Education System in India

INSTITUTION

HEAD
OFFICE
New Delhi, (Autonomous body fully funded by HRD ministry to
National Bal Bhavan
1956
provide opportunities of creative.)
(It was approved in 1962 on recommendation of II Pay
1965
Kendrya
Vidyalaya
Commission. 3 Kendriya Vidyalayas are in Tehran,
Sangathan
Moscow and Kathmandu.)
National Council of New Delhi
Education
Research
and
Training
(NCERT)
Urdu
Language April 19 (functions as an autonomous body for promotion of Urdu
language as well as Arabic and Persian.)
(NCPUL)
Central Institute of Mysore (Conducts research in areas of language analysis. It also
runs regional language centres to help in meeting demand
Indian
Language
for training of teachers to implement 3 language formula).
(CIIL)
Central Institute of Hyderabad It is deemed university and autonomous body under
Ministry of Human Resource Development offers training
English and Foreign
in Arabic, French, German, Japanese, Russian, and
Languages (CIEFL)
Spanish.
Rashtriya
Sanskrit New Delhi, (Autonomous organization with deemed university status.
1970
It is fully funded by Govt. of India.
Sansthan
Shri Lal Bahadur New Delhi (It provides courses of study from Shastri to Vidya
Vachaspati (D.Lit.)} Sanskrit Vidyapeetha.
Shastri Rashtriya
New
Delhi,
(It reviews the progress of historical research and
Indian Council of
1972
encourages scientific writing of history.)
Historical
Research
(ICHR)
Indian Council of New Delhi & (It reviews the progress, sponsors or assists projects and
Lucknow, programmes of research in philosophy.)
Philosophical
1977
Research (ICPR)
Indian Institute of Shimla, 1965 (It is residential centre for advanced research in humanity,
social sciences and Viatural sciences).
Advanced
Studies
(IIAS)
Indian Council of New Delhi It is an autonomous body for promoting and coordinating
social science research).
Social Science (ICSSR)
1995
(Autonomous organization fully funded by Central
National Council of
Governance to promote rural higher education in lines of
Rural Institute (NCRI)
Gandhis revolutionary ideas?)
Indira
Gandhi New Delhi. (It is responsible for promotion of open university and
National
Open Sept., 1985 distance education system.) In 26 Jan., 2001, it launched
Gyandarshan (24 hr education channel), in Nov., 2001,
University (IGNOU)
launched FM Radio Networks and in 2005, established
100 Edusat supported satellite Inter terminals all over the
country.

Education System in India

All India Council for
Technical Education
(AICTE)
Indian Institute of
Science (IISc)
Indian Institute of
Information
Technology
Management (IIITM)
Indian Institute of
Information
Technology (IIIT)
Indian Institute of IT,
Design
&
Manufacturing
(IIITDM)
National Book Trust
(NBT)

New Delhi (It is statutory body for planning and coordinated

development of technical education system).
Bangaluru
Gwalior

Allahabad (It has an extension campus at Amethi.)

Jabalpur

New Delhi (An autonomous body under HRD). Every alternate year
it organizes the World Book Fair in New Delhi (largest
book fair in Asia and Africa).
PUBLIC EXPENDITURE ON EDUCATION
S. YEAR
GDP at
Total Expenditure on Education by Education &
No.
current prices
Other Departments (Rs. in crore)
(at factorcost) States Centre States + States as Centre as (States +
(Rs. in crore)
Centre %age of %age of Centre) as
GDP
GDP
%age of
GDP
65,746.2 14,119.5 79,865.7
3.13
0.67
3.81
1. 2001-02 20,97,726
69,350.7 16,156.6 85,507.3
3.07
0.71
3.78
2. 2002-03 22,61,415
71,978.3 17,101 89,079.3
2.84
0.67
3.51
3. 2003-04 25,38,170
78,668.1 18026 96,694.1
2.73
0.63
3.36
4. 2004-05 28,77,701
90,018.9 23,209.8 1,13,228.7
2.74
0.71
3.45
5. 2005-06 32,82,385
2.73
0.91
3.64
6. 2006-07 37,79,385 1,03,147.5 34,017.6 1,37,165.1
43,20,892 1,23,325.3 38,107.2 1,61,432.5
2.85
0.88
3.74
7. 200708(RE)
49,33,183 1,40,094.5 46,237.5 1,86,332
2.84
0.94
3.78
8. 200809(BE)
P= Provisional estimates RE = Revised Estimates BE = Budget Estimates Note:1. GDP figures are on the base year 1999-00 series.
2. GDP figures are taken from National Accounts Statistics 2009 published by Central Statistical
Organization (CSO).
3. Other Departments include Departments / Ministries such as Agriculture, Health & Family Welfare, Labour & Employment, Science &
technology, Tribal Affairs, Post & Telegraphs, Home Affairs, Commerce, Railways, Defence, etc.
Source: MHRD, D/o Higher Education, Planning, Monitoring and Statistics Bureau, 2008-09.

Before 1976, education, was the exclusive responsibility of the states. The constitutional amendment act of 1976 included education en Concurrent
list and Union Govt. accepted the responsibility of reinforcing the national and integrated character of education, maintaining quality and standard
and monitoring of the educational requirements.

Education System in India

The National Policy on Education (NPE), 1986 and the Programme of Action (POA), 1986 as updated in 1922,
education.

envisages a National System of

The Central Advisory Board of Education (CABE), established in 1920 but dissolved in 1923 due to economy measure followed by a revival in 1935
and continued to exist till March 1994, the highest advisory body to advise the Central and State Governments in the field of education. CABE has
been again reconstituted in July 2004 and its first meeting was held on 10-11th Aug., 04 which resulted in creation of seven CABE Committees in
Sept., 2004 to examine: (i) Free and Compulsory Education Bill and other issues related to Elementary Education, (ii) Girls Education, and the
Common School System, (iii) Universalisation of Secondary Education, (iv) Autonomy of Higher Education Institutions, (v) Integration of Culture
Education in the School Curriculum, (vi) Regulatory Mechanism for the Text Books and parallel text books taught in schools outside the Government
system and (vii) Financing of Higher and Technical Education. The reports of these Committees were discussed in the 53rd Meeting of the CABE (1415th July, 05, New Delhi) and has been decided to constitute three Standing Committees of the CABE, for (i) Inclusive Education for Children and
Youth, (ii) Literacy and Adult Education and (iii) integration and coordination of efforts for childrens development. On the recommendations made
by the CABE, in its meeting (6-7th Sept., 05) a monitoring committee has been set up to oversee the preparation of syllabus for the textbooks by
NCERT. In order to facilitate donations including smaller amounts from India and abroad for implementing projects / programmes connected with
the education sector, the Government has constituted Bharat Shiksha Kosh as a Society registered under the Societies Registration Act, 1860,
launched officially on 9 January, 2003 during the celebrations of Pravasi Bharatiya Diwas.
ELEMENTARY EDUCATION
Sarva Shiksha Abhiyan (SSA) is a national flagship programme launched in 2001, being implemented in all districts with the aim as follows: (i) All
614 age children in school / EGS (Education Guarantee Scheme) centre / Bridge Course by 2005, (ii) Bridge all gender and social category gaps at
primary stage by 2007 and at elementary education level by 2010, (iii) Universal retention by 2010 and (iv) Focus on elementary education of
satisfactory quality with emphasis on education for life. The assistance was on a 85:15 sharing basis during the Ninth Plan, 75:25 sharing basis
during the Tenth Plan, and 50:50 sharing thereafter between the Central Government and the State Government except for 8 NE stages, where 15%
of the assistance is met by Ministry for the two years 2005-06 and 2006-07.
EDUCATION GUARANTEE SCHEME AND ALTERNATIVE AND INNOVATIVE EDUCATION
The Scheme envisages that child-wise planning is undertaken to bring out-of-school children in the fold of Elementary Education. EGS addresses the
inaccessible habitation where there is no formal school within the radius of one km and atleast 15 25 children of 6 14 years age group who are
not going to school are available. In exceptional cases remote habitations in hilly areas even for 10 children an EGS school can be opened. Where as
alternative and innovative education addresses for very deprived children like child labour, migrating children, street children in the age group of
+9.
MID-DAY MEAL SCHEME
National Programme of Nutritional Support to Primary Education (NP-NSPE) was launched as a Centrally Sponsored Scheme on 15th August, 1995, By
the year 1997-98 the NP-NSPE was introduced in all blocks of the country followed by extension in 2002 and revisions in Sept, 2004 and July, 2006.

In September 2007, the name of the Scheme was changed from National Programme of Nutritional Support to Primary Education to National
Programme of Mid Day Meal in Schools and the scheme was extended to cover
children of upper primary classes.

The Scheme was further revised in April 2008 to cover all upper primary schools of country and also to include recognized Madrasas / Maqtabs
supported under SSA as Government Aided schools as well as those Madrasas / Maqtabs which may not be registered or recognized but supported
under SSA as EGS / AIE intervention in coordination with State Project Directors of SSA.

The Scheme was again revised in November 2009.

The National Programme of Mid-Day Meal in Schools (NP-MDMS) presently covers all children studying in Classes I VIII in Government, Government
Aided and Local Body Schools, Education Guarantee Scheme (EGS) and Alternative and Innovative Education (AIE) centres including Madrasas and
Maqtabs supported under SSA.
The objectives of the mid-day meal scheme are:
(i) Improving the nutritional status of children in classes I V in Government, Local Body and Government Aided schools, and EGS and AIE centres.
(ii) Encouraging poor children, belonging to disadvantaged sections, to attend school more regularly and help them concentrate on classroom
activities.
(iii) Providing nutritional support to children of primary stage in drought affected areas during summer vacation.

NUTRITIONAL
CONTENT
Calories
Protein
Micronutrients

PROGRAMME INTERVENTION AND COVERAGE

Norm as per NPRevised norms as per NP-NSPE, 2006
NSPE, 2004
300
450
8-12
12
Not Prescribed
Adequate quantities of micronutrients like iron,
folic acid, vitamin-A etc.

To achieve the above objectives a cooked mid day meal with nutritional content as shown in column 3 of the table below will be provided to all
children studying in classes I-V.
MONITORING MECHANISM
The Department of School Education and Literacy, Ministry of Human Resources Development has prescribed the monitoring mechanism includes
the following:

Education System in India

Arrangements for local level monitoring Representatives of Gram Panchayats / Gram Sabhas, members of VECs, PTAs, SDMCs as well as Mothers
Committees are required to monitor the (i) regularity and wholesomeness of the mid day meal served to children, (ii) cleanliness in cooking and
serving of the mid day meal, (iii) timeliness in procurement of good quality ingredients, fuel, etc. (iv) implementation of varied menu, (v) social
and gender equity. This is required to be done on a daily basis.

Display of Information under Right to Information Act: In order to ensure that there is transparency and accountability, all schools and centres
where the programme is being implemented are required to display information suo-moto which includes (i) Quality of foodgrains received, date of
receipt, (ii) Quantity of foodgrains utilized, (iii) Other ingredients purchased, utilized, (iv) Number of children given mid day meal, (v) Daily Menu
and (vi) Roster of Community Members involved in the programme.

Inspections by State Government Officers: Officers of the State Government /UTs belonging to the Departments of Revenue, Rural Development,
Education and other related sectors, are also required to inspect schools and centres where the programme is being implemented with the
recommendation of that 25% of primary schools / EGS and AIE centres are visited every quarter.

Responsibility of Food Corporation of India (FCI): The FCI is responsible for the continuous availability of adequate food grains, which should of at
least fair average quality, by storing it in one month advance in its Depots (and in Principal Distribution Centres in the case of North East Region).
The FCI appoints a Nodal Officer for each State to handle issues related with the items in supply of food grains.
PERIODIC RETURNS
The State Government / UT is required to submit periodic returns to the Department of School Education and Literacy, to provide information on:
(i) coverage of children and institutions; (ii) Progress in utilization of Central assistance, including cooking costs, transportation, construction of
kitchen sheds and procurement of kitchen devices.

Monitoring by Institutions of Social Science Research: Forty One Institutions of Social Science Research, identified for monitoring the Sarva
Shiksha Abhiyan, are also entrusted with the task of monitoring the Mid Day Scheme.

Grievance Redressal: States and Union Territories are required to develop a dedicated mechanism for public grievance redressal, which should be
widely publicized and made easily accessible.
DISTRICT PRIMARY EDUCATION PROGRAMME
District Primary Education Programme (DPEP) was launched in 1994 as a major initiative to revitalize the primary education system and to achieve
the objective of universalization of primary education. Under the Programme parameters, investment per district is limited to Rs. 40 crore over a
project period of 5 7 years. There is a ceiling of 33.3 per cent on civil works component and 6 per cent on management cost. The remaining
amount is required to be spent on quality improvement activities. DPEP is an externally aided project. 85 per cent of the project cost is met by the
Central Government which is resourced through external assistance and the remaining 15 per cent is shared by the concerned State Government.
MAHILA SAMAKHYA SCHEME
Mahila Samakhya Scheme, started in 1989, for the education and empowerment of women in rural areas particularly those from socially and
economically marginalized groups. The Mahila Samakhya Scheme is implemented in nine States viz., Andhra Pradesh, Assam, Bihar, Jharkhand,
Karnataka, Kerala, Gujarat, Uttar Pradesh and Uttaranchal which extended to Madhya Pradesh and Chhattisgarh later.
TEACHER EDUCATION SCHEME
Centrally sponsored scheme of Teacher Education was launched in 1987-88 with following objective:
1. Establishment of District Institute of Education & Training (DIETs) by upgradation of existing Elementary Teacher Education Institutions (ETEIs)
wherever possible, and establishment of new DIET where necessary.
2. Upgradation of selected Secondary Teacher Education Institutions (STETIs) into Colleges and Teacher Education (CTEs) & Institutes of Advanced
Study in Education (IASEs), and
3. Strengthening of State Council of Educational Research and Training (SCERTs).
The Scheme was revised in 2003 and the revised guidelines were issued in January, 2004, with the following objective:
1. Speedy completion of DIET/CTE/IASE/SCERT projects sanctioned but not completed up to the end of the IX Plan period.
2. Making DIETs, IASEs sanctioned (and SCERTs strengthened) upto the IX Plan period, optimum functional and operation.
3. Sanction and implementation of fresh DIET/CTE/IASE/SCERT projects to the extent necessary.
4. Improvement in the quality of programmes to be undertaken by DIETs.
Criteria for setting up of DIETs/District Resource Centre (DRC) are:
1. One DIET for each district having a minimum of 2,500 teachers. If there is an existing Government ETEI in the district, it would be upgraded into
a DIET. If no Government ETEI exists in the district, a new institution (DIET) will be established.
2. District Resource Centres in districts with less than 2,500 teachers. If a Government ETEI exists in the district, it would be upgraded into a DRC
otherwise, a new DRC would be established in which case it would not conduct pre-service course.
3. If in a district with more than 2,500 teachers, State Government wishes to establish a DRC in preference to a DIET, it would be able to do so.
In order to make proposals for the 11th Plan for Teacher Education, a sub-group under the chairmanship of Director, NCERT was set-up. Based on
the recommendations of the sub-group, in addition to strengthening the existing provisions of the scheme, certain new schemes are proposed to be
incorporated during 11th Plan.
(a) Augmenting teacher education capacity in SC/ST and minority areas (Block Institutes of Teacher Education).
(b) Professional Development of in-service Elementary and Secondary Teachers.
(i) Training of untrained teachers and para-teachers.
(ii) In-service training and subject knowledge upgradation of practicing teachers.
(c) Professional development of teacher educators through refresher course and fellowship programme.
(d) Support to NGOs.
(e) Special programme for North-East.
(f) Technology in Teacher Education.
(g) Integrating Elementary Teacher Education with Higher Education.

ELEMENTARY EDUCATION (EE) SCHEMES AT A GLANCE

Education System in India

Sl.No.
1.

Scheme
SSA

Objectives
Coverage
To provide universal elementary Universal
education
Targets geographical areas in
districts and blocks with
Universal access and retention
Bridging of gender and social predominance of SC, ST,
category gaps in EE
OBC and Minority population
Significant
enhancement
in (441 districts).
learning levels of children

2.

MDMS

Improving the nutritional status of

children in classes I VIII
Encouraging
poor
children,
belonging
to
disadvantaged
sections, to attend schools more
regularly and help them concentrate
on classroom activities.
Covers Government, local body
and Government aided schools and
EGS/ATE centres throughout the
country.

3.

Teacher Education

To create a sound institutional

infrastructure for pre-service and
in-service training of teachers
To provide academic resource
support
to
elementary
and
secondary schools.
Almost Universal.

4.

Mahila Samakhya

To enhance the self image and self

confidence of women
To create an environment where
women can seek knowledge and
information which empowers them
to play a positive role in society.
Ten States viz. Andhra Pradesh,
Assam,
Bihar,
Chhattisgarh,
Jharkhand, Karnataka, Kerala,
Gujarat, Uttar
Pradesh and
Uttaranchal.

5.

(i)
Scheme
for To
bring
about
qualitative The schemes will cover the
Providing
Quality improvement in Madarsas and to entire country but it is
Education in Madarsas introduce science, mathematics, voluntary
for
minority
(SPQEM) and
social studies, Hindi and English in institutions to seek central

Education System in India

(ii)
Scheme
for the curriculum
assistance.
Infrastructure
To augment infrastructure in
Development
in private aided / unaided minority
Minority Institutions / schools / institutions to enhance
Schools (IDMI)
quality of education
CBSE
Set up in 1929, the second oldest Board of the country, CBSE is an autonomous body working under the aegis of the ministry of HRD.
NATIONAL BAL BHAVAN
The National Bal Bhavan, 1956, is an autonomous body fully funded by the Ministry of Human Resources
Development. Department of School Education and Literacy through affiliated Bal Bhavans and Bal Kendras, National Bal Bhavan reaches out to
school dropouts, children of socially and economically backward class, street children and also the special children. It has National Training
Resource Centre (NTRC) within its premises which imparts training to teachers on diverse activities.
It has launched The Bal Shree Scheme in 1995 to identify, honour and nurture the creative children (age 9-16) of India in four identified areas of
creative art, creative performance, creative scientific innovations and creating writing and they receive this honour from the President of India at a
glittering function organized at the Rashtrapati Bhavan.
NATIONAL COUNCIL FOR TEACHER EDUCATION
The National Council for Teacher Education (NCTE) was established in August 1995 with the aim to achieve planned and co-ordinated development
of teacher education system throughout the country and for regulation and proper maintenance of norms and standards of teacher education. It has
4 regional committees of the council at Jaipur, Bangalore, Bhubandwar and Bhopal looking after recognition of teacher training in situation and are
empowered to grant permission for teacher training course as per National Council for Teacher Education act. The NCTE revised its existing
regulations and norms and standards and notified NCTE (Recognition norms and Procedures) 2009.
RIGHT TO EDUCATION
The Constitution (86th Amendment) Act, 2002, enacted in December 2002 seeks to make free and compulsory education a Fundamental Right for
all children in the age group 6 14 years by inserting a new Article 21-A in Part III (Fundamental Right) of the Constitution. Article 21A of the
Constitution says:
The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law,
determine.
It was passed by Parliament on 4th August, 2009 and the RTE was published in the Gazette of India on 27th August, 2009.
PRARAMBHIK SHIKSHA KOSH
A two per cent Education Cess was levied on all major Central taxes through the Finance (No. 2) Act, 2004, to help Finance Governments
commitment to quality basic education. In order to receive the proceeds of this Education Cess, the creation of a dedicated, non-lapsable fund
called Prarambhik Shiksha Kosh (PSK) in the Public Account was approved by Government on 6th Oct., 05 but formally issued on 14th Nov., 05. After
presentation of the Union Budget (06-07) on 28th Feb, 06 PSK became a separate line item. The funds available in the PSK were utilized exclusively
for Sarva Shiksha Abhiyan (SSA) and National Programme for Nutritional Support of Primary Education.
NATIONAL LITERACY MISSION
The National Literacy Mission, set up in May 1988, aims to attain a sustainable threshold level of 75 per cent literacy by imparting functional
literacy to non-literates in the age group of 15 35 years, by 2007. The Total Literacy Campaigns, the principal strategy of NLM for eradication of
illiteracy, are implemented through Zilla Saksharata Samitis (district level literacy committees) as independent and autonomous-bodies, having due
representation of all sections of society. The National Literacy Mission aims at ensuring that the Total Literacy Campaigns and the Post-literacy
Programmes successfully move on to Continuing Education. The Continuing Education Scheme provides a learning continuum to the efforts of Total
Literacy and Post Literacy Programmes. The main thrust is on providing further learning opportunities to neo-literates by setting up of Continuing
Education Centres (CECs) Special interventions for Female literacy: As per Census, 2001, 47 districts in the country have a female literacy rate
below 30 per cent. As most of these districts are concentrated in the States of Uttar Pradesh, Bihar, Odisha and Jharkhand, special innovative
programmes have been taken up in these districts for promoting female literacy. The programme in Uttar Pradesh and Bihar has been completed
and externally evaluated. Projects for Residual Illiteracy: Projects for Residual Illiteracy (PRI) have been taken up in 9 Districts of Rajasthan, 10
districts of Andhra Pradesh, 7 districts of Bihar, 14 districts of Karnataka, 12 districts of Madhya Pradesh, 3 districts of Tripura, 3 districts of
Jharkhand and 18 districts of Uttar Pradesh, 4 districts of Mizoram, and West Bengal.

Special Literacy Drive: The Council of the NLMA in its meeting held in April 2005 identified 150 districts which have the lowest literacy rates for
launching a special literacy drive, with special focus on the minority groups, persons belonging to scheduled castes, scheduled tribes, women and
other backward sections of the society.

Jan Shikshan Sansthan: The Objective of the Jan Shikshan Sansthan (JSS) is educational, vocational and occupational development of the socioeconomically backward and educationally disadvantaged group of urban/rural population.
SGH members trained by Jan Shikshan Sansthan in Sivakasi opened basic electronics unit for repair and maintenance of domestic appliances.

Directorate of Adult Education: The Central Directorate of Adult Education provides academic and technical resource support to National Literacy
Mission. NLM-UNESCO Awards are given every year to the selected State Resource Centre, Jan Shikshan Sansthan and University, Department of
Adult, Continuing Education and Extension for their outstanding work done in the field of adult and literacy programmes. The award winners were:
(i) State Resource Centre, Kolkata
(ii) Jan Shikshan Sansthan, Aurangabad and
(iii) Department of Continuing Education & Extension, S.V. University, Tirupati.

Satyen Maitra Memorial Award is given every year to selected TLC/PLP/CE districts for their best performing and significant achievements in
literacy progammes.

Education System in India

UNESCOs Confucious Prize for Literacy. The award carries a cash award of US $ 20,000 and a citation.
EVALUATION
393 Total Literacy Campaign districts and 172 Post Literacy Programme districts have been evaluated by the External Evaluation Agencies. Seven
Continuing Education Programmes districts, i.e., Mandi (Himachal Pradesh), Ajmer (Rajasthan), Idduki Kasargod and Kollam and (Kerala) Uttar
Kammad and Davangere (Karnataka) have also been evaluated by external evaluation agencies. Similarly, the activities of 106 JSSs have also been
evaluated.
1. The literacy rate in 2001 has been recorded at 64.84 per cent as against 52.21 per cent in 1991. The 12.63 percentage points increase in the
literacy rate during the period is the highest increase in any decade.
2. Rate of growth in literacy is more in rural areas than in urban areas.
3. The gap in male-female literacy rate has decreased from 24.84 per cent in 1991 to 21.60 per cent in 2001.
4. Female literacy increased by 14.38 per cent whereas male literacy increased by 11.13 per cent during the last decade.
5. Gender equity and womens empowerment is also visible as about 60 per cent of participants and beneficiaries are women.
6. In all states and union territories, the male literacy rate is now over 60 per cent. Kerala continues to have the highest literacy rate of 90.92 per
cent and Bihar has the lowest literacy rate of 47.53 per cent.
7. Out of the total 600 districts in the country, 597 districts have been covered by NLM under literacy programme.
EDUCATION OF SCHEDULED CASTES AND SCHEDULED TRIBES
Article 46 of the Constitution states that, The State shall promote, with special care, the education and economic interests of the weaker sections
of the society, and, in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social
exploitation. Articles 330, 332, 335, 338 to 342 and the entire Fifth and Sixth Schedules of the Constitution deal with special provisions for
implementation of the objectives set forth in Article 46.

National Programme for Education of Girls at Elementary Level (NPEGEL): The NPEGEL under the existing scheme of Sarva Shiksha Abhiyan (SSA)
provides additional components for education of girls under privileged / disadvantaged at the elementary level. The Scheme is being implemented
in Educationally Backward Blocks (EBBs) where the level of rural female literacy is less than the national average and the gender gap is above the
national average, as well as in blocks of districts that have at least 5 per cent SC/ST population and where SC/ST female literacy is below 10 per
cent based on 1991.

Shiksha Karmi Project (SKP): SKP aims at universalization and qualitative improvement of primary education in remote, arid and socioeconomically backward villages in Rajasthan with primary attention to girls.

Kasturba Gandhi Balika Vidyalayas: Under the scheme of Kasturba Gandhi Balika Vidyalaya, 750 residential schools are being set up in difficult
areas with boarding facilities at elementary level for girls belonging predominantly to the SC, ST, OBC and minorities. The scheme would be
applicable only in those identified
Educationally Backward Blocks (EBBs) where, as per census data 2001, the rural female literacy is below the
national average and gender gap in literacy is more than the national average.

Central Institute of Indian Languages (CIIL): The Central Institute of Indian Languages, Mysore has a scheme of development of Indian Languages
through research, developing manpower and production of materials in modern Indian Languages including tribal languages.

Scholarship Scheme for SC/ST candidates: Dr. Ambedkar National Scholarship Scheme for meritorious students, is implemented by Dr. Ambedkar
Foundation set up under the aegis of the Ministry of Social Justice and Empowerment in 1992 with a view to recognize, promote and assist
meritorious students belonging to Scheduled Caste and Scheduled Tribe for enabling them to pursue higher studies. This is one time cash award and
will be given to three students scoring highest marks in the regular class X level examination conducted by the Education Board / Council. This will
be separate for SC and ST. In case none of the first three eligible students are girls, the girl students scoring the highest mark will get a special
award. As and when asked by the Ministry of Social Welfare and Justice, NIOS is supposed to send the names of eligible candidates for this scheme.
Under the Scheme of strengthening of Boarding and Hostel Facilities for Girl Students of Secondary and Higher Secondary Schools sent percent
financial assistance is given to Voluntary Organizations to improve enrolment of adolescent girls belonging to rural areas and weaker sections.

National Council for Educational Research and Training (NCERT): NCERT operates the National Talent Search Scheme for pursuing courses in
science and social science upto doctoral level and in professional courses like medicine and engineering upto second-degree level subject to
fulfillment of the conditions. Out of 1000 scholarships 150 scholarships are reserved for SC students and 75 scholarships for ST students.

National Institute of Educational Planning and Administration (NIEPA): Educational development of Scheduled Castes and Scheduled Tribes is an
area of major concern of NIEPA. It has also been generating material relating to educational institutions and development of Scheduled Caste and
Scheduled Tribe students.

Community Poly-technics: The Scheme of Community Polytechnics in selected diploma level institutions since 1978-79 undertakes rural /
community development activities through application of science and technology in its proximity.
QUALITY IMPROVEMENT IN SCHOOLS
During the 10th Five Year Plan, Quality Improvement in Schools was introduced as a composite centrally sponsored scheme having the following
components: (i) National Population Education Project, (ii) Environmental Orientation to School Education, (iii) Improvement of Science Education
in Schools, and (iv) Introduction of Yoga in Schools and (v) International Science Olympiads. A decision was taken to transfer four of these
components to National Council of Educational Research and Training (NCERT) w.e.f. April 2006, except the component of improvement Science
Education in school that was transferred to states.
NATIONAL POPULATION EDUCATION PROJECT

Education System in India

The National Population Education Project was launched in April 1980 with the objective of institutionalizing population education in the school
education and teacher education systems to contribute to the attainment of population and development goals of the country. Up to 2002, this was
implemented as externally aided Project which was fully funded by the United Nations Population Fund (UNPFA). Moreover, UNPFA decided to
support a concomitant Project focused on Adolescent Reproductive and Sexual Health (ARSH) from 2004. During 2006-07, the NPEP was
implemented as an integral part of Adolescence Education Programme, launched by Ministry of Human Resource Development in 2005 in
collaboration with National AIDS Control Organization (NACO).
ENVIRONMENTAL ORIENTATION TO SCHOOL EDUCATION
Centrally sponsored Scheme Environment Orientation to School Education was initiated in 1988-89. The scheme envisages assistance to voluntary
agencies for conduct of experimental and innovative programme aimed at promoting integration of educational programmes in schools with local
environmental conditions.
IMPROVEMENT OF SCIENCE EDUCATION IN SCHOOLS
Centrally sponsored Scheme Improvement of Science Education in Schools was initiated during 1987-88. Under the scheme financial assistance
was being provided to States/UTs and voluntary agencies.
INTRODUCTION OF YOGA IN SCHOOLS
Introduction of Yoga in Schools was launched as a Centrally Sponsored Scheme during 1989-90 to provide financial assistance to States/Union
Territories / Non-Governmental Organizations. It aimed at giving central assistance for training and research, enrichment of library and
construction / expansion of hotels for teacher trainees. It was being implemented through the concerned Departments of Education of States / UTs.
It was transferred to NCERT w.e.f. April, 2007. NCERT has initiated to review the Scheme in the light of National Curriculum Framework 2005.
INTERNATIONAL SCIENCE OLYMPIADS
With an aim to identify and nurture talents in Mathematics, Physics, Chemistry and Biology at School level, International Science Olympiads held
every year for respective subjects and India has been participating in these Olympiads in 1989, 1998, 1999 and 2000, respectively. Since 2002,
Indian team is also participating in international Olympiad in informatics.
As per the existing financial pattern, the host country ray for the boarding and lodging and transportation of teams during their stay in the next
country, while the International travel cost is borne by the participating countries.
NAVODAYA VIDYALAYA SAMITI
The National Policy on Education: 1986 envisaged setting up of model school, one in each district of the Country. Accordingly, a scheme was
formulated under which it was decided to set-up co-educational fully residential schools (now called Jawahar Navodaya Vidyalayas) providing
education up to senior secondary level. Efforts are made to ensure that at least 33 per cent of the students enrolled are girls. Migration is a unique
feature of Navodaya Vidyalaya Scheme whereby 30 percent of students of Class IX from a Vidyalaya located in Hindi speaking area spend one
academic year in a Vidyalaya located in Non-Hindi speaking area and vice-versa to promote national integration.
KENDRIYA VIDYALAYA SANGATHAN
The Government approved the scheme of Kendriya Vidyalaya Sangathan in 1962, on the recommendations of the Second Pay Commission. Initially,
20 regimental schools in different States were taken over as Central Schools. In 1965, an Autonomous Body called Kendriya Vidyalaya Sangathan was
established with the primary objective of setting-up and monitoring Kendriya Vidylayas to cater to the educational needs of the children of
transferable Central Government Employees including Defence Personnel and Para-Military forces by providing common progaramme of education.
Three Kendriya Vidyalayas are based abroad, i.e., one each in Kathmandu, Moscow and Tehran.
INTEGRATED EDUCATION FOR DISABLED CHILDREN
The Centrally sponsored scheme of Integrated Education for Disabled Children (IEDC) was launched in 1974 by the then Department of Social
Welfare and was later transferred to the Department of Education in 1982-83. The Scheme was last revised in 1992. This Scheme provides
educational opportunities for disabled children in common schools to facilitate their integration and ultimate retention in the general school
system. Under IEDX, 100 per cent assistance is being provided to various components for education of children suffering from mid to moderate
disabilities in common schools.
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
The National Council of Educational Research and Training (NCERT) is an apex institution which provides technical resource support for school
education. The NCERT charter envisages a special place for designing curriculum. NCERT is expected to review school curriculum as a regular
activity ensuring the higher standards in education. The National Policy of Education, (NPE) 1986, and the Programme of Action (PoA), 1992 assign a
special role of NCERT in preparing and promoting a National Curriculum Framework.
National Curriculum Framework: The National Curriculum Framework (NCF) 2005 was the outcome of wide ranging deliberations and collective
endeavours. A National Steering Committee was set up under the chairpersonship of Prof. Yash Pal (Scientist and Scholar). The committee
comprised 35 members including scholars from different disciplines, principals and teachers, representative of well known NGOs and members of
the NCERT. Its work was supported by 21 National Focus Groups, covering major areas of the curriculum, national concerns and systemic issues.
PROMOTION OF LANGUAGES

Hindi: In order to assist non-Hindi speaking States / UTs to effectively implement the three-language formula, support for teaching of Hindi in
these States / UTs is provided by sanctioning financial assistance to appoint Hindi teachers in schools under a Centrally-sponsored scheme.
Assistance is also given to Voluntary Organizations for enabling them to hold Hindi-teaching classes. Though the Kendriya Hindi Sansthan, the
Government promotes development of improved methodology for teaching Hindi to non-Hindi speaking students.

Modern Indian Languages: The National Council for Promotion of Urdu Language (NCPUL) has been functioning since April 1996 as an autonomous
body for the promotion of Urdu language and also Arabic and Persian languages. One of the outstanding areas of operation of NCPUL has been
transfer to information of Urdu speaking population into productive human resource and making them part of the employable technological
workforce in the emerging information technological scenario and penetration of computer education to the grass-root level in minority
concentration blocks. The Government has also set-up National Council for Promotion of Sindhi.

English and Foreign Languages: The Central Institute of English and Foreign Languages (CIEFL), Hyderabad, an Institution of Higher learning
deemed to be a University, is an autonomous organization which undertakes teacher education programme to improve the professional competence
of teachers of English at the secondary language with the regional centres at Shillong and Lucknow. The CIEFL also implements two Government of
India schemes of English Language Teaching Institute (ELTI) and District Centres for English to bring about substantial improvements in the standard
of teaching/learning of English in the country for which grants are given by CIEFL to various State Governments.
STRENGTHENING OF CULTURE AND VALUES IN EDUCATION
Central Sector Scheme of Assistance for Strengthening of Culture and Values in Education is being implemented. In which financial assistance is
given to Governmental and non-Governmental organizations, Panchayat Raj Institutions, etc., to the extent of 100 per cent of grant for the project

Education System in India

proposals approved subject to a ceiling of rupees ten lakh for strengthening cultural and value education from pre-primary education system to
higher education including technical and management education.
SANSKRIT DIVISION
The Government of India gives 100 per cent financial assistance through State Governments for: (a) Eminent Sanskrit scholars in Indigent
Circumstances; (b) Modernization of Sanskrit Pathshalas; (c) Providing facilities for teaching Sanskrit in High / Higher Secondary Schools; (d)
Scholarships to students studying Sanskrit in High and Higher Secondary schools; (e) Various schemes for the promotion of Sanskrit; and (f)
improving the methodology of teaching Sanskrit in schools, Sanskrit Colleges / Vidyapeeths. Presently the Scheme is under revision. Presidential
Award of the Certificate of Honour is conferred on eminent scholars of Sanskrit, Pali, Arabic, and Persian in recognition of their lifetime
outstanding contribution towards the propagation of these languages, every year on Independence Day. Maharshi Badrayan Vyas Samman has also
been introduced for young scholars in the age group of 30 40 years who have made a break through in inter disciplinary studies involving
contribution of Sanskrit or ancient Indian wisdom, to the process of synergy between modernity and tradition.

Rashtriya Sanskrit Sansthan New Delhi: Is an autonomous organization established by the Government of India in the year 1970. It is the nodal
agency for the propagation, promotion and development of Sanskrit Education in the country. It is fully funded by the Government of India in the
Ministry of Human Resource Development, Department of Secondary and Higher Education. Rashtriya Sanskrit Sansthan has been granted the status
of a Deemed to University. Rashtriya Sanskrit Vidyapeetha, Tirupati, provide courses of study from Prashasti (Intermediate) to Vidya Vardhi (Ph.D.),
The Vidyapeetha has upgraded the Department of Pedagogy to an Institute of Advanced Studies in Education (IASE).

Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeetha, New Delhi: provides courses of study from Shastri to Vidya Vachaspati (D.Lit.). From
1997-98 the Vidyapeetha started diploma in vedic and refresher courses, two degrees, namely, Vidya Vardhi (Ph.D.) and Manad Upaadhi (Honorary
D. Lit.) are also given by Vidyapeetha.
SCHOLARSHIPS
The Ministry of Human Resource Development operates a Centrally Sponsored Plan Scheme viz., National Merit Scholarship Scheme through States /
UTs, under which 100 per cent financial assistance is provided to meritorious students from rural areas studying in classes IX and X. Besides,
scholarship is also provided to all the meritorious students on state-wise merit, including students from rural areas, studying from the post-metric
to the post-graduate level.
EDUCATIONAL DEVELOPMENT IN NORTH EASTERN REGION
The North Eastern Region comprising eight States has a high literacy level and is rich in ethnic cultural heritage with linguistic diversity. The NE
States have been provided grants under the Non-Lapsable Central Pool of Resources (NLCPR) to improve their infrastructure facilities. The
Empowered Committee administering NLCPR has, since its inception in 1998-99.
UNIVERSITY GRANTS COMMISSION
The University Grants Commission (UGC) which came into existence on 28 December, 1953, became a statutory organization by an Act of
Parliament in 1956. It is a national body for the coordination, determination and maintenance of standards of university education. Section 12 of
the UGC Act provide that the Commission shall, in consultation with the universities concerned, take all such steps as it may think fit for the
promotion and coordination of university education and for the maintenance of standards in teaching, examination and research. For the purpose
of performing its functions, the Commission may allocate and disburse, out of the Fund of the Commission, grants to universities and colleges for
their maintenance and development; advise the Union Government, State Governments and Institutions of higher learning on the measures
necessary for the promotion of university education and make Rules and Regulations consistent with the Act, etc. The Commission consists of the
Chairman, Vice-Chairman and 10 other members appointed by the Government of India. The executive head is Secretary. The University Grants
Commission has its Regional Offices at Hyderabad, Pune, Bangalore, Kolkata, Guwahati and Bangalore. The Northern Regional Office which was
earlier located at Ghaziabad has now been functioning from the UGC Head Quarters as Northern Regional Colleges Bureau (NRCB).
AUTONOMOUS RESEARCH ORGANIZATIONS

The Indian Council of Historical Research (ICHR), New Delhi, set-up in 1972, reviews the progress of historical research and encourages scientific
writing of history.
The Indian Council of Philosophical Research (ICPR), functioning from 1977 with offices in New Delhi and Lucknow, reviews the progress, sponsors
or assists projects and programmes of research in philosophy.
The Indian Institute of Advanced Study (IIAS), Shimla set up in 1965 is a residential centre for advanced research in humanities, social sciences
and natural sciences.
The Indian Council of Social Science Research (ICSSR), New Delhi, is an autonomous body for promoting and coordinating social science research.
The National Council of Rural Institute (NCRI) was set up in 1995 as an autonomous Organization fully funded by the Central Government to
promote rural higher education on the lines of Mahatma Gandhis revolutionary and voluntary agencies in accordance with Gandhian Philosophy of
education.
INDIRA GANDHI NATIONAL OPEN UNIVERSITY
The Indira Gandhi National Open University (IGNOU) established in September 1985 is responsible for the promotion of Open University and distance
education system in the educational pattern of the country and for coordination and determination of standards in such systems. The IGNOU
introduced its programmes in 1987. On 26 January, 2001, IGNOU launched an education channel Gyandarshan which is now a 24-hour channel and
has capacity of six simultaneous telecasts. In November 2001, IGNOU launched FM Radio Network for providing additional student support. The
launch of an exclusive educational satellite Edusat is an historic opportunity. In the year 2005, the university established 100 Edusat supported
Satellite Interactive Terminals (SITs) in its regional / study centres all over the country. Distance Education Council, established by the University
as a statutory authority, is an apex body.
MINORITY EDUCATION

In pursuance of the revised Programme of Action (POA) 1992, two new Centrally-sponsored schemes, i.e., (i) Scheme of Area Intensive Programme
for Educationally Backward Minorities; and (ii) Scheme of Financial Assistance for Modernization of Madarsa Education were launched during 199304. In the Tenth Plan the aforesaid two schemes have been merged to form the Area Intensive and Madarsa Modernization Programme.

Education System in India

The National Commission for Minority Educational Institutions 2004 has been set-up an Act of Parliament under which minority education
institutions can seek affiliation to Scheduled Universities. University of Delhi, North Eastern Hill University; Pondicherry University; Assam
University; Nagaland University and Mizoram University are at present in the Schedule.
INDIAN NATIONAL COMMISSION FOR CO-OPERATION WITH UNESCO (INCCU)
India has been a member of the United Nations Educational, Scientific and Cultural Organization (UNESCO) since 1946. The Government set up an
interim Indian National Commission for Co-operation with UNESCO (INCCU) in 1949, which was later put on a permanent footing in 1951. The
Commission consists of five Sub-Commissions namely, Education, Natural Science, Social Sciences, Culture and Communication. The Minister for
Human Resource Development is the President of the Commission and the Secretary of the Government of India in the Department of Secondary
and Higher Education is its Secretary General. The membership of the Commission is of two categories: (i) Individual and (ii) institutional members
distributed among its five Sub-Commissions.
The National Commission acts as an advisory, coordinating and liaison agency at the national level in respect of all matters within the competence
of UNESCO.
National Book Trust, India: The National Book Trust, India an autonomous organization under the Ministry of Human Resource Development, was
established in 1957. Every alternate year, NBT organizes the World Book Fair in New Delhi, which is the largest book fair in Asia and Africa. The
Trust also observes 14-20 November every year as National Book Week.
RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN
Launched in March, 2009, this Scheme with the objective to enhance access to secondary education and improve its quality, envisages to achieve
an enrolment rate of 75 per cent from 52.26 per cent in 2005-06 in secondary stage within five years by providing a secondary school within a
reasonable distance of any habitation, providing universal access to secondary level education by 2017 and achieving universal retention by 2020.
The Information and Communication Technology @ School Scheme was launched in December 2004 to provide opportunities to secondary stage
students to mainly build their capacity of ICT skills and make them learn through computer aided learning process. Based on experience gained, so
far, the Scheme has been revised with the approval of CCEA on 9 January, 2010 during the 11th Plan.
The elements of the revised proposal are to increase outreach to all government and government aided secondary and higher secondary schools,
strengthen teacher, provision of broadband connectivity and e-content development.
The Scheme of Inclusive Education for Disabled at Secondary State (IEDSS) has been lunched from the year 2009-10. This Scheme replaces the
earlier scheme of Integrated Education for Disabled Children (IEDC) and would provide assistance for the inclusive education of the disabled
children in classes IX-XII.
COPYRIGHT
Administering the Copyright Act, 1957, in the area of Intellectual Property Rights (IPRs), is the responsibility of the Union Ministry of Human
Resource Development, Department of Secondary and Higher Education. The Copyright Office was established in January, 1958 to register copyright
of works under different categories. As per Section 33 of the Copyright Act, the Central Government also registers copyright societies for doing
copyright business. The Indian Copyright Act, 1957 was comprehensively amended in 1994 taking into account the technological developments. The
amended Act was brought into force on 10 May, 1995. The Act as further amended in 1999, came into force on 15 January, 2000. Under the
provisions of Section 11 of the Copyright Act, 1957, the Government of India has constituted a Board to be called the Copyright Board. The
Copyright Board is a quasi-judicial body consisting of a Chairman and not less than two or more than fourteen other members. The Chairman and
other members of the Board are appointed for a term of five years.

Copyright Enforcement in India: The Indian Copyright Act, 1957, provides penalties for the offences committed under the Copyright Act and
empowers the police to take necessary action. The actual enforcement of the law is the concern of the State Governments. These measures include
the setting up of a Copyright Enforcement Advisory Council (CEAC), which has as its members from all concerned departments and representatives
of industry to regularly review the implementation of the Copyright Act including the provisions regarding anti-piracy.

Cooperation with WIPO: India is a member of the World Intellectual Property Organization (WIPO), a specialized agency of the United Nations
which deals with copyright and other intellectual property rights. As per recent amendments in the Government of India (Allocation of Business)
Rules, 1961 the work relating to coordination with WIPO has been transferred to Ministry of Commerce and Industry, Department of Industrial Policy
and Promotion.

General Agreement on Trade in Services (GATS): Education is one of the twelve services, which are to be negotiated under the General
Agreement of Trade in Services (GATS). Education has been divided into five categories for the purposes of Negotiations: Higher Education,
Secondary Education, Primary Education, Adult Education and Other Education.
EDUCATION: A CHRONOLOGY CHART

1792

: Sanskrit College at Banaras

1800

: Fort William College at Kolkata

1817

: January 20 Raja Rammohan Roy established the Hindu College, in Kolkata (renamed Presidency College in 1855).

1821

: Poona Sanskrit College

1824

: Sanskrit College at Kolkata

1826

: Governor of Madras established two schools in each collectorate and one school in each Tahsil.

Education System in India

1834

: Basel Mission at Mangalore.

1835
: February 2 Macaulays minute, in which he anticipated a class of persons, Indian in blood and color, but English in taste, in opinions, in
morals and in intellect.

1835

: Calcutta Medical College, the first Medical College in India (also in Asia).

1844

: Lord Harding established 101 vernacular schools in Bengal.

1847

: Roorkee Engineering College, the first Engineering College in India.

1854

: Woods Despatch survey and suggestions for reforms; creation of Department of Public Instruction in each province.

1857
: Hunter Commission on education (responsibility of mass education shifted from Government to local boards / private sectors; grant in aid
system).

1882

: Punjab University

1904
: Five Universities, 191 affiliated colleges; 23,000 students; 5,498 secondary schools with 5.6 lakh students 98,538 primary schools with 33
lakh students; special industrial / technical / art / training schools.

1948

: Radhakrishan Commission for university education suggested 10+2 structure, three languages, scholarships and research.

1950

: Free and compulsory education enshrined as one of the Directive Principles of State Policy in the Constitution of the Indian Republic.

1951

: First Indian Institute of Technology (IIT) established at Kharagpur.

1952

: Mudaliar Commission Secondary Education.

1956

: University Grants Commission (UGC) established by Act of Parliament.

1961

: Dr. Sampuranan and Committee on Emotional Integration.

1964

: Kothari Commission on education at all stages.

1976

: Education changed from State list to Concurrent List in the Constitution.

1986

: New National Policy of Education.

1988

: All India Council of Technical Education (AICTE) with statutory status; National Literacy Mission launched.

1993

: National Council of Teacher Education (NCTE).

2002

: Constitution amended to make free and compulsion education, a Fundamental Right.

2004

: EDUSAT, a satellite dedicated to education launched.

2008

: Decision to set up eight new IITs.