SCHOOL EDUCATION IN INDIA

India, with more than 1.4 million schools and more than 230 million enrolments,
is home to one of the largest and complex school education systems in the
world. The Indian school education system can be segmented in either of the
following ways:
a. by means of levels of education
b. by means of ownership of educational institutions
c. by means of educational board affiliations

A. Segmentation by means of levels of education

The Indian education system is structured as follows:

Pre-school: Education at this level is not compulsory. The Montessori system is

especially popular at the pre-school level named usually as Kindergarten. This
is divided into lower kindergarten (for three- to four-year-olds) and upper
kindergarten (for four- to five-year-olds)

Primary school: First to fifth standard/class/grade (for six- to ten-year-olds)

Middle school/Upper Primary school: Sixth to eighth standard/class/grade (for

11- to

14-year-olds)

Secondary school: Ninth and tenth standard/class/grade (for 14- to 16-yearolds)

Higher secondary: 11th and 12th standard/class/grade (for 16- to 18-yearolds).

At the other end of the system, there is technical and vocational education as
well as training and higher education involving universities and undergraduate
and postgraduate institutions.

B. Segmentation by means of ownership of educational institutions

Schools in India are owned either by the government (central/ state/ local
government
bodies) or by the private sector (individuals, trusts or societies). Schools can thus
be segmented as:

1. Government schools, including those run by local bodies

2. Private schools, aided by the government;
3. Private unaided schools; and
4. Unrecognized private schools (the first three being recognized by the
government).

C. Segmentation by means of educational board afliations

Education in India falls under the control of The National Council of Educational
Research
and Training (NCERT). It is an apex resource organisation set up by the
Government of India, with headquarters at New Delhi, to assist and advise the
Central and State Governments on academic matters related to school
education.

National Boards
1. Central Board of Secondary Education (CBSE)
2. Council of Indian School Certificate Examinations (CISCE)
3. State Government Boards: These educational boards are regulated and
supervised by the state apex organisation for secondary and senior
secondary education(SCERT).
4. National Institute of Open Schooling (NIOS) of India under the Ministry of
Human Resource Development.
International Boards
1. International Baccalaureate Organisation (IBO)
2. Cambridge International Examinations (CIE)

The Council of Boards of School Education in India (COBSE) is a voluntary

association of
all the Boards of School Education in India.

TECHNICAL EDUCATION IN INDIA

Technical education contributes a major share to the overall education system

and plays a vital role in the social and economic development of our nation.
In India, technical education is imparted at various levels such as:
craftsmanship, diploma, degree, post-graduate and research in specialized
fields, catering to various aspects of technological development and
economic progress. Since technical education determines the development and
socio-economic condition of a nation, there is a greater need for high quality
technical education to produce technically skilled manpower in India. Technical
education is imparted at three different levels in India:

Industrial Training Institutes (ITI), which conduct trade courses for skilled
workers.
Polytechnic Institutes, which conduct diplomas to produce middle level
technicians.
Engineering Colleges, which conduct undergraduate and postgraduate
degree courses in engineering and technology.

There are engineering institutes and colleges that are supported by the state and
central governments, and also a large number of private engineering colleges
and institutes that provide technical education in India.

The Technical Education System in the country covers courses in engineering,

technology, management, architecture, pharmacy, etc. The Ministry of Human
Resource Development caters to programmes at undergraduate, postgraduate
and research levels. The technical education system at the central level
comprises, among others, the following:
a. The All India Council for Technical Education (AICTE) (External website that
opens in a new window), which is the statutory body for proper planning
and coordinated development of the technical education system
b. Seven Indian Institutes of Technology (IITs)
c. Six Indian Institutes of Management (IIMs)
d. Indian Institute of Science (IISc), Bangalore
e. Indian Institute of Information Technology and Management (IIITM),
Gwalior
f.

Indian Institute of Information Technology (IIIT), Allahabad and its

Extension Campus at Amethi and Indian Institute of Information
Technology, Design and Manufacturing, (IIITDM) Jabalpur

g. Eighteen National Institutes of Technology (NITs) (converted from RECs

with 100 per cent central funding).
New initiatives have been taken to promote research and education in basic
sciences in the country. The IISc, Bangalore was sanctioned a special grant of

Rs.100 crore to upgrade its infrastructure facilities, including laboratories. On the

recommendation of the Scientific Advisory Council to the Prime Minister, two
Indian Institutes of Science Education and Research have been approved at Pune
and Kolkata. These Institutes will combine education in basic sciences at
undergraduate and postgraduate level, with world class research facilities.
To enhance research productivity in Science and Technology Education and to
improve quality of education, access to electronic journals and databases is
being provided to all technical institutions. To benefit from lower costs, AICTE and
Indian National Digital Library in Engineering Sciences and Technology (INDEST)
(External website that opens in a new window) have joined hands to form a
combined AICTE-INDEST consortium.

The All India Council for Technical Education (AICTE) is an apex

organisation charged with the responsibility for planning and co-ordinated
development of technical education in India. The AICTE is responsible for the
accreditation of both state and private engineering colleges. AICTE monitors
the qualitative growth of technical education in relation to planned quantitative
growth and proper maintenance of norms and standards. According to AICTE Act
, Technical Education means programs of education, research and training
in the following fields:

Engineering& Technology
Architecture
Town planning& Management
Pharmacy& Applied Arts and crafts
Such other programmes or areas as the Central Govt. may declare in
consultation with the council by a gazette notification

VOCATIONAL EDUCATION IN INDIA

Government of India has accorded high importance to vocational education and
training. While elaborating on the essence and role of Education, the National
Policy on Education (NPE), 1986 (as modified in 1992) has recognised that
Education develops manpower for different levels of the economy. The NPE also
envisages the introduction of systematic, well-planned and rigorously
implemented programmes of vocational education, which can be rigorously
implemented to enhance employability, reduce the mis-match between demand
and supply of skilled manpower and to provide and alternative to those pursuing
tertiary education, without particular interest or purpose. The policy envisages
that efforts will be made to provide children at the higher secondary level with
generic vocational courses which cut across several occupational fields and
which are not occupation specific.

Vocationalisation of Secondary Education

Vocational Education in a much broader sense cover education and skill

development at all levels from post primary to tertiary education - both through
formal and non-formal programmes. Vocational Education at the +2 stage, also
known as higher secondary stage, develop competencies (knowledge, skills and
attitude) required by a
specific occupation or a group of occupations, through diversified vocational
courses to
prepare pupil for the world of work, especially for self -employment.
A Centrally Sponsored Scheme on vocationalisation of secondary education
provides
for diversification of educational opportunities so as to enhance individual
employability, reduce the mismatch between demand and supply of skilled
manpower and an alternative for those pursuing higher education. The scheme
provides for financial assistance to the states to set up administrative structure,
area vocational surveys, preparation of curriculum, text books, work book
curriculum guides, training manuals, teacher training programme, strengthening
technical support system for research and development, training and evaluation
etc. Under the Scheme,
Vocational education is provided in 9,619 schools with 21,000 sections covering
about 1 million students. It is proposed to expand vocational education to 20,000
schools and the intake capacity to 2.5 million by 2011-12.
About 150 job oriented courses at +2 level are being provided in the areas of
Agriculture. Business & Commerce, Engineering and Technology, Home Science,
Health and Paramedical, Social sciences, humanities etc.

The vocational education programmes will be restructured with demand driven

curriculum and a structured workplace hands on training/exposure. Greater
emphasis will be on service sector with soft skills and computer literacy, flexitime. Other features include compulsory partnership with employers who provide
trainers and internship, advise on curricula, participate in assessment and
certification. The programme will ensure mobility between vocational, general
and technical education and multiple entry exit options. The 11th and 12th grade
students have access to around 160 vocational courses offered in about 6,000
schools of the 32 States/Union territories of the country.

Revamped Scheme of Vocationalisation of Higher Secondary Education

The proposed major modifications under the scheme are

 Strengthening of existing Vocational Schools and establishing new vocational

schools.
Expansion of intake capacity during 1th Plan.
Development of competency based modular Vocational courses of varying
duration
Revision of the existing system from supply based to demand based.
Setting up/constitution of various bodies/committees for governance
monitoring and
implementation of the National Vocational Qualification Framework.
Setting up of Central Board and State Boards of Vocational Education (CBVE)
and
(SBVE) for accreditation/affiliation, examination certification and equivalence.
Provision of pathways among 14 Indian qualifications for vertical and horizontal
mobility.
Provision of multiple-entry, multiple exit and flexibility in delivery.
Provision of joint-responsibility of academic Institute and Industry/Employer for
making a person employable.

POLTECHNIC EDUCATION
Polytechnic education in India contributes significantly to its economic
development. Most of the polytechnics in the country offer three year
generalized diploma courses in conventional disciplines such as Civil, Electrical
and Mechanical Engineering. During the last two decades many polytechnics
started offering courses in other disciplines such as Electronics, Computer
Science, Medical Lab technology, Hospital Engineering, Architectural
Assistantship etc. In addition, many single technology institutions are also
offering diploma programmes in areas like Leather Technology, Sugar
Technology, and Printing Technology etc. Many diploma programmes are also
being offered exclusively for women in Women's Polytechnics such as in Garment
Technology, Beauty Culture and Textile Design. Polytechnics are meant to provide
skills after class X and the duration of diploma programmes is 3 years, which
means, the trainee becomes employable at the age of 19 years. Polytechnics are
also offering post diploma and advanced diploma programmes of 12 years
duration in different specializations.

The aim of the polytechnic education is to create a pool of skill based manpower
to support shop floor and field operations as a middle level link between
technicians and engineers. The pass-outs of Diploma level Institutions in
Engineering & Technology play an important role in managing shop-floor
operations. It is further an established fact that small & medium Industry prefer
to employ Diploma Holders because of their special skills in reading and
interpreting drawings, estimating, costing & billing, supervision, measurement,
testing, repair, maintenance etc.

During the last decade, India has seen a tremendous increase in the number of
Engineering Colleges at Degree level throughout the country. However, the
growth of technical institutions has not been uniform as far as the number of
polytechnics and degree engineering colleges is concerned. The ratio of degree
to diploma holders is around 2:1, whereas ideally it should be 1:3. This is
because of more private participation in the engineering sector compared to the
diploma sector. There is also a societal perception that degrees command a
premium in the job market rather than diplomas.
There is also a shortage of qualified diploma holder in several new areas.
Therefore, engineering institutions will be incentivized and encouraged to
introduce diploma courses to augment intake capacity. Diploma programmes
could be run in evening shifts when the laboratory, workshop, equipment and
library are free.
OPEN AND DISTANCE LEARNING
Open and Distance Learning (ODL) system is a system wherein teachers and
learners need not necessarily be present either at same place or same time and
is flexible in regard to modalities and timing of teaching and learning as also the
admission criteria without compromising necessary quality considerations. ODL
system of the country consists of Indra Gandhi National Open University(IGNOU),
State Open Universities (SOUs), Institutions and Universities offering education
and includes Correspondence Course Institutes (CCIs) in conventional dual mode
universities. This is becoming more and more significant for continuing
education, skill updation of in service personnel and for quality education of
relevance to learners located at educationally disadvantageous locations.
With the dissolution of the Distance Education Council of the IGNOU, the
regulatory powers on ODL is currently vested with the University Grants
Commission(UGC).

Indira Gandhi National Open University (IGNOU)

Indira Gandhi National Open University (IGNOU) was established in 1985 by an
Act of Parliament with the dual responsibilities of (i) enhancing access and equity
to higher education through distance mode and (ii) promoting, coordinating and
determining standards in open learning and distance education systems. Since
then, the IGNOU has undergone rapid expansion and emerged as an

international institution in the field of Open and Distance Learning. As per the
provisions of the IGNOU Act, the University is to:

offer of degree, diploma and certificate programmes related to the needs

of employment as necessary for building the economy of the country;

provide opportunities for higher education to a large cross-section of

people, in particular the disadvantaged segments of society;

promote acquisition and up-gradation of knowledge and offer

opportunities for training retraining in the contests of innovation and
research;

encourage an innovative system of university level education, flexible and

open with regard to methods and pace of learning, combination of
courses, eligibility for enrolment, age of entry, conduct of examination and
delivery of the programmes to encourage excellence; and

coordinate, promote, assess and accredit institutions and programmes

offered by open and distance learning system as also to prevent through
such measures as are considered appropriate, institutions from offering
sub-standard courses and programmes.

IGNOU practices a flexible and open system of education in regard to methods

and place of learning, combination of courses and eligibility for enrolment, age
for entry and methods of evaluation etc. The University has adopted an
integrated strategy for imparting instruction. This consists of providing print
materials, audio-video, tapes, broadcast on radio and educational TV Channels,
teleconferencing, video conferencing as also the face to face counselling, at its
study centers located throughout the country. The University has adopted the
method of continuous assessment and term-end examination for evaluation of
the performance of its students enrolled in various subjects.
IGNOU makes use the Information and Communication Technologies (ICTs)
extensively for imparting education. In addition to self-instructional printed
materials, the university utilizes Audi/Video programme tapes, tele-conferencing,
Gyan Vani (FM Radio), Gyan Darshan (educational TV Channels), computer
networks for imparting instructions. IGNOU has a large number of programmes,
ranging from purely academic to technical, professional and vocational at various
levels leading to award of Competency Certificates, Diplomas, Bachelors,
Masters and Doctors degree to successful candidates. Many of these
programmes are modular in nature.

Scope of ODL System:

University Grants Commission (UGC) has set the target of enhancing the gross
enrolment ratio in higher education from the present 11% to 21% by 2015. To
achieve this difficult target Govt. of India is considering ODL system as
alternative model with

special emphasis from the 10th Plan. ODL system is the only system that can
reach the door step of every section of the society irrespective of class, creed,
gender, race and
geographic location.

The characteristic features of ODL:

Flexibility:
The system is flexible in regard to modalities, timing, pace, place, age, admission
criteria etc4. Learners who are not able to continue their education through
traditional system due to socio-economic or cultural reason are getting
opportunities here. Flexibility in age and qualification to enter in desired
academic programs makes the system learners friendly. Here students are free to
choose the subject of studies according their interest. Use of satellite, ebooks/journals, audio-visual system in teaching learning process helps the
learner to study their course materials in their own space and place. Again for
better understanding, learners can attend counseling or personal contact
program (PCP) in the nearby study centre during weekends/holidays.
Cost Effective:
Expenditure for higher education in the traditional system, both for public and
private institutes, is very high. Education through distance mode is able to help
the students by saving considerable amount of money by removing the cost of
transportation and high-priced printed text books of high cost 5. As the teaching
learning process in this system adopts multimedia approach, students can avail
digital study materials for a reduced price. Radio and television programmes also
helps them to take classes at their own places. Apart from this, the system also
permits learning while earning.
Learning satisfaction:
Unlike traditional system, students of ODL system attend online classes
individually without any disturbance from others. When difficulties arise students
review their lessons more than once and solve the problem. Students can also
manipulate the coursework to fit their learning by focusing more on their weaker
topics6. In this way students can build self confidence and get higher satisfaction
with their learning experiences. A survey report reveals that the technique is
very much fruitful for the students enrolled for healthcare or mental health
distance learning program7.
Equal access:
In the traditional system, students of a certain age group are allowed. Again, for
SC, ST and Physically Challenged students some reservation is there. It is very
difficult for Trans-Genders to take education in the traditional system. Peoples
who are in jail are unable to obtain any degrees through traditional system.
Distance education may provide equal access irrespective of socioeconomic

status, gender, race, age, or cost per student.

Dual degree:
While studying under traditional system a student can simultaneously enroll for a
degree of the same level in Open University. In such case credit transfer will be
given due consideration through a MOU between Open University and the
respective University.

Migration Problem:
Students taking admission for Masters degree in Open University do not need
any migration from previous university where he/she obtained Bachelor degree.
However, when a student graduated from Open University takes admission for
Masters degree in a traditional university he/she needs migration.

Constraints to ODL System:

Since 1980, Open and Distance Learning educational methodology has been
extensively used in India. Now it is evident that Open University Education in
India is playing a vital role in respect of huge number of enrolled students in
higher education from disadvantaged group of the society. However, different
survey reports reveal that the number of students completing higher education
with adequate quality is not satisfactory 7-9. To improve the quality Govt. has
changed education policy time to time. However, simultaneous improvement in
quality and quantity will not be possible unless we consider the following real
problems before implementing any education policy/ technique.
Lack of knowledge in using technology:
With the progress of time technology for communication system is being
developed and ODL system is adopting this. However, students especially from
rural area are enrolling in ODL system without proper training of the tools to be
used for successful program. These students, due to lack of technology skills,
mostly become unsuccessful or drop outs.
Vast curriculum area:
Online courses are normally not restricted to an upper size. As a result traditional
teaching method cannot be applied here. Both teachers and students face
problems.
Lack of sufficient infrastructure:
Distance learning program is quite new and it does not have sufficient
infrastructure and learning environment like traditional system. For this reason

instructors are facing problems in organizing and planning distance learning

programmes, especially for new courses.
Scarcity of counselors near study center:
Although care has been taken in opening study centers near the door steps of
learners, the availability of skilled and knowledgeable counselors near the study
center is not checked in most cases. As a result, study centers as well as the
learners are facing difficulties.
Hidden Cost:
For online learning, students need training to use technology. They must have
their own or rented computer and internet connection. Again, if they want hard
copy of any study materials downloaded from web site extra cost has to be paid.
To attend live video program, they have to do proper time management. When
contact programs are not arranged nearby or become obscure then learners look
for private coaching, paying extra money.
Unavailability of desired course in nearby study center:
There is a difficulty to run practical based subjects in Open Education as it needs
permanent Laboratory set up. Again there are some courses like nursing, clinical
which are not available through distance learning. Thus distance learning is not
suited for all subjects.
Lack of oral communication skill:
Distance learners do not get opportunity to interact with their classmates and
with the professors like traditional system. Hence their oral communication and
presentation skills do not develop properly.

WOMEN EDUCATION
Women education refers to every form of education that aims at improving the
knowledge, and skill of women and girls. It includes general education at schools
and colleges, vocational and technical education, professional education, health
education, etc. Women education encompasses both literary and non-literary
education. Educated women are capable of bringing socio-economic changes.
The constitution of almost all democratic countries, including India,
guarantees equal rights to both men and women. Primary education is now a
fundamental right. When a woman (or a girl) is ensured of her rights, the society
at large is ensured of its sustainability. Realizing the importance of women
education, the government and many non-government organizations took a lot
of projects to spread women education. Literacy programs are being taken in
favour of women.

It would empower them to know and ask for their rights to education, health,
shelter, food clothing etc.
It would empower them to fight against every form of discrimination against

their folk, assert themselves about their right to equal treatment with their
men counterpart as bonafide citizens of this nation.
It would enable the women take decisions and accept responsibilities for
taking such
decisions concerning themselves.
It would give economic power to the women and there by enable them to
contribute their quota to the economic growth of the nation.
It would empower the women scientifically through exposure to science and
technological education for the challenges of the present technological age
and information computer technology break through unfolding world wide.
It would help women to reduce maternal and infant mortality through
improved nutrition, improved child rearing practice, health care and
prevention against killer diseases.
It would avail women with the opportunity of participating keenly in the world
of
sophisticated politics and governance as enlightened citizens.

Importance of Women education

The importance of women education is briefly summarized below:
1. Economic development and prosperity: Education will empower women
to come forward and contribute towards the development and prosperity of the
country.
2. Economic empowerment: So long as women remain backward and
economically dependent on men, the helpless condition of them cannot be
changed. Economic empowerment and independence will only come through
proper education and employment of women.
3. Improved life: Education helps a woman to live a good life. Her identity as
an individual would never get lost. She can read and learn about her rights. Her
rights would not get trodden down. The life or condition of women would improve
a lot, if we take a broad outlook in the field of female education.
4. Improved health: Educated girls and women are aware of the importance of
health and hygiene. Through health education, they are empowered to lead a
healthy life-style. Educated mothers can take better care of both herself and her
baby.
5. Dignity and honor: Educated women are now looked upon with dignity and
honor. They become a source of inspiration for millions of young girls who make
them their role-models.
6. Justice: Educated women are more informed of their rights for justice. It
would eventually lead to decline in instances of violence and injustice against
women such as dowry, forced-prostitution, child-marriage, female foeticide, etc.
7. Choice to choose a profession of her choice: Educated women can prove
be highly successful in the fields of life. A girl-child should get equal opportunity

for education, so that, she can choose a profession of her choice.

8. Alleviate poverty: Women education is a pre-requisite to alleviate poverty.
Women need to take equal burden of the massive task of eliminating poverty.
This would demand massive contribution from educated women. There cannot be
much social and economic changes unless girls and women are given their rights
for education.
Until the middle of nineteenth century, girls and women were educated only for
traditional household works. Now, the society is witnessing changes in the rolestatus of women. There is greater emphasis on education girls and women in the
same way as we educate boys and men. The modern-day parents want to fulfill
the aspiration of their children without gender parity. The educated women
should insist on exercising their civil, social, political and economic rights. This
will help improve the overall condition of women in the society. We can hope for
better days while all women of our country will be enlightened and educated.

RURAL EDUCATION
The real India live in villages, this saying is as true today as it was when the
country got independence 65 years back. As more than half of the population of
the country lives in villages, rural development is an eminent factor for the
development of our economy. Eighty-seven per cent of the schools in India are in
the countrys villages. The main objectives of rural schools are to ensure that
every child in rural India receives quality education which prepares them to
compete in the competitive global environment. Rural education initiative has
the following objective:

To provide free standard education to rural children

Supporting children for higher education.
Guiding and Supporting Research scholars in Educational Development.
Implementing new teaching methodologies and Assessment system.
Promoting all schools to stress free environment.

Rural schools pay special attention to children in these locations so that each
child gets an equal and important opportunity. They promote reading and writing
and enhanced basic education. These schools also provide study material to
every student apart from, meals during school hours, uniforms etc. Rural village
schools also have implemented
library system, which provide books, newspapers and magazine to children. They
not only provide science kits and equipment for hands-on-learning, but also
notebooks, textbooks and pencils to poor children. Apart from that they
also give scholarships to deserving students regularly, who wish to study
ahead. They create community awareness, about the need for education and
world literacy. Many indirect benefits of a basic rural education include poverty
reduction, disease control, enhanced employment opportunities and increasing
rate of literacy. They also provide Value Education and Computer Education. With
the help of rural education every family and child has excess to basic primary

education. Individuals special talents are recognized. The teaching

methodology ensures that each and every student is exposed to educational
experience in an active and dynamic learning environment, so that they can
achieve excellence. Teachers also encourage every student to express their
views, observations and experiences. India is developing rapidly and many
initiatives had been taken for the development of rural India, still much more
have to be done.

There are several problems being faced by the schools running in rural India.
Some of these problems are stated below:
Lack of infrastructure:
Many schools in villages lack proper infrastructure facilities. There are no proper
facilities for sitting as sometimes children are even made to sit on the floor due
to non-availability of furniture. The school building lacks doors and windows, and
so the wind and animals enter unimpeded.
Low income:
Teachers in the villages also get very less income in comparison to the teachers
that teach in urban schools. As teachers are not satisfied with their income, they
generally do not give proper attention to the students.

Lack of transportation facilities:

This is one of the biggest problems being faced by the children going to village
schools. As there are no proper transport facilities available children dont like to
travel miles to come to school.
Less in number:
In comparison to the number of schools present in urban area i.e., cities or
towns, there are very few schools in villages or rural areas.
Lack of basic amenities:
Even the basic amenities like drinking water, clean toilets etc are also not
available in many of the schools at villages.
Lack of extra-curricular activities:
Apart from the course curriculum rural schools are not able to involve children in
other activities like sports, co-curricular activities and competitions. Such events
and activities tend help in the overall development of the children.

Deciency of funds:
One of the severe hurdles in the education system in rural India is the
unavailability of funds. Some schools do not have funds even for purchasing
benches, blackboards etc.
Reasons for the failure of rural education:

The teachers do not get any support from the parents in villages on the part of
curriculum. Parents in villages want that their children should be provided with
education related to agriculture so that they can help them. This thinking act
as an obstacle in bringing the children to schools.
In several schools of villages, the premise of school is also not sufficient to
accompany all the students.
Lack of illiteracy on the part of the parents also acts as an obstacle in
attracting the students in rural areas.
As teachers in rural areas get very less salary in comparison to the teachers
teaching in schools located in towns or cities, they do not give their 100%.
Students in the rural areas are also not interested in education because it is
not appealing as any computers, laptops, internet facility made available for
them.

Suggestions for improving rural education in India:

Some of the suggestions that can be adopted for improving the education
system in rural:

The curriculum of rural education can be updated and should accompany

education related to farming, gardening etc.
To attract more number of students and creating enthusiasm in them for
learning, visual aids like projectors, television etc. can be used to show some
educational movies.
To motivate the teachers they should be made to feel proud that by teaching
in the rural or remote area they are acting as a helping hand in the
development of economy.
Some special sessions or classes can be conducted for the parents to make
them realize the significance of education for their children.
To appreciate the efforts of students, some type of scholarships either in the
form of gifts or books can be given to them who perform well in the class.

Initiatives taken by the Government:

For promoting the importance of education in India, Ministry of Law and Justice
had introduced The Right of Children to Free and Compulsory Education Act,
2009. It is an Act introduced to provide free and compulsory education to all
children between the ages of six to fourteen years. Several central and state
level initiatives have been in operation from the early 1980s.The main objectives
of all these initiatives include increasing girls enrolment, improving educational
outcomes, strengthening community involvement, improving teaching and
learning materials, and providing in-service teacher training in villages.