{"id":6567,"date":"2024-03-31T18:30:15","date_gmt":"2024-03-31T17:30:15","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=6567"},"modified":"2026-04-03T08:32:56","modified_gmt":"2026-04-03T03:02:56","slug":"a-study-related-to-education-system-in-india-with-government-programmes-and-policies","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/shodh-sari-2\/shodh-sari-vol-3-issue-2\/a-study-related-to-education-system-in-india-with-government-programmes-and-policies\/","title":{"rendered":"A Study Related To Education System In India With Government Programmes And Policies"},"content":{"rendered":"\t\t
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Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-03, Issue-02 (April - June 2024)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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A STUDY RELATED TO EDUCATION SYSTEM IN INDIA WITH GOVERNMENT PROGRAMMES AND POLICIES<\/span><\/p>

Manish Kumar<\/span>1<\/span><\/span>, Seema<\/span>2<\/span><\/span><\/p>

1<\/span><\/span>Research Scholar, Baba Mastnath University, Rohtak<\/span><\/p>

2<\/span><\/span>Assistant Professor, Baba Mastnath University, Rohtak<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7691<\/span><\/a><\/p>

Subject: Education Policy \/ Public Administration<\/span><\/p>

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Received: Dec 26, 2023<\/span><\/p>

Accepted: March 04, 2024<\/span><\/p>

Published: April 01, 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification: Indian Education System, Government Educational Schemes, National Education Policy (NEP), Schooling Framework, Policy Implementation.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/span><\/p>

India is the world’s largest democratic nation and a rising star. The Indian Constitution stipulates that children between the ages of six and fourteen must receive free and compulsory education. Several initiatives have been launched on occasion to advance education. We become responsible, self-sufficient people as a result of our education. To encourage free and compulsory education and raise India’s literacy rate, numerous norms and standards pertaining to instructors and infrastructure are being modified. Despite all efforts, the literacy rate has undoubtedly increased, but the quality of education is virtually non-existent and the degree of education is declining. We hope to provide some insight on the current research being done on India’s educational system in this work. Examined are the role of the ministry and the social effects on the educational system.\u00a0<\/span><\/p>

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Keywords: <\/span>Education System, India, Education Ministry, British Education.<\/span><\/p>

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Impact Statement<\/span><\/p>

A basic human right is the ability to receive an education. It is essential for maintaining peace, stability, and sustainable development both inside and between nations. As a result, it is a vital tool for effectively engaging in the rapidly globalizing 21st-century economies and society. When examining sustainable development from a rights perspective, it is critical to recognize that every person’s right to education is a fundamental necessity for their own and society’s continued advancement. Assessment and evaluation are integral parts of the learning process and are linked to both instructional objectives and classroom learning activities. They are useful in acquiring the information and data needed for a number of objectives. It hopes to provide some insight on the current research being done on India’s educational system in this work. Examined are the role of the ministry and the social effects on the educational system.\u00a0<\/span><\/p>

The Indian Constitution is both a social contract and the ultimate law of the land. Under Article IV of the Constitution, the founding fathers enacted a well-thought-out constitutional manifesto to advance socioeconomic justice. Rather than being a list, the Directive Concepts of State Policy are good governance concepts. In order to establish a welfare state, it makes specific demands on the State. These guidelines give state personnel direction on how to accomplish the constitutional purpose. One of the main objectives is the State’s duty to provide all children with free and compulsory education till the age of 14. Since 1978; the Supreme Court of India has interpreted Article 21 of the Indian Constitution in more detail (Kumar, 2018).\u00a0<\/span><\/p>

Education is the primary driver of social, economic, and human development that benefits society as a whole as well as the individual. People find it extremely difficult to exercise their civic, political, economic, and social rights without even a basic education. In the Mohini Jain and Unnikrishnan rulings, the Supreme Court recognized the right to education as an implicit basic right. The court determined that life, protecting the environment, doing away with untouchability, stopping child prostitution, and other related rights were all directly related to education. The National Commission on Review of the Working of the Constitution has also expressed support for a similar position. The Act addresses several different subjects, such as the State’s duty to provide primary education, infrastructure, community involvement, standards, curricula, and the hiring of teachers. Children between the ages of 6 and 14 now have the fundamental right to an education according to the addition of Article 21A by the Constitution (Eighty-sixth) Amendment Act:<\/span><\/p>