Indian Education System in the 21st Century

2013 ◽  
pp. 176-192
Author(s):  
Rabindra Ku Jena ◽  
Amruta Gahlod
Keyword(s):  
Distance Education ◽  
Education System ◽  
Formal Education ◽  
State Level ◽  
Developed Countries ◽  
Vital Role ◽  
Senior Management ◽  
Indian Education ◽  
Education Systems ◽  
Central Level

Education plays a vital role in developing a nation culturally, economically, and socially. That is why every nation focuses on this sector. For its improvement, all endeavors are made through formal education, non-formal, and distance education. The trend of education, particularly distance education, has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of education. This chapter introduces Indian Ancient Education System and structure of Indian Education System, and argues on distribution of schools throughout all categories of middle management, senior management, from state level to central level. The chapter focuses on all forms of education systems and ICT in school education systems with accreditation systems supported to nurture the Indian education system globally.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

The Historical, Present and Futurenessof Environmental Education in India

2011 ◽  
Vol 27 (1) ◽  
pp. 122-133 ◽  
Author(s):  
Sylvia Almeida ◽  
Amy Cutter-Mackenzie
Keyword(s):  
Environmental Education ◽  
Education System ◽  
Formal Education ◽  
Indian Education ◽  
Future Directions ◽  
Education In India ◽  
Practice Gap ◽  
Theory Practice Gap

AbstractWhat is distinctive or indistinctive about environmental education in schools and other formal education settings in India? In essence, what is thenessof environmental education in the Indian education system? Our responses to these important questions form the focus of this paper, shedding light on the historical, present and future directions (orness) of environmental education in India. In effect, we attempt to capture thenessof environmental education by considering practice, policy and research developments throughout the various contemporary and traditional environmental education movements. In so doing, we identify a theory-practice gap and a dire lack of research as some of the pertinent issues facing environmental education in India. In conclusion we discuss possible future directions that environmental education might take in addressing these issues.

scholarly journals CRITICAL APPROACH TO INDIAN EDUCATION SYSTEM WITH REFERENCE TO THE THEORIES OF EDUCATION OF KAUTILYA AND PLATO

2018 ◽  
pp. 37-48
Author(s):  
Dyuti Yajnik
Keyword(s):  
Education System ◽  
Indian Education ◽  
Critical Approach ◽  
Education Systems ◽  
Basic Book

In this paper it is observed that there should be a synthesis of all prevailing as well as Ideally thought education systems. For this purpose, the book by Yogendra K. Sharma ‘The Doctrines of the Great Indian Educators’ is taken as a basic book for the research and further some websites are being used for the evaluation.

Gender and education policy in India: Twists, turns and trims of transnational policy transfers

2017 ◽  
Vol 33 (1) ◽  
pp. 27-44 ◽  
Author(s):  
Keerty Nakray
Keyword(s):  
Education System ◽  
Current Mode ◽  
Developed Countries ◽  
Indian Education ◽  
Gender Inequalities ◽  
Education Policies ◽  
Poor Countries ◽  
Indian State ◽  
Knowledge Transfers ◽  
Gender Based

Gender-based exclusion remains a vexing problem in the Indian education system. Drawing on feminist and intersectionality perspectives, this article examines the constraints of Indian education policies in addressing issues pertaining to the education of girls from marginalised communities. The article examines the knowledge transfers from developed countries to developing countries based on notions of ideational power and the ‘epistemic imagery’ of modernisation. Focusing on a plethora of conditional cash transfers, programmes that were initiated by the Indian state governments to address gender inequalities in the education system, the article concludes that such knowledge transfers are inevitable in the current mode of epistemic governance and emanate from the power imbalance between rich and poor countries. When juxtaposed against the institutional discrimination widely prevalent in the Indian education system, political rhetoric fails on the dual goals of educational policy, to achieve economic efficiency and social justice.

scholarly journals Teacher Training and Skill Enhancement in India using Innovative Techniques

2020 ◽  
Vol 9 (4S) ◽  
pp. 71-76
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Formal Education ◽  
Skill Development ◽  
Quality Education ◽  
Education Systems ◽  
Indian Government ◽  
Daunting Task ◽  
Skill Enhancement ◽  
Design Skills

In the present workforce, it is observed that most people are either unskilled or they find their jobs to be redundant or changing so rapidly that their skills become irrelevant. Earlier research suggests that the present-day education system is marksoriented, based mostly on rote learning, and does not train people with the skill sets required by the industry, thus creating a skill gap. Prior research points out that academicians and industry should work together to bridge this gap. In India, various initiatives have been undertaken by the Indian government, like "ITI Finishing Schools" which are implemented with the help of the Confederation of Indian Industry,or initiatives like "Skill India" and "Startup India", which focus on skill development. Quality education and training are the strategic necessities that can deliver employment skills. As a part of skill enhancement, an employee should not only plan for the skills required for the automated world, but also acquire those that go beyond technical competence. Researchers observed that generic skills like creativity, innovation, imagination, decision making, analytical skills, and design skills will take up the priority spots on the employer's agenda. These skills have to be encouraged in the coming years and should be included in the course of formal education. To handle this daunting task, teachers have to anticipate and plan their activities, which would enhance their students' creativity. This asks for the skill development of teachers in the form of on-the-job training while performing regular teaching duties, which is a lifelong learning process. It has been observed that the children educated through Finnish education system have been doing consistently well. Their skill anticipation and teacher training programs have been yielding good results. So, would it be possible to adapt their model to train teachers in India? If so, then how effectively? What changes need to be incorporated for implementing the same in Indian conditions? This research paper attempts to do a comparative study of education systems prevalent in Finland and India, with emphasis on teacher training and skill enhancement. In the process, also find ways for sustained development of prominent stake holders in education.The paper is based on analogies between Finnish education systems and Indian initiative towards quality education in the form of Draft National Education Policy 2019. The paper outlines the comparisons and possible changes in the Indian education system, based on the review of various literature available today.The conclusion is that, though Finnish education system cannot be adapted as it is in the Indian scenario but can definitely be implemented in certain areas which have been mentioned in the recommendations.

scholarly journals Universalization of Elementary Education: Challenges, Issues and Efforts

2021 ◽  
Vol 11 (2) ◽  
pp. 18-23
Author(s):  
Parvaiz Ahmad Dar
Keyword(s):  
Elementary Education ◽  
Education System ◽  
Vital Role ◽  
Indian Education ◽  
Girl Child ◽  
Policy Makers ◽  
Economic Background ◽  
Areas Of Concern ◽  
The Right ◽  
To Receive

The Indian education system is perhaps the largest system in the world catering the need of millions of students of different socio-economic background. Education is globally acknowledged as the most powerful means of empowerment. Education is utmost important for every child irrespective of its gender. It is disheartening that, even in current modern scenario, some people are still against the education of the girl children. Every child has the right to receive elementary education however, Due to many factors girls are forced to leave school while others never have been provided an opportunity to enroll in schools. Among children not attending schools there are more girls than boys and among illiterate adults, there are more women than women. Many girls continue to dropout that adversely affects the efficiency of the education system and respective progressive expectations. The unfinished task in terms of un-enrolled and out-of-school girl child is the manor challenge. Rigorous and continuous efforts are required to bring and retain girl children under the purview of education system. The community and government schemes in this direction, can jointly play a vital role in bringing and retaining girl children to schools for primary and secondary education. To understand the problems and challenges faced by girls at elementary education level the author conducted a study in education zone Magam. The zone progressed significantly but still it has many areas of concern that are primarily responsible for un-fulfilment of the goals of universal literacy. There are number of problems which become hindrance in the way of education of girls but whatever the reason is if significant efforts were taken this problem can be then tackled easily. So, the authors hope that this study can help us to illuminate some of the complexities around education of the girls at elementary level and bring new insight to policy makers and educational practitioners.

About the (non) existence of a lifelong education system in Chile

2018 ◽  
Vol 24 (2) ◽  
pp. 229-249 ◽  
Author(s):  
Nicolás Didier
Keyword(s):  
Postsecondary Education ◽  
Education System ◽  
Capital Investment ◽  
Formal Education ◽  
Institutional Development ◽  
Developed Countries ◽  
Point Of View ◽  
Lifelong Education ◽  
Graduate Studies ◽  
Ageing Society

This article aims to present the lifelong education system of Chile from a functional and institutional point of view, in an attempt to describe its strategy. This paper covers both formal education and graduate studies, which were analyzed systematically from the institutional framework and experience of Chile. A comprehensive review of open access data of Chilean higher education was performed, analyzing human capital investment and access to post-secondary education. The main findings are based on the lack of coordination between the educational levels and postsecondary education which make career progression and integration difficult, obstructing tenure and qualifications valuation by employers. In an ageing society such as that of Chile, workers may be forced to take up continuously training courses to sustain their situation inside the labour market. If there is no coordination between training and educational system, workers will face major difficulties in being considered as employable. This work opens the question of lifelong education policies in less developed countries such as Chile, which is facing the same demographic phenomenon as developed countries, but without the same level of resources or institutional development. This article concludes with the requirements for the design of this kind of educational policy.

Evaluation of Interior Architecture Education in Turkey During the Pandemic

2021 ◽  
pp. 307-323
Author(s):  
Nilay Özsavaş Uluçay ◽  
Menşure Kübra Müezzinoğlu ◽  
Yelda Güçlü
Keyword(s):  
Distance Education ◽  
Education System ◽  
Random Sampling ◽  
Sampling Method ◽  
Education Systems ◽  
Architecture Education ◽  
Interior Architecture ◽  
The World ◽  
Education In Turkey ◽  
Distance Education System

As with the COVID-19 pandemic all over the world, universities in Turkey also started the pandemic period education, and courses started to be taught through distance education. Distance education was given through different methods in a synchronous/asynchronous manner, and the practice lessons and exams were completed by assigning homework to the students. The aim of this study is to examine the education of interior architecture departments, which are one of the departments that provide applied trainings, and to evaluate students' ideas on this subject. In this context, a survey was conducted with 521 students from 22 universities in total with random sampling method. As a result of the study, the opinions of the students about the theoretical and applied courses related to the education systems during the pandemic were taken, and it was revealed that the applied courses were not suitable for the distance education system, but their success level in theoretical courses increased.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2021 ◽  
pp. 1582-1597
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

scholarly journals Globalization and its Minacious Effects on Indian Education System: A Critical Analysis

2015 ◽  
Author(s):  
K. Mandal
Keyword(s):  
Education System ◽  
Developed Countries ◽  
Indian Education ◽  
Secondary Source ◽  
College And University ◽  
Highly Educated ◽  
System A ◽  
Political Interference ◽  
The World ◽  
Vice Chancellors

Indian education system, the second largest system in the world, is at the crossroad now. Since the pre-Independence period the system has been facing various challenges, which has not finished yet. After six decades of freedom India could not free its education from narrow political interference. Though it has progressed a lot, still a lot of problems are standing on the way of universalization of primary education. Higher education is also under the control of political bosses, many of whom have not crossed the boundary of college. This has aggravated the quality of education. Globalization has engulfed the students astoundingly. Easily available mobile phones, internet, computer and western music, fashion etc. have created immeasurable losses to millions of students. Mass-copying in examination halls, movements in the campuses, slapping and abusing the teachers, confining the principals and vice-chancellors for more than fifty hours, manhandling them in their offices and campuses, ransacking college and university properties, processions and shouting slogans in the campuses have become common phenomena. Watching video clips, chatting on phones during and off periods have become fashion. Smoking, drinking and enjoying the campus life through other means have been a trend in most of the Indian universities. Discipline and mutual respected have been vanished from the campuses. This prompted this researcher to find out the nature and extent of problems and finding the ways out for making India one of the best and developed countries in the world. The study is mainly historical and partly empirical. It is based on the secondary source of data as well as primary. It has been found that globalization and political interference and party-influenced student politics are the main causes of deterioration of the Indian education system. But the challenges posed by globalization and narrow politics could be aptly and efficiently handled by only morally sound, spiritually upright, highly educated, honest and truly good political and academic decision makers.

Sign in / Sign up

Export Citation Format

Share Document