First stage of education is ten years, the second is two years. This concludes compulsory secondary education.

The next three years can be studied both at school (preparation for entering the university) and at a vocational college (here students receive secondary specialized education).

There are also specialized craft schools, where after eight to ten years of study, the student, along with secondary education, receives any profession in demand: seamstresses, mechanics, locksmiths.

Higher education, according to the Bologna system, has three levels: bachelor's degree (from three to five years, depending on the specialty), master's degree (two years) and doctoral studies (three years of attending specialized courses and writing a dissertation).

Universities in India very many, and they vary greatly in teaching method and focus. There are highly specialized educational establishments, giving knowledge, for example, exclusively in language or music.

Education for children in India

Education for children of foreigners is available in both public and private schools. Teaching is conducted in English. Before admission, students usually go through an interview.

The cost of education in public schools is quite affordable - about a hundred dollars a month. Private educational institutions will cost more, but the learning process there is more interesting and varied. The cost of education also includes meals for schoolchildren.

Higher education in India

Getting a higher education in India is quite easy. You don't even need to pass to get into college. entrance exams. Most students enter Indian universities through exchange programs and internships.

But there is an opportunity to get an education at a university and on your own. Universities are divided into centralized (their activities are regulated by the state), local (subject to state law) and private.

Branches of famous foreign universities there is no. A year of study at the university will cost a foreigner about fifteen thousand dollars.

Generally Indian education is on enough high level, but the highest quality is taught here in pharmacology and jewelry.

It is becoming very popular for foreigners to study of English language at Indian universities. For admission, it is enough to pass a simple test to determine the level of knowledge, according to the results of which students are divided into groups.

Foreign students usually live in hostels. However, if you have a desire to get to know the life and culture of Indians, some Indian families provide a room for cohabitation.

In general, living in this country will cost much less than even in the native CIS countries.

Monthly expenses, including accommodation, meals, moderate recreational activities, will cost $150 - $250. In addition, the Indian state often issues grants and scholarships. The advantage here is graduate students studying in specialties related to the culture of India, its religion, art.

Second higher education in India

The second higher education in India can be obtained completely free of charge. To do this, it is enough to already have some work experience in your specialty and participate in a specialized program of the Government of India.

The professions included in this program are limited, but their list is extensive and is updated every year. Detailed information about the possibility free education can be found on the official website of the Ministry of Foreign Affairs, as well as the Ministry of Education of India.

Conditions of Indian education and living

Terms Indian education and living are noticeably different from what we are used to. First of all, the difference in nutrition is striking.

In India, there is neither meat (only poultry), nor the usual bread (only cakes), nor dairy products (only if you cook them yourself). There are no conventional medicines, such as iodine, for example. Very difficult traffic situation.

Traffic lights and signs are installed only in major cities, and even then, not everywhere. For many, an unpleasant surprise is the preference of Indians in the field of perfumery and taste in general.

There are a lot of beggars and simply professional beggars on the streets. Too squeamish, unfortunately, in this eastern country going to be hard.

Do not rely on rigorous intensive training. India is not Germany. Here the number of holidays (both national and local) is not much less than the number of days in a year. For this reason, the educational process is often interrupted for a day, or even more.

Trigonometry, algebra and the basic concept of calculation came to us. The ancient game / chess / also comes from India. Modern system education was formed in India after the 1947 independence of the state.

What is the education system of India at this stage?
If speak about preschool education then it is somewhat different than in Russia. Due to the increased number of working parents, special "day care" groups have appeared in India, where the child can be left during the day. All of them, as a rule, work at "pre school" ("preparatory school")
In the "pre school" itself, which must be attended before entering school, there are the following groups: playgroup, nurs ery, LKG and UKG. Compared to our system, we divide them like this: Playgroup or "game group" is something like a nursery; Nursery is translated as "nursery group", but it's more like our average; LKG (Lower KinderGarten) senior group; UKG (Upper KinderGarten) preparatory group. In the first two groups, kids are brought for 2, maximum 3 hours a day, in the next they study for 3 hours.

Just like in Russia, preparing children for school very important. It is interesting to know the criteria for evaluating a child when preparing children for school?! And they are:
Social development of the child: with other children, the ability to listen and do something together, solve problems, the ability to share (toys, food), express their feelings and desires, the ability to resolve conflicts, etc.
Speech skills and readiness to read: the ability to tell about what happened, the story, the repetition of sounds, simple sentences of 5-10 words, interest in reading, books, ability to hold them correctly, reading simple 3 4 compound words, for capital and capital letters, independent spelling of your name.
Mathematics: performing tasks on recognition of shapes, the ability to draw them, sorting objects of a certain shape, understanding the words "greater than, less than, the same", counting up to 100, writing numbers from 1 to 100, understanding serial numbers "first, second, etc. .". Possession of the following concepts: location: right, left, under, above, on, between. Length: short, long, shorter, longest,.. . Comparisons: big and small, bigger and smaller, thin and fat, a lot and a little, light and heavy, tall and short
Knowing your age.
Physical skills: moving in a straight line, jumping, bouncing, jumping rope, flexibility, stretching, balancing, playing with a ball, ... .
fine motor skills: using crayons and pencils, brushes, drawing with fingers, cutting, playing with cubes, making puzzles. Ability to tie shoelaces, quickly fasten zippers, buttons.
Basic knowledge: own name, parts, seasons, domestic, wild and marine, farm animals,..
Understanding the basics of health.
Knowledge of basic professions, religious festivals and celebrations, various .
Auditory skills: ability to listen without interrupting, retelling stories, recognizing familiar stories and melodies, sense of rhythm, knowledge and understanding of simple rhymes, ... .
Writing skills: writing words from left to right, 2-3 compound words, leaving spaces between words, spelling out the most frequently used words.
Ability to draw: star, oval, heart, square, circle, rectangle and rhombus.
Here is a detailed report on the child.

Children are evaluated on all these items as follows: "asterisk" is all within the normal range, NE needs additional classes, NA skills are absent.

AT modern India hallmark development of education is the emphasis on the fact that the upbringing embedded in children will determine the character of the nation in the future. In education, the main goal is to reveal the child's abilities and cultivate positive qualities.
And then "Welcome to School"!

Indian parents need to choose which standard of education they prefer CBSE (Central Board of Secondary Education) or ICSE (Indian Certificate of Secondary Education).

Firstly, CBSE the schools are under the patronage of the Government of India and, in addition, only graduates of CBSE schools are hired for civil service. Schools teach in English and Hindi (it happens less often), they are generally more focused on those who will stay and work in the country, and they can also enroll students who previously studied at ICSE schools, but you can’t enter ICSE after CBSE.

Two other big pluses of these schools are more frequent and regular updates of the school curriculum, as well as an easier form of examinations. For example, when passing the "chemistry, physics, biology" package, you need to score 100% in general, but in the ICSE school in each subject you should get at least 33%.

For admission in a higher education institution in India you don't have to take an entrance exam. Enrollment is based on graduation results.

Today India has one of the largest networks higher education in the world.
Universities in India are established by the central or state governments through legislation, while colleges are established either by state governments or private entities.
All colleges are affiliated with a university.
Different Types of Universities A central university or a state university while the former is funded by the Department of Human Resources Development, the latter is established and funded by the state governments.

Non-state universities have the same academic status and university privileges. For example, Deccan College of Graduate and Scientific Research institute Pune; University of Tata social sciences in ; Indian Institute of Sciences in Bangalore, etc.

College classification
Colleges in India fall into four different categories. Categorization is based on the courses they offer (professional courses), their ownership status (private/public), or their association with the university (affiliates/owned by the university).
University colleges. These colleges are run by the micro-universities themselves and in most cases are located on campus.
government colleges. There are not many government colleges, about 15-20% of the total. They are run by state governments. As is the case with university colleges, the university to which these colleges belong administers examinations, determines courses of study, and awards degrees.
professional colleges. In most cases, vocational colleges provide education in engineering, engineering, and management. Some give education in other areas. They are funded and managed either by the government or by private initiative.
private colleges. About 70% of colleges are created by private organizations or institutions. However, these institutions are also governed by the rules and regulations of the university of which they are affiliated. Although they came about through private initiative, the state government also sponsors these colleges.

In addition to traditional universities, there are universities with a pronounced specification: Vishva Bharati; Indira Kala Sangeet in Hairagarh (study Indian music); Women's University in Mumbai, Rabindra Bharati in Kolkata (the Bengali language and Tagore studies are being studied).

There are universities with one faculty and specialty, but there are also universities with a large number of faculties. The number of students in higher educational institutions varies from 13,000 to 100,000 students.

The higher education system in India has 3 levels.

Bachelor's degree implies training from three years scientific disciplines, and , up to 4 years designed for those wishing to get an education in the fields of agriculture, dentistry, pharmacology, veterinary medicine. If you want to study medicine and architecture, it will take five and a half years. Journalists, lawyers and librarians have 3-5 years of undergraduate studies.

The next level of higher education is master's degree. In any discipline, to obtain a master's degree, you must complete two years of study and write a research paper.

Doctorate is the third stage of education. After receiving a master's degree, one can be enrolled in the Pre-doctoral level to obtain a Master of Philosophy (M. Phil.) degree, it is necessary to unlearn a year.

To get a Ph.D. degree, you need to attend classes and write a research paper for another two to three years.

Today, India has not only become one of the nuclear powers, it has become one of the world leaders in the development and production of intelligent technologies. The modern system of education in India is inimitable and unique; it has rightfully entered the world economic system.

India is an amazing country. They say that the people who have visited it change forever. Here everything is built on completely different principles that are not accepted in the ordinary world. So, one of the most controversial is the Indian education system. The country is actively fighting the caste system and illiteracy. Of course, we will not consider educational institutions in particular, because many of them cannot be looked at without tears. Let us analyze the whole picture of education in the country and analyze the main aspects.

What can I say, in India education is very difficult. Many people live in extreme poverty and cannot afford the additional costs. The mentality of the inhabitants and the difficult economic situation in the country have their influence. Of course, the relatively recent educational reform has slightly improved the chances of getting an education, but after leaving school, more than half of the children still do not have the necessary funds. If the parents are ready to spend money on the education of the child, then the latter will receive a level of knowledge that will not be lower than the European one. But, unfortunately, living conditions in most schools are deplorable. For example, there are schools where children are forced to sit on the floor, and ordinary stones serve as desks. Instead of a board, there is a regular rectangle drawn on the wall.

Preschool education

There are no kindergartens in India at all (at least in the form we are used to). There, the role of a nanny and teacher until the school bench is often performed by the mother. If both parents are busy at work, then the child has to be left with relatives. In the case when there is no such possibility, then special groups are created that are attached to preparatory school. At the same time, for greater convenience, children are divided by age and time spent in groups. In principle, daily training in a group with a teacher is enough for a child to get the basics and prepare for school. At the same time, children learn not only the basics of the world, but also languages ​​​​(Indian and English).

Often, after choosing a group, parents may not worry about going to school, because at the “end” of the next age level, the baby is transferred there automatically. But in some cases, parents still have to “break their heads” over further education for their child.

School

As we have already said, school education in India for children is free, but many wealthy parents still focus on private schools or prestigious government institutions. The cost of training in this case will cost about $ 100 per month. It should be noted that the quality public school where one could get a good education, is hard to find. In private schools, the quality of education is higher, because there children receive a full amount of knowledge (including language). After graduating from a private institution, the child fully speaks three languages ​​- English, the language of his state and Hindi.

Almost every private educational institution uses individual approaches to learning, innovative methods are applied, which receive good feedback in the world. A unique feature of absolutely all Indian schools is free meals for children. Of course, you should not dream of a chic menu, but the child gets his sandwich with butter. After choosing a school, parents must “score” a place for themselves, pay an initial fee and collect the papers necessary for admission.

Higher education in India

When it comes to higher education, India is leading the way. It has more than two hundred universities, sixteen of which are considered central. The first place in terms of prestige is occupied by the Nalanda University, which was established in the fifth century AD. It has a unique color and rich history.

There are many specialized universities in India. For example, at Indira Kala Sangith, students are introduced to Indian music, and at Rabinda Bharati, they are introduced to the language of Tagore and Bengali. Of the most prestigious universities, it is worth highlighting Mumbai, Rajasthan, Calcutta and Gandhi University.

In the past few years, universities with a technical focus, which produce highly qualified engineers, have gained particular popularity. Such specialists are becoming more and more in demand in the country, especially against the backdrop of the developing Indian economy. As for the education system in which students study, it almost completely copies the British version. AT higher institutions there are three levels - bachelor, master or doctor of science, each of which a student can master.

People in India strive for knowledge, contrary to the stereotypes that have formed about the country in European countries. The only negative is poverty, which makes it difficult educational process in India.

Until 1976, education was the responsibility of the states, while the central government coordinated and set the standards for special and higher education. In 1976, under a constitutional amendment, governments shared responsibility for the area. Since that time, decisions to determine the structure of education are taken by the states. The quality and standards of education are determined by the central government. The Education Department of the Department of Human Resources Development shares planning responsibility with the states. The Central Board of Education, founded in 1935, continues to play a major role in the development and control of educational policies and programs, the main ones being the National Education Policy (1986), the Program of Action (1986) and the updated versions. these documents (1992).

Elementary education
In accordance with the National Education Policy, by the 21st century, all children under the age of 14 should receive a free and compulsory education of a decent standard. As a result of the efforts of the central and state governments, today in almost every locality in rural areas there are schools primary education(94% of the rural population has primary schools located within a radius of 1 km). Schools of secondary education within a radius of 3 km are accessible to 84% of rural residents. Thus, since independence, the enrollment of children aged 6 to 14 in primary and secondary schools has increased to 87% and 50% respectively. Between 1950 and 1997 the number of these schools increased from 223,000 to 775,000, while the number of teachers in them increased from 624,000 to 3.84 million over the same period. The number of girls enrolled in school also increased significantly. At some point, the central government and the state governments have developed a strategy for accounting for children who leave school prematurely, as well as a policy aimed at improving student achievement, which focuses on the following aspects: 1) increasing parental participation; 2) improvement school curriculum and the learning process (the minimum required level of education); 5) district program general education and 6) a national nutrition program in general education schools. To consolidate the universal right and obligation to receive primary education, the Upper House of Parliament introduced the 83rd amendment to the Constitution. Subsequently, an expert group on education finance, set up to examine the needs for additional resources necessary for the introduction of compulsory education for children aged 6-14 years, presented a report, which is now under consideration by the government. A National Organization for Primary Education was also created. The National Committee of State Education Ministers, chaired by the Minister for Human Resources Development, was established to chart the way for universal compulsory primary education.

In 1987, a special program (Operation Blackboard Scheme) was launched, which was designed to provide all primary schools in the country with the necessary conditions for learning, in particular, to provide two teachers to each school and school equipment. In 1993, the number of teachers provided by the program was revised and increased from two to three, with an enrollment of over 100 children. Also, as part of the program, the number of teachers in secondary schools has increased, and additional teaching aids have been allocated for the needs of schools. The central government fully covers the costs of teaching, teaching aids and pays salaries to teachers during the period of the plan. Building schools is the responsibility of the states. In 1997-1998 522,902 and 125,241 textbooks were distributed to all primary and secondary schools respectively. The position of the third teacher was authorized for introduction in 53037 primary schools ah, while 71,614 secondary schools received additional teachers. In 1999-2000 it was proposed to approve the introduction of another 30,000 third teacher positions in primary schools and 20,000 additional teachers in secondary schools.

In 1979, the Non-Formal Education Program was launched, which was designed to provide education for children aged 6-14 who remained outside of formal education. The main focus of the program was on the 10 states with low levels of education, but it was also carried out in urban slums, mountainous, tribal and other backward areas.

Teacher training
In accordance with the National Education Policy and Action Plan of 1986, the Central Government-sponsored Teacher Training Reorganization Program came into effect in 1987-88. The program provided for the creation of a viable institutional infrastructure, academic and resource base for training and pedagogical qualification school teachers, teachers for adults and non-formal educational institutions, as well as specialists in the field of teacher retraining. As part of this program, it was decided to open an educational-preparatory institute in each district in order to provide academic support to teachers primary school and educators for adults and non-formal educational institutions. The program also included upgrading the status of teacher training institutes high school to the college level teaching education and institutions fundamental research in the field of education (Institutes of Advanced Studies in Education) to train newcomers and improve the skills of existing teachers. The task of IASE is to conduct preparatory programs for primary school teachers, advanced training programs for primary and secondary school teachers and high school principals, basic and applied research, especially in interdisciplinary areas, training teaching aids(guides) for district educational institutions, as well as assisting colleges in teacher training. In total, by March 31, 1999, permits had been issued for the opening of 451 district educational institutions, 76 teacher training colleges, and 34 institutes for fundamental research in education in various states and union territories. Twenty Educational Research and Training Councils received financial support. A million teachers passed preparatory Course within the framework of a special program to determine the specialization of school teachers, during which they learned to work with educational material and equipment, as well as getting acquainted with the requirements of the minimum level of knowledge (Minimum Levels of Learning), where the emphasis is on teaching language, mathematics and learning environment. In 1995, the National Council for Teacher Training was established by the Government of India. Its task is to ensure the planned development of the teacher training system, regulation and maintenance of standards and norms teacher education and etc.

<Высшее образование>
The higher education system includes approximately 178 universities and 39 educational institutions that consider themselves universities, as well as 11 educational institutions of national importance, 65 research institutions, 6759 general colleges and 1770 colleges of professional education. For admission to a higher educational institution, you do not need to pass entrance exams.

The largest universities in India are: Calcutta (150 thousand students), Bombay (Mumbai, 150 thousand), Rajasthan (150 thousand), Delhi (130 thousand), M.K. Gandhi (150 thousand).

In addition to traditional universities, there are universities in India with a pronounced specificity: Visva Bharati and Indira Kala Sangith in Hairagarh, where they introduce exclusively Indian music; Rabindra Bharati in Calcutta, which is focused on teaching Bengali and Tagore studies, is also known as a women's university in Bombay.

In recent decades, the number of students of engineering specialties has dominated, although the share of graduates from humanitarian universities remains high - about 40%. Technical education plays an extremely important role in India's national economy and human resource development. Over the past half century, this area of ​​education has developed significantly. Currently, 185 institutes offer graduate programs in engineering and technical disciplines, where 16.8 thousand students enter annually. Except state institutions and technological institutes in the states, there are those that are jointly run by the central and state governments, as well as private institutions.

Among the main institutions that train technologists and managers, technical institutes in Mumbai, Delhi, Kanpur, Kharagpur, Chennai and Guwahati, as well as six management institutes in Ahmedabad, Kolkata, Bangalore, Lucknow, Indore and Calicut. It takes three years to complete a first university degree. Within the higher education system in India, there are three levels of principles of qualifications: Bachelor, Master (Postgraduate level) and Doctoral. A bachelor's degree in arts, commerce and sciences requires 3 years of education (after 12 years school education). For a bachelor's degree in agriculture, dentistry, pharmacology, veterinary medicine, the study period is 4 years, while the study of architecture and medicine takes a longer time (5-5.5 years). Completely different terms for obtaining a bachelor's degree in journalism, library science and law.

The higher education system of India gives three degrees:
- Bachelor - Undergraduate level, study time from those to five years or more, depending on the specialty,
- master - postgraduate level, two years of study,
- doctor - pre-doctoral level,

Academic Qualification Structure:

Bachelor's degrees in arts, commerce and sciences require three years of education (after a 12-year cycle of schooling). A bachelor in agriculture, dentistry, pharmacopeia, veterinary medicine requires four years of study, while architecture and medicine take longer (five and five and a half years respectively). Completely different terms for obtaining a Bachelor's degree in journalism, library science and jurisprudence.

Obtaining a master's degree usually takes two years. The pre-doctoral level is accepted upon completion of the Master's degree.

Keywords: Education system in India, Education system in India, Education in India, School education in India, Higher education in India, India, Higher education institutions in India
Key Words: India, Education, The education system in India
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Until 1976, education was the responsibility of the states, while the central government coordinated and set the standards for special and higher education. In 1976, under a constitutional amendment, governments shared responsibility for the area. Since that time, decisions to determine the structure of education are taken by the states. The quality and standards of education are determined by the central government. The Education Department of the Department of Human Resources Development shares planning responsibility with the states. The Central Board of Education, founded in 1935, continues to play a major role in the development and control of educational policies and programs, the main ones being the National Educational (1986), the Program of Action (1986) and updated versions of these documents (1992).

The literacy rate in India has risen significantly. For the first time since independence, the number of illiterates in the country has fallen by more than 31.9 million over the past decade. The results of the 2001 census showed that during the period from 1991 to 2001, when the population growth in the age group of 7 years and above was 171.6 million, an additional 203.6 million people became literate. Currently, the number of literate people is 562.01 million, of which 75% are men and 25% are.

ELEMENTARY EDUCATION

In accordance with the National Education Policy by the 21st century, compulsory free education of a decent standard should be received by everyone up to the age of 14 years. As a result of the efforts of the central and state governments, today almost every locality in rural areas has primary schools (94% of the rural population has primary schools located within a radius of 1 km). Schools of secondary education within a radius of 3 km are accessible to 84% of rural residents. Thus, since independence, the enrollment of children aged 6 to 14 in primary and secondary schools has increased to 87% and 50% respectively. Between 1950 and 1997 the number of these schools increased from 223,000 to 775,000, while the number of teachers in them increased from 624,000 to 3.84 million over the same period. The number of girls enrolled in school also increased significantly. At some point, the central government and the state governments have developed a strategy for accounting for children who leave school prematurely, as well as a policy aimed at improving student achievement, which focuses on the following aspects: 1) increasing parental participation; 2) improving the school curriculum and the learning process (the minimum required level of education); 5) District General Education Program; and 6) National School Nutrition Program. To consolidate the universal right and obligation to receive primary education, the Upper House of Parliament introduced the 83rd amendment to the Constitution. Subsequently, a group of experts on education finance, set up to examine the need for additional resources to make education compulsory for children aged 6-14, submitted a report, which is now before the government. A National Organization for Primary Education was also created. The National Committee of State Education Ministers, chaired by the Minister for Human Resources Development, was established to chart the way for universal compulsory primary education.

In 1987, a special program was launched (Operation Blackboard Scheme), which was designed to provide all the country's primary schools with the necessary conditions for learning, in particular, to provide two teachers to each school and school equipment. In 1993, the number of teachers provided by the program was revised and increased from two to three, with an enrollment of over 100 children. Also, as part of the program, the number of teachers in secondary schools has increased, and additional teaching aids have been allocated for the needs of schools. The central government fully covers the costs of teaching, teaching aids and pays salaries to teachers during the period of the plan. Building schools is the responsibility of the states. In 1997-1998 522,902 and 125,241 textbooks were distributed to all primary and secondary schools respectively. A third teacher position was authorized to be introduced in 53,037 primary schools, while 71,614 secondary schools received additional teachers. In 1999-2000 it was proposed to approve the introduction of another 30,000 third teacher positions in primary schools and 20,000 additional teachers in secondary schools.

NON-FORMAL EDUCATION

In 1979, the Non-Formal Education Program was launched, which was designed to provide education for children aged 6-14 who remained outside of formal education. The main focus of the program was on the 10 states with low levels of education, but it was also carried out in urban slums, mountainous, tribal and other backward areas.

PEOPLE'S MOVEMENT FOR LOCAL EDUCATION (LOK JUMBISH)

In Rajasthan, an innovative project Lok Jambish was launched. Its goal is to provide education for all. In 1997-1998 School census was conducted in 4006 villages, 383 primary schools were opened, 227 primary schools were upgraded to secondary schools and 2326 non-formal centers were opened under the project, 286 women's associations were established. In general, the project "People's movement for education everywhere" contributed to the qualitative improvement of education. In particular, textbooks for grades 1-4 have been improved and have been used in all schools in Rajasthan.

WOMEN'S EDUCATION

Since independence, the Government of India has taken a number of steps that have been aimed at reducing gender disparity, especially since the adoption of the National Education Policy in 1986, which gave women certain benefits. In addition, the document also recognizes the fact that the education of women is one of the most important conditions for their participation in the development process of the country. The following are the key programs and documents aimed at the advancement of women: 1) The Women's Assembly (Mahila literacy, which contributed to the increase in demand for education, especially Samakhya) has become one of the most successful attempts to strengthen the status of women and their education. The Assembly operates in 46 districts; 2) Campaign for universal literacy among women. Of the 450 districts where the campaign was conducted, in most of them the proportion of women was 60% of the total number of adults participating in the program; 3) within the framework of the school education support program (Operation Blackboard Scheme), 147 thousand teachers were employed, of which 47% are women; 4) non-formal education centers created exclusively for girls are 90% supported by the central government. The proportion of these centers has been increased from 25% to 40%; 5) in 163 districts with a low level of literacy among women, a district program of primary education is being implemented; 6) professional education; 7) The University Grants Commission encourages institutions to conduct research in the field of women's education and allocates funds for this purpose. The Commission also provided support to 22 universities and 11 colleges to establish centers for women's education; 9) The National Strategy for Increasing the Participation of Women in Education, which is currently being finalized.

Since India's independence, female literacy rates have increased significantly. In 1951, only 7.3% of women were literate, in 1991 this figure was 32.29%, and now it is 50%.

TEACHER TRAINING

In accordance with the National Education Policy and Action Plan of 1986, the Central Government-sponsored Teacher Training Reorganization Program came into effect in 1987-88. The program provided for the creation of a viable institutional infrastructure, academic and resource base for the training and pedagogical development of school teachers, adult teachers and non-formal educational institutions, as well as specialists in the field of teacher retraining. As part of this program, it was decided to open an educational-preparatory institute in each district in order to provide academic support to primary and adult teachers and non-formal educational institutions. The program also included upgrading the status of secondary school teacher training institutes to the level of colleges of teacher education and institutes of advanced studies in education to train newcomers and improve the skills of existing teachers. The task of IASE is to conduct preparatory programs for primary school teachers, advanced training programs for teachers of primary and secondary schools and principals of secondary schools, basic and applied research, especially in interdisciplinary areas, preparation of methodological aids (guidelines) for district educational institutions, as well as assistance teacher training colleges. In total, by March 31, 1999, permits had been issued for the opening of 451 district educational institutions, 76 teacher training colleges, and 34 institutes for fundamental research in education in various states and union territories. Twenty Educational Research and Training Councils received financial support. A million teachers completed a preparatory course as part of a special program to determine the specialization of school teachers, during which they learned to work with educational material and equipment, and also got acquainted with the requirements of the minimum level of knowledge (Minimum Levels of Learning), where the emphasis is on teaching language, mathematics and environmental studies. In 1995, the National Council for Teacher Training was established by the Government of India. Its task is to ensure the planned development of the teacher training system, regulation and maintenance of standards and norms of teacher education, etc.

HIGHER AND UNIVERSITY EDUCATION

Higher education can be obtained at 221 universities in the country. Among them, 16 are central universities, and the rest operate in accordance with the acts of the states. Total number colleges in the country is 10555.

TECHNICAL EDUCATION

Technical education plays an extremely important role in India's national economy and human resource development. Over the past half century, this area of ​​education has developed significantly. In addition to the public sector, private organizations also took part in the creation of technical and managerial institutions.