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Concept
Education in India
Summary
Education in India is primarily managed by the state-run public education system, which falls under the command of the government at three levels: central, state and local. Under various articles of the Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of the total number of public schools to private schools in India is 10:3.
Education in India covers different levels and types of learning, such as early childhood education, primary education, secondary education, higher education, and vocational education. It varies significantly according to different factors, such as location (urban or rural), gender, caste, religion, language, and disability.
Education in India faces many challenges and opportunities, such as improving access and quality, reducing disparities and dropouts, increasing enrolment and completion rates, enhancing learning outcomes and employability, strengthening governance and accountability, promoting innovation and technology, and addressing the impact of COVID-19 pandemic. It is influenced by various policies and programmes at the national and state levels, such as the National Education Policy 2020, the Samagra Shiksha Abhiyan, the Rashtriya Madhyamik Shiksha Abhiyan, the Midday Meal Scheme, the Beti Bachao Beti Padhao Scheme, and the National Digital Education Architecture. It is also supported by various stakeholders and partners, such as UNICEF, UNESCO, World Bank, civil society organizations, academic institutions, private sector entities, and media outlets.
Up until 1976, under the Indian constitution, school education was a state subject; states possessed full jurisdiction over making and implementing education policies. After the 42nd Amendment of the Constitution of India was passed in 1976, education fell under the concurrent list. This allowed the central government to recommend education policies and programmes, even if state governments continued to wield extensive autonomy in implementing these programmes.
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