The Study on the Challenges Facing by the Secondary School Education System in India

Abstract

To begin an occasional series on India's education system, this article examines the country's
educational challenges in the perspective of its past. When it comes to Indian education
policy, there have been several major issues that have had to be dealt with since the country's
independence. Boosting access and quality at all levels; raising finance, particularly for
higher education; and increasing literacy rates are the main issues. Schools in rural regions
confront serious hurdles notwithstanding India's world-class business universities and
technological schools. However, incoming administrations often promise to boost education
funding and implement structural changes, but these promises are seldom kept. In India, the
three tiers of government (federal, state, and municipal) are responsible for various aspects
of the public education system. Many sections of the Indian Constitution and the Right of
Children to Free and Compulsory Education Act, 2009 guarantee free and compulsory
education as a basic human right for all children in India between the ages of 6 and 14. In
India, approximately 7 out of every 5 students attend a public school. India's earliest
educational system was called the Gurukul. Beginning in the fifth millennium BCE, shisya
(student) and guru (teacher) lived together at the guru's ashram (residence) or in close
vicinity as part of a residential schooling system. This enabled for a personal connection to
be established before any actual learning took place. The ancient Sanskrit language was used
as the means of communication. The foundation of education was not rote memorization of
facts but rather a child's whole growth and maturation as a person. There was a focus on all
aspects of their health, including their minds, bodies, and souls. Religion, sacred texts,
medicine, philosophy, warfare, statecraft, astrology, and more were among the many topics
covered. Human qualities such as independence, responsibility, empathy, creativity, and a
commitment to correct action were emphasized. The hope was that someday that knowledge
will be use in solving actual issues.