms must not only be addressed but should also
become a resource for learning.

g. Mutually reinforcing elements: All dimensions mentioned above are mutually reinforcing; as are the
curricular goals, content, pedagogy, school culture and practices, assessment and evaluation.

Vision of Education drawn from NEP 2020 Education is, at its core, the achievement of valuable
Knowledge, Capacities, and Values and Dispositions by an individual

The vision, thus, is developing an equitable and vibrant knowledge society

NEP 2020: “The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific temper
and creative imagination, with sound ethical moorings and values. It aims at producing engaged,
productive, and contributing citizens for building an equitable, inclusive, and plural society as
envisaged by our Constitution. The aim of education will not only be cognitive development, but also
building character and creating holistic and well-rounded individuals equipped with the key 21st
century skills.

Knowledge, that we refer to in this document, is descriptive knowledge – ‘knowing that

Capacities, that we refer to in this document, are procedural knowledge – ‘knowing how’

Values and Dispositions. Effective action needs strong motivation in addition to knowledge and
capacities. Our values and dispositions are the sources of that motivation. Values are beliefs about what
is right and what is wrong, while dispositions are the attitudes and perceptions that form the basis for
behavior

Pramanas
Thinking about knowledge, on how does one know, and what are the true sources of knowledge has
been a philosophical preoccupation for Ancient Indians. The following six pramanas were considered as
valid means through which one can gain knowledge about the world:

1. Pratyaksa: This is usually interpreted as direct perception through the five senses. It can be further
divided into anubhava (direct perception) or smriti (remembered perception).

2. Anumana: Using inferences to come to new conclusions from observations is one another way of
coming to know.

3. Upamana: Knowing through analogy and comparison is upamana. Relating to existing knowledge and
identifying the similarities and differences and thus coming to know new things or experiences is
another valid way of knowing.

4. Arthapatti: Knowing through circumstantial implication is arthapatti.

5. Anupalabdi: Perception of non-existence is considered a valid form of knowledge. To observe that the
well is empty of water is knowing something about the well. People have come to significant conclusions
because “the dogs did not bark that night”!

6. Sabda: In some systems of knowledge the testimony of an expert is admissible as true knowledge.
That an individual can only directly know a fraction of all reality through direct experience and
inferences but must rely on other experts was acknowledged thousands of years ago! These different
pramanas were recognized as valid or invalid sources of knowledge by different philosophical systems of
Ancient India

Aims of School Education five Aims of School Education.

These Aims give clear direction to the choice of knowledge, capacities, and values and dispositions that
need to be included in the curriculum.

a. Rational Thought and Autonomy

b. Health and Well-being.
c. Democratic Participation
d. Economic Participation
e. Cultural and Social Participation

Knowledge, Capacities, and Values and Dispositions

A Ethical and moral values
B, Democratic values.
C Epistemic values. These are values that we hold about knowledge. Developing a scientific temper is as
much a value orientation towards the use of evidence and justification,
Along with the above values, the NCF would intend to develop the following dispositions in students:
d. A positive work ethic
e. Curiosity and wonder.
f Pride and rootedness in India.
Capacities While values and disposition are sources of motivation to act, acting skilfully requires
students to have specific capacities. These capacities can be developed through deliberate and
conscious engagement and practice.
. Inquiry.
Communication.
Problem Solving and Logical Reasoning.
. Aesthetic and Cultural Capacities.
. Capacities for Health, Sustenance, and Work.
. Capacities for Social Engagement.
School Culture To begin with, it has to be acknowledged that schools achieve aims not just through
teaching within the confines of the classroom but also through socialization of the students into the
extant culture and ethos of the school.
School Processes In addition to school culture, more formal and well-defined school processes have a
significant role to play in both ensuring smooth functioning of the school as well as enabling
achievement of curricular goals. Processes for maintaining academic accountability towards achieving
the aims, both from the teachers and students are important to be articulated, understood, and
followed

The following ten capacities and skills are highlighted as important goals of school education, which
need to be paid adequate attention, along with other critical goals:
a. Develop a scientific temper.
b. Develop creativity and innovation through arts.
c. Develop excellent verbal and written communication capacities.
d. Develop appropriate practices and habits to maintain a healthy body and mind.
e. Develop effective problem-solving and logical reasoning capacities.
f. Develop useful vocational skills and sensibilities.
g. Develop digital literacy and computational thinking.
h. Develop capacities for moral reasoning and ethical action
i. Develop an in-depth understanding of Indian knowledge systems
j. Develop capacities and dispositions to be engaged with current affairs

Design of Grades 9 and 10

To complete Grade 10, students will complete two Essential Courses from each of the eight Curricular
Areas available i.e., a total of 16 Essential Courses across two years of Grade 9 and 10. These either
Curricular Areas – Humanities (that includes languages), Mathematics & Computing, Vocational
Education, Physical Education, Arts, Social Science, Science, and Inter-disciplinary Areas gives the
necessary breadth of understanding and capacities for the students.
Grades 9 and 10 will follow an annual structure (a semester structure in these classes is possible to
construct but is unnecessary since all students will do all the essential courses). Students must clear 8
Board examinations at end of Grade 10 - these assess each of the two Essential Courses in each
Curricular Area learnt during Grades 9 and 10
Design of Grades 11 and 12
The same set of eight Curricular Areas will continue to be on offer, but choice-based courses will be
designed based on the Disciplines within the Curricular Areas to ensure deeper and more rigorous
engagement. Choice-based courses and their content will be designed on the basis of the specific nature
of disciplines. This phase of the Secondary Stage would be divided into semesters and each choice-based
course would be for a semester. Students must complete 16 choice-based courses to complete Grade
12.
Toy based pedagogy