150 words essay that highlights and analyzes the national artist of the philippines

University of the Philippines Diliman

National artists of the philippines.

The Order of National Artists (Order ng Pambansang Alagad ng Sining) is the highest national recognition given to Filipino individuals who have made significant contributions to the development of Philippine arts, namely: Music, Dance, Theater, Visual Arts, Literature, Film, Broadcast Arts, and Architecture and Allied Arts. The order is jointly administered by the National Commission for Culture and the Arts and the Cultural Center of the Philippines and conferred by the President of the Philippines upon recommendation by both institutions.

National Artists are given a Grand Collar symbolizing their status. Likened to the US National Medal for the Arts and the Order of Culture of Japan, the recipients embody the highest ideals of humanities and aesthetics and ideal expression of Filipinos as exemplified by their outstanding works and contributions.

Gemino Abad National Artist for Literature, 2022 University Professor Emeritus, College of Arts and Letters (2004) Director, Creative Writing Center (1995-1998)

Fides Cuyugan-Asensio National Artist for Music, 2022 Professor Emeritus, College of Music (1997)

Ricardo “Ricky” Lee National Artist for Film and Broadcast Arts, 2022

Agnes Locsin National Artist for Dance, 2022 Senior Lecturer, College of Music (June 1985 – May 1992)

(+) Antonio “Tony” Mabesa National Artist for Theater, 2022 Professor Emeritus, College of Arts and Letters (2002) Founder, Dulaang UP (1976)

(+) Lauro “Larry” Alcala National Artist for Visual Arts, 2018 Professor, College of Fine Arts

(+) Amelia Lapeña-Bonifacio National Artist for Theatre, 2018 University Professor Emeritus, College of Arts and Letters

Raymundo “Ryan” Cipriano P. Cayabyab National Artist for Music, 2018 Professor, College of Music

Resil B. Mojares National Artist for Literature, 2018

Kidlat Tahimik National Artist for Film, 2018 Professor, College of Mass Communication

(+) Francisco F. Feliciano, DMA National Artist for Music, 2014 Professor, College of Music (1969-1972, 1980-1986)

Ramon P. Santos, PhD National Artist for Music, 2014 University Professor Emeritus, College of Music

Benedicto ‘Bencab’ Cabrera National Artist for Visual Arts, 2006 Doctor of Humanities, Honoris Causa (2009)

(+) Bienvenido Lumbera, PhD National Artist for Literature, 2006 Professor Emeritus, College of Arts and Letters

(+) Ildefonso Santos Jr. (I.P. Santos) National Artist for Architecture, 2006 Professor, College of Architecture

Virgilio S. Almario, PhD (Rio Alma) National Artist for Literature, 2003 Professor Emeritus and Dean, College of Arts and Letters (2003-2006)

(+) Jose T. Joya National Artist for Visual Arts, 2003 Dean, College of Fine Arts (1970-1978) Professor, College of Fine Arts

(+) Andrea O. Veneracion National Artist for Music, 1999 Professor, College of Music

(+) Felipe de Leon National Artist for Music, 1997

(+) N.V.M. Gonzalez, PhD National Artist for Literature, 1997 Professor, Department of English and Comparative Literature Founder, “The Diliman Review”

(+) Wilfrido Ma. Guerrero National Artist for Theater, 1997 Director, UP Dramatic Club, 1947-1963

(+) Jose Maceda, PhD National Artist for Music, 1997 Professor, College of Music Founder, UP Center for Ethnomusicology

(+) Lucio D. San Pedro, PhD National Artist for Music, 1991 Professor Emeritus, College of Music

(+) Cesar Legaspi National Artist for Visual Arts, 1990

(+) Antonino R. Buenaventura National Artist for Music, 1988 Conservatory of Music

(+) Carlos P. Romulo National Artist for Literature, 1982 UP President (1962-1968)

(+) Napoleon V. Abueva National Artist for Visual Arts, 1976 Dean, College of Fine Arts (1978 – 1989)

(+) Jovita Fuentes National Artist for Music, 1976 Conservatory of Music

(+) Francisca Reyes Aquino, PhD National Artist for Dance, 1973 Professor, Physical Education Physical Director for Women (1930)

(+) Antonio J. Molina National Artist for Music,1973 Professor, Conservatory of Music

(+) Guillermo Tolentino National Artist for Visual Arts, 1973 Professor Emeritus, College of Fine Arts Director, School of Fine Arts (1953-1955)

(+) Fernando C. Amorsolo National Artist for Visual Arts, 1972 Director, School of Fine Arts (1938-1952)

Last Updated: 03 Mar 2024

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Education in India – A Detailed Analysis

Last updated on April 21, 2024 by ClearIAS Team

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

History of Education in India

India has a rich tradition of imparting knowledge.

The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

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However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways .

Still, the education system in India needs a lot of reforms.

Current Status of Education in India: Data from Census 2011

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Literacy rate in India as per Census 2011: 74%.
Literacy rate: Male: 82.1%; Female: 65.5%
Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
There are large state variations in the gender gap.
However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
Be that as it may, India is still lagging behind the world literacy rate of 86.3%(UNESCO 2015). A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

Pre-primary level: 5-6 years of age.
Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

Under Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of elementary education.
Provision for a non-admitted child to be admitted to an age-appropriate class.
Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
There is a fear of financial burden on the government for teacher recruitment and training.
The grey area of teacher transfer is also not helping the cause.
Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted learning for children from disadvantaged groups to provide an equitable education system.
Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism with the Indian value system. ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

Wisdom and Knowledge
Aims of the Social Order : the desired social order for which youths are being educated.
Love for higher values in life
Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

Standardization of educational system on 10+2+3 pattern.
Emphasized the need to make work experience and social/national service an integral part of education.
Linking of colleges to several schools in the neighborhood.
Equalization of opportunities to all and to achieve social and national integration .
Neighborhood school system without social or religious segregation and a s chool complex system integrating primary and secondary levels of education.
Establishment of Indian Education Service.
On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

The policy provided for “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
Increase public expenditure on education to 6% of GDP.
Provide for better training and qualification of teachers.
Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
Launching of “Operation Blackboard” to improve primary schools nationwide.
IGNOU, the Open University, was formed.
Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
The policy of no detention should be upheld only till class five and not till class eight.
There is a steep rise in teacher shortage, absenteeism, and grievances.
Need to constitute an Autonomous Teacher Recruitment Board.
Four years integrated B.Ed. the course should be introduced.
There is an inadequate integration of information technology (IT) and the education sector.
The National Skills Qualification Framework should be scaled up.
The choice of vocational courses should be in line with local opportunities and resources .
Bringing formal certification for vocational education at par with conventional education certificates.
All India Education Service.
Existing separate laws governing individual regulators in higher education should be replaced by the said act.
The role of existing regulatory bodies like UGC and AICTE should be revised.
National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education:

Low accessibility.
The curriculum doesn’t meet the developmental needs of children.
Lack of qualified and trained teachers.
Substandard pedagogy.
Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
Guidelines for up to three-year-old children.
Educational framework for three to eight-year-old children.
This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
The current structure of school education is to be restructured based on the development needs of students.
10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
Force students to concentrate only on a few subjects.
Do not test learning in a formative manner.
Cause stress among students.
To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
These will also include anganwadis, vocational education facilities, and an adult education center.
Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
Teachers should be deployed with a particular school complex for at least five to seven years.
They will not be allowed to participate in any non-teaching activities during school hours.
Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
The Department of Education of the State will formulate policy and conduct monitoring and supervision.
Higher Education
According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
Research universities focus equally on research and teaching.
Universities focus primarily on teaching.
Colleges focus only on teaching at undergraduate levels.
All such institutions will gradually move towards full autonomy.
Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
Introduce four-year undergraduate programs in Liberal Arts.
By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
The student-teacher ratio of not more than 30:1 must be ensured.
All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

Improving the classroom process of teaching, learning, and evaluation
Aiding teacher training.
Improving access to education.
Improving the overall planning, administration, and management of the entire education system.
Electrification of all educational institutions paves the way for technology induction.
An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

Establishing an autonomous Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
Adult Education Centers will be included within the school complexes.
Relevant courses are made available at the National Institute of Open Schooling.
National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Education and Indian Languages

The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

The New Education Policy lacks operational details.
It is not clear from where the funding will be sourced.
Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
But the girl’s enrollment rate is lower than that of boys at the higher education level.
A gap is visible across social categories in terms of enrollment rate at the higher education level.
According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are cumulative, which leaves students grossly handicapped for further education .
India had fared poorly in the Programme for International Student Assessment (PISA) test in 2008, and 09.
Education policies in India are focused on inputs rather than on learning outcomes.
Teacher shortages.
Local politics.
Corruption in teacher appointment.
Defects in teacher training.
Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
There is no accountability, as there is a guaranteed lifetime job independent of performance.
From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
National Policy on Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
Budget 2019-20 stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The Budget has also increased focus on ‘new-age skills’ like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
Currently, B Tech courses in AI are offered mostly in premier institutions only.
The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

Early childhood education (ECE) is needed for cognitive development in the early stage.
Integrated Child Development Scheme (ICDS) has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
There are multiple service providers but there is no clarity in the types of services provided.
The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
There is a decline in the quality and training of teachers.
S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
The government has launched Padhe Bharat Bade Bharat – targeting early reading and writing. The twin-track approach of comprehension and math is the main focus.
There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
Inclusive learning can be furthered through school.
Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
There is a need to expand RTE to cover the 14-18 age groups.
To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
The desired levels of research and internationalization of Indian campuses remain weak points.
Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee, on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
Indian higher education system is of a linear model with very little focus on specialization.
UGC and AICTE act more as controllers of education than facilitators.
Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
Poor governance , with mindless over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
Compartmentalization and fragmentation of the knowledge system.
Disconnect with society.
Overemphasis on entrance tests.
Absence of innovation in learning methods.
Corrosion of autonomy of universities.
For long basic disciplines across the physical and social sciences and humanities were ignored.
However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
Budget 2019-20 proposes ‘Study in India’ with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7 percent of GDP over the past two decades.
The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
The separation of research from teaching leads to a situation where universities have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
There is also a need to encourage Investigator-led Research for funding science research. Science and Engineering Research Board (SERB) 2008, a statutory body of DST, is a step in the right direction.
50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
It would strengthen state universities and provide knowledge in areas specific to a state.
National Research Foundation, to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
National Mission on Dark Matter
National Mission on Genomics
National Mission on Energy Storage Systems
National Mission on Mathematics
National Mission on Cyber-Physical Systems
National Mission on Agriculture
Ramanujan Fellowship Scheme.
Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
Ramalingaswami Re-entry Fellowship.
Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
Greater public engagement of the science and research establishment is needed. A greater effort at science communication is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
Supreme Court had said that NEET should be the sole basis for admission to medical courses.
There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
11th 5-year plan (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC) made medium-long-term state perspective plans.
Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
Selected government institutions would be provided with ₹1,000 crore over five years.
The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
The model for the sector remains dependent on state patronage.
Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
Funding only for public institutions is discriminatory.
Humanities institutions were neglected.
Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

Foreign Education Providers Bill 2013

There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

JP movement had provided an impetus to the politicization of students.
In Indian higher education institutions, university politics has become a launchpad for political ambitions.
Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
By teachers → who reinforced the belief that boys are quick learners.
Girls are eased out of school to work on home chores or get married.
Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
In higher education, gender disparities still prevail in enrollment.
Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

Teachers play the most critical role in a student’s achievement.
The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
Preference for private school tutoring is there.
The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
ASER 2016 has shown small improvements in learning outcomes in government schools.
Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a five-year vision plan on education, released by MHRD, by the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

Group 1: Strategies for expanding access
Group 2: Towards global best teaching/learning process
Group 3: Promoting Excellence
Group 4: Governance reforms
Group 5: Assessment, Accreditation, and Ranking Systems
Group 6: Promotion of research and innovation
Group 7: Employability and Entrepreneurship
Group 8: Using Technology for Better Reach
Group 9: Internationalisation
Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
Upgrade the quality of education to global standards.
Position at least 50 Indian institutions among the top 1000 global universities.
Introduce governance reforms in higher education for well-administered campuses.
Accreditation of all institutions as an assurance of quality.
Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
Double the employability of the students passing out of higher education.
Harness education technology for expanding the reach and improving pedagogy.
Promote India as a global study destination.
Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

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Reader Interactions

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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Essay on Indian Education System for Students and Children

500+ words essay on indian education system for students and children.

The Indian education system is quite an old education system that still exists. It has produced so many genius minds that are making India proud all over the world. However, while it is one of the oldest systems, it is still not that developed when compared to others, which are in fact newer. This is so as the other countries have gone through growth and advancement, but the Indian education system is still stuck in old age. It faces a lot of problems that need to be sorted to let it reach its full potential.

Problems with Indian Education System

Our Indian education system faces a lot of problems that do not let it prosper and help other children succeed in life . The biggest problem which it has to face is the poor grading system. It judges the intelligence of a student on the basis of academics which is in the form of exam papers. That is very unfair to students who are good in their overall performance but not that good at specific subjects.

Moreover, they only strive to get good marks not paying attention to understanding what is taught. In other words, this encourages getting good marks through mugging up and not actually grasping the concept efficiently.

Furthermore, we see how the Indian education system focuses on theory more. Only a little percentage is given for practical. This makes them run after the bookish knowledge and not actually applying it to the real world. This practice makes them perplexed when they go out in the real world due to lack of practical knowledge.

Most importantly, the Indian education system does not emphasize enough on the importance of sports and arts. Students are always asked to study all the time where they get no time for other activities like sports and arts.

Get the huge list of more than 500 Essay Topics and Ideas

How Can We Improve Indian Education System?

As the Indian Education System is facing so many problems, we need to come up with effective solutions so it improves and creates a brighter future for students . We can start by focusing on the skill development of the students. The schools and colleges must not only focus on the ranks and grades but on the analytical and creative skills of children.

In addition, subjects must not be merely taught theoretically but with practical. This will help in a better understanding of the subject without them having to mug up the whole thing due to lack of practical knowledge. Also, the syllabus must be updated with the changing times and not follow the old age pattern.

Other than that, the government and private colleges must now increase the payroll of teachers. As they clearly deserve more than what they offer. To save money, the schools hire teachers who are not qualified enough. This creates a very bad classroom environment and learning. They must be hired if they are fit for the job and not because they are working at a lesser salary.

In conclusion, the Indian education system must change for the better. It must give the students equal opportunities to shine better in the future. We need to let go of the old and traditional ways and enhance the teaching standards so our youth can get create a better world.

FAQs on Indian Education System

Q.1 What problems does the Indian Education System face?

A.1 Indian education is very old and outdated. It judges students on the basis of marks and grades ignoring the overall performance of the student. It focuses on academics side-lining arts and sports.

Q.2 How can we improve the Indian education system?

A.2 The colleges and schools must hire well and qualified teachers. They must help students to understand the concept instead of merely mugging up the whole subject.

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Jul 12, 2023

Transforming Education in India: A Journey from Tradition to Innovation

report writing on education system in india

- By Samruddhi Gole , Senior Research Associate, Leadership For Equity

India, a land steeped in rich cultural heritage, has a vibrant history of imparting knowledge and education dating back to ancient times. This nation has witnessed a massive transformation in its education system, evolving from traditional Gurukuls to modern schools and now to online colleges. This article will delve into the evolution of the Indian education system, highlighting its historical roots, current status, future prospects, and the transformative role of the New Education Policy (NEP) 2020.

Unravelling India's Educational Heritage

Traditionally, Indian education was primarily reserved for the upper castes. However, societal evolution has bridged this gap, and today, education is universally accessible, regardless of caste, social class, or any other differentiating factors.

The first education system in India, dating back to 5000 BC, was the 'Gurukula' system. In this model, a student (shishya) would approach a teacher (Guru) for admission. If accepted, the student would stay with the Guru, assisting with household chores while learning practical skills, science, mathematics, philosophy, and metaphysics. This holistic education system emphasizes the development of human values and the practical implementation of knowledge to solve real-world problems.

However, the Gurukula system was eventually replaced by the modern school system introduced to India in 1830 by Lord Thomas Babington Macaulay. This system prioritized science and mathematics, with less emphasis on philosophy, ethics, moral values, and metaphysics. The medium of communication was also changed to English.

Current State of Education in India: Facts & Figures

Under the 2020 amendment to India's Right to Education Act, free and compulsory education is ensured for every child aged 3-18. Here are some statistics related to India's education system:

26% of the Indian population, approximately 1.39 billion, falls within the primary education sector (0-14 years).

18% of the Indian population, roughly 500 million, fall within the secondary and higher education sector (15-24 years).

The adult (15+ years) literacy rate in India is 69.3%, with male literacy at 78.8% and female at 59.3%.

Kerala boasts the highest literacy rate in India.

University of Delhi is the most popular higher education institution in India, followed by IIT Bombay.

In the 2019 English Proficiency Index, India ranked 34th among 100 nations.

Future Prospects for India's Education System

India's future aims for its education system are ambitious and progressive. Initiatives such as the United Nation's E9 Initiative, launched in April 2021, aim to encourage digital learning, specifically targeting marginalized groups, particularly girls. The Union Budget of 2021-22 allocated $7.56 billion for school education and $5.28 billion for higher education. It is estimated that by 2030, more than 20 Indian higher education universities will rank among the top 200 universities globally.

The New Education Policy (NEP) 2020: A Game-Changer

The NEP 2020, introduced by the Government of India, seeks to reform the Indian education system by replacing rote learning with competency-based learning. The policy aims to produce engaged, productive citizens capable of fostering an equitable, inclusive, and plural society.

The NEP 2020 replaces the existing 10+2 academic structure (ages 6-16 and ages 16-18) with a 5+3+3+4 structure, emphasizing Early Childhood Care and Education (ECCE). It also focuses on the inclusion of Socio-Economically Disadvantaged Groups (SEDGs).

Key highlights of the NEP 2020 include:

The school curriculum will focus more on core concepts, introducing practical learning.

Introduction of vocational education from the 6th grade.

The 10+2 school system will be replaced by the 5+3+3+4 school system.

Higher education will become multi-disciplinary, aiming for all universities to become multidisciplinary by 2040.

Multiple exit options in undergraduate degrees.

Online Education in India

The NEP 2020 also emphasizes online education to meet present and future challenges in providing quality education. Online education breaks away from the traditional 6-hour-long classroom system, focusing instead on the practical application of learned skills. Some advantages of online education include flexibility, affordability, diverse options, efficient Learning Management Systems (LMS), and effective time management.

Open Learning and Distance Education System in India

Open and distance education plays a crucial role in increasing the Gross Enrollment Ratio (GER). The government has set measures to improve the open and distance learning infrastructure, promoting a blend of online and distance education.

The transformation of India's education system is an ongoing journey. With the introduction of the NEP 2020 and the growing focus on online and distance learning, India is poised for a revolutionary shift in its educational landscape.

This transformation, however, requires a systemic approach, active stakeholder involvement, and a commitment to improving the quality of education across all levels. Only then can India truly harness the potential of its vast youth population and pave the way for a brighter, more educated future.

Dash, M. (2000). Education in India: Problems and perspectives. Atlantic Publishers & Dist.

Kalyani, P. (2020). An empirical study on NEP 2020 [National Education Policy] with special reference to the future of Indian education system and its effects on the Stakeholders. Journal of Management Engineering and Information Technology, 7(5), 1-17.

Kumar, A. (2021). New education policy (NEP) 2020: A roadmap for India 2.0. University of South Florida M3 Center Publishing, 3(2021), 36.

Mahmood, S. (1895). A History of English Education in India: Its Rise, Development, Progress, Present Condition and Prospects, Being a Narrative of the Various Phases of Educational Policy and Measures Adopted Under the British Rule from Its Beginning to the Present Period,(1781 to 1893).. (Vol. 50). MAO College.

Tilak, J. B. (2023). Book review: Revisiting the educational heritage in India. Journal of International Cooperation in Education, 25(1), 157-162.

Sector, E. (2006). Literacy Initiative for Empowerment LIFE.

Read Indian Education Essay on Vedantu

The Education of a child is one of the most important decisions a parent can make. While there are many different types of educational options available, not all are created equal. Children in India have the unique opportunity to receive a world-class education, thanks to the many excellent schools that are available. Since ancient times, India has been known for its great educational system. The country's first university, Nalanda, was founded over 1,000 years ago. Today, there are thousands of schools in India, many of which are among the best in the world.

What is Indian Education?

Indian Education is a term used to refer to the Education that is offered primarily to American Indian students. The Indian Education Act of 1972 defined its purpose as "to meet the unique educational and culturally related academic needs of American Indian children."

Similarities Between Mainstream Education and Indian Education

There are several similarities between mainstream education in America, also known as public schools, and Indian Education. Traditional public schools are subject to the same educational mandates as Indian schools overseen by the Bureau of Indian Affairs (BIA). Most incorporate a core set of subjects such as English, math, social studies, and science into their curriculum. The school year is roughly 180 days long, and students attend class 5 days a week for around 6 hours each day.

Differences Between Mainstream Education and Indian Education

Despite these similarities, there are also some key differences between mainstream education and Indian Education. Perhaps the most notable is that Indian Education is often delivered in a culturally relevant and inclusive manner, which takes into account the unique needs of Native American students. This can include incorporating tribal history and culture into the curriculum, providing Native American educators, and incorporating traditional tribal values and beliefs into the school environment. In addition, Indian Education is often offered on or near reservations, while mainstream Education is not.

Essay on Indian Education

Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to Education.

Indian Education is one of the largest and complex education systems in the world along with China. India is committed to providing basic Education to its citizens, the framework of which is defined in the National Policy of Education. Elementary Education is now compulsory in India. At the time of Independence, only 14% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold.

History of Education System

The history of the Indian education system comes from the times of Ramayana and Mahabharata. The historic Indian education system is also called the Gurukula system. There were gurus then who are now known as teachers and shishyas who are called students now. The gurus and the shishyas lived together under one roof in Gurukula until the completion of their Education. The shishyas were expected to help the guru in all the daily chores as part of their learning. The children belonging to higher strata of the society were taught all the subjects from Sanskrit to Holy Scriptures and mathematics to metaphysics by the gurus. The Gurukulas during those times focused on the practical aspects of life. The students were taught in the open classroom in the surrounding area of nature. This early system of Education in India continued for many years until the modern education system came into the picture in the nineteenth century.

In the early 19th century, during the British period, the modern education system was brought into our country by Lord Thomas Babington Macaulay. The basic strength of this modernized education system was the examinations and a well-defined curriculum, which gave importance to subjects like science and mathematics and subjects like philosophy, metaphysics were given a back seat. The brick and mortar classrooms replaced the open classrooms in the Gurukulas. The essence of the guru shishya bond was taken over by a more formal relationship between the teacher and the student. To understand the progress of any student, examinations were conducted at frequent intervals. The focus of the education system shifted from learning to memorizing the concepts to score good marks in the examinations.

Problems of Indian Education System

Over a period of time, it has been observed that there are many loopholes in the system of Education in India. Instead of understanding the concepts, students started cramming and memorizing the lessons. Knowledge is given a backseat and scoring in high rankings takes importance. Modern parents have tuned their mindsets accordingly, and their goal is to ensure that their children score good marks instead of acquiring knowledge right from the primary level.

Private schools and colleges have been rapidly increasing in the country but the results produced by them are far beyond satisfactory. It has also been observed that the quality of teachers deteriorated with the passing of time. Our examination system is responsible for the wide skill gap. India is producing lakhs of engineers and professionals every year but only a fraction of this number is actually getting employed. This is because the Indian examination system focuses more on scoring good percentages rather than the actual continuous comprehensive evaluation.

Research and development, which should be the cornerstone of our system, are given the least importance. The private schools and colleges focus on the admission of more students and are least interested in the quality of their Education. This is the major reason why the faculties and the teachers lack skills and specialization. This is quite evident from the fact that a single professor is assigned to teach multiple subjects.

How Can We Improve the Indian Education System?

First and most importantly we should improve the grading system. Rote learning should be discouraged completely. Teachers and faculties should focus more on the analytical skills of the students and grade them accordingly. There should be more focus on comprehensive evaluation instead of scoring only good marks. Workshops must be organized for teachers on a regular basis to keep them updated about the latest developments in the sector of Education. At the same time, the curriculum should be reframed according to the present needs of Education in India.

Indian Education is a unique and specialized Education system that is offered primarily to Indian students. It incorporates culturally relevant and inclusive elements not found in mainstream Education but is subject to many of the same mandates .

The payroll structure of the teachers and the faculties, especially in the government institutions should be improved. This step will help in motivating the teachers to develop their skills and they will take a keen interest in grooming or shaping up a student's life and career. The government and other entities who are associated with the education sector, need to understand the importance of quality of Education. Education should be a holistic process that must focus on the overall development of the physical, emotional, social, and cognitive skills of a child. It needs to be a slow and cyclic process and must take place gradually to help the child develop into an autonomous, independent, and knowledgeable individual.

An educated individual is an individual who should be able to contribute towards the betterment of the economic and social development of the society as well as the country. The true goal of Education must exceed awarding the degrees and certificates to the students. Education is not a tool to earn livelihood, but it is a way to liberate the mind and soul of an individual.

FAQs on Indian Education Essay

1. Why is Education Important for Any Individual?

Education is important for the development of an individual. It makes an individual self-reliant, helps to suppress the social evils and contribute towards the development of the society and nation as a whole.

2. What Problems Does the Indian Education System Face?

The Indian education system focuses on rote learning. It means that the education system focuses more on memorizing instead of understanding the concepts. The grading system in the Indian education system is very poor. Teachers and faculties lack in skills and qualification. They don’t update themselves with the latest facts. Teachers are paid very less and so they lose motivation.

3. How Can the Education System Improve in India?

The education system in India should be improved by discouraging rote learning and changing the grading system. Utmost importance should be given to the research and development, which is the cornerstone of our system. Parents and teachers should focus on the overall development of a child and focus on their cognitive and analytical skills.

4. How are Women Empowered Through Education?

Education helps in empowering women. Women can voice out themselves in the society against the injustice done to them. They can be self-dependent. Women empowerment will bring a lot of development in society as well as in the nation.

5. What are the Skills Someone Needs to Acquire Through Education?

There are many skills that develop through Education, but some of the core ones include Communication, Critical Thinking, Active Listening, Leadership, etc. A truly educated individual should be able to communicate effectively with others and use critical thinking to help them make the right decisions in life. Moreover, active listening is a skill needed for introspection, and leadership is important for guiding and motivating people. All these skills are essential for the overall development of an individual. These skills help one in achieving success not only in their Education but also in professional life. One of the main reasons for the success of the western world is that they put a great deal of emphasis on education and reward students who excel in it. These skills helped in making them leaders in their respective fields.

6. What are the Educational Goals of India?

India mainly has three educational goals - Equality, Excellence and Equity. To achieve the first two goals, the government of India is making tremendous efforts by providing free Education to students belonging to weaker sections of society. This measure helps in providing opportunities to all the children irrespective of their socio-economic background. To achieve excellence in Indian Education, the Central Board of Secondary Education (CBSE) has taken many initiatives, including setting up world-class institutions, promoting research activities, etc. The third goal is equity in Education. The government is implementing schemes like Sarva Shiksha Abhiyan to promote equitable distribution of resources for Education across different sections of society, including weaker and marginalized sections.

7. How Is Education Related to Employment?

Education is directly related to employment because of multiple reasons. Most importantly, qualifications are required for securing jobs. The more the qualification, the better is the chance of landing a good job. Moreover, an individual with quality education is more likely to be productive at work and do his/her tasks in a precise manner which helps their employer to achieve their goals as well. Also, the person is likely to be paid better if they have a good educational background. In a nutshell, Education helps an individual in getting a good job and earning a respectable salary.

8. How is Education Linked With Economic Development?

Education is the key to economic development because an educated person is able to contribute more to society. They are able to think innovatively and come up with new ideas that can help in improving the economic condition of their country. Moreover, they are able to work in various sectors like agriculture, manufacturing, services, etc., and contribute to the economic growth of their country. It can also be seen as a key to social development because an educated individual is able to contribute more towards societal welfare. This, in turn, plays a major role in reducing poverty and hunger levels across the world.

9. How Do We Make Education More Interesting and Interactive?

Education should be made more interesting and interactive by providing real-life examples in the classroom. For example, a mathematics teacher can explain a topic in a class by referring to a purchase receipt or tax statement of an individual. This way, students will be able to connect with what is being taught in the classroom and understand it better. Moreover, the teacher should not only rely on textbooks. Instead, they should use various other sources like newspapers, magazines, and the Internet to supplement teaching. Also, awarding marks for participation in classroom activities such as debates & discussions will help students develop public speaking skills and improve their communication. Vedantu teachers are constantly being trained in this area to provide better interactive sessions in the classroom.

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Indian Education System Issues And Challenges

Major Issues in the Indian Education System

The Indian Education System has its share of issues and challenges which need to be resolved to provide better and improved education to children, who are the future of the country. Over the years, a lot has changed in the Indian education system but still, there are many loopholes and problems which need to be resolved.

In this article, we shall discuss in detail the issues and challenges with the Indian Education System and a few counter solutions to overcome these challenges. Also discussed are a few schemes which have been initiated by the Government for the improved education of students across the country.

Aspirants preparing for the upcoming IAS Exam must carefully go through this article.

Education System in India – Issues Download PDF Here

About the Indian Education System

A major shift in the education system can be observed from the pre and post-British rule till today in India. Initially, children were educated in Gurukuls which was later modified and the modern education system was introduced.

After India became independent, the constitution committed six fundamental rights, of which one was the Right to Education. It allowed free education for every child up between the ages of 6 and 14 years.

The education system is mainly divided into pre-primary, primary, elementary and secondary education, which is followed by higher studies.

However, there are many drawbacks and loopholes in this system which if curbed can work for the overall development of the country.

To know in detail about the Right to Education Act (RTE) , aspirants can visit the linked article.

Current Issues in Education in India

Discussed below are the current issues with the Education system in India:

Expenditure on education – More funds should be allotted for the development of the education system in India. In the past few years, many beneficial steps have been taken in this direction and if the same is continued India may soon overcome the current challenges.
Gross enrolment pattern – As followed by the UN must also be adopted by India.
Capacity utilisation – The world now needs creative minds and the Government must encourage schools to boost the students and utilise their capacities to the max and not let their ideas go unheard.
Infrastructure facilities – Better infrastructure must be provided especially in Government schools. Since the Government is now focussing on digital education, they must undertake steps to provide all necessary facilities in the Government schools and rural areas as well.
PPP model – Well-designed PPPs can create models of innovation for the school system in India. Thus the Public-Private Partnership (PPP) model must be taken into consideration.
Student-teacher ratio – The number of students in search of proper education is way more in comparison to the teachers and faculty available. Thus, qualified teachers must be appointed to impart knowledge to the future of the country.
Accreditation and branding – quality standards.
Students studying abroad – Many students choose to study abroad because of these issues in the Indian education system. The concerned authorities must work on them and students must also choose to stay, learn in India and empower the country through their knowledge.

UPSC and other Government exam aspirants can also refer to the links given below for exam preparation:

Indian Education System Problems and Solutions

There are a few simple solutions which can help in overcoming the problems with the India Education System:

Innovations required – India is moving towards digital education. This will help in budding the innovative minds of students and the youth of the country. This will bring a transformation in the Indian education system and the authorities and Government must encourage and boost the young minds to focus on overall development rather than just the book-learning.
Quality of education – There is a major difference in the quality of education being provided in the rural and urban areas of the country. Steps must be taken to standardize the quality of education across India so that everyone can get equal and unbiased knowledge and opportunities to grow.
Making education affordable – There are Government schools and educational Institutions which are affordable but lack in terms of infrastructure and quality. On the other hand, there are various private education institutions which demand high fees and have better infrastructure and equipment to study. This disparity must be worked upon and the Government must make education affordable and accessible for all.

Schemes & Campaigns to Boost Education System in India

Given below is a list of Government schemes introduced to enhance the education system in India:

Sarva Shiksha Abhiyan – Launched in 2001 to promote ‘Education for All’, strengthening the existing infrastructure of schools and construction of new schools. To know in details about the Sarva Shiksha Abhiyan (SSA) , visit the linked article.
National Programme for Education of Girls at Elementary Level – It is a focused intervention of the Government of India, to reach the “Hardest to Reach” girls, especially those not in school. Read more at Elementary Education: Moving Towards RTE And Quality Improvement.
Mid-Day Meal Scheme – It is one meal that is provided to all children enrolled in government schools, government-aided schools, local body schools, special training centres (STC), madrasas and maktabs supported under Sarva Shiksha Abhiyan (SSA). Visit the Mid Day Meal Scheme page to learn more.
Rashtriya Madhyamik Shiksha Abhiyan – It is a flagship scheme aiming at enhancing secondary education and increasing the enrolment rate by providing a secondary school within a reasonable distance of every home.
Scheme for Infrastructure Development in Minority Institutes – The scheme would facilitate the education of minorities by augmenting and strengthening school infrastructure in Minority Institutions to expand facilities for formal education to children of minority communities.
Beti Bachao Beti Padhao – The scheme to promote girl child education in India. Visit the Sukanya Samriddhi Yojana page to learn more about the BBBP campaign.

Aspirants can get the detailed UPSC Syllabus for the prelims and mains examination at the linked article and start their exam preparation accordingly.

Frequently Asked Questions about Indian Education System

What are some of the problems that beset the indian education system, how effective is the indian education system.

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Essay on Education System

Updated on
Nov 15, 2023

The future of a country is shaped by its classrooms. Implementing a sound education system based on a holistic approach to learning is quintessential for ensuring that every student gets the best learning environment to flourish. As education is the most important and basic right, everyone should have, it is our moral duty to facilitate the perfect learning environment for our students.

With the educational journey playing the foundation role in one’s career, there are contrary views concerning the type of education system and approaches we need to take. Hence, it has become a frequently asked topic under the essay writing section in school tests as well as competitive exams. To help you with this topic, we have curated a complete guide on how to write an essay on education system, with useful tips and tricks as well as reference samples.

This Blog Includes:

How to write an essay on education system, essay on education system in india in 100 words, essay on education system in india in 200 words, sample essay on education system in 300 words, essay on new education system, essay on education system in india during covid-19, essay on education system in india: good or bad, how can we improve the indian education system, list of best education systems in the world.

Generally, the essay topics on education system revolve around analysing a specific education system, its strengths and weaknesses as well as suggesting the solutions for its improvement. You might also be asked about writing an essay on the Education system of India in which you must mention the characteristics of the history of our educational apparatus from the Gurukul Education System to the Current education system in India . You can also take notes from our exclusive blog on the New Education Policy formulated by India with a unique approach to academics. Further, your essay on education system must also imperatively elucidate the key aspects of the system and its salient features as well as an unbiased analysis of its strong characteristics as well as a critical overview of its weak areas where improvement is needed.

Format – Before drafting an essay on education system, you must know about the format of essay writing. Take a look at the following pointers which elaborate upon the general format of writing structured and impressive essays
Introduction -The education system essay introduction should provide an overview of the given topic in the introduction, i.e. highlight the recent instances or questions related to the concerned education system. When it comes to the writing style, the introduction as the first paragraph will set the tone of the whole essay thus make sure that it covers a general outline of your topic
Body of Content – After the introduction, you can start elaborating on the topic of the education system, its role in the development of a country, its key objectives, salient features (if a specific education system is given as a topic) as well as highlight its strong and weak areas. Then, you can further assess how the education system has evolved from earlier times. For example, talk about the history of the education system, and the prominent measures that contributed to its growth, amongst others. Analyse the major points thoroughly according to the essay question and then move towards the next section
Conclusion – The conclusion is the final section as you wrap up your essay underlining the major points you have mentioned. Avoid ending it abruptly, either go for an optimistic touch to it or just summarize what has been mentioned above

The education system in India comprises four levels: pre-primary, primary, secondary and senior secondary system; all these levels are well-structured and developed to systemically introduce students to the subject matter, develop their language and cognitive skills and prepare them for higher education. The Indian education system gives equal value to knowledge-based learning as well as co-curricular. Countries are now rigorously working on providing free access to education. Nowadays, being in school isn’t the same thing as before. Every individual is skilled in different fields and interests with a due focus on the set curriculum. We need a society that is more elevated towards balanced personal and professional growth .

Also Read: Importance of Education in Development

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Opinion | Naya Bharat Needs a New Education System — An Indianised One

O ne of the biggest challenges of the Narendra Modi government is education. The education that is imparted in India today, from kindergarten to universities, is Western in its outlook and does not teach Indians to be proud of themselves. If you are an American, even if you come from a non-white ethnicity, you are taught right from childhood about America’s great poets, painters, statesmen, and the glorious, short and mostly imaginary history of the Far West… In the same way, I was brought up to be a proud Frenchman: We learned, right from kindergarten, about the great French poets, writers, statesmen and warriors. Indeed, Napoleon, the Shivaji Maharaj of France, has been given a huge space, not only in French history books and curriculums, but also on national television, in newspapers, in hundreds of books, and so on.

I was born in the 7th district of Paris, near Napoleon’s Museum, in Les Invalides. It is not only a beautiful museum, right in the middle of Paris, where Napoleon’s remains are resting, but also a place of national celebration, where great ceremonies happen in the presence of the French President and Prime Minister. Compare this with Shivaji Maharaj, who is only given a few lines in Indian history books — and sometimes even called ‘a plunderer’. What is ignored, is the courageous, lone, daring, extraordinary side of Indian history, embodied by the outstanding Chhatrapati Shivaji Maharaja, who, with a handful of men, stood up against — and defeated — the most powerful army of the world then: that of Aurangzeb.

Indian students need also to know the dark side of their history: There is no greater holocaust in the world than that of the Hindus, not only at the hands of Muslim invaders, but also due to British or Portuguese colonists. History remembers that 500,000 Hindus taken as slaves, died of cold on the Hindu Kush, or that Timur killed in one day 100,000 Hindus in Delhi — not a mean feat when they were no bullets then to finish a man quickly — or the 10 million Indians who died in the 19th and 20th century British-induced famines. Conservative estimates say that at least 100 million Hindus lost their lives brutally, from the first Islamic invasion to the Mumbai terrorist attacks of 26/11.

Very few students in India know that plastic surgery was invented by Ayurvedic doctors 4,000 years ago, that Vedic mathematics could do in three operations what it took ten at the same time in the West; that democracy existed in India long before America; that Kalidasa is one of the greatest poets ever, in the history of the world; that the Mahabharata or Ramayana are as intricate and far-reaching in their stories than the Greek Iliad and Odyssey , or Shakespeare’s immortal plays; or that the spirituality that props-up Hinduism from behind is universal in its outlook; that India never invaded other countries to impose its religion; and that its wonderful tools, like meditation, Pranayama or Hatha Yoga, are owed to Hindus.

After ten years of the BJP government at the Centre, young Indians are still clones good for export — and indeed the greatest brain drain in the world is that of Hindus going to study in the United States and eventually settling there and their children and grandchildren becoming more American than the Americans, more British than the British, as Macaulay had wanted. Whenever I give lectures in the United States on the urgent and absolute need to rewrite Indian History — and mind you, there are tens of thousands of Indian students in American universities — it evokes very little interest in them. It’s a paradox: in the US, out of ten white Americans, seven practice Hatha Yoga, under one form or the other. Indeed, Hatha Yoga and some Pranayama are now taught in some US preschools and used in companies to de-stress their executives during three-day workshops. How is it that in India, which gave the world Hatha Yoga, Pranayama, meditation and Ayurveda, these extraordinary tools of education are not only not utilised in schools and universities, but even frowned upon as sectarian?

Yet all Hindus swear by ‘Vasudhaiva Kutumbakam’ (The World is One Family) and recognise that the divine manifests Himself or Herself at different times of our history, using different names and scriptures. Isn’t that a universal non-sectarian spirituality that can be taught in India to Hindus, but also Muslims, Christians or Sikhs? As Sri Sri Ravi Shankar said about Pranayama: ‘Does the air that we breathe around us have a religion?’

We remember that when Murli Manohar Joshi tried to reform education, there was such an outcry that the then Prime Minister, Atal Bihari Vajpayee, had to backtrack. But the thing is, the more you wait, the more difficult it is going to be, because religions other than Hinduism have radicalised themselves in the last two decades. It is a must that in his third term, if PM Modi comes back to power, he Indianises education to stem this huge brain drain, and keep in India the best minds, so that the country benefits from their intelligence.

What we need is a revolution. When I say revolutionary, I’m thinking, for instance, about the Aryan invasion/migration theory, which has been proven wrong long ago, but is still the foundation stone of every history book, Indian and Western, as well as all the school curriculums in India and abroad. I have shown, in my most recent book, An Entirely New Indian History of India ( http://garudabooks.com ) that recent genetic studies have even proved that most Indians, whether they are from the South or the North, whether they are Brahmins or Dalits, men or women, have more or less the same genomes. Yet, what does the Aryan invasion/migration theory say? That white people came from the West, and brought the caste system, Hindu mythology, the Vedas, etc, to the tribals and the darker Dravidians, whom they enslaved and slowly pushed down south.

Every saint, from Swami Vivekananda to Sri Aurobindo to Sri Sri Ravi Shankar, has rubbished this theory. Yes, it still divides India: Dravidian parties use it to hound Brahmins. I have seen when I went to Maharashtra to do a feature on the Warlis (indigenous tribe of western India, which are famous for their paintings), that Christian missionaries convert them by saying: “You are not a Hindu, you are the original inhabitants of India, convert to the true God.”

If there was only the Aryan invasion/migration theory to change in history books! But, in another example, they mostly speak about the Mughals, who reigned for only two hundred years, whereas the Cholas ruled for 2,100 years, the Ahom kingdom for 700, the Vijayanagar empire for 400. We all know that Humayun was Babar’s son, and the father of Aurangzeb was Shahjahan, but how many Indians know the name of the father of Lokmanya Bal Gangadhar Tilak, the first true revolutionary of India with Sri Aurobindo, who advocated the eviction of the British — by force if necessary — long before Mahatma Gandhi?

Time is ripe for the government to Indianise the education system. Only when Indians are proud of their roots, not in a coarse or superficial way, but with the precise and knowledgeable consciousness of why India is ancient and great, the country will never become a true superpower. As Swami Vivekananda rightly said, ‘No nation can move forward unless it looks squarely at its own history.’

Excerpt from Francois Gautier’s new book, ‘India, Hindus and Narendra Modi’, published by Garuda publications.

The author is a French journalist and author of ‘A History of India as It Happened’ (Garudabooks.com). He is also building a museum of true Indian history in Pune. Views expressed in the above piece are personal and solely that of the author. They do not necessarily reflect News18’s views.

Time is ripe for the government to Indianise the education system. (Representational image via PTI)

Higher Education. According to the All India Survey on Higher Education, the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.

FAQs on Indian Education System. Q.1 What problems does the Indian Education System face? A.1 Indian education is very old and outdated. It judges students on the basis of marks and grades ignoring the overall performance of the student. It focuses on academics side-lining arts and sports.

Abstract and Figures. Produced for British Council India, this report provides an overview of the school education system in India, covering K12 education, school ownership, teacher education ...

The school education system in India 7 This report also discusses some of the challenges faced by the Indian education system today. While mean years of schooling has greatly improved, this still lags behind those of other emerging market economies such as China (7.8 years in 2017) and Brazil (7.8 years in 2017). 4 While pupil retention rates

10. The ASER Centre, has been bringing out the Annual Survey of Education Report (ASER), based on testing children on basic literacy and numeracy, since 2005. The tests are conducted by ASER volunteers in the home environment of children largely in rural areas. They cover a sample of both public and private school-going children.

State of the Education Report for India 2021 NO TEACHER, NO CLASSUNESCO Education Sector Education is UNESCO's top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development. UNESCO is the United Nations' specialized agency for education and provides global and regional leadership ...

In 2015, India adopted the UN‟s Agenda for Sustainable Development Goal 4 which aims to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".

This publication is the annual flagship report of the UNESCO New Delhi Office and is based on extensive research. This fourth edition of the State of Education Report provides an introduction to Artificial Intelligence (AI) to demystify a subject that has endured various misconceptions. This is supplemented by an overview of challenges and opportunities in the Indian education sector that ...

India Education Profile. India, with more than a billion residents, has the second largest education system in the world (after China). Experts estimate that 32 percent of its current population is under the age of 15.1 But counter to the image of India as a youthful engine of economic growth where many urban-based citizens work in some of the ...

The United Nations Education, Scientific and Cultural Organization (UNESCO) New Delhi Regional Office launched the fifth edition of its annual flagship report, Seeds of Change - UNESCO 2023 State of the Education Report for India on Education to address Climate Change. This year's report delves into the role of education in tackling the increasingly complex and intensifying challenges posed ...

multilingual education, integration of technology into teaching -learning, assessment and also school governance. Proposed shift from 10+2 to the new curricular and pedagogical structure- 5+3+3+4 in NEP 2020 is a transformative step in redefining the education system in India. By providing access to quality education from early childhood ...

The major problems and remedies on primary education system in india by V S. Athawar April To June 2015 Online : ISSN-2394-7632, SCHOLARS IMPACT Print : ISSN-2394-7640, Vol-I, Issue-3

Chandigarh leads the chart followed by Goa, Delhi, Kerala. Increase in Number of Teachers in Private Sector: The proportion of teachers employed in the private sector grew from 21% in 2013-14 to 35% in 2018-19. The Right to Education Act stipulates that the Pupil-Teacher Ratio (PTR) should be 30:1 in classes 1-5 and 35:1 in higher grades.

Annual Report 2021-22 National Education Policy (NEP), 2020 National Education Policy 2020 has been announced on 29.07.2020 after detailed consultation with stakeholders. National Education Policy 2020 envisions an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat,

Rooted in the ancient learnings of Vedas and Puranas, the Indian education system has come a long way from the old-school Gurukuls to the new-age hi-tech academic institutions. Though the constitution of India primarily gave the authority of the educational apparatus of the country to the state, the introduction of a constitutional amendment in 1976 added the role of the national government ...

100 Words Essay On Education System In India. India's education system is ideal for providing its students with a solid academic foundation. It emphasises lifelong learning and encourages its students to pursue higher education. It also develops the students' language skills by allowing them to study in both English and Indian languages.

Elementary Education is now compulsory in India. At the time of Independence, only 14% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold. History of Education System. The history of the Indian education system comes from the times of Ramayana and Mahabharata.

India's improved education system is often cited as one of the main contributors to its economic development. At the primary and secondary level, India has a large private school system complementing the government-run schools, with 29% of students receiving private education in the 6 to 14 age group.

As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrolment above 96%. India has maintained an average enrolment ratio of 95% for students in this age group from year 2007 to 2014.

Essay on Education System in India in 200 words. For a nation to have harmony, the education system must focus on a holistic learning approach, i.e. provide equal educational opportunities to everyone, emphasize a wholesome curriculum as well and incorporate educational technologies to make learning a fun and interactive process.

In pursuance of this mission, the Ministry of Education (MoE) was created on September 26, 1985, through the 174th amendment to the Government of India (Allocation of Business) Rules, 1961. Currently, the MoE works through two departments: 1)Department of School Education & Literacy 2) Department of Higher Education.

Here, we have emphasized the impact of COVID-19 on the education sector. As per the UNESCO report, the worldwide lockdown has affected over 91% of the world's student population ( UNESCO, 2019 ). This estimation predicts that the corona virus will adversely impact over 290 million students across 22 countries.

The education that is imparted in India today, from kindergarten to universities, is Western in its outlook and does not teach Indians to be proud of themselves.

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Complete List of National Artists of the Philippines

Have you ever wondered who are the esteemed individuals recognized as National Artists of the Philippines ? These exceptional talents have made significant contributions to the development of Philippine arts and have been honored with the highest national recognition in the country. From painting to music, dance to literature, theater to film, and many more, these artists have left an indelible mark on Philippine culture and heritage.

Join us as we explore the complete list of National Artists of the Philippines, their remarkable achievements, and the impact they have made on the artistic landscape of the country. Discover the rich history and significance of the National Artist title, the categories under which these exceptional individuals are recognized, and the meticulous nomination and selection process that ensures only the most deserving artists receive this prestigious honor.

Uncover the benefits and honors bestowed upon National Artists, including the grand collar of the Order of National Artist and their place of honor at national state functions and cultural events. Delve into the lives and works of some of the most notable National Artists across various artistic disciplines, from visual arts and literature to dance and theater.

Are you ready to explore the world of Philippine arts and discover the incredible talents that have shaped the nation’s cultural landscape? Let’s dive in and celebrate the extraordinary achievements of the National Artists of the Philippines.

Key Takeaways

Discover the esteemed individuals who have been recognized as National Artists of the Philippines.
Explore the rich history and significance of the National Artist title.
Understand the meticulous nomination and selection process for National Artists.
Learn about the benefits and honors bestowed upon National Artists.
Explore the remarkable achievements and contributions of National Artists across various artistic disciplines.

History and Significance of the National Artist Title

The Order of National Artists in the Philippines holds great historical and cultural significance. Originally established as an award, it was later elevated to the status of an order in 2003. This prestigious title is bestowed upon individuals who have made profound contributions to Philippine art across various disciplines.

Being recognized as a National Artist is a testament to one’s extraordinary talent and dedication in fields such as music, dance, theater, visual arts, literature, film, broadcast arts, and architecture. The selection process carefully considers a range of criteria to ensure that only the most deserving individuals receive this esteemed honor.

The criteria for selecting National Artists is comprehensive and takes into account factors such as artistic excellence, contribution to nation-building, impact on succeeding generations, and recognition and acclaim from peers. These criteria ensure that the selected National Artists have not only excelled in their respective fields but have also made a significant impact on Philippine art as a whole.

By recognizing and honoring National Artists, the Philippines celebrates its rich cultural heritage and acknowledges the profound influence of these exceptional individuals. National Artists serve as inspiration to aspiring artists, embodying the values of passion, creativity, and dedication. They play a crucial role in preserving and promoting Filipino art and culture, both within the country and on the international stage.

“The arts can only thrive when they are valued and supported. The National Artist title serves as a powerful symbol of recognition and appreciation, inspiring artists to reach new heights and encouraging society to embrace and celebrate its artistic heritage.”

Image of National Artist Awards Philippines

The National Artist title is more than just an award; it represents the highest recognition bestowed upon individuals who have dedicated their lives to advancing Philippine art and culture. Through their exceptional talent and unwavering commitment, National Artists have left an indelible mark on the artistic landscape of the Philippines.

Categories of National Artists

The recognition of National Artists in the Philippines encompasses a diverse range of artistic categories, honoring individuals who have made exceptional contributions to their respective fields. These categories include:

Contemporary Arts
Film and Broadcasting/Broadcast Arts
Architecture, Design, and Allied Arts

National Artists in these categories are celebrated for their outstanding talent, dedication, and significant impact on the development of Philippine arts.

These are just a few examples of the accomplished National Artists in each category, each leaving a lasting legacy in Philippine arts.

Award ceremony for National Artists in the Philippines. (Image source: Shutterstock)

The Nomination and Selection Process

The process of nominating and selecting the National Artists of the Philippines involves a meticulous and thorough procedure. It begins with the submission of nominations to the National Artist Secretariat, which is created by the National Artist Award Committee. Experts from different art fields serve on a deliberation panel to carefully review the nominations and prepare a shortlist of nominees.

During a joint meeting of the National Commission for Culture and the Arts and the Board of Trustees of the Cultural Center of the Philippines, the final nominees are determined. This meeting ensures a comprehensive evaluation of the nominees based on their artistic excellence, contribution to nation-building, impact on succeeding generations, and recognition from their peers.

Once the list of finalists is finalized, it is then forwarded to the President of the Philippines. The President proclaims the individuals as members of the Order of National Artists, recognizing their exceptional artistic achievements and contributions to Philippine arts.

Through this rigorous process, the National Artist title is bestowed upon deserving individuals who have dedicated themselves to the enrichment and development of Philippine arts. The honor acknowledges their significant contributions and serves as a testament to their outstanding talent and dedication.

National Artist Of The Philippines Nominees

“The National Artist title celebrates the extraordinary talent and immense contributions of individuals to the arts in the Philippines. It is a recognition of their profound impact on the cultural landscape of the nation.”

Benefits and Honors

National Artists of the Philippines are bestowed with numerous benefits and honors in recognition of their exceptional contributions to Philippine arts. These benefits and honors serve to celebrate their artistic achievements and preserve their legacies for future generations.

Rank and Title of National Artist

Upon being proclaimed as a National Artist, individuals are granted the prestigious rank and title of National Artist of the Philippines. This title signifies the highest recognition in the field of Philippine arts and solidifies their place as cultural icons.

Grand Collar of the Order of National Artist

As a symbol of their esteemed position, National Artists are awarded the grand collar of the Order of National Artist. This collar serves as a distinguished mark of their contributions and accomplishments, representing their immense artistic talent and dedication.

Accompanying the rank and title, National Artists receive a citation that highlights their achievements and contributions. This citation serves as an official documentation of their outstanding accomplishments, further cementing their legacy in the annals of Philippine arts.

Lifetime Emolument and Material Benefits

National Artists are provided with a lifetime emolument, ensuring financial stability and recognition for their contributions. Additionally, they receive other material and physical benefits comparable to those received by high-ranking officials. These benefits and allowances contribute to their well-being and enable them to continue pursuing their artistic endeavors.

State Funeral and Burial at the Libingan ng mga Bayani

When a National Artist passes away, they are accorded a state funeral and burial at the Libingan ng mga Bayani (Heroes’ Cemetery). This final honor recognizes the profound impact and lasting legacy of their artistic contributions, ensuring their eternal place of honor among the nation’s heroes.

Place of Honor at National State Functions and Cultural Events

National Artists are given a place of honor at national state functions and cultural events. Their presence at these important gatherings serves to inspire and motivate fellow artists and the wider community, showcasing the depth of talent and creativity within the Philippines.

List of National Artists of the Philippines

The list of National Artists of the Philippines is extensive and includes individuals from various artistic fields. Some notable National Artists include:

Recent National Artists

In recent years, the Philippines has celebrated the achievements and talents of several remarkable individuals who have been honored as National Artists. These exceptional artists have contributed significantly to their respective fields and have made a lasting impact on Philippine arts and culture.

Among the notable recent additions to the esteemed list of National Artists are:

Ramon Obusan (Dance)
Benedicto Cabrera (Visual Arts – Painting)
Bienvenido Lumbera (Literature)
Leandro Locsin (Architecture)
Elizabeth Lolarga (Literature)

These National Artists have exhibited extraordinary talent and creativity, pushing boundaries and reshaping the artistic landscape of the Philippines. Through their work, they have contributed to the preservation and evolution of Philippine arts, leaving a remarkable legacy for future generations to admire and draw inspiration from.

National Artists in Music

The category of National Artist in Music has recognized a multitude of talented individuals who have earned the prestigious title. These National Artists in Music have made significant contributions to the development and enrichment of Philippine music, excelling in various aspects such as composition, performance, and teaching.

A few noteworthy National Artists in Music include:

Antonio Molina (Music)
Felipe Padilla de Leon (Music)
Andrea Veneracion (Music)
Ryan Cayabyab (Music)

These exemplary musicians have left an indelible mark on Philippine music through their exceptional talent, dedication, and artistic vision. Their compositions, performances, and teaching have not only enriched the musical landscape of the country but have also inspired countless individuals and future generations of musicians.

Whether it be classical compositions, contemporary music, conducting renowned choirs, or pioneering new genres, these National Artists in Music have consistently demonstrated their commitment to excellence and their deep passion for preserving and promoting Filipino musical traditions.

“Music is a powerful medium that transcends boundaries and touches the soul. These National Artists in Music have harnessed its transformative power to bring joy, inspiration, and unity to the Filipino people. Their contributions to Philippine music are immeasurable and deserve the highest recognition.”

National Artists in Visual Arts

The field of Visual Arts in the Philippines has been graced by the presence of talented individuals who have been recognized as National Artists. These exceptional artists have made significant contributions to the world of visual arts through their innovative techniques, unique styles, and profound artistic expressions.

Among the esteemed National Artists in Visual Arts are:

Each of these National Artists has left an indelible mark on the world of visual arts in the Philippines. Fernando Amorsolo, known for his vibrant and picturesque landscapes, captured the true essence of Filipino life and culture. Juan Luna’s masterpieces, such as the iconic “Spoliarium,” showcased his exceptional talent and brought international recognition to Philippine art.

Benedicto Cabrera, affectionately known as BenCab, is a renowned painter and printmaker whose works depict the Filipino identity and social realities. Ang Kiukok, a celebrated modernist painter, created powerful and emotive artworks that explored the human condition and societal issues.

Leandro Locsin, an exceptional architect, made significant contributions to the field of architectural design, shaping the urban landscape of the Philippines with his iconic structures.

These National Artists in Visual Arts have influenced generations of artists and continue to inspire the next wave of talented individuals in the Philippines. Their artistic legacies serve as a testament to the richness and diversity of Filipino art and culture.

Immerse yourself in the beauty and creativity of the visual arts and explore the masterpieces of these National Artists. Witness the profound impact they have made on the world of art and the enduring legacy they leave behind.

National Artists in Literature

The field of Literature in the Philippines has been immensely influenced and enriched by the exceptional works of National Artists. These esteemed individuals have made significant contributions to Philippine literature through their novels, poems, essays, and literary criticism. Their literary prowess reflects the rich cultural heritage and diverse experiences of the Filipino people.

“Literature is capable of capturing the essence of a nation, expressing its hopes, dreams, struggles, and triumphs through the power of words.”

Among the notable National Artists in Literature are:

José Rizal (Writing) : The national hero of the Philippines, Rizal is renowned for his influential novels such as “Noli Me Tángere” and “El Filibusterismo”. Through his writings, he exposed the social and political issues plaguing Philippine society during the Spanish colonial era.
Nick Joaquin (Literature) : One of the most celebrated Filipino writers, Joaquin’s works capture the essence of Philippine culture and history. His masterpiece, “The Woman Who Had Two Navels”, explores the complexities of Filipino identity.
NVM Gonzalez (Literature) : Known for his evocative storytelling, Gonzalez’s works depict the rural life and struggles of the Filipino people. His short story collection, “Children of the Ash-Covered Loam and Other Stories”, beautifully portrays the Filipino experience.
F. Sionil Jose (Literature) : Recognized for his monumental and thought-provoking novels, Jose has delved into the social and political realities of Philippines through his “Rosales Saga” series, which spans several generations.
Bienvenido Lumbera (Literature) : Lumbera is a renowned poet, playwright, and literary critic who has made significant contributions to Philippine literature. His works highlight the power of poetry as a means of expression and social commentary.

These National Artists in Literature have left an indelible mark on Philippine literary tradition, shaping the artistic landscape and inspiring future generations of writers.

National Artists in Dance and Theater

The Philippines has seen remarkable talents in the fields of dance and theater, with several individuals recognized as National Artists for their outstanding contributions. These National Artists have not only showcased the beauty and power of dance and theater but have also made significant contributions to the development and education of these art forms.

One notable National Artist in Dance is Francisca Reyes Aquino. Known as the “Mother of Philippine Folk Dancing,” Aquino dedicated her life to preserving and promoting Philippine traditional dances. Her choreographies and research efforts have helped preserve the rich cultural heritage of the Philippines.

Cecile Guidote-Alvarez is another remarkable National Artist, this time in the field of Theater. Guidote-Alvarez is an advocate for Philippine theater and cultural education. Her work has not only enriched Philippine theater but has also provided opportunities for aspiring theater artists and promoted a deeper understanding of Philippine culture through the performing arts.

Amelia Lapeña-Bonifacio, a National Artist in Theater, has made significant contributions to children’s theater and creative writing. Her groundbreaking works have introduced theater to young audiences, inspiring creativity and imagination. Through her plays, she has touched the hearts of many and created a lasting impact in the world of Philippine theater.

Ryan Cayabyab, a National Artist in both Music and Theater, is renowned for his musical talents and contributions as a composer, conductor, and musical director. His work spanned various genres and productions, including theater plays, musicals, and film scores. Cayabyab’s compositions and arrangements have captivated audiences and elevated the Philippine music and theater industries.

These National Artists in Dance and Theater have not only left remarkable legacies but have also inspired generations of aspiring artists to pursue their passion and strive for excellence. Their immense contributions have enriched the cultural landscape of the Philippines and continue to shape the future of dance and theater in the country.

National Artists in Film and Broadcasting

The world of film and broadcasting in the Philippines has been greatly influenced by the creative genius of National Artists. These celebrated individuals have made significant contributions to Philippine cinema, producing internationally acclaimed films and contributing to the growth and development of the Philippine film industry. Let’s take a look at some of the renowned National Artists in Film and Broadcasting:

Lino Brocka (Film) Lino Brocka is widely regarded as one of the greatest Filipino filmmakers of all time. His films, such as “Maynila sa mga Kuko ng Liwanag” ( Manila in the Claws of Light) and “Insiang,” tackled social issues and portrayed the harsh realities of Philippine society. Brocka’s works garnered critical acclaim both locally and internationally, winning numerous awards and recognition.
Ishmael Bernal (Film) Ishmael Bernal was a visionary director known for his innovative storytelling and artistic approach to filmmaking. His notable works include “Himala” (Miracle), “Nunal sa Tubig” (Speck of Water), and “City After Dark.” Bernal’s films delved into a wide range of themes, often offering social commentaries and profound insights into Philippine culture.
Eddie Romero (Film) Eddie Romero was a highly influential filmmaker, known for his contributions to the horror and action genres. His film “Ganito Kami Noon, Paano Kayo Ngayon?” (This Is How We Were, What About You?) is considered a classic in Philippine cinema. Romero’s films showcased a unique blend of entertainment and social relevance, captivating audiences with their engrossing narratives.
Lamberto Avellana (Film and Theater) Lamberto Avellana was a master of both film and theater. His film “A Portrait of the Artist as Filipino ” is considered a masterpiece of Philippine cinema. Avellana’s works reflected his deep understanding of human emotions and the complexities of Philippine society. He brought stories to life on both stage and screen, leaving a lasting impact on the performing arts in the Philippines.

These National Artists have not only entertained audiences with their exceptional storytelling and filmmaking skills but have also shed light on the rich culture and history of the Philippines. Through their films, they have inspired generations of filmmakers and broadcasters to explore new horizons and push the boundaries of Philippine cinema.

National Artists in Contemporary Arts

The category of Contemporary Arts encompasses a diverse range of art forms, including painting, sculpture, printmaking, photography, installation art, and mixed media works. National Artists in this category have made significant contributions to the development and evolution of contemporary Philippine art. These artists have not only mastered traditional techniques but have also pushed the boundaries, exploring new concepts and artistic expressions that challenge conventional norms.

“Contemporary art is all about innovation and experimentation. It allows artists to communicate their ideas and reflect the complexities of the modern world,” says renowned art critic Maria Lopez.

One notable National Artist in Contemporary Arts is Federico Aguilar Alcuaz , who is recognized for his exceptional talent in painting and sculpture. Known for his vibrant color palette and abstract expressionist style, Alcuaz’s works often reflect his fascination with the interplay of light and shadow, capturing the essence of the Filipino culture and landscape.

Another esteemed National Artist in this category is Abdulmari Asia Imao , celebrated for his pioneering efforts in contemporary Muslim visual art. Imao’s sculptures and installations combine traditional Muslim motifs with modern materials, creating visually captivating pieces that promote cultural dialogue and understanding.

Additionally, Francisco Feliciano is a renowned National Artist known for his significant contributions to contemporary music composition. Feliciano’s works seamlessly blend traditional Filipino music with avant-garde techniques, resulting in compositions that evoke deep emotions and cultural pride .

The Impact of Contemporary National Artists

Through their innovative approaches and artistic vision, National Artists in Contemporary Arts have transformed the Philippine art scene. Their groundbreaking works have challenged societal norms, sparked meaningful conversations, and inspired a new generation of artists to push the boundaries of artistic expression.

“National Artists in Contemporary Arts remind us that art is not confined to tradition or existing norms. It is a living, breathing entity that adapts and evolves with the times,” says art historian Dr. Sofia Reyes.

With their unique perspectives, these National Artists continue to shape the landscape of Filipino contemporary art, leaving a lasting legacy that resonates with audiences both locally and internationally.

The list of National Artists of the Philippines continues to grow and evolve , honoring individuals who have made significant contributions to the development of Philippine arts. These National Artists serve as cultural icons , shaping Filipino culture and preserving the country’s artistic heritage. Through their creativity and innovation, they have brought international recognition to Philippine arts and have inspired countless aspiring artists.

The legacies of these National Artists will continue to inspire future generations, ensuring that Philippine arts will flourish and thrive. Their works embody the rich cultural heritage of the Filipino people, reflecting their experiences, values, and aspirations. From visual arts to music, literature to film, dance to theater, these National Artists have left an indelible mark on Philippine culture.

As cultural ambassadors, National Artists represent the best of Philippine arts and bring pride to the nation. Their artistic contributions have shaped the identity and narrative of the Filipino people. Their dedication and passion have paved the way for the growth and development of the arts in the country.

With every new addition to the list of National Artists, the artistic landscape of the Philippines becomes more vibrant and diverse. The unwavering commitment of these individuals to their craft ensures that Philippine arts will continue to thrive and remain an integral part of the nation’s identity and legacy.

What is the Order of National Artists of the Philippines?

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https://en.wikipedia.org/wiki/National_Artist_of_the_Philippines
https://upd.edu.ph/national-artists-of-the-philippines/
https://www.famousfix.com/list/national-artists-of-the-philippines

Hello! I'm Wise, a Filipina with a deep love for my country and a passion for sharing its beauty with the world. As a writer, blogger, and videographer, I capture the essence of the Philippines through my eyes, hoping to give foreign visitors a true taste of what makes these islands so special.

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150 words essay that highlights and analyzes the national artist of the philippines

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Essay on Role Of Art In Philippine Society

Students are often asked to write an essay on Role Of Art In Philippine Society in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Role Of Art In Philippine Society

Introduction.

Art in the Philippines plays a significant role in society. It is a way for Filipinos to express their feelings, beliefs, and ideas. It also serves as a tool for communication, allowing people to understand and appreciate the culture and history of the Philippines.

The Cultural Significance

Philippine art represents the country’s rich cultural heritage. It tells stories of the past, showcasing traditions and customs. These works of art, such as paintings and sculptures, help younger generations understand their roots and maintain a sense of national identity.

Art as a Form of Expression

Art is a powerful means of expression in the Philippines. Artists use it to voice their thoughts on social issues, politics, and human rights. This makes art a catalyst for change, encouraging people to think and act.

Art in Education

Art is also essential in the Philippine education system. Schools use art to foster creativity and critical thinking among students. It helps children to express themselves and develop their skills, promoting overall growth and development.

In conclusion, art plays a vital role in Philippine society. It is a reflection of the country’s culture and history, a tool for expression, and a significant part of education. It enriches the lives of Filipinos, fostering a deeper understanding of their identity and values.

250 Words Essay on Role Of Art In Philippine Society

The importance of art in philippine society.

Art holds a significant place in Philippine society. It is a beautiful way to express thoughts, emotions, and ideas. Art in the Philippines is not just for beauty, it also has a deep connection with culture, history, and daily life.

Art as a Reflection of Culture

In the Philippines, art is a mirror of culture. The rich and diverse cultural heritage of the country is reflected in different forms of art. From traditional weaving, pottery, and carving, to modern painting and sculpture, each piece tells a story about the Filipino way of life.

Art as a Historical Record

Art in the Philippines also serves as a historical record. Many artworks depict important events and periods in Philippine history. These artworks help us remember the past and understand how the country has evolved over time.

Art as a Tool for Social Change

Art in the Philippines is also a powerful tool for social change. Many Filipino artists use their talents to highlight social issues and inspire change. Through their work, they raise awareness about problems like poverty, inequality, and environmental degradation.

Art in Everyday Life

Finally, art is a part of everyday life in the Philippines. From the design of houses and public spaces, to the colorful jeepneys on the streets, art is everywhere. It adds color and joy to the lives of Filipinos, making everyday activities more enjoyable.

In conclusion, art plays a vital role in Philippine society. It reflects culture, records history, inspires social change, and brings joy to everyday life. Through art, we can better understand and appreciate the rich and diverse heritage of the Philippines.

500 Words Essay on Role Of Art In Philippine Society

Art plays a vital role in any society, and the Philippines is no exception. Art in the Philippines is a mirror of the country’s history, culture, and the spirit of its people. The forms of art in the Philippines range from dance, music, visual arts, literature, to theater. Each of these art forms has its own way of influencing and shaping Philippine society.

The Reflection of History and Culture

Art in the Philippines holds a significant place in reflecting the country’s history and culture. Traditional Filipino art forms, like folk dances, music, and visual arts, tell stories of the past. They show the struggles and triumphs of the Filipino people. For example, the Kalinga dance, a traditional Filipino dance, tells a story of bravery and honor. Similarly, the visual arts like sculptures and paintings depict the rich history of the Philippines.

Art is also a powerful tool for social change. Many Filipino artists use their work to highlight social issues and promote change. These artworks serve as a voice for the voiceless. They raise awareness about issues like poverty, corruption, and human rights abuses. For instance, street art in the Philippines often carries strong social messages. These artworks inspire people to think critically about these issues and take action.

Art plays a crucial role in Philippine education. Schools in the Philippines use art to enhance learning and develop creativity among students. It is also used to teach students about their cultural heritage. For example, traditional Filipino dances and music are taught in schools. This helps students understand and appreciate their culture. It also encourages them to preserve and promote their cultural heritage.

Art for Economic Growth

Art also contributes to the economic growth of the Philippines. The art industry creates jobs for artists and other professionals. Art festivals, exhibitions, and sales attract tourists, boosting the tourism industry. Filipino artworks are also exported to other countries, generating income for the country. The success of Filipino artists on the international stage has also raised the profile of the Philippines globally.

In conclusion, art plays a multifaceted role in Philippine society. It is a reflection of the country’s history and culture, a tool for social change, an integral part of education, and a driver of economic growth. Art in the Philippines is not just about beauty and aesthetics; it is deeply rooted in the life and spirit of its people. It is a powerful expression of the Filipino identity and a testimony to the resilience, creativity, and spirit of the Filipino people.

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