# LANGUAGE translation of https://www.gnu.org/education/edu-system-india.html # Copyright (C) YEAR Free Software Foundation, Inc. # This file is distributed under the same license as the original article. # FIRST AUTHOR , YEAR. # #, fuzzy msgid "" msgstr "" "Project-Id-Version: edu-system-india.html\n" "POT-Creation-Date: 2024-12-28 14:25+0000\n" "PO-Revision-Date: YEAR-MO-DA HO:MI+ZONE\n" "Last-Translator: FULL NAME \n" "Language-Team: LANGUAGE \n" "Language: \n" "MIME-Version: 1.0\n" "Content-Type: text/plain; charset=UTF-8\n" "Content-Transfer-Encoding: 8bit\n" #. type: Content of: msgid "The Education System in India - GNU Project - Free Software Foundation" msgstr "" #. type: Content of: <div><a> msgid "<a id=\"side-menu-button\" class=\"switch\" href=\"#navlinks\">" msgstr "" #. type: Attribute 'title' of: <div><a><img> msgid "Education Contents" msgstr "" #. type: Attribute 'alt' of: <div><a><img> msgid " [Education Contents] " msgstr "" #. type: Content of: <div> msgid "</a>" msgstr "" #. type: Content of: <div><p><a> msgid "<a href=\"/\">" msgstr "" #. type: Attribute 'title' of: <div><p><a><img> msgid "GNU Home" msgstr "" #. type: Content of: <div><p> msgid "" "</a> / <a href=\"/education/education.html\">Education</a> / <a " "href=\"/education/education.html#indepth\">In Depth</a> /" msgstr "" #. type: Content of: <div><h2> msgid "The Education System in India" msgstr "" #. type: Content of: <div><address> msgid "" "by Dr. V. Sasi Kumar <a href=\"#sasi\" " "id=\"sasi-rev\"><sup>[*]</sup></a>" msgstr "" #. type: Content of: <div><div><h3> msgid "In the Beginning" msgstr "" #. type: Content of: <div><div><p> msgid "" "In ancient times, India had the Gurukula system of education in which anyone " "who wished to study went to a teacher's (Guru) house and requested to be " "taught. If accepted as a student by the guru, he would then stay at the " "guru's place and help in all activities at home. This not only created a " "strong tie between the teacher and the student, but also taught the student " "everything about running a house. The guru taught everything the child " "wanted to learn, from Sanskrit to the holy scriptures and from Mathematics " "to Metaphysics. The student stayed as long as she wished or until the guru " "felt that he had taught everything he could teach. All learning was closely " "linked to nature and to life, and not confined to memorizing some " "information." msgstr "" #. type: Content of: <div><div><p> msgid "" "The modern school system was brought to India, including the English " "language, originally by Lord Thomas Babington Macaulay in the 1830s. The " "curriculum was confined to “modern” subjects such as science and " "mathematics, and subjects like metaphysics and philosophy were considered " "unnecessary. Teaching was confined to classrooms and the link with nature " "was broken, as also the close relationship between the teacher and the " "student." msgstr "" #. type: Content of: <div><div><p> msgid "" "The Uttar Pradesh (a state in India) Board of High School and Intermediate " "Education was the first Board set up in India in the year 1921 with " "jurisdiction over Rajputana, Central India and Gwalior. In 1929, the Board " "of High School and Intermediate Education, Rajputana, was " "established. Later, boards were established in some of the states. But " "eventually, in 1952, the constitution of the board was amended and it was " "renamed Central Board of Secondary Education (CBSE). All schools in Delhi " "and some other regions came under the Board. It was the function of the " "Board to decide on things like curriculum, textbooks and examination system " "for all schools affiliated to it. Today there are thousands of schools " "affiliated to the Board, both within India and in many other countries from " "Afghanistan to Zimbabwe." msgstr "" #. type: Content of: <div><div><p> msgid "" "Universal and compulsory education for all children in the age group of 6-14 " "was a cherished dream of the new government of the Republic of India. This " "is evident from the fact that it is incorporated as a directive policy in " "article 45 of the constitution. But this objective remains far away even " "more than half a century later. However, in the recent past, the government " "appears to have taken a serious note of this lapse and has made primary " "education a Fundamental Right of every Indian citizen. The pressures of " "economic growth and the acute scarcity of skilled and trained manpower must " "certainly have played a role to make the government take such a step. The " "expenditure by the Government of India on school education in recent years " "comes to around 3% of the GDP, which is recognized to be very low." msgstr "" #. type: Content of: <div><div><blockquote><p> msgid "" "<em>“In recent times, several major announcements were made for " "developing the poor state of affairs in education sector in India, the most " "notable ones being the National Common Minimum Programme (NCMP) of the " "United Progressive Alliance (UPA) government. The announcements are; (a) To " "progressively increase expenditure on education to around 6 percent of " "GDP. (b) To support this increase in expenditure on education, and to " "increase the quality of education, there would be an imposition of an " "education cess over all central government taxes. (c) To ensure that no one " "is denied of education due to economic backwardness and poverty. (d) To make " "right to education a fundamental right for all children in the age group " "6–14 years. (e) To universalize education through its flagship " "programmes such as Sarva Siksha Abhiyan and Mid Day Meal.”</em> (<a " "href=\"https://en.wikipedia.org/wiki/Education_in_india\">Wikipedia: " "Education in India</a>)" msgstr "" #. type: Content of: <div><div><h3> msgid "The School System" msgstr "" #. type: Content of: <div><div><p> msgid "" "India is divided into 28 states and 7 so-called “Union " "Territories”. The states have their own elected governments while the " "Union Territories are ruled directly by the Government of India, with the " "President of India appointing an administrator for each Union Territory. As " "per the constitution of India, school education was originally a state " "subject —that is, the states had complete authority on deciding " "policies and implementing them. The role of the Government of India (GoI) " "was limited to coordination and deciding on the standards of higher " "education. This was changed with a constitutional amendment in 1976 so that " "education now comes in the so-called <em>concurrent list</em>. That is, " "school education policies and programmes are suggested at the national level " "by the GoI though the state governments have a lot of freedom in " "implementing programmes. Policies are announced at the national level " "periodically. The Central Advisory Board of Education (CABE), set up in " "1935, continues to play a lead role in the evolution and monitoring of " "educational policies and programmes." msgstr "" #. type: Content of: <div><div><p> msgid "" "There is a national organization that plays a key role in developing " "policies and programmes, called the National Council for Educational " "Research and Training (NCERT) that prepares a National Curriculum " "Framework. Each state has its counterpart called the State Council for " "Educational Research and Training (SCERT). These are the bodies that " "essentially propose educational strategies, curricula, pedagogical schemes " "and evaluation methodologies to the states' departments of education. The " "SCERTs generally follow guidelines established by the NCERT. But the states " "have considerable freedom in implementing the education system." msgstr "" #. type: Content of: <div><div><p> msgid "" "The National Policy on Education, 1986 and the Programme of Action (POA) " "1992 envisaged free and compulsory education of satisfactory quality for all " "children below 14 years before the 21st Century. The government committed to " "earmark 6% of the Gross Domestic Product (GDP) for education, half of which " "would be spent on primary education. The expenditure on Education as a " "percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per " "cent in 1997-98." msgstr "" #. type: Content of: <div><div><p> msgid "" "The school system in India has four levels: lower primary (age 6 to 10), " "upper primary (11 and 12), high (13 to 15) and higher secondary (17 and " "18). The lower primary school is divided into five “standards”, " "upper primary school into two, high school into three and higher secondary " "into two. Students have to learn a common curriculum largely (except for " "regional changes in mother tongue) till the end of high school. There is " "some amount of specialization possible at the higher secondary " "level. Students throughout the country have to learn three languages " "(namely, English, Hindi and their mother tongue) except in regions where " "Hindi is the mother tongue and in some streams as discussed below." msgstr "" #. type: Content of: <div><div><p> msgid "" "There are mainly three streams in school education in India. Two of these " "are coordinated at the national level, of which one is under the Central " "Board of Secondary Education (CBSE) and was originally meant for children of " "central government employees who are periodically transferred and may have " "to move to any place in the country. A number of “central " "schools” (named Kendriya Vidyalayas) have been established for the " "purpose in all main urban areas in the country, and they follow a common " "schedule so that a student going from one school to another on a particular " "day will hardly see any difference in what is being taught. One subject " "(Social Studies, consisting of History, Geography and Civics) is always " "taught in Hindi, and other subjects in English, in these schools. Kendriya " "Vidyalayas admit other children also if seats are available. All of them " "follow textbooks written and published by the NCERT. In addition to these " "government-run schools, a number of private schools in the country follow " "the CBSE syllabus though they may use different text books and follow " "different teaching schedules. They have a certain amount of freedom in what " "they teach in lower classes. The CBSE also has 141 affiliated schools in 21 " "other countries mainly catering to the needs of the Indian population there." msgstr "" #. type: Content of: <div><div><p> msgid "" "The second central scheme is the Indian Certificate of Secondary Education " "(ICSE). It seems that this was started as a replacement for the Cambridge " "School Certificate. The idea was mooted in a conference held in 1952 under " "the Chairmanship of Maulana Abul Kalam Azad, the then Minister for " "Education. The main purpose of the conference was to consider the " "replacement of the overseas Cambridge School Certificate Examination by an " "All India Examination. In October 1956 at the meeting of the Inter-State " "Board for Anglo-Indian Education, a proposal was adopted for the setting up " "of an Indian Council to administer the University of Cambridge, Local " "Examinations Syndicate's Examination in India and to advise the Syndicate on " "the best way to adapt its examination to the needs of the country. The " "inaugural meeting of the Council was held on 3rd November, 1958. In December " "1967, the Council was registered as a Society under the Societies " "Registration Act, 1860. The Council was listed in the Delhi School " "Education Act 1973, as a body conducting public examinations. Now a large " "number of schools across the country are affiliated to this Council. All " "these are private schools and generally cater to children from wealthy " "families." msgstr "" #. type: Content of: <div><div><p> msgid "" "Both the CBSE and the ICSE council conduct their own examinations in schools " "across the country that are affiliated to them at the end of 10 years of " "schooling (after high school) and again at the end of 12 years (after higher " "secondary). Admission to the 11th class is normally based on the performance " "in this all-India examination. Since this puts a lot of pressure on the " "child to perform well, there have been suggestions to remove the examination " "at the end of 10 years." msgstr "" #. type: Content of: <div><div><h3> msgid "Exclusive Schools" msgstr "" #. type: Content of: <div><div><p> msgid "" "In addition to the above, there are a relatively small number of schools " "that follow foreign curricula such as the so-called Senior Cambridge, though " "this was largely superseded by the ICSE stream elsewhere. Some of these " "schools also offer the students the opportunity to sit for the ICSE " "examinations. These are usually very expensive residential schools where " "some of the Indians working abroad send their children. They normally have " "fabulous infrastructure, low student-teacher ratio and very few " "students. Many of them have teachers from abroad. There are also other " "exclusive schools such as the Doon School in Dehradun that take in a small " "number of students and charge exorbitant fees." msgstr "" #. type: Content of: <div><div><p> msgid "" "Apart from all of these, there are a handful of schools around the country, " "such as the Rishi Valley school in Andhra Pradesh, that try to break away " "from the normal education system that promotes rote learning and implement " "innovative systems such as the Montessori method. Most such schools are " "expensive, have high teacher-student ratios and provide a learning " "environment in which each child can learn at his/her own pace. It would be " "interesting and instructive to do a study on what impact the kind of school " "has had on the life of their alumni." msgstr "" #. type: Content of: <div><div><h3> msgid "State Schools" msgstr "" #. type: Content of: <div><div><p> msgid "" "Each state in the country has its own Department of Education that runs its " "own school system with its own textbooks and evaluation system. As " "mentioned earlier, the curriculum, pedagogy and evaluation method are " "largely decided by the SCERT in the state, following the national guidelines " "prescribed by the NCERT." msgstr "" #. type: Content of: <div><div><p> msgid "" "Each state has three kinds of schools that follow the state curriculum. The " "government runs its own schools in land and buildings owned by the " "government and paying the staff from its own resources. These are generally " "known as <em>government schools</em>. The fees are quite low in such " "schools. Then there are privately owned schools with their own land and " "buildings. Here the fees are high and the teachers are paid by the " "management. Such schools mostly cater to the urban middle class " "families. The third kind consists of schools that are provided grant-in-aid " "by the government, though the school was started by a private agency in " "their own land and buildings. The grant-in-aid is meant to help reduce the " "fees and make it possible for poor families to send their children. In some " "states like Kerala, these schools are very similar to government schools " "since the teachers are paid by the government and the fees are the same as " "in government schools." msgstr "" #. type: Content of: <div><div><h3> msgid "The Case of Kerala" msgstr "" #. type: Content of: <div><div><p> msgid "" "The state of Kerala, a small state in the South Western coast of India, has " "been different from the rest of the country in many ways for the last few " "decades. It has, for instance, the highest literacy rate among all states, " "and was declared the first fully literate state about a decade back. Life " "expectancy, both male and female, is very high, close to that of the " "developed world. Other parameters such as fertility rate, infant and child " "mortality are among the best in the country, if not the best. The total " "fertility rate has been below the replacement rate of 2.1 for the last two " "decades. Probably as a side-effect of economic and social development, " "suicide rates and alcoholism are also very high. Government policies also " "have been very different from the rest of the country, leading to the " "development model followed in Kerala, with high expenditure in education and " "welfare, coming to be known as the “Kerala Model“ among " "economists." msgstr "" #. type: Content of: <div><div><p> msgid "" "Kerala has also always shown interest in trying out ways of improving its " "school education system. Every time the NCERT came up with new ideas, it was " "Kerala that tried it out first. The state experimented with the District " "Primary Education Programme (DPEP) with gusto, though there was opposition " "to it from various quarters, and even took it beyond primary classes. The " "state was the first in the country to move from the traditional behaviorist " "way of teaching to a social constructivist paradigm. It was mentioned in the " "National Curriculum Framework of NCERT in the year 2000, and Kerala started " "trying it out the next year. The transaction in the classroom and the " "evaluation methodology were changed. Instead of direct questions that could " "be answered only through memorizing the lessons, indirect questions and open " "ended questions were included so that the student needed to think before " "answering, and the answers could be subjective to some extent. This meant " "that the students had to digest what they studied and had to be able to use " "their knowledge in a specific situation to answer the questions. At the same " "time, the new method took away a lot of pressure and the children began to " "find examinations interesting and enjoyable instead of being stressful. A " "Comprehensive and Continuous Evaluation (CCE) system was introduced along " "with this, which took into consideration the overall personality of the " "student and reduced the dependence on a single final examination for " "deciding promotion to the next class. At present, the CBSE also has " "implemented CCE, but in a more flexible manner." msgstr "" #. type: Content of: <div><div><p> msgid "" "Kerala was also the first state in the country to introduce Information " "Technology as a subject of study at the High School level. It was started " "in class 8 with the textbook introducing Microsoft Windows and Microsoft " "Office. But within one year the government was forced to include free " "software also in the curriculum by protests from free software enthusiasts " "and a favorable stance taken by a school teachers association that had the " "majority of government teachers as its members. Eventually, from the year " "2007, only GNU/Linux was taught in the schools, and all computers in schools " "had only GNU/Linux installed. At that time, perhaps even today, this was " "the largest installation of GNU/Linux in schools, and made headlines even in " "other countries. Every year, from 2007 onwards, about 500,000 children pass " "out of the schools learning the concepts behind free software and the " "GNU/Linux operating system and applications. The state is now moving towards " "IT Enabled Education. Eventually, IT will not be taught as a separate " "subject. Instead, all subjects will be taught with the help of IT so that " "the children will, on the one hand, learn IT skills and, on the other, make " "use of educational applications (such as those mentioned below) and " "resources in the Internet (such as textual material from sites like " "Wikipedia, images, animations and videos) to study their subjects and to do " "exercises. Teachers and students have already started using applications " "such as <a href=\"https://directory.fsf.org/wiki/Dr-geo\"> Dr. Geo</a>, <a " "href=\"https://en.wikipedia.org/wiki/GeoGebra\"> GeoGebra</a>, and <a " "href=\"https://en.wikipedia.org/wiki/KTechLab\"> KtechLab</a> for studying " "geometry and electronics. Applications like <a " "href=\"https://directory.fsf.org/wiki/Sunclock\"> Sunclock</a>, <a " "href=\"https://edu.kde.org/kalzium/\"> Kalzium</a> and <a " "href=\"https://directory.fsf.org/wiki/Ghemical\"> Ghemical</a> are also " "popular among teachers and students." msgstr "" #. type: Content of: <div><div><p> msgid "" "The initiative taken by Kerala is now influencing other states and even the " "policies of the Government of India. States like Karnataka and Gujarat are " "now planning to introduce free software in their schools, and some other " "states like Maharashtra are examining the option. The new education policy " "of the Government of India speaks about constructivism, IT enabled " "education, free software and sharing educational resources. Once a few of " "the larger states successfully migrate to free software, it is hoped that " "the entire country would follow suit in a relatively short time. When that " "happens, India could have the largest user base of GNU/Linux and free " "software in general." msgstr "" #. type: Content of: <div><h3> msgid "References" msgstr "" #. type: Content of: <div><ul><li> msgid "" "<a " "href=\"https://franpritchett.com/00generallinks/macaulay/txt_minute_education_1835.html\"> " "Minute by the Hon'ble T. B. Macaulay, dated the 2nd February 1835</a>" msgstr "" #. type: Content of: <div><ul><li> msgid "" "<a " "href=\"https://www.varnam.org/2007/08/13/the_story_behind_macaulays_edu/\"> " "The Story behind Macaulay's Education Policy: Part 1</a>" msgstr "" #. type: Content of: <div><ul><li> msgid "" "<a " "href=\"https://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education\"> " "Wikipedia: Central Board of Secondary Education</a>" msgstr "" #. type: Content of: <div><div><p> msgid "" "<a href=\"#sasi-rev\" id=\"sasi\">[*]</a> <a " "href=\"https://swatantryam.blogspot.com/\">V. Sasi Kumar</a> is a doctor in " "physics and a member of the FSF India Board of Directors. He advocates for " "free software and freedom of knowledge." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't have notes. #. type: Content of: <div><div> msgid "*GNUN-SLOT: TRANSLATOR'S NOTES*" msgstr "" #. type: Content of: <div><div><p> msgid "" "Please send general FSF & GNU inquiries to <a " "href=\"mailto:gnu@gnu.org\"><gnu@gnu.org></a>. There are also <a " "href=\"/contact/\">other ways to contact</a> the FSF. Broken links and " "other corrections or suggestions can be sent to <a " "href=\"mailto:webmasters@gnu.org\"><webmasters@gnu.org></a>." msgstr "" #. TRANSLATORS: Ignore the original text in this paragraph, #. replace it with the translation of these two: # #. We work hard and do our best to provide accurate, good quality #. translations. However, we are not exempt from imperfection. #. Please send your comments and general suggestions in this regard #. to <a href="mailto:web-translators@gnu.org"> # #. <web-translators@gnu.org></a>.</p> # #. <p>For information on coordinating and contributing translations of #. our web pages, see <a #. href="/server/standards/README.translations.html">Translations #. README</a>. #. type: Content of: <div><div><p> msgid "" "Please see the <a " "href=\"/server/standards/README.translations.html\">Translations README</a> " "for information on coordinating and contributing translations of this " "article." msgstr "" #. type: Content of: <div><p> msgid "Copyright © 2011 Dr. V. Sasi Kumar" msgstr "" #. TRANSLATORS: Please note that the license here is CC-BY-SA #. type: Content of: <div><p> msgid "" "This page is licensed under a <a rel=\"license\" " "href=\"http://creativecommons.org/licenses/by-sa/3.0/us/\">Creative Commons " "Attribution-ShareAlike 3.0 United States License</a>." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits. #. type: Content of: <div><div> msgid "*GNUN-SLOT: TRANSLATOR'S CREDITS*" msgstr "" #. timestamp start #. type: Content of: <div><p> msgid "Updated:" msgstr ""