High School Education in India

EDUCATION SYSTEM IN INDIA- HIGH work In India, high school school is a grade of direction which includes Standards cardinal to X. Standards XI to 12 called as Higher tri exactlyary School or Senior petty(a) School or Junior college. Some states confer to Standards IX and X as High School, while XI and XII be margined as Intermediate. Other states refer to VI, VII, VIII, IX and X (grades 6, 7, 8, 9 and 10) as Secondary school and XI and XII (grades 11 and 12) as Senior Secondary School. Usually, students from ages 14 to 18 study in this section.These schools whitethorn be affiliated to national boards like Central Board of Secondary precept (CBSE), Indian Certificate of Secondary Education (ICSE) or topic implant of Open Schooling (NIOS) or various state boards. thither were that 20 universities and 500 colleges in the Indian subcontinent (including Bangladesh and Pakistan) in 1947, the form of Indian independence. directly there are about 376 universities and 17,700 c olleges in India only, galore(postnominal) with world kin physical infrastructure. M both private research institutes are also coming up on a regular basis.The only Nobel prize for India (Indian citizen at the time of the award) in science for C. V. Raman (1930, University of Calcutta) also came in that era. We also had m either world class scientists during that time (e. g Satyen Bose, J. C. Bose, Homi Bhaba etc). Now India is the second fastest growing in the world and third largest parsimoniousness in Asia with huge budget in so-called breeding and research. scarcely we do non book any world class scientist (who has a slightest chance to get Nobel Prize in science) in India or afield (as per a survey published in a reputed Bengali magazine, Desh, past ago).We see huge uproar when previous government wanted to offer accountability in some elite institutes like IIM or IITs except we never see a fraction of that excitement among educated spunk class people or our politic al masters to reform uncreated and utility(prenominal) bringing up although our primary and secondary education system, the backbone of our country, is in a pathetic shape. Our middle class people, who can not undergo to send their kids abroad but dream to have a better, to a greater extent powerful and comfortable life for their kids do not allow any meaningful reform of primary and secondary education since independence.Our current education system selectively discards talented students with inquisitiveness, ability to ask questions and dream to do something challenging, something better for the society. Now we only produce private tuition and coaching enabled, mugging-up grade technicians who are great to do routine jobs (as in IT or BT) or imitating others (mainly true for Indian R&D empyrean in any branch of science and in any industry), but not capable of doing original research, despite of having many world class physical infrastructure, huge budget and some so-calle d elite institutes.My new-fangled experience with many graduate students form some high visibility Indian institutes/universities indicate that the trend to emphasize on database type knowledge, prove type information and fascination with techniques (not science as such) are cool off highly prevalent. No wonder India is among the least innovative nations in the world. flavour of Indian science education and research is going down at an alarming rate since independence, despite of huge increase in financing (1, 2, 3 and Balaram, P. (2002).Science in India Signs of Stagnation. Current Science 82, 193-194. ). We need to invest often more and have an intensive and proper supervision of primary and high school education than wrongly focusing on high education and research at the top aim, at this time. Recently passed Right to education bill is a step towards the rightfield direction. But here once again we need to remember that many such great policies hardly succeed anything in reality and only limited within government files and the property ends up in the pockets of few selected people.Whatever money we spend on higher education and research is not going to give us any novel knowledge or technological edge unless we have right candidate behind the costly machines we buy. Now we produce mainly technicians, not scientists or technocrats and feel proud to export such raw materials to manpower-starved develop countries ( be it IT or BT, the two main pillars of Indian economy today). This index lead to some degree of prosperity in the short term but we are going to loose in a lifesize way in the long run unless we totally overhaul our prefatory education system at primary and high school level.Its useless to cut the roots and then water on the top. S C H E M E S A N D P R O G R A M M E S The development of Secondary Education sector is also guided by the following centrally Sponsored Schemes 1. Integrated Education for Disabled Children 2. Improvement of Science Education in Schools 3. Promotion of Yoga in Schools 4. Strengthening Boarding and Hostel Facilities for Girls 5. Environmental predilection to School Education. 6. National universe of discourse Education Project. 7. National Awards for Teachers.A brief description of each of these Schemes is given below. Vocationalisation of Secondary Education A Central insertion of Vocational Education named Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) was distinguish up at Bhopal in 1993 under the overall umbrella of NCERT. The Institute acts as an apex level research and development organisation in the field of vocational education and provides directs and academic support to the programmes. Integrated Education for Disabled Children (IEDC)Under the scheme, financial assistance is provided for education of disabled children which includes assistance towards books and stationery, uniforms, remove allowance, readers allowance for blind children, es cort allowance for severely handicapped children, boarding and lodging charges for disabled children residing in hostels, salary of resource teachers and helpers, setting up and equipping resource rooms, survey and assessment of disabled children, purchase and intersection of instructional material, training and orientation of resource teachers, funds for making modifications in school buildings and salary of an administrative Cell at the enjoin level to implement and monitor the programme. According to the last survey conducted by the NSSO in 1991, the population of disabled children was estimated at 16. 15 million which is currently estimated to have gone up to 20 million. Under the Persons with Disabilities Act it has become needful for the Central/State/local governments to provide basic education to children with disabilities up to 18 years of age.The Act also calls for a series of activities to pass on the education of such persons and mainstream them in general school sy stem. Based on the provisions of the Act and experiences in recent years it is proposed to revise the breathing IEDC for which a group has been set up. Improvement of Science Education in Schools With a imagine to identifying a nurturing talent in Mathematics, Physics and alchemy at school level, the foreign Mathematical Olympiad (IMO), Internal Physics Olympiad (IPhO) and International Chemistry Olympiad (IChO) is held every year. India has been participating in these Olympiads since 1989, 1998 and 1999 respectively.Each participating country is needed to send a team comprising not more than 6 secondary student demonstrators to IMO, 5 secondary student contestants at IPhO and 4 contestant students to IChO apart from a leader and deputy team leader. Environmental preference to School Education The National Policy on Education (NPE), 1986, provides that the egis environment is a value. The Scheme was initiated in 1988-89. The Scheme envisages assistance to unpaid worker agenc ies. The voluntary agencies are assisted for conduct of experimental innovative programmes aimed at promoting integration of education programmes in schools with local environmental conditions.Three Resource Centres that is to say (i) Uttra Khand Seva Nidhi, Almora (ii) CPR Environmental Education Centre, Chennai and (iii) Centre for Environment Education, Ahmedabad have been designated as nodal agencies for mobilisation, involvement and provision of financial support to NGOs/voluntary organisation in their respective regions for conducting innovative and experimental programmes in the field of Environmental penchant to School Education. N A T I O N A L P O P U L A T I O N E D U C A T I O N P R O J E C T National Population Education Project (School Education) was launched in April 1980 with a view to institutionalise population education in the school education system. The objectives of the catch are i.Introduction of Adolescence Education (with major components like process of growing up, human immunodeficiency virus/AIDS Education, Drug Abuse in Schools and Teachers Education) and ii. Re-orientation, updating and improvement of the elements of Population Education in the light of Programme of Action adopted by the International Conference on Population and Development (ICPD), held in capital of Egypt in 1984. N A T I O N A L A W A R D S T O T E A C H E R S These were instituted in 1958. There are 302 awards out of which 20 awards are reserved exclusively for teachers of Sanskrit, Persian and Arabic teaching in traditional institutions. In order to be qualified the teacher should have put in 15 years of never-ending service on the date of consideration of his claim by the State level Selection Committee.