School System and Education Policy in India

2016

Societal and educational inequalities may be rooted in ethnicity, poverty, being differently abled, or neglect over extended periods of time. The Indian Right of Children to Free and Compulsory Education Act (RTE) (2009) and the American No Child Left Behind (NCLB) (2001) are two legislative Acts to address the problem of inequalities in education especially among marginalized populations within a democratic setting. The two Acts arise from long experience in educational reform and are attempts to improve the systems as efficiently and quickly as possible. This article describes the development of both systems of education from their early beginnings. A comparison and analysis of the Acts is made from the perspectives of two countries with very different cultural contexts yet with similar goals of equality. It is a fascinating exercise to see two democratic nations sticking to their cultures, traditions and political frameworks attempt to arrive at a more just and equal society.

The strong endorsement of neo-liberal policies by successive Indian governments has severely affected the education sector. Not just the funding cut but also growing privatization has significantly affected the quality of and access to education. The logic of the competitive market and one’s ability to pay determines the access to education; education is increasingly treated as a commodity rather than a social good.

2010

2017

Certain areas in education policy are subject to debate more than others. This article attempts to present a broad overview of the debates around investment in education, use of technology in teaching-learning, vocational education, teacher accountability and the no detention policy

International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2022

This review is anthology of education system of India since independence. The British imposing rule in India implanted into the Indian society the education system which was proposed by the British government for the safeguarding of their colonial admin in India, termed the Macaulay education scheme. The Indian higher education started inflating and was promoted time and another time through different national policies and configuration of various committees and commissions, like the University Education Commission (UEC) in 1948, the University Grants Commission (UGC) in 1956, Kothari Commission (KC) in 1964, the first National Policy on Education (NPE) in 1968, et cetera, and now, an initiative of the Indian government is on to direct in and implement a New Education Policy (2019). The present reviews discussed the committees and commissions formed from 1945 to 2011 taking into consideration.

Tuijin Jishu/Journal of Propulsion Technology, 2023

The Indian education system is a complex and diverse system that has evolved over the centuries, with influences from different civilizations, religions, and cultures. The Indian education system has made significant progress in expanding access and improving the quality of education, it still faces several challenges.In recent years; the government has introduced several initiatives to address these challenges, such as the National Education Policy 2020, which aims to make education more inclusive, accessible, and effective. Despite the challenges, the Indian education system has produced several world-class scholars, scientists, and leaders, and remains a critical component of India's economic and social development. In this paper an overview of the Indian education system, its merits, de merits, National Education Policy 2020 and few recommendations are discussed that may be useful to the intellectual community and educators at different levels.

European Chemical Bulletin, 2023

The collection of laws and regulations that direct how the education system should be run are referred to as "education policy." Education policy is comprised of the guiding principles and policies of the government in the field of education. The legal complexities that surround the applicability of two operational policies, specifically the Right to Education Act of 2009 and the New Education Policy of 2020, have also been cited as a reason for the criticism levelled against the policy. In the long run, any potential ambiguity that may exist between the statute and the newly enacted policy will need to be ironed out by deliberating on particular provisions, such as the age at which children must first enroll in school. In light of this, it is important to point out that previous attempts to pass legislation through the legislative branch of government while operating under the previous regulatory structure were unsuccessful. Natural law states that everything must change, and this includes our societies, nations, and planet. A conceptual discussion is provided to highlight the concept of the national educational policy framework, different sections of the higher education policy of NEP 2020 are highlighted, and the new policy is compared to existing education policy. This research provides a comprehensive framework of the educational system, its policies, and the merits of both the new policy and the current policy.

Italian Journal of Sociology of Education, 2017

The Indian secondary education system has, since independence in 1947, strived to transform in terms of policy but failed to transcend in practice the challenges presented by the colonial legacy it inherited. This study draws on Hodgson and Spours (2006) analytical policy framework to critically examine three key Indian secondary education policy initiatives: the Mudaliar Commission Report (1952-1953); the Kothari Commission Report (1964 -1966); and the Twelfth Five-Year Plan (2012-2017). The objectives of this study are to develop an insight into how three policy constructions of knowledge and intervention endeavor to: 1) impact access, governance, pedagogical approaches, curriculum reform and; 2) deepen an understanding of how this interplays with the challenges of inclusivity, equality, quality, equity, achievement and progression in Indian secondary education provision.