The Non-uniform School Education System in India: A Critical Analysis

INTRODUCTION

The present paper focused on school education system in India. The impact of the ownership and boards in the primary to higher secondary school education are discussed. The education is the integral parts of the human development, for that reason, equal and quality education among the public is viewed. The acquiring education, especially school education is the biggest task; because of its dependence on the socio-economic status of the family. The ownership and boards are recognised by the government as well as private sector. The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India (Patel 2013: 41). At this point, non-uniform in the school education system is examined. The paper objective is that uniform and quality education to every citizen of the country.

In a civilized society, every individual will have an equal opportunity in education; it is a key factor in getting the only development of the person, in particular, but also society in general. But, in reality, it does not happen. Some systems favour some sections of the society and disfavour of other sections of the society. These differences are as a result of traditional, anti-human systems work strongly in the society, in order to overcome these anti-human governing systems. A new system of governance taken shape after the independence of India. The Indian education system is on the concurrent list. It is leading lots of dissimilarity in central and state government-sponsored education system. The ownership and boards have lots of variance in providing quality education. The present paper is an attempt to ascertain the status of the non-uniform school education system among Indians in the post-independent India.

countries in the world and it also has a big Constitution. India is not only the country; it also called the union of states with a diversity of cultures. The education is the most powerful weapon which can use to change the world; such kinds of weapon suffering from various factors in India. Therefore, it considers as the latest issue in this paper. Union government administration depends on sharing's of the responsibilities of "lists". India had 3 types of sharing's to provide the service to the public. Firstly, central list, secondly, state's list and finally, concurrent list. Presently ‗Education‘ comes with the concurrent list. The affiliation of ownership and boards of educational institutions are leading the non-uniformity in the school education system. For that, students are getting the mixture and unequal education. Therefore, public and ruler should aware and find out a solution or else it will become one of the biggest problems in the country. It means, it must be universalized the education system with uniformity under the control of Government of India.

The affiliation of ownership and board are major sources for providing the school education in India. The types of affiliations of ownership are government, local body, private-aided and private-unaided and the types of affiliations are national and state boards are Central Board of Secondary Education (CBSE), Council of Indian School Certificate Examinations (CISCE), State Boards and National Institute of Open Schooling (NIOS) exists. These are having a major role to access the education in India. Picturing these two institutions shows diversified syllabus, text, infrastructure, funding, skills, career guidance, teacher training, etc. therefore, non-uniformity of the school education system in India exists.

Non-uniform: The varying unequal structure existing in education in the area of ownership and boards of affiliations is called non-uniform. Educational System: Union and state governments under educational institutions are providing education and its related activities in different forms and different approaches are called ‗educational system'. Education: The process of receiving or giving systematic instruction, especially at a school or university.

1. To understand the condition of the ownership and board of school education system. 2. To ascertain and critically analyze the ownership and board as well as present status of the school education system.

The present study, which is based on secondary data covering journals, articles, reports, Acts, programs, and e-resources, etc.

It focussed on ‗The Right of Children to Free and Compulsory Education (RTE) Act, 2009‘. It is enhancing the elementary education in India and provides the liberal rule to take the school education to all children who come under the age of six and below the age of fourteen years (RTE 2009: 1-13). It discussed on ancient Indian education system especially the Gurukul system of education (Vishal D. Pajankar 2010: 15). The different levels of present education system such as pre-primary, primary, upper primary, secondary, higher secondary, undergraduate, postgraduate and doctoral programs are discussed (Patel 2013: 41). It examined the Buddhist and Muslim education system in India. Also, it focussed on Macaulay effects of education includes ‗Untouchables‘ of India (Mishra 2014: 1-4). It speaks of the quality of education in school education in India and its development (Panigrahi 2016: 544-559). Historical Development of Education in India India has a long history of organized education. The Gurukul system of education is one of the oldest education systems in India, this education system limited to the higher castes only (Vishal D. Pajankar 2010: 15). Buddhist education times except for Brahmin caste, all are eligible to get an education. Brahmin caste is neglected not rejected in Buddhist education. Muslim education time rejected to teach women. In the British period, firstly, they neglected to take under their education, except high caste communities. Later, Lord Macaulay's came to India, he introduces education to all including untouchables (Mishra 2014: 1-4). 15). Present India's education system is divided into different levels, such as pre-primary, primary, upper primary, secondary, higher secondary, undergraduate, postgraduate and doctoral programs (Patel 2013: 41). The level of education systems is suitable and the ownership and board of institutions are not suitable and not affordable to the public. The education should public-oriented, not class or caste or religious-oriented. The brief overview of Educational Institutions of Ownership and Board

Schools in India are owned either by the government or by the private sector. Schools can thus be segmented as: Government educational institutions are run by the union government or state governments, or autonomous organisations and are wholly financed by the government. Private-aided institutions are managed privately, but receive the regular maintenance grant from the government, local body or any other public authority. The rules and regulations followed here are same as that of the public schools (British Council India 2014: 13). Private unaided institutions are managed by an individual or a private organisation and do not receive a maintenance grant either from the government, local body or any other public authority. The fee structure for the students may vary greatly from that of the government institutions (Ibid: 14). The following table shows the number of schools, as per ownership type:

The table shows, there are 1.3 million schools in India, 62 per cent are managed by the union/state governments and 16 per cent are managed by the local bodies (Ibid: 14). The private-unaided institutions are more than private-aided institutions.

Education in India falls under the control of the NCERT. It is an apex resource organisation set up provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. The objective of NCERT is to assist and advise the Ministry of Education and Social Welfare in the implementation of its policies and major programmes in the field of education, particularly school education. In India, the various Curriculum bodies governing the school education system are:

CBSE: Established in 1962 under the purview of the Ministry of Human Resource Development (MHRD), CBSE gives affiliations to both public and private schools. There are currently about 15,167 schools affiliated under CBSE. The board conducts final examinations, All India Senior School Certificate Examination (AISSCE) for classes X and XII (British Council India 2014: 18). CISCE: It is a private, non- governmental education board in India. It conducts the Indian Certificate of Secondary Education (ICSE) (for class X) and Indian School Certificate (ISC) (for class XII) examinations in India. About 1,900 schools are affiliated with the CISCE board. It was set up in 1956. State Government Boards: These educational boards are regulated and supervised by the state apex organisation for secondary and senior secondary education. A portion of the curriculum focuses specifically on imparting knowledge about the state. Majority of Indian schools are affiliated with the state government boards. NIOS: It is the board of education for distance education, under the Union Government. It was established by the MHRD of the Government of India in 1989 to provide education inexpensively to remote areas. It provides a number of vocational, life enrichment and community-oriented courses besides general and academic courses at secondary and senior secondary level (British Council India 2014: 16). These boards also have the major role in non-uniform education among the students in the name of the language, syllabus, infrastructure, etc.

The education can be a powerful instrument for reshaping and modernizing the society (Ahuja 2015: 215) with the quality of education. Kothari Commission expressed "Education ought to be related to the life, needs and aspirations of the people and thereby make a powerful instrument of

Ownership: The ownership are government, local body, private-aided and private un-aided institutions is authored to provide educational services in India. These institutions have different strategies to provide the education. They have the same targets, but not the same objectives. The most of the high-class family students are studying government-sponsored central syllabus institutions as well as private sponsored central syllabus institutions. It also includes private-aided and unaided institutions. It is totally, exploiting the low-class families. Boards: The educational boards are CBSE, CISCE, State Boards and NIOS. These boards are providing a maximum and minimum standard of education. For example, CBSE and CISCE are providing quality education along with better life skills. State Boards are providing minimum standard education. The NIOS provides distance mode education with the minimum standard. Most of the Indian education boards come under the state board institutions; its quality of education is the minimum standard. It affects mainly regional languages, lack of infrastructure, teacher shortage, minimum basic facilities, etc The non-uniform education system is one of the major drawbacks to the quality of education. The central and state government-sponsored institutions are not having the same approaches such as syllabus, teacher training, infrastructure, financial assistance, etc. The central and state government-sponsored institutions deviation itself is problematic. Therefore, uniformity must be covering quality of education. Affording of the education is not reasonable; it has variations such as union and states, government and private, ownership and board etc. This education system does not encourage a person to think (Ahuja 2015: 219). Therefore, the Indian education system needs universalization of quality education to all and irrespective of their caste, gender, religion, language, and class. Then our country will be a model for the other countries (Umapati 2017: 9). India had a large history of education since its Indus valley civilization; this should make an impression of the quality of education along with uniformity through this ‗history‘ (Ghosh, 2007).

2. The educational development in India is reasonable; acquiring the quality of education is not satisfactory. 3. The English language education is the main key factor for creating lots of opportunities.

1. The education should come under union list and Government of India should take care of school education in India. 2. The school education should be in uniformity along with the quality of education.

The Indian school education system is not uniformity to access and it depends on their parent‘s socio-economic status. The affiliations of ownership and board are one of the key reasons as in which, why education in India still illusion among many. These are a tremendous impact on the acquiring quality of education. The medium of instruction is the major role in the availability of opportunities. If it is English, they get good opportunities, because English is the international and global link language. It acquired a major role in the school education system. The regional languages are losing their opportunistic potentiality. The English and regional languages have lots of variations in providing education. The non-uniform educational policy leads qualitative and quantitative students. The quality education available on high cost and quantitative education on free. The central and state-sponsored institutions are having the same goal; but not the same objectives, this is the bitter truth.

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