BIBLIOGRAPHIC RESEARCH

EDUCATION IN INDIA

SUMMARY

A bibliographic research was carried out with the purpose of knowing the educational system
in India. The hypothesis was postulated: the educational system in India is relevant to its
population. To achieve our purpose we read several books related to the subject, articles that
are posted on the internet, we also downloaded books about the educational system in India,
we visited the website of the ministry of human resources development of India (Ministry of
Education in India).

The information obtained is scarce and most of it is in English and Hindi, which makes
research difficult for us; but we managed to investigate the: geographical, historical,
economic, political, cultural, religious context, and mainly its educational system, which has
educational levels (pre-primary, primary education, secondary education and higher
education) . The Indian government prioritizes primary and university education but places
little interest in initial education and especially the education of girls who suffer from gender
discrimination to the point of being aborted or abandoned at birth.

In conclusion, the education system in India is an elitist system because only the privileged
caste gets a quality education and therefore a secured job. Its authorities are fighting to
achieve education for all.

Keywords: Education, India.

 ABSTRACT

A biographical research was aimed to meet the educational system in India was
conducted. They ran as a hypothesis: the education system in India is relevant to their
population. To achieve our purpose we read several books on the subject, articles which are
published on the internet, also downloaded books on the education system in India, visit the
website of the Ministry of Human Resource Development of India (Ministry of Education in India).

The information obtained is scarce and most are in English and Hindi, which hinders us
inquiry; but we investigate: geographical, historical, economic, political, cultural, religious context,
and especially of its educational system, which whatever with educational levels (pre-primary,
primary, secondary and higher education). The Indian government gives priority to primary
education and university but offers little interest in early childhood education and especially the
education of girls who suffer from gender discrimination even to the extent of being aborted or
abandoned at birth.

In conclusion, the education system in India is an elitist caste system that favors only
getting a quality education and therefore a secure job. Its authorities are struggling to attain
education for all.

Keywords: Education, India.

 INTRODUCTION

With great enthusiasm and initiative, understanding the academic work and commitment of
postgraduate university students, the need arises to do bibliographic research. This work is the
step of the group's research process in a scientific way.

In this work we will talk about the educational system in India, its scope and contributions.
Among the first eastern civilized societies were China, India, Egypt, Palestine, etc., which
present certain common features, such as having a political organization, a State with a single
supreme leader and a public administration, there are differentiated social classes in them. and
writing arises among them, these peoples have great spiritual personalities such as Confucius,
Buddha or Moses, they give rise to a religious culture, thus schools and teachers emerge, and
at some times, organized instruction. It can be said that Eastern education divided into:

 Chinese Education
 Indian Education
 Egyptian Education
 Hebrew Education

Each stage of oriental education will be explained below.

The origin must be located around 2000 BC with the arrival of the first Aryan groups to the Indus
and the Ganges. The word Aryan is equivalent to "venerable man." The Aryan culture has a
strong aristocratic significance and there is a great feeling of superiority. There is in the
ancient Indian people a clear prevalence of the religious spirit and little political sense. The deep
division into castes is attributed a divine origin. The god forms men from his own parts, his
mouth is the brahaman, from his arms he made the warrior, his legs the farmer and the servant
of the feet. The outcasts lack human condition.

The concept of education and the functions of the educator; Education is understood as a
process of improvement of a liberating nature: liberation from ignorance that leads to liberation
from the conditions of existence that derive from man's condition as part of the cosmos. The
functions of the educator are several. To engender the one who has already been engendered
biologically, causing a second birth, "the spiritual one. Feed, spiritually nourish those who have
already been spiritually engendered, that is, teach them the truths contained in the sacred
books; stimulate the disciple's abilities and energies; guide, direct and correct the growth and
strengthening of the disciple's abilities.

The Indian educational system is highly valued in other Asian countries, at least the one that its
elite can access. So much so, that a nation renowned for its education like Japan has set its
eyes on the achievements of the second most populous country in the world. "Two-year-olds
are taught to count to 20, three-year-olds are taught computer skills, and five-year-olds learn to
multiply, verbally solve math problems, and write one-page essays in English—skills that most
of Japanese schools do not teach until at least second grade," as indicated in a New York
Times report called, The Japanese envy Indian schools.

The value of this research process is specifically to raise awareness of the importance of India's
educational system for its population and the world.

The method used is bibliographic, with this we intend to conceptualize, analyze its theoretical
bases, its objectives and purposes, identify its postulates and its contributions to education. We
hope to receive some more suggestions from the course teacher and thus be part of the
research community.

The report is prepared in three chapters, in paragraphs of opinion and argument. We want to
thank the course teacher and the postgraduate colleagues who will lead to improvements in this
research work.

The authors.

Content
Content...............................................................................................................................................................
PROBLEM STATEMENT........................................................................................................................................
 1.1.- Characterization of the problem.............................................................................................................
1.2.- Formulation of the problem....................................................................................................................
1.3.- Objectives...............................................................................................................................................
1.3.1.- General objective:....................................................................................................................6
1.3.2.- Specific objectives....................................................................................................................7
1.4.- Justification:............................................................................................................................................
CHAPTER II..........................................................................................................................................................
II. THEORETICAL FRAMEWORK............................................................................................................................
2.1.- Background:............................................................................................................................................
2.2.- Theoretical bases....................................................................................................................................
2.2.1.- Epistemological bases.............................................................................................................10
2.2.2. Concepts about Education......................................................................................................10
Historical justification of Indian education system............................................................................11
Etymology..........................................................................................................................................12
History of India..................................................................................................................................13
Government and politics...................................................................................................................14
Foreign Relations and Armed Forces.................................................................................................18
Territorial organization......................................................................................................................19
Geography.........................................................................................................................................20
Flora and fauna..................................................................................................................................22
Economy............................................................................................................................................23
Demography......................................................................................................................................24
Sport..................................................................................................................................................28
Fundamentals of the Indian Education System.................................................................................29
Education rights.................................................................................................................................30
Central University:........................................................................................................................................
State University:............................................................................................................................................
Private university:.........................................................................................................................................
Institution Of National Importance:..............................................................................................................
Institution Under Law State Legislature:.......................................................................................................
Linguistic politic.............................................................................................................................................
Language in India..........................................................................................................................................
Twenty-two languages of India:....................................................................................................................
Implications for teacher training of children's right to freedom and the compulsory education law of
2009..............................................................................................................................................................
Reforms in the Regulatory Framework.........................................................................................................
2.3.- Hypothesis............................................................................................................................................
2.4.- Variable.................................................................................................................................................
CHAPTER III.......................................................................................................................................................
METHOD...........................................................................................................................................................
3.1.- Type......................................................................................................................................................
3.2.-Level.......................................................................................................................................................
 3.4.- Method.................................................................................................................................................
3.5.- Techniques and instruments.................................................................................................................
3.6.- Population:............................................................................................................................................
3.7.- Sample:.................................................................................................................................................
3.8.- Analysis and discussion of results.........................................................................................................
3.9.- Conclusions...........................................................................................................................................
Bibliography......................................................................................................................................................
Annexes............................................................................................................................................................

CHAPTER I

PROBLEM STATEMENT

1.1.- Characterization of the problem

India has been a major place of learning for thousands of years, dating back to the ancient
times of learning posts like Nalanda. In modern times, in India educational institutions (like IITs,
IISc, IIM, NITs, AIIMS, ISI, JU, BITS, and JIS) are highly renowned.
India has proposed educational challenges and initiatives; One of the main concepts in primary
education is to achieve 100% literacy. Universal and compulsory primary education, with its
problems of keeping poor children in school and maintaining the quality of education in rural
areas, has been difficult to achieve; Kerala is the only Indian state to reach this goal. Until now.
All levels of education in India, from primary to secondary, are supervised by the Ministry of
Human Resource Development (Department of Higher Education (India) and Department of
School Education and Literacy), and heavily subsidized by the Government of India though
there is a move to make higher education partially self-financing. The Indian Government is
studying the possibility of allowing 100% foreign direct investment in Higher Education and has
contributed to improvements within it.
The total adult literacy rate, 2005-2008 is 63% The net primary school enrollment/attendance
rate, 2005-2015 is 83%
The Indian government places main emphasis on primary education up to the age of fourteen
(known as Indian primary education).

1.2.- Formulation of the problem

What is the education system in India like?

1.3.- Objectives

1.3.1.- General objective:

 Know the educational system of India.
1.3.2.- Specific objectives.

 Locate the bibliographical sources of the Indian educational system.

 Check the bibliographical sources of the Indian educational system
 Systematize information and explain the educational system of India.

1.4.- Justification:

This research was carried out because the researchers were unaware of the educational
system of India. Within our training it is important to know the education that is taught in
different parts of the world because this will allow us to have a broader vision of education
and we will be able to analyze, compare, learn and apply their approaches, methods,
strategies from other educational systems. , evaluation techniques and instruments. For the
researchers it meant expanding our knowledge about the Indian educational system,
understanding the complexity of education in this country.

Carrying out bibliographic research of this type is very important, since it will serve as a
source for future research by education students at UNCP and other higher institutions.

CHAPTER II

II. THEORETICAL FRAMEWORK

2.1.- Background:

Frene ( 2012 ) in his class thesis, Consciousness and control - South African Indians discusses
that it was not originally foreseen for the education of Indians. Reverend Stott of the Wesleyan
Mission established a school for Indian workers in 1868 and four years later informed the
Education Commission that it was necessary to educate the estate hands as well. In 1894,
Gandhi was the one who most insisted on the formation of the Association for Indian Natal
Education for the benefit of young Indians.
Kumar (2012) in his work “ Assessment in Education in India ” deals with the evaluation of
education in India, the document offers an overview of Evaluation. Assessment refers to the
collection of information about students' learning progress using a variety of procedures, and
Evaluation refers to making judgments on the basis of the information collected. On the other
hand enrollment rates in India are now almost universal. However, although progress,
attendance and retention rates are not close, universal secondary enrollment rates and learning
achievement levels are not satisfactory.

Val (2010) investigated female education in India during the colonial era in which she concludes
that the female education system in India is a legacy of British colonialism put into operation by
missionaries and by Indian reformist groups in the mid- of the 19th century. The missionaries
tried to propagate the Christian religion through education and the reformists advocated for an
education following the Indian traditions of respect and submission, where spirituality and
sensitivity not only differentiated Indian women from those who were not, but also women from
the upper castes of other castes who could not access formal education.

Nehru (2004) argued that India should embrace modernity without forgetting traditional wisdom
and believed that India needed to appropriate the achievements of the human race. Science
represented the most important Western achievement: “The scientific approach and
temperament is, or should be, a way of living, a process of thought, a method of acting and
associating with other men” had a modern scientific mind and believed in the value of science to
reform people, placed special emphasis on efficient training in skills and knowledge combined
with the enrichment of men and women in wisdom and humanism

Miller (2007) investigated the determinants of parental attitudes towards girls' education in rural
India. This thesis presents an empirical analysis of the determinants of parents' attitudes
towards girls' education. It is found that no parental education variables are important indicators
of a household affirming the importance of educating a girl. The main determining factors are
ownership of a small amount of land, the number of rooms in the house, whether girls are
enrolled in school, and the belief that education is important for girls' marriage prospects.
Meanwhile, ownership of at least one goat is a detractor from girls' education. These results
demonstrate that income and substitution effects are not involved in household decisions of
education allocation among children. They also demonstrate the importance of the relationship
between education and marriage for girls in rural India. Policy implications drawn from this study
could include continued support for programs that offset the costs of schooling for rural families,
and that account for the opportunity costs of girls attending school.

Navalón (2007) in his article, Indian Educational Revolution, published in the magazine of the
Autonomous University of Mexico, points out that India has capitalized on the global rise of new
technologies and the quality of its technical and scientific Higher Education system is
internationally recognized. which is comparable to that of the most advanced Western countries
and that to achieve this, it is necessary to convert education for all into a true country project
and is currently a model of a true educational revolution.

2.2.- Theoretical bases

The “good society”

In his aspirations for a “good society,” Krishnamurti gave great importance to the relationship of
the individual with society and the responsibility of each person in the advent of that society.
“good society”: “You are the repository of all humanity. You are the world and the world is you.
And if a radical change occurs in the very structure of the psyche of an individual, that change
will affect the entire consciousness of humanity” (Krishnamurti, 1993, pp. 133-134).
In his desire to promote this, Krishnamurti gave proof throughout his life of a constant moral
concern for the “good” society:
We are interested in a different way of life [...] a good society. The one who speaks to you is
interested in achieving a good society, in which order, peace, security, some form of happiness
reign, and that surpasses all of this in its search for something that is immeasurable. We have to
achieve [...] a society that is essentially good [...] without violence, without the contradictions of
so many dogmas, beliefs, rites, gods, without national economic divisions (Krishnamurti, Ojai,
1979, cited by Herzberger and Herzberger , 1998).

It is clear that in this type of society there would be no place for divisions by caste, class,
language or region. The importance that Krishnamurti gives to “goodness” as the cornerstone of
this new society is his starting point to demand a society without contradictions or dichotomies
of any kind. A society without “national economic divisions” undoubtedly implies a classless
society and this aspect of Krishnamurti's thought highlights his obvious interest in ending the
economic and social inequalities derived from material power. Now, according to Krishnamurti,
none of this would be possible without an internal renewal or transformation.
 Krishnamurti's discontent with the current world order came from his understanding of the
human condition, which does not allow the individual to be truly happy. It is in this context that
Krishnamurti's commitment to education is revealed in all its fullness: his interest in relationship
between education and society in relation to the transformative power of the former. This aspect
of Krishnamurti's teaching is the touchstone of his theories on education and can represent a
significant contribution to the formulation of an intelligent policy that aspires to change through
“good” education.

2.2.1.- Epistemological bases

Education:

Etymology: from the Latin educere which means to extract, take out and educare, which
means to guide, lead.
Systematic presentation of facts, ideas, skills and techniques to students.
The concept of education covers three very important aspects: necessity, universality
and complexity.

 Educability: Ability to receive education

 Educativity: Ability to educate others

 Self-education: When the person educates himself

2.2.2. Concepts about Education

According to Sarramona (1989) the term education is commonly used in everyday life because
it affects everyone in some way. It indicates that everyone would dare to give a definition of
education, although there are different ways of conceiving it, and even more so of carrying it
out, the common denominator is the idea of improvement, linked to an ideal vision of man and
society. Education, says the author, appears precisely as an enabler of human ideals.

According to Villavicencio; Education is the “action that is exercised on man to transfer,

identical, modified or revolutionized, a certain conception of the world, the system of life of that
conception, which includes the use of material and spiritual means to live within it. ; and training
for the performance of a function or job in that system” (Villavicencio: 2010; 22)
According to Álvaro Villavicencio; Education is the “unavoidable driving process of the well-
being of people.” (Villavicencio; 2010;15)

According to the current education law No. 28044; Education “has as its fundamental purpose
the integral formation of the human person in its immanent and transcendent projections, an
unavoidable driving process of the well-being of people.” (Villavicencio;2010;24)

Redden and Ryan, refers; Education is the “deliberate and systematic influence exerted by the
mature person on the immature person through the introduction…”(Villavicencio;2010;25)
TO. Ponce states; Education is the “procedure by which the dominant classes prepare in the
mentality and behavior of children the fundamental conditions of their own existence”
(Villavicencio;2010;25)

For Rossi; Education is “…consists of the prediction, transmission, acquisition, construction and
generation of a set of models and patterns of conduct and social loyalties…” (Villavicencio;
2010; 25)

Historical justification of Indian education system

India, that is what the Greeks called the peninsula in the time of Alexander the Great when
they invaded this region and discovered that it was crossed by a river, Indus (sindhu in
Sanskrit). India is bordered by the Indian Ocean to the south, the Arabian Sea to the west, and
the Bay of Bengal to the east, along a coastline of more than 7,517 kilometers . 8 India also
borders Pakistan to the west; to the north with China , Nepal and Bhutan and to the east with
Bangladesh and Burma . Additionally, India is located near the islands of Sri Lanka , Maldives
and Indonesia . Its capital is New Delhi and its most populated city is Bombay .
Egyptians, Sumerians, Dravidians, Aryans, Huns, Mughals, Arabs and British are some of the
peoples who inhabited this Asian region, a crossing point for trade routes that connected with
the Far East. A mixture of all these influences gives rise to the ethnic diversity and complex
cultural wealth that India enjoys.

India, officially the Republic of India, is a country located in South Asia . It is the second most
populous country in the world after the People's Republic of China with its more than 1.24 billion
inhabitants. Its surface area is 3.3 million km² , which is the seventh largest country ; it could
well be considered a continent due to its territorial extension. The main economic activity is
agriculture (cultivation of rice, millet, coffee, tobacco, tea, corn, barley, opium or sugar cane)
although its livestock herd is also notable, with the largest number of cattle in the world
(although without that they can be sacrificed and eaten, since for religious reasons cows are
sacred) .
On the other hand, it is a country that in recent years has experienced spectacular economic
growth due to technological advances: it is the leader in computer production behind the United
States and space and atomic engineering is valued worldwide.

The Indian people are extremely religious , faith permeates everything in an unfathomable
melting pot of religions. Arabs, Sikhs, Hindus, Buddhists, Christians... live together in a chaotic
environment but in which there is an order, the social order. Social classes, castes , stratify an
organization chart as established by Hinduism and this system is accepted and is the axis on
which the daily life of any Indian revolves.

The Western traveler usually needs time to assimilate everything that happens in India.
Everything is contrasts : spicy food, strong or very sweet smells, large imperial palaces,
pollution, all kinds of oriental luxuries, chaotic traffic in contrast with the tranquility of religious
temples and Ayurveda philosophy, extreme poverty, society too many impressions for which
Without a doubt, you have to be prepared

Four of the world's major religions, Hinduism , Buddhism , Jainism and Sikhism, originated
there, while other religions such as Zoroastrianism , Judaism , Christianity and Islam arrived
during the 1st millennium , shaping various cultures of the region. Gradually annexed by the
British East India Company from the early 18th century and colonized by the United Kingdom
from the mid -19th century , India became an independent nation in 1947 , following a struggle
for independence that was marked by a movement of non-violence .

India is a republic consisting of 29 states and seven union territories, with a system of
parliamentary democracy . It has the 11th largest economy in the world in nominal terms, as
well as having the fourth largest GDP in the world in terms of purchasing power parity . The
economic reforms of 1991 have transformed it into one of the fastest growing economies;
However, it still suffers from problems such as high levels of poverty , illiteracy , pandemics and
malnutrition . In addition to a religiously plural , multilingual and multiethnic society, India is also
home to diverse flora and fauna in different protected habitats.
In addition, India is one of the nine nuclear countries, not a signatory of the Nuclear Non-
Proliferation Treaty, since, under its current terms, it would not allow it to maintain its atomic
weapons.

Etymology

The name India derives from the word Indus, which comes from the Persian word Hindu, from
the Sanskrit Sindhu, the historical local name for the Indus River . The ancient Greeks referred
to the Indians as Indoi (Ινδοί), the people of the Indus. The Constitution of India and several
languages spoken in the country also recognize Bharat (pronounced [ˈbʱɑːrʌt̪ ]) as the official
name of the State. Bharat derives from the name of the legendary king of Hindu mythology
Bharata . Hindustan , originally a Persian word for the "Land of the Hindus", refers to northern
India but is sometimes also used as a synonym for all of India.

History of India

The Stone Age paintings in the Bhimbetka rock shelters in Madhya Pradesh are the oldest
known traces of human life in India. The first permanent human settlements appeared more
than 9,000 years ago and little by little developed into what is now known as the Indus Valley
culture , which flourished around 3300 BC. C., in the west of the current territory of India. After
his fall, a Vedic period began, which laid the foundations of Hinduism and other cultural aspects
of early Indian society, a period that ended in 500 BC. c. Around the year 550 BC. C., many
independent kingdoms and other states known as " majayanapadas " were established
throughout the country.

The Brihadeeswarar temple , built by the Chola Empire during the 11th and 12th centuries.
In the 3rd century BC. C., most of South Asia was conquered by Chandragupta Maurya to join
the Mauryan Empire , which flourished under the command of Asoka the Great . Since the 3rd
century AD. C., the Gupta dynasty led the empire to a period of prosperity known as the ancient
"Golden Age of India." On the other hand, the Chalukia , Chola and Viyaia Nagara empires
developed in the southern part of India. Science, technological advances, engineering, art, logic,
languages, literary works, mathematics, astronomy, religion and philosophy had a period of
prosperity and development under the patronage of these kings.

Following invasions from Central Asia between the 10th and 12th centuries, much of northern
India fell under the rule of the Delhi Sultanate and later the Mongol Empire . Under the reign of
Akbar the Great , India enjoyed extensive cultural and economic progress, as well as a time of
religious harmony. Gradually, the Mongol emperors expanded their empires to cover much of
the subcontinent. However, the dominant power in northeastern India was the Ahom kingdom of
Assam , one of the few to resist Mongol domination. During the 14th century, the first major
threat to Mongol imperial power came from the Rajput king Maha Rana Pratap of Mewar , and
later from a Hindu state known as the Maratha Empire (or Maratha Confederacy), which in the
18th century dominated much of the territory of India.

Since the 16th century, several European powers, such as Portugal , including its unification
with Spain for 60 years, the Netherlands , France and the United Kingdom , established trading
posts and later took advantage of internal conflicts to found colonies in the country. By 1845,
the entirety of India was under the control of the British East India Company . In 1857, a
nationwide insurrection by military units and rebel kingdoms, known as the " First Indian War of
Independence " or the "Sepoy Mutiny", seriously challenged the company's control, although
they were ultimately defeated. As a result of the instability, India was placed under the direct
control of the British Crown .
In the 20th century, a nationwide struggle for independence was encouraged by the Indian
National Congress and other political organizations. The Indian leader Mahatma Gandhi rallied
millions of people in several national campaigns of civil disobedience under a policy of
nonviolence .

On August 15, 1947 , India gained independence from British rule, at the same time as Muslim-
majority areas separated to form an independent state, Pakistan . On January 26, 1950, India
became a republic , and a new Constitution came into force. Since independence, India has
faced several problems of religious violence , classism , the Naxalite movement , terrorism and
insurgencies from separatist regions , especially in Jammu , Kashmir and northeast India. Since
the 1990s, terrorist attacks have affected many Indian cities. The country has been unable to
resolve territorial disputes with China , which in 1962 led to the Sino-Indian War ; and with
Pakistan, which resulted in several wars in 1947, 1965, 1971 and 1999. India was one of the
founders of the United Nations (as British India) and the Non-Aligned Movement . In 1974, India
conducted an underground nuclear test and in 1998 another five tests, making it a nuclear
state . Since early 1991, major economic reforms have transformed India into one of the fastest
growing economies in the world, increasing its global influence.
Government and politics

The Constitution of India came into force on January 26, 1950, three years after the declaration
of independence. The preamble of the Constitution defines India as a sovereign , socialist ,
secular and democratic republic . India has a bicameral parliament , which is governed under
the Westminster system . Its form of government was traditionally described as "quasi-
federalist" with a strong tendency towards centralization , with the states having weaker power,
but since the late 1990s, federalism has increasingly grown, as a result of the political,
economic and social changes.
The President of India is the head of state and is elected indirectly by an electoral college , for a
five-year term. The prime minister is the head of government and exercises most of the
functions of the executive branch . Appointed by the President, the prime minister is usually a
supporter of the political party or alliance that holds the majority of seats in the lower house of
parliament. The executive branch consists of the president, the vice president and the Council
of Ministers (the cabinet being its Executive Committee), headed by the prime minister. Any
Council minister must be a member of either house of parliament. In the Indian parliamentary
system, the executive branch is subordinate to the legislative branch, the prime minister and his
Council are directly supervised by the lower house of parliament.

The legislative power in India is represented by the bicameral parliament , which consists of the
upper house , called the Rajya Sabha (Council of States) and the lower house called the Lok
Sabha (house of the people). The Rajya Sabha, a permanent body, has 245 members serving
for six-year terms. Most of these are indirectly by state and territory legislatures, through
proportional representation . 543 of the 545 members of the Lok Sabha are directly elected by
popular vote to represent certain social groups for five-year terms. The other two members are
appointed by the president of the Anglo-Indian community .

India has a three-tier unitary judiciary , consisting of the Supreme Court , headed by the Chief
Justice of India, twenty-one high courts , and a large number of trial courts. The Supreme Court
has original jurisdiction over cases involving fundamental human rights and over disputes
between the state and federal governments, as well as jurisdiction over appeals in higher
courts. It is judicially independent, and has the power to declare and approve laws and to repeal
the laws of any state that are perceived as unconstitutional. The role it plays as the best
interpreter of the Constitution is one of the most important functions of the Supreme Court.
Policy

The Parliament of India, in New Delhi .

India is the most populous democracy in the world. For much of the country's independent life,
the federal government has been led by the Indian National Congress (INC). Politics in the
states is dominated by several national parties, including the INC, the Bharatiya Janata Party
(BJP), the Communist Party of India (Marxist) (CPI(M)) and other regional parties. From 1950 to
1990, except for two brief periods, the INC enjoyed a parliamentary majority. The INC fell out of
power between 1977 and 1980, when the Janata Party won the election, due in part to general
discontent with the then Prime Minister Indira Gandhi's declaration of a state of emergency . In
1989, a National Front coalition led by the Janata Dal party, in alliance with a Left Front coalition
won the elections, but managed to stay in power for only two years. In the 1991 elections no
political party won an absolute majority, so the INC formed a minority government under Prime
Minister P. V. Narasimha Rao , who remained in power for five years.

The years between 1996 and 1998 were a period of turmoil in the federal government with
several short-lived alliances attempting to stabilize the country. The BJP briefly formed a
government in 1996, followed by the United Front coalition that excluded both the BJP and the
INC. In 1998, the BJP formed the National Democratic Alliance (NDA) with other smaller parties,
which was victorious and became the first non-Congress government to complete a full five-year
term. In the 2004 general elections, the INC won the majority of seats in the Lok Sabha and
formed a government with a coalition called the United Progressive Alliance (UPA), supported
by various left parties and members of the opposition to the BJP. The UPA again came to power
in the 2009 general election ; However, the representation of left-wing parties within the coalition
was significantly reduced. Manmohan Singh became the first prime minister to be re-elected
after completing a full five-year term since the 1962 elections, in which Jawaharlal Nehru was
re-elected to office.

Political parties

The main political forces in the country are the Congress Party and the BJP (Bharatiya Janata
Party), which are the only ones in a position, today, to win general elections in a country as
diverse as India. However, since the 90s of the last century, they no longer win them alone - as
the Congress of Nehru, Indira and Rajiv used to - but they are forced to make alliances with the
minority parties (in total there are about 30 with parliamentary representation), mostly with
electoral bases linked to a region or a caste, whose power of convocation has been increasing
(in fact, they already account for the majority of the seats), and whose leaders often have an
important weight in the national political life.

Congress Party: It has been the dominant force in the Indian political scene since before
independence, and has ruled the country for most of the time after independence. With the
vocation of a mass populist party, its ideology was originally inspired by Fabian socialism of
English origin, markedly statist, but it resolutely embraced the free market in the wake of the
1991 crisis, when the then Minister of Finance, Manmohan Singh, With the unconditional
support of Prime Minister Rao, he rescued the country from a serious economic crisis through a
classic stabilization plan, which marked the start of the process of economic opening and the
progressive liberalization of the markets. He currently governs, among others, in the states of
Maharashtra, Andhra Pradesh, Delhi and, in the shadow of the Trinamool Congress, in West
Bengal.

Bharatiya Janata Party (BJP): literally “party of the Indian people”, it is the second major party,
founded in 1980, but whose origins date back to 1951. Its ideology is based on Indian
nationalism, but controversially seeking its hallmarks in Hinduism (the majority and oldest
confession). With a socially conservative tendency and favorable to the market economy, it
successfully continued the economic reforms initiated by the Congress Party when it lost power
in 1998, under the leadership of Vajpayee - who retired from politics in 2004 due to his poor
health. which managed to give the party a more modern and open image. In his absence, his
ideological and political links with the Rashtriya Swayamsevak Sangh (RSS, National Patriotic
Organization), a Hindu “fundamentalist” organization, whose ideology is at odds with the
secularism historically advocated by the Congress Party, come to the fore again, and enshrined
even by the Indian Constitution of 1949. It governs, among others, the states of Karnataka,
Gujarat and, in the shadow of the Janata Dal (United), Bihar.
Samajwadi Party: founded in 1992, its president since then is Mulayam Singh Yadav, who had
previously been head of the government (Chief Minister) of the state of Uttar Pradesh (1993-
95), and Minister of Defense (1996-1998). Its motto is “equality and prosperity for all.” He is in
favor of democratic socialism, support for agriculture and SMEs, and against the uncontrolled
entry of the 7 multinationals in India. With 23 seats won in the 2009 elections, it is the largest of
the small parties, and also the largest of those officially classified as “regional” (parties
recognized in less than four states by the respected and effective Electoral Commission). His
victory in the 2012 regional elections has given him greater weight to negotiate with the UPA.
Communist Parties: they are the Communist Party of India (CPI-Marxist) and, with less strength
today, the Communist Party of India (CPI). They systematically attend federal and state
elections together as the Left Front and have until recently had a relatively important force in
India, having governed for a long time in the states of West Bengal and Kerala, whose elections
they however lost at the end of 2010. They were allies of the UPA in its first government, until
July 2008, but their strong opposition to the signing of the nuclear agreement with the US led
them to abandon the coalition to lead a new one (the Third Front), which had a discreet result in
the elections. elections (80 seats), with a particularly poor contribution from the two communist
parties (22 seats). They oppose economic liberalization, and, although theorists support
industrialization, they have rather hindered it when they have governed. Bahujan Samaj Party
(BSP): which governed Uttar Pradesh until 2012, the most populous state in India (200 million
inhabitants). Although it was created to demand the rights of the Dalits (former untouchables)
and is a national party, it has not managed to take off outside its state of origin. The poor results
of the general elections, in which with 21 votes it was nevertheless the second most voted party
of the Third Front, were a serious wake-up call for its undisputed leader and head of the state
government, Mayawati, who shortly before came to power. dream of becoming head of
government of the nation.

Janata Dal (United): currently, with 20 seats, it is the second party in the conservative alliance
NDA (National Democratic Alliance), led by the BJP, and also the second of the “regional”
parties. Its main electoral base is the state of Bihar, the third state in population (104 million)
and one of the poorest in India, whose government is presided over by the current leader of the
party: Nitish Kumar. The pragmatic development model that he advocates, with emphasis on
results and the real needs of the population, regardless of the caste or religious identities that
he advocates, has been endorsed by his overwhelming re-election in 2010. Trinamool
Congress: Closely linked to its founder and president, the populist and dynamic Mamata
Banerjee, it contributed 19 seats (all in West Bengal) to the UPA's electoral victory in 2009. His
prize was the important Ministry of Railways, a way station towards the resounding electoral
victory (April-May 2011) in the also important state of West Bengal (93 million), whose
government he now presides over, after displacing the Communist Party from power after 34
years of having exercised it uninterruptedly. Its two greatest challenges are the economic and
industrial revitalization of a once thriving state, and the neutralization of the Naxalite guerrilla.

Foreign Relations and Armed Forces

The Sukhoi Su-30MKI "Flanker" is the most advanced aircraft of the Indian Air Force.
Since its independence in 1947, India has maintained cordial relations with most nations. He
had a prominent role in the 1950s, when he was in favor of the independence of European
colonies in Africa and Asia. India was involved in two brief military interventions in two
neighboring countries: the Indian Peacekeeping Force in Sri Lanka and in Operation Cactus in
the Maldives . India is a member of the Commonwealth of Nations and a founding member of
the Non-Aligned Movement . After the Sino-Indian War and the Indo-Pakistani War of 1965 ,
relations between India and the Soviet Union declined, and continued this way until the end of
the Cold War . India has fought two wars with Pakistan over the Kashmir dispute . A third war
between India and Pakistan in 1971 led to the creation of Bangladesh (then East Pakistan ).
Additional friction and conflicts have taken place between the two nations over the Siachen
Glacier. In 1999, India and Pakistan fought an undeclared war in Kargil .

In recent years, India has played an influential role in the South Asian Association for Regional
Cooperation (SAARC) and in the World Trade Organization (WTO) India has provided around
55,000 Indian military and Indian police personnel to serve in 35 UN peacekeeping operations
across four continents. Despite criticism and military sanctions, India has consistently refused to
sign the Comprehensive Nuclear Test Ban Treaty (CTBT) and the Nuclear Non-Proliferation
Treaty (NPT), preferring to maintain sovereignty over its nuclear program. . Recent openings by
the Indian government have strengthened relations with the United States , China and
Pakistan . In the economic sphere, India has close relations with other developing nations in
South America , Asia and Africa .
India maintains the world's third largest military force , consisting of the army , navy , 26 air
force and auxiliary forces such as paramilitary forces, coast guard and strategic force command,
has an active personnel of 1,325,000 soldiers and an active reserve of 1,747,000, in total its
armed forces have a number of 3,072,000 soldiers. The President of India is the Supreme
Commander of the armed forces. India maintains close defense cooperation with Russia and
France , which are its main weapons suppliers. India's Defense Research and Development
Organization (DRDO) oversees India's development of sophisticated weapons and military
equipment, including ballistic missiles , fighter jets and tanks , to reduce India's dependence on
foreign imports. In 1974, India became a nuclear power , after conducting an initial nuclear test,
Operation Smiling Buddha , and subsequently several underground tests in 1998. India
maintains a "no first use" nuclear policy. On October 10, 2008, the Indo-US Civil Nuclear
Agreement was signed, ending restrictions on trade in nuclear technology, making India the de
facto sixth largest nuclear power country in the world. .
Territorial organization

The Republic of India consists of 29 states and 7 Union Territories . All states and the two Union
Territories of Pondicherry and the National Capital Territory of Delhi choose the pattern of their
legislatures and governments through the Westminster model. The other five Union Territories
are governed directly by the federal government, through various appointed administrators. In
1956, under the States Reorganization Act, the territory of India was divided based on linguistic
aspects. Since then, this structure has remained virtually unchanged. Each state or Union
Territory is divided into administrative districts . The districts are further divided into tehsils and
finally into villages.
India is divided into: The 29 states and 7 territories of India.

29 states

1. Andhra Pradesh
16. Manipur
2. Arunachal Pradesh
17. Meghalaya
3. Assam
18. Mizoran
4. Bihar
19. Nagaland
5. Chhattisgarh
20. Orissa
6. goa
21. Punjab
7. gujarat
22. Rajasthan 30.
8. Haryana
23. Sikkim
9. Himachal Pradesh
24. Tamilnadu
10. Jammu and Kashmir
25. Telangana
11. Jharkhand
26. Tripura
12. Karnataka
27. Uttar Pradesh
13. Kerala
28. Uttaranchal
14. Madhya Pradesh
29. West Bengal
15. Maharastra

Union Territories (6)

TO. Andaman and Nicobar Islands

b. chandigarh
c. Dadra and Nagar Haveli
d. Daman and Diu
AND. Laccadives
g. Pondicherry

national capital territory

F. Delhi

Geography
India occupies most of the Indian subcontinent, which lies on top of the Indian tectonic plate , a
minor plate within the Indo-Australian plate .
The geological processes that defined the current geographic location of India began seventy-
five million years ago, when the Indian subcontinent, and then part of the supercontinent
Gondwana , began to move northeastward, through what subsequently became would become
the Indian Ocean. The subsequent collision of the subcontinent with the Eurasian plate and
subduction beneath it, gave rise to the Himalayas , the highest mountain system on the planet,
which is now the border of India in the north and northwest. On the ancient seafloor that
emerged immediately south of the Himalayas, plate movement created a large depression ,
which was gradually filled with sediments spread by rivers, 77 and which currently constitutes
the Indo-Gangetic Plain . To the west of this plain, and separated from it by the Aravalli range,
lies the Thar Desert .
The original Indian Plate now survives as Peninsular India, the oldest and most geologically
stable part of India, extending as far north as the Satpura and Vindhya ranges in central India.
These parallel mountain ranges run from the Arabian Sea coast in the state of Gujarat , to the
coal-rich plateau of Chota Nagpur in the state of Jharkhand . To the south, the remaining
peninsular territory, the Deccan Plateau, is flanked on the left and right by two coastal ranges,
the Western and Eastern Ghats ; The plateau contains the oldest rock formations in India, some
more than a billion years old. The extreme points of India are located at 6° 44' and 35° 30' north
latitude note 2 and 68° 7' and 97° 25' east longitude.

The coastline of India is 7,517 kilometers long; Of this distance, 5,423 kilometers belong to
peninsular India and 2,094 kilometers to the Andaman, Nicobar and Laccadive Islands.
According to Indian naval hydrographic charts, the mainland coast consists of: 43% sandy
beaches , 11% rocky coasts, including cliffs , and 46% mudflats or marshy coasts.

The Himalayas form the mountainous landscape of northern India, in the mountain range in the
state of Uttarakhand . Major rivers that flow substantially through India originate in the
Himalayas, and include the Ganges and the Brahmaputra , which flow into the Bay of Bengal .
Among the most important tributaries of the Ganges are the Yamuna and the Kosi , whose
extremely low gradient causes catastrophic flooding each year. The most important peninsular
rivers whose steeper slopes prevent flooding are the Godavari , the Mahanadi , the Kaveri and
the Krishná , which also flow into the Bay of Bengal; and the Narmada and the Tapti , which flow
into the Arabian Sea. Furthermore, on the west coast of India there are also the swamps of the
Rann of Kutch , while on the east side of the country there is the Sundarbans delta, which India
shares with Bangladesh. 86 Additionally, India has two archipelagos: the Laccadives , coral
atolls on the southwestern coast of India, and the Andaman and Nicobar Islands , a chain of
volcanic islands in the Andaman Sea .

The climate of India is strongly influenced by the Himalayas and the Thar Desert , which favor
the development of the monsoons . The Himalayas prevent the entry of cold katabatic winds
from Central Asia, keeping most of the Indian subcontinent warmer than most locations located
at similar latitudes. The Thar Desert plays a crucial role in attracting moisture-laden monsoon
winds from the southwest, which between June and October, provide the majority of the
country's rainfall. 88 The four main climatic zones that predominate in India are: humid tropical ,
dry tropical , humid subtropical and montane .

Flora and fauna

The Indian peacock , the Bengal tiger and the lotus flower are some of the national symbols of
India.
The territory of India is located within the Indo-Malay ecozone , which is why it presents a great
example of biodiversity . As one of the seventeen Megadiverse Countries , it is home to 7.6% of
all mammals , 12.6% of all birds , 6.2% of all reptiles , 4.4% of all amphibians , 11.7% of all fish
and 6% of phanerogams existing in the world. 92 Extremely high levels of endemism exist in
many of the country's ecoregions ; Overall, 33% of India's plant species are endemic.

Forest cover in India ranges from the rainforests of the Andaman Islands, the Western Ghats
and northeastern India, to the coniferous forests of the Himalayas. Between these extremes are
the humid deciduous forest of eastern India; the dry deciduous forest of central and southern
India; and the xeric forest of the central Deccan and the western Gangetic plain. 95 According
to the latest report, less than 12% of India's landmass is covered by dense forests. 96 Among
the most important trees in India is the medicinal neem , widely used in rural areas for herbalism
and the preparation of home remedies. The pipal fig tree , shown on the Mohenjo-daro seals,
was the tree where, according to tradition, Buddha found enlightenment .

Many Indian species are descendants of taxa originating from Gondwana , from which the
Indian plate emerged. The plate's subsequent movement towards present-day peninsular India
and collision with the Laurasia landmass, began a massive exchange of species. However,
volcanism and climate changes 20 million years ago caused the extinction of many species
endemic to India. Thereafter, several mammals entered India from Asia through two
zoogeographic passes on either side of the emerging Himalayas. Consequently, among Indian
species, only 12.6% of mammals and 4.5% of birds are endemic, contrasting with 45.8% of
reptiles and 55.8% of endemic amphibians. Among the most notable endemic species are the
Nilgiri leaf monkey and the brown and carmine toad of the Western Ghats. Additionally, there
are 172, or 2.9%, threatened species in India. These include the Asiatic lion , the Bengal tiger
and the Bengal vulture , which nearly became extinct after ingesting the carrion of cattle treated
with diclofenac .

In recent decades, human encroachments have created a threat to India's wildlife, in response
the system of national parks and protected areas , first established in 1935, was greatly
expanded. In 1972, the Indian government enacted the Wildlife Protection Act and Project Tiger,
to protect the crucial habitat of these animals; Furthermore, in 1980, the Forest Conservation
Law was enacted. Along with more than five hundred wildlife sanctuaries, there are thirteen
Biosphere Reserves in India, four of which are part of the World Network of Biosphere Reserves
; In addition, 25 wetlands are registered under the Ramsar convention .

Economy

Bombay Stock Exchange building, main indicator of the Indian economy.

From the 1950s to the 1980s, India's economy had followed socialist trends. It was in 1991
when the national economy became a market economy . This change in economic policy in
1991 occurred shortly after an acute crisis in the balance of payments , so since then emphasis
was placed on making foreign trade and foreign investment a primary sector of the Indian
economy.
Over the last few decades the Indian economy has had an annual GDP growth rate of around
5.8%, making it one of the fastest growing global economies. Additionally, India has the largest
workforce in the world, with just over 516.3 million people. In terms of production, the
agricultural sector represents 28% of GDP; the service sector and industry represent 54% and
18%, respectively. The main agricultural and livestock products include rice, wheat, oilseeds,
cotton, jute, tea, sugarcane, potatoes, water buffaloes, sheep, goats, poultry and fish. The main
industries are textile, chemicals, food processing, steel, transportation equipment, cement,
mining, petroleum, machinery and software trading. By 2006, India's trade had reached a
relatively moderate share of 24% of GDP in 2006, growing by about 6% since 1985. India's
trade accounts for just over 1% of global trade. The main exports include petroleum derivatives,
some textile products, precious stones, software, engineering goods, chemicals and skins and
hides. Among the main imports are crude oil, machinery, jewelry, fertilizers and some
chemicals.
India's GDP is $1.237 trillion, making it the 12th largest economy in the world or the fourth
largest in terms of purchasing power parity . However, India's nominal per capita income is
US$1,016, ranking 143rd in the world . In the late 2000s, India's average economic growth was
7.5% a year, although it is thought to double that rate in the next decade.
Despite its impressive economic growth in recent decades, India still contains the highest
concentration of poor people in the world and has a high rate of malnutrition among children
under three years of age (46% in 2007). people who live below the World Bank 's international
poverty line , of 1.25 dollars a day, ( PPP , in nominal terms Rp. 21.6 per day in urban areas
and Rp. 14.3 in rural areas) decreased from 60% in 1981 to 42% in 2005. Even though India
has avoided famine in recent decades, half of its children are underweight than the global
average, one of the highest rates in the world and almost double the rate in sub-Saharan
Africa .

A 2007 Goldman Sachs report projects that "from 2007 to 2020, India's GDP per capita will
quadruple," and that India's GDP will surpass that of the United States before 2050, but that
India "will remain a low-income country for several decades, with per capita income well below
its other BRIC peers." Although in the last two decades the Indian economy has increased
constantly, this growth has occurred unevenly, especially if the quality of life is compared in
different social and economic groups, in various geographical regions and in the areas rural and
urban. The World Bank states that the most important priorities for the Indian government
should be public sector reform, infrastructure construction, agricultural and rural development,
elimination of labor standards, reforms in lagging states and fighting against HIV / AIDS and
Tuberculosis .

Demography

With a population estimated at more than 1.16 billion, India is the second most populous country
in the world. The last fifty years have seen a rapid increase in urban population due in large part
to medical advances and the massive increase in agricultural productivity due to the green
revolution . According to the World Health Organization, more than 900,000 Hindus die each
year due to pollution in India and water contamination. India's urban population increased
eleven-fold during the 20th century and is increasingly concentrated in large cities. In 2001 there
were 35 cities with more than one million inhabitants, while the three largest cities ( Mumbai ,
Delhi and Calcutta ), had more than ten million inhabitants each. However, in that same year
more than 70% of India's population resided in rural areas.
India has also suffered the effects of emigration. Many Hindu citizens have left for more
developed countries to seek better living conditions, while British colonizers have used Hindu
workers to repopulate other colonies of the British Empire . In countries such as the United
States , Canada , Mauritius , Fiji , Trinidad and Tobago and, above all, the United Kingdom ,
there are numerous Hindu communities, which in cities such as New York or London are even
grouped in specific neighborhoods.
India is the second geographical entity with the greatest cultural, linguistic and genetic diversity
in the world, after the African continent. India is home to two large language families : Indo-
Aryan (spoken by approximately 74% of the population) and Dravidian (spoken by
approximately 24%). Other languages spoken in India come from the Austroasiatic and Tibeto-
Burman language families. Hindi has the largest number of speakers and is the official language
of the republic. English is widely used in business and administration and has the status of a
"subsidiary official language;" It is also important in education , especially as a means to higher
learning. In addition, each state and union territory has its own official languages, and the
Constitution also recognizes as official 21 other languages that are either spoken by a
significant section of the population or are part of the Indian historical heritage and are called
"classical languages." While Sanskrit and Tamil have been considered "classical languages" for
many years, the Indian government has also granted "classical language" status to Kannada
and Telugu using its own criteria. The number of dialects in India reaches more than 1,652.

Religion in India 127

Percentag
Religion
e

Hinduism 80.5 %

Islamism 13.4 %

Christianity 2.3 %

Sikhism 1.9 %

Buddhism 0.8 %

Jainism 0.4 %
 Others 0.6 %

More than 800 million Indians (80.5% of the population) are Hindu . Other religious groups with
a presence in the country are: Muslims (13.4%), Christians (2.3%), Sikhs (1.9%), Buddhists
(0.8%), Jains (0.4% ), Jews , Zoroastrians , Baha'is and others. Adivasis constitute 8.1% of the
population. 128 India has the third largest Muslim population in the world and has the largest
population of Muslims for a non-Muslim majority country.
India's literacy rate is 64.8% (53.7% in women and 75.3% in men). The state of Kerala has the
highest literacy rate at 91%, while Bihar has the lowest at just 47%. The sex ratio in India is 944
women for every 1000 men. The average age is 24.9 years, while the demographic growth rate
is 1.38% annually: each year there are 22.01 births per 1,000 people. According to the World
Health Organization , 900,000 Indians die every year from drinking bad water and inhaling
polluted air. Malaria is endemic in India. 132 There are about 60 doctors per 100,000 people in
India.
DEMOGRAPHIC PROFILE Population (2014) 1,236,344,631 inhabitants
Capital New Delhi
Other cities Mumbai, Kolkata, Chennai, Bengaluru
Population growth (2014) 1,25%
Population density (2014) 376.1 inhabitants/km 2
Age Pyramid (2014) 0-14: 28,5%
15-64: 65,7%
>65: 5,8%
Distribution by sex (2014) Men: 51.9%
Women: 48.1%
Ethnic groups Indo-Aryans, Dravidians, Mongoloids
Religion Hindu, Muslim, Christian
Language Indian
Currency Indian rupee

Culture

Indian culture has been forged over several eras of history, with the absorption of different
customs, traditions and ideas. Many cultural practices, languages, customs and monuments are
examples of this mixture during different centuries.
India has seen the birth of religions such as Hinduism, Sikhism, Buddhism and Yainism, with
notable influence not only in India, but also in the rest of the world, with Buddhism being one of
the most pacifist religions today.

Indian culture is marked by a high degree of syncretism and pluralism . Indians have managed
to retain their previously established traditions, while absorbing new customs, traditions and
ideas from invaders and immigrants, while also extending their cultural influence to other parts
of Asia, mainly Indochina and the Far East .

Traditional Indian society is defined by a relatively strict social hierarchy. The Indian caste
system describes social stratification and restrictions in the Indian subcontinent, and defines
social classes by thousands of hereditary endogamous groups, which are often referred to as
jatis or castes . The traditional values of Indian families are highly respected and the
multigenerational and patriarchal family model has been the most common for centuries,
although recently the nuclear family is becoming the model to be followed by the urban
population. An overwhelming majority of Indians have their marriages arranged by their parents
and other respected family members, with the consent of the bride and groom. Marriage is
planned for life, so the divorce rate is extremely low. Childhood marriage is still a common
practice, with half of women in India marrying before the legal age of 18.

Indian cuisine is characterized by a wide variety of regional styles and the sophisticated use of
herbs and spices. Staple foods are made from rice (especially in the south and east) and wheat
(predominantly in the north). Spices such as black pepper , which are now consumed
throughout the world, are originally native to the Indian subcontinent. The pepper , which was
introduced by the Portuguese, is also widely used in Indian cuisine.

Traditional Indian clothing varies in colors and styles depending on the region and depends on
several factors, including the climate. Popular styles of dress include simple garments such as
the sari for women and the dhoti for men; Other garments such as the salwar kameez for
women and kurta - pyjamas , European-style pants and shirts for men are also popular.

Many Indian celebrations have a religious origin, although some are celebrated regardless of
caste or creed. Some of the most popular festivals in the country are: Diwali , Holi , Durga Puja ,
Eid ul-Fitr , Eid al-Adha , Christmas and Vesak . Apart from these, India has three national
holidays : Republic Day , Independence Day and Gandhi Jayanti . Another series of holidays,
varying between nine and twelve days, are officially celebrated in each of the states of the
republic. Religious practices are an integral part of daily life and are a matter of public interest.

Art

The architecture of India also presents great variations at a regional level, in addition to
containing Buddhist, Muslim and European influences. The stupa , open-air pagoda , gopuram
and sikhara are the most common types of Indian architecture. Famous buildings in India, such
as the Taj Mahal , encourage the development of tourism in the country.
Indian music covers a wide range of regional traditions and styles. To a large extent, Indian
classical music encompasses two major genres: Carnatic music , found mainly in the southern
part of the country, and Hindustani classical music , generally developed in the north. The
musical instruments of Indian music can be divided between classical, folk and foreign
instruments.
Like music, Indian dance also has various folk and classical forms. Among the best-known
Indian dances are the bhangra of Punjab, the bihu of Assam, the chhau of West Bengal, the
jharkhand and sambalpuri of Orissa and the ghoomar of Rajasthan. Eight dance forms, many
with narrative and mythological elements, have been recognized with classical dance status by
the Indian National Academy of Music, Dance and Drama. These are: bharata-natiam of the
state of Tamil Nadu, kathak of Uttar Pradesh, kathakali and mohiniyattam of Kerala, kuchipudi
of Andhra Pradesh, manipuri of Manipur, odissi of Orissa and the sattriya of Assam.
Theater in India often incorporates music, dance, and improvised or written dialogue. The plays
are often based on stories drawn from Hindu mythology , but they also deal with more mundane
topics such as epic medieval romance stories and news of recent social and political events.
The Indian film industry is the largest in the world. 152 Bollywood , a neighborhood located in
the city of Bombay where Hindi films and commercials are made, has become the center of the
most prolific film industry in the world, and has recently become equal in importance with that of
Hollywood . Traditional and commercial films are also made in areas where Bengali, Kannada,
Malayalam, Marathi, Tamil and Telugu are official languages.
The earliest works of Indian literature were originally transmitted orally, and centuries later were
compiled in written form. These works include texts from Sanskrit literature – such as the early
Vedas , the epics Majabhárata and Ramaiana , the drama Abhijñanasakuntalam (the
recognition of Sakuntala) and poetry such as the Mahakavya – and texts from Sangam literature
in Tamil . Among the main contemporary Indian writers, Rabindranath Tagore stands out, who
won the Nobel Prize for literature in 1913.

Sport

Officially, India's national sport is field hockey , which is administered by the Hockey Federation
of India. The Indian field hockey team won the 1975 World Championship , as well as claiming
eight gold, one silver and two bronze medals at the Olympic Games . However, the most
popular sport in the country is cricket ; The Indian national cricket team won the 1983 Cricket
World Cup and the 2007 Twenty20 Cricket World Cup, as well as sharing the 2002 ICC
Champions trophy with Sri Lanka . Cricket in India is administered by the Board of Control for
Cricket in India, and domestic competitions include the Ranji Cup, Duleep Cup, Deodhar Cup,
Iran Cup and Challenger Series. Additionally, the Indian Cricket League and the Indian Premier
League organize Twenty20 cricket contests.
Recently, tennis has become more popular, due to Team India's victories in the Davis Cup .
Football is also a very popular sport in Northeast India, West Bengal , Goa and Kerala . 159 The
Indian national football team has won the South Asian Football Federation Cup several times.
Chess , commonly said to have originated in India, has also gained popularity with the increase
in the number of Indian " Grandmasters ". Traditional sports include kabaddi , kho kho and gilli-
danda, which are practiced nationally. India is also home to multiple ancient martial arts , such
as kalaripayatu and varma kalai.

In India, the Rajiv Gandhi Khel Ratna and the Arjuna Awards are the most prestigious awards
given for achievements in sports, while the Dronacharya Award is given for excellence in
coaching. India hosted or co-sponsored the 1951 and 1982 Asian Games, the 1987 and 1996
Cricket World Cup . It also hosted the 2010 Commonwealth Games and the 2011 Cricket World
Cup .

Fundamentals of the Indian Education System

Current education in India

The Indian education system is divided into different levels such as pre-primary level, primary
education, secondary education, undergraduate and postgraduate level.
The National Council of Educational Research and Training (NCERT) is the apex body for
curriculum and school education related matters in India .
The NCERT provides support and technical assistance to a number of schools in India and
oversees many aspects of the implementation of educational policies.

Educators
The teacher, guru, instructs, initiates and guides the disciple in his spiritual formation. Only
members of the three upper classes can access the guru's teaching - the servants or sudras as
well as the outcasts are left out.

Learners
The students of Indian education have been members of castes lower than the Brahmins, who
belonged to the Indian community, which included boys, girls and young people; It should be
noted that the members who belong to the sudras and the outcasts were excluded from all
education.

Contents
The contents studied come from a double literary canon, one in the Sanskrit language, the
Vedic, and another in the Pali language, the Buddhist. The first is made up of the sacred books
called "sruti": the Vedas, Brahmanas, Aranyakas and Upanishads; They are followed by the
"smriti" that deal with topics of astronomy, grammar, mathematics, history and law; all of them in
the form of aphorisms, proverbs and sentence maxims. The student must memorize them and
reflect on the exegesis that the guru imparts, whose intellectual authority is beyond any doubt;
the disciple must venerate his teacher.

The fundamental objective of education is liberation from ignorance, "moksa". The aim is to
educate men in obedience, respect for parents and piety towards the gods; The woman must
learn the virtues of submitting to and adoring her husband, fidelity, chastity, obedience,
resignation, joy and running the home perfectly .
Education rights
 The Constitution (Eighty-Sixth Amendment), 2002 Inserted Article 21-A of the Constitution of
India to provide free and compulsory education to all children of the age group of six to fourteen
years as a fundamental right such that the State can , by law, to determine. The Right of
Children to Free and Compulsory Education (RTE) Act of 2009, which represents the
consequent legislation provided for in Article 21-A, means that all children have the right to full-
time primary education of satisfactory quality and equitable in a formal school that meets certain
essential norms and standards.

Article 21-A and the RTE Act came into force on April 1, 2010. The title of the RTE Act
incorporates the word "free and compulsory". "Free education" means that no child, other than a
child who has been admitted by his or her parents to a school that is not supported by the
appropriate Government, shall be liable to pay any fee or fees or charges that may prevent him
or her her to pursue and complete primary education. 'Compulsory education' launches an
obligation on appropriate government and local authorities to provide and ensure entry,
attendance and completion of primary education for all children in the 6-14 age group. With this,
India has moved towards a rights-based framework that places a legal obligation on the central
and state governments to implement this fundamental child right enshrined in Article 21 bis of
the Constitution, in accordance with the provisions of the Law. RTE.

The Law provides for the RTE:

 Right of children to free and compulsory education until the completion of primary education in a
neighborhood school.
 Clarifies that "compulsory education" means obligation of the appropriate government to provide
free primary education and ensure compulsory admission, attendance and completion of
primary education to all children of the age group of six and fourteen years. "Free" means that
no child will be responsible for paying any fees or charges or expenses that may prevent that
person from pursuing and completing primary education.
 It contains provisions for an unadmitted child to be admitted into an age appropriate class.
 It specifies the obligations and responsibilities of relevant governments, local authorities and
parents in free and compulsory education, and the sharing of financial and other responsibilities
between central and state governments.
 It establishes the norms and standards relating in particular to the student-teacher ratio (PTRs),
buildings and infrastructure, school-work days, hours of teaching work.
 It provides for rational deployment of teachers, ensuring that the specified teacher-student ratio
is maintained for each school, rather than simply as a means for State or District or Block, thus
ensuring that there is no urban-rural imbalance in teaching positions . It also provides for a
prohibition on the deployment of teachers for non-educational work, except for the decennial
census, elections to local authorities, state legislatures and Parliament, and disaster response.
 It provides for appointment of appropriately trained teachers, i.e. teachers with the required
entry and academic qualifications.
 (a) physical punishment and mental harassment are prohibited; (B) selection procedures for
admission of children; (C) capitation right; (D) Private classes by teachers and (e) operation of
schools without recognition,
 It is offered for the development of the curriculum in line with the values enshrined in the
Constitution, and that would guarantee the comprehensive development of the child, based on
the knowledge, potential and talent of the child and that the child is free from fear, the Trauma
and anxiety through a children and children focused learning system.
Contents provided by Ministry of Human Resource Development, Government of India.

Structure of the Educational System

The Indian educational structure is based on five fundamental levels : preschool, primary
school, secondary school, higher education (university), and postgraduate.
The obligatory educational period extends from 6 years to 25 years. All educational levels,
from primary school to university, are under the control of the Ministry of Human Resources and
Development.
Below we detail the educational stages:
 Nursery: 0-6 years.
 Primary : 6-11 years.
 Secondary : 11-15 years.
 Higher Secondary School : 16-17 years.
 University: depending on the type of degree, it can be 4 years (which is usually the
average), medical studies 5 years or 3 years for artistic and commercial studies.
 Postgraduate: from a year and a half to 3 years.

Preschool education is not mandatory and only a low percentage of children are enrolled in
this educational stage. Most centers are usually private and there are very few public ones. In
some centers, daycare is part of the courses taught.
Primary education

The role of universal elementary education (UEE) in strengthening the social fabric of
democracy through the provision of equal opportunities to all has been accepted since the
inception of our Republic.With the formulation of the NPE, India initiated a wide range of
programs to achieve the goal of UEE through various schematic and programmatic
interventions.

The Sarva Shiksha Abhiyan (SSA) is being implemented as India's flagship program for
universalization of primary education. Its general objectives are universal access and retention,
bridging gender and social category gaps in education and improving children's learning levels.
SSA provides a variety of interventions, including among other things, the opening and
construction of new schools, additional teachers, regular training of in-service teachers,
academic resource support to ensure free textbooks, uniforms and free support for the
improvement of learning outcomes.

Secondary Education

The current policy is to make good quality secondary education available, accessible and
affordable to all young people in the age group of 14 to 18.
Currently, the following schemes targeting the secondary stage (i.e. class IX to XII) are being
implemented in the form of sponsored centric schemes.
In primary and secondary education, it is governed by three fundamental parameters : Universal
Access , Universal Retention and Universal Achievement . The objective is to achieve an
accessible education for all students, ensuring the continuity of studies and the achievement of
goals.
Accessing a higher education, High School , is more complicated in rural areas and especially
for girls. Secondary education institutes teach in the regional language, although if they are
located in urban areas they usually also teach in English. They are subsidized by the state but
the study material is not always financed. There are also private centers. The study plans they
are governed by are designed by the government.

Technical education
Technical education plays a vital role in developing the country's human resources by creating
skilled manpower, improving industrial productivity and improving the quality of life of its people.
Technical Education covers programs in engineering, technology, management, architecture,
urban planning, pharmacy, applied arts and crafts, hotel management and catering technology.

University and Higher Education

Higher education sector has witnessed a huge increase in the number of

Universities/Universities level Institutions and Colleges since Independence. The number of
universities has increased 34 times from 20 in 1950 to 677 in 2014. The sector boasts of 45
Central Universities, 40 of them under the purview of the Ministry of Human Resource
Development, 318 State Universities, 185 state private universities, 129 Deemed to be
universities, 51 institutions of National Importance (established under Acts of Parliament) under
MHRD (IIT - 16, NTI - 30 and IISERs - 5) and four institutions (established under various state
legislations). The number of collector colleges has also recorded a 74-fold increase from just
500 in 1950 to 37,204 growing as on March 31, 2013.

The spectacular growth in the higher education sector is spearheaded by universities, which are
the highest positions of learning.
In India, "university" means a university established or incorporated by or under a Central Act, a
provincial law or a State Act and includes any institution such as may, in consultation with the
university concerned, be recognized by the Grants Commission Universities (UGC), in
accordance with the regulations adopted in this regard under the UGC Act, 1956. Every year,
millions of students from within and outside the country, enter these portals mainly for their
postgraduate, postgraduate studies, while millions leave these portals for the outside world.
Higher Education is the shared responsibility of both the center and the states. Coordination and
determination of norms in Universities are entrusted to the UGC and other statutory regulatory
bodies.
The Central Government provides grants to UGC and establishes Central
Universities/Institutions of National Importance in the country. The Central Government is also
responsible for declaring educational institutions as 'Deemed-to-be University' in the UGC
recommendations.
At present, the main categories of university/university level institutions are: - Central
Universities, State Universities that are considered object-to-be universities and university level
institutions. These are described as follows:
Central University:
A university established or incorporated by a Central Act.
State University:
A university established or constituted by a provincial law or by a state law.
Private university:

A university establishes through a Central State Law by a sponsoring body knowledge. A

company registered under the Companies Act 1860, or any other corresponding law for the time
being in force in a State or a public trust or a company registered under section 25 of the
Companies Act, 1956.
Considered-To-Be College:

An institution deemed to be a University, commonly known as a Chartered University, refers to a

high performing institution, which has been so declared by the Central Government under
Section 3 of the University Grants Commission (UGC) Act, 1956.
Institution Of National Importance:
An institution established by Act of Parliament and declared as an institution of national
importance.
Institution Under Law State Legislature:
An institution created or constituted by an Act of the State Legislature.

Education Language

Language being the most important medium of communication and education, its development
occupies an important place in the National Education Policy and Action Programme. Therefore,
the promotion and development of Hindi and 21 other languages appear in Schedule VIII of the
Constitution including Sanskrit and Urdu has received due attention. In fulfilling the
constitutional responsibility, the Department of Higher Education with the assistance of
autonomous organization and subordinate offices.

Linguistic politic

India's language policy on the use of languages in administration, education, judiciary,

legislature, mass communication, etc., is plural in its scope. It is both language-oriented and
survival-oriented language-development. The policy aims to encourage citizens to use their
mother tongue at certain outlined levels and domains through some gradual processes, but the
stated objective of the policy is to help all languages become capable vehicles of
communication in their areas. designated use, whatever their nature or status as major, minor,
or tribal languages. Politics is accommodative and constantly evolving, through mutual
adaptation, consensus and judicial processes. Evolution and monitoring of implementation of
language policy is a major effort of the Language Office of the Ministry of Human Resource
Development, Government of India. This is done by the Bureau through the purpose-built
language institutions under its aegis: Central Directorate of Hindi, Center for Scientific and
Technical Terminology, Central Institute of Hindi, Central Institute of Indigenous Languages,
National Promotion Council of Sindhi Language, National Urdu Promotion Council, Rashtriya
Sanskrit Sansthan (RSKs), Maharishi Sandipani Rashtriya Vedavidya Pratishthan (MSRVVP),
Central Institute of English and Foreign Languages.

Language in India

Modern India, according to the 1961 census, has more than 1,652 mother tongues, genetically
belonging to five different language families. The 1991 Census had 10,400 raw returns of
mother tongues and they were rationalized into 1576 mother tongues. They are further
rationalized into 216 mother tongues, and grouped into 114 languages: Austro-Asiatic (14
languages, with a total population of 1.13%), Dravidian (17 languages, with a total population of
22.53%), Indo-European (Indo-Aryan, 19 languages, with a total population of 75.28%, and
Germanic, 1 language, with a total population of 0.02%), Semito-Harmitic (1 language, with a
total population of 0 .01%), and Tibeto-Burman (62 languages with a total population of 0.97%).
It should be noted that mother tongues which have a population of less than 10,000 in the entire
India base or are not possible to identify on the basis of available linguistic information have
gone.

Twenty-two languages of India:

Assamese, Bengali, Bodo, Dogri, Gujarati, Hindi, Kashmiri, Kannada, Konkani, Maithili,
Malayalam, Manipur, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Santali, Sindhi, Tamil, Telugu
and Urdu are included in the Eighth Calendar . Among these two languages, Sanskrit and Tamil
are assigned the status of classical languages. Indian multilingualism is unique in many
aspects, it has evolved naturally and came together with evolving multilingualism through
schooling.
Adult Education

Adult Education aims to expand educational options for adults, who have missed the opportunity
and have crossed the age of formal education, but now feel a need for learning of any kind,
including literacy, basic education, development of skills (Vocational Training) and equivalence.
With the aim of promoting adult education, a number of programs have been introduced since
the New First Five Plan, the most prominent of which are the National Literacy Mission (NLM),
which was launched in 1988 to impart functional literacy to the illiterate people in the age group
of 15 to 35 years in a certain period of time. By the end of the 10a Plan period, NLM had made
127,450,000 people literate, of which, 60% were women, 23% belonged to scheduled castes
(SC) and 12% to scheduled tribes (STS). 597 districts were covered under Total Literacy
Campaigns of which 502 reached the post-literacy stage and 328 reached the Continuing
Education stage.

Census 2001 recorded male literacy at 75.26%, while female literacy remained at an
unacceptable level of 53.67%. The 2001 census also revealed that gender and regional
disparities in literacy persisted. Therefore, to strengthen adult education and skill development,
Government of India introduced two schemes, namely Saakshar Bharat and Voluntary Agencies
Support Scheme for Adult Education and Skill Development, during the 11th Plan . Saakshar
Bharat, the new variant of the previous NLM, set following objectives: to raise the literacy rate to
80%, to reduce the gender gap to 10% and to minimize regional and social absurdities, with
special attention to women, castes and tribes, minorities, other disadvantaged groups. All those
districts which had female literacy rate below 50% according to the 2001 census including the
districts affected by Left extremism irrespective of the literacy level are being covered by the
programme.

India Literacy Scenario

Census 2011 revealed that literacy in India has made considerable strides. India's literacy rate
stands at 72.99%. The global literacy rate has increased by 8.15 percentage points in the last
decade (64.84% in 2001 and 72.99% in 2011). The male literacy rate has increased by 5.63
percentage points (75.26% in 2001 and 80.89% in 2011) while the female literacy rate has
increased by 10.97 percentage points (53.67% in 2001 and 64.64% in 2011). Number of
illiterate people (7+ age group) decreased from 304.10 million in 2001-282590000 in 2011.
Literacy rate in rural areas is 67.67% with rural male literacy rate 77.15% and rural female
literacy rate 57.93%. While the literacy rate in urban areas is at 84.11% with urban male
literacy rate at 88.76% and urban female literacy at 79.11%.
Literacy rate of the SC stands at 66.07% (SC male 75.17% and SC female 56.46%). While the
literacy rate of the tribals is 58.96% (ST male 68.53% and ST female 49.35%).

Activated Learning Technology

The speed at which information technology (IT) is growing today is evident from the fact that it
has invaded almost every part of our lives. Technological progress can be leveraged to increase
both the expansion and quality of education.
Present effort in this direction has been mainly to provide infrastructure and network for higher
education institutions. The development of digital resources and the use of digital resources in
certified quality programs and courses must be fully exploited by universities.

The Government of India is keen to use technological resources to aid its mission of making
higher education accessible to all deserving students. In this regard, it has launched its National
Mission on Education through Information and Communication (NMEICT) in 2009 to give the
opportunity to all teachers and experts in the country to pool their collective wisdom for the
benefit of every student in India and thereby bridging the digital divide. Under this Mission, an
appropriate balance between generations of content, research in critical areas related to the
delivery of education and connectivity to integrate our knowledge with developments in other
countries will be attempted. To do this, what is needed is a critical mass of experts in all fields of
work in a dedicated networked manner. Although disjointed efforts have been made in this area
by various institutions/organizations and isolated success stories are also available, a holistic
approach is the need of the hour. This mission aims to support these types of initiatives and
take advantage of synergies between different efforts by adopting a holistic approach. It is
obvious that emphasis on ICT is a dire need as it acts as a multiplier for the capacity building
efforts of educational institutions, without compromising on quality. The Mission is also
necessary to maintain a high growth rate of our economy through capacity building and
knowledge empowerment of the people and to promote new, upcoming, multidisciplinary fields
of knowledge.
 Financing of Programs and Activities

For pre-service training, government and government-aided teacher training institutions are
financially supported by the respective state governments. In addition, under the central system
in teacher training, the Central Government also supports more than 650 institutions, including
diets, CTE and IASEs.
For in-service training, financial support is largely provided by the Central Government under
the Sarva Shiksha Abhiyan (SSA), which is the main vehicle for implementation of the RTE Act.
Under the SSA, 20 days of service provides training to school teachers, 60 days refresher
course for untrained teachers and 30 days orientation to newly trained recruits. Central
Assistance for in-service training is also provided to District Institutes of Education and Training
(Diesel), Colleges of Teacher Education (CTE) and Institutes of Advanced Studies in Education
(IASEs) under the central system of Teacher Training. State governments also financially
support in-service programs. Various non-governmental organizations, including multilateral
organizations, support various interventions, including in-service training activities.
Implications for teacher training of children's right to freedom and the compulsory
education law of 2009
The right of children to freedom and the Compulsory Education Act, 2009 has implications on
the present teacher training system and the central Teacher Training system. The Law
establishes that, among other things:
 The central government should develop and enforce standards for teacher training;
 Persons possessing the minimum qualifications, as prescribed by an academic authority
authorizing by the Central Government, shall be eligible to be employed as teachers;
 Existing teachers do not possess such expected conditions that would be required to acquire
such qualification within a period of 5 years.
 The Government must guarantee that the number of students per teacher specified in the
Program is maintained in each school
 Vacancy of a teacher in a school, established, owned, controlled or substantially financed by the
Government, may not exceed 10% of the official strength.

Teacher Training Curriculum Framework

The National Council of Teacher Education (NCTE) has prepared the National Curriculum
Framework for Teacher Education, which was distributed in March 2009. This framework has
been prepared on the background of the NCF, 2005 and the principles laid down in the Right of
Children to Free and Compulsory Education Act, 2009 which necessitated an alteration
 framework in teacher training that would be in consonance with the philosophy of Curriculum
change is recommended in the NCF, 2005. While articulating the vision of teacher education,
the framework has important dimensions of the new approach to teacher education, as in:
 The reflective practice that is the central objective of teacher training;
 Student-teachers must provide opportunities for self-study, reflection, assimilation and
articulation of new ideas;
 The development of skills for self-directed learning and the ability to think, be critical and work in
groups.
 Provide opportunities for student-teachers to observe and participate with children,
communicate and interact with children. The Framework has highlighted the focus, specific
objectives, broad areas of study in terms of theoretical and practical learning, and transaction
and evaluation strategies of the curriculum for the different initial teacher training programs. The
project also outlines the basic questions that should guide the formulation of all these course
programs. The Framework has made several recommendations on the approach and
methodology of in-service teacher education programs and has also outlined a strategy for the
implementation of the Framework. As a natural corollary of the NCFTE, the NCTE has also
developed "model" syllabi for the various teacher training courses.
Reforms in the Regulatory Framework
The National Council for Teacher Education (NCTE) was constituted by the National Council for
Teacher Education Act, 1993 to achieve planning and coordinated the development of teacher
education in the country, for proper regulation and maintenance of norms and standards in the
teacher training system. In the recent past, the NCTE has adopted various measures for
systemic improvements in its functioning and in improving the teacher training system, such as:
 Based on the study of demand and supply of teachers and teacher trainers from various States,
NCTE has decided not to receive fresh applications for various teacher training courses in
respect of 13 States. This has led to a substantial rationalization of the supply and demand
situation in all States;
 The Regulations for granting recognition and norms and standards for various teacher training
courses were revised and notified on August 31, 2009. Applications for granting recognition are
now processed in strict chronological order. The new Regulations make the system more
transparent, timely and of a fixed duration, with a reduction in the discretion of the Regional
Committees;
 E-governance system has been introduced by providing online service for delivery of
applications and online payment of fees. MIS has been developed to simplify the recognition
process;
 The National Curriculum Framework for Teacher Education has been developed keeping in
mind NCF, 2005;
 Academic support is being provided through the preparation of the Manual for teacher training
institutions and the publication and dissemination of thematic documents on teacher training.
 Various quality control mechanisms have been developed, including re-composition of visiting
teams, periodic monitoring of teacher training institutions and recognition of institutions that do
not conform to the norms and standards set by the NCTE.

Teacher Training

The Teacher Education Policy in India has evolved over time and is based on the
recommendations contained in various reports of Education committees/commissions, the most
important being the Kothari Commission (1966), the Chattopadyay Committee (1985). , the
National Education Policy (NPE 1986 to 1992), the Ramamurthi Acharya Committee (1990), the
Yashpal Committee (1993), and the National Curriculum Framework (NCF, 2005). The right of
children to free and Compulsory Education Act (RTE), 2009, which came into operation from
April 1, 2010, has important implications for teacher training in the country.

2.3.- Hypothesis
The present investigation allowed us to arrive at the hypothesis: Education in India is
unequal and discriminatory.

2.4.- Variable

- Independent : Education in India.

- Dependent : ignorance of the Indian educational system.

CHAPTER III

METHOD

3.1.- Type
This research is basic.
3.2.-Level
The study is of a Bibliographic - documentary level (According to Sánchez Carlesi),
since information on conceptual pedagogy was collected and systematized, and we
arrived at integrative and interpretive approaches.

3.4.- Method

- The method used for the research is documentary bibliographic, which allowed us to
identify, summarize, and comment on information about the Indian educational system.

3.5.- Techniques and instruments.

The technique for data collection was the recording and the instruments were the cards,
which allowed us to record and collect bibliographic information . Among the files used
we have: bibliographic, textual, summary, comment and combined.

3.6.- Population:

The population consists of all the books, theses, articles and treatises on the Indian
educational system.

3.7.- Sample:
The sample used for this research is: 19 bibliographic sources (5 books, 3 scientific
articles, 3 theses and 9 linographs).

3.8.- Analysis and discussion of results

The research has allowed us to accept the formulated hypothesis : the approaches of
conceptual pedagogy are important.

Unfortunately, Indian education is not free of inequalities. So much so that in 2001 a

government plan called Sarva Shiksha Abhiyan was proposed, which addresses, among
other things, the enormous inequalities between rural versus urban schools, and the
large number of illiterates (55% of the population in 2005). according to data from the
Indian Ministry of Education ).
 Despite these differences, the Indian educational system is highly valued in other Asian
countries, at least that which its elite can access. So much so, that a nation renowned for
its education like Japan has set its eyes on the achievements of the second most
populous country in the world. "Two-year-olds are taught to count to 20, three-year-olds
are taught computer skills, and five-year-olds learn to multiply, verbally solve math
problems, and write one-page essays in English—skills that most of Japanese schools
do not teach until at least second grade," as indicated in a New York Times report called,
The Japanese envy Indian schools .

3.9.- Conclusions

In line with the objective of Indian nation building, India is committed to providing free
and compulsory education to all children. To this end the Parliament of India has
enacted legislation making free and compulsory education a right of all children of the
age group of 6 to 14 years which has come into effect from April 1, 2010.

The Right to Free and Compulsory Education Act of 2009 provides a justiciable legal
framework that entitles all children between the ages of 6 to 14 years free and
compulsory admission, attendance and completion of education. In primary school, the
right of boys and girls to an equitable quality education is established, based on the
principles of equity and non-discrimination. Most importantly, it establishes the right of
children to an education that is free from fear, stress and anxiety.

India has capitalized on the global boom in new technologies and the quality of its
technical and scientific Higher Education system is internationally recognized, which is
comparable to that of the most advanced Western countries.

Technical education plays a vital role in developing the country's human resources by
creating skilled manpower, improving industrial productivity and improving the quality of
life of its people.

The Teacher Education Policy in India has evolved over time and is based on the
recommendations contained in various reports of Education committees/commissions,
the most important being the Kothari Commission (1966), the Chattopadyay Committee
(1985). , the National Education Policy (NPE 1986 to 1992), the Ramamurthi Acharya
Committee (1990), the Yashpal Committee (1993), and the National Curriculum
Framework (NCF, 2005).

In the educational aspect, boys are prioritized over girls. Since the girl will be supported
by another man, her training is unnecessary, and she is relegated to household chores.
Thus, from a young age, the girl must help her mother with household chores: washing
dishes, taking care of her siblings and cleaning. In professions that require qualifications,
such as doctors or engineers, there is great masculinization and gender differences are
evident.

Bibliography

Barriga, H (2003) Elements of scientific research. Faculty of Education-UNMSM. Lima

Peru.

Frene, G ( 2012 ) Awareness and control – South African Indians

Kumar, T (2012) Evaluation of Education in India,

Miller, S (2007) Determinants of parental attitudes towards girls' education in rural India.
Mosterin, J (1985) Indian Thought. Edit Salvat.Barcelona- Spain

Navalón, A (2007) Indian Educational Revolution

Saller, J (2005) Atlas of the southern and eastern peoples. Edit Paidos Editions

Sánchez, H and Reyes, C (2006) Methodology and design in scientific research. Edit
University vision. Lima Peru

Val, A (2010) Female education in India

Villavicencio, A (2010) General theory of education. Edit Editorial fund: UCH; Peru
 Lincographs

 http://www.revistadelauniversidad.unam.mx/4307/navalon/43navalon02.html .
 http://mhrd.gov.in/overview-ee
 http://rmsaindia.org/en/
 http://es.scribd.com/doc/29766350/LA-EDUCACION- ORIENTAL-01
 http://www.monografias.com/trabajos/educhina/educhina. shtml
 http://historiadelapedagogiaisuapedunam.blogspot.com/2 011/03/21-la-educacion-en-la-
antigua-india
 http://www.tudiscovery.com/web/tutankamon/egipto/antig uo-egipto/educacion/
 http://es.slideshare.net/yuliromero1986/historia-de-la-educacin-oriental?
next_slideshow=1
 http://www.porticoluna.org/static/archivado6e77.html?
archivo=indiaedu4001.htm&autor=Desconocido&titulo=Educaci
%F3n+y+Sociedad+en+la+India&categoriaf=Informe&categoriat=Sociedad&apartado=R
eportajes&traductor=JM+de+la+ Tower+for+P%F3rtico+Luna&temcar=reports/

Annexes
Information collection sheets for bibliographic research on the Indian educational system.
The Indo-European language

Summary
1. August Schleicher 1821-1868) discovered that Lithuanian was one of the Indo-European
languages with the most archaic features.
2. Schleicher offered a second reconstruction of Indo-European based on Sanskrit for
consonants, Greek for vowels, and Old Lithuanian for reflections.
3. The reconstructed forms of Indo-European are written preceded by an asterisk
4. Syntactically, Indo-European is characterized by great freedom in the placement of
words, whose complex morphology perfectly identifies their grammatical function in the
sentence, regardless of the order in which they appear.
Jesus Mosterin
The thought of India
pp. 6-7

The Indo-Europeans
“We call the primitive Indo-European speakers Indo-Europeans, we know that around the year
2000 BC. from c. Various Indo-European groups emerge into history with already differentiated
languages that will diverge more and more over time.
The Indo-Europeans were relatively tall, dolichocephalians with light skin and a prominent nose.
They were basically nomadic sheep herders, whose flocks constituted their main wealth.
The social organization of the Indo-Europeans was simple and patriarchal; individuals were
grouped in large patrilineal families or houses whose head was the patriarch. The families were
grouped into tribes and were led by a king or military chief and a high priest, which led to the
division of the tribe into three classes. The warriors, priests and the producers.
The early Indo-European religion seems to have consisted of the deification of the forces of
nature, especially those of a meteorological nature. The sky god was the father god, the storm,
the wind and the lightning-fire are other important gods, which symbolize strength. The cult of
fire is characteristic of Indo-European religiosity, the cult was celebrated in the open air and
consisted of sacrifices, burning the offerings and reciting.
Jesus Mosterin
The thought of India
pp. 8-9
Society and culture of the Indo-Aryans
“between 1500 and 850 BC. from c. Approximately, the Aryans occupied northeastern India. At
that time it was a humid and wooded region, and not semi-steppe, they combined their
traditional grazing with agriculture. In any case, livestock farming continued to be its most
prestigious and important economic activity. They did not know money nor were there
professional merchants among them; their economy was one of barter and the unit of value was
the cow and the horse.
The wealth of the tribe is measured by the number of its cows. Religion is the best known
aspect of Indo-Aryan culture
Jesus Mosterin
The thought of India
pp. 10-11

The Rgveda: hymns to the gods

Summary
It is a collection of 1028 verse hymns in honor of the various gods of the Aryans. Most hymns
consist of about ten stanzas of four lines. The set of hymns is grouped in ten books called
Mandela.
Among the ancient gods or Deva asura, Mitra and Varuna stand out, Mitra represents spiritual
power and guarantees contracts. Varuna represents the empire, the power and above all, the
order of the universe.
Jesus Mosterin
The thought of India
pp. 12-13
Indra, lord of strength. Agni, fire
Su
mmary1. Indra is the violent, colorful, warrior god, the one who is invoked to “destroy the
enemy.”
2. The god Agni is the ultimate giver of goods. “By Agni achieve wealth and well-being from day
to day.
The power of language
“The ancient Indians were the inventors of linguistics, phonetics and grammar. The grammatical
and phonetic interest arose from the concern to preserve intact the sacred texts of the Veda.
Su
mmary
The education of Brahmin apprentices basically consisted of retaining the sacred texts by heart,
and several hours a day were dedicated to this task for years.
Jesus Mosterin
The thought of India
pp. 24-25