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Project Report on "Education in India"
or "Indian Education System"

This project report is on Education System in India and all information about Indian Education System, Development of Education, History of Education, Types of Education, Right of Education, Benefits of Education, Morals of the Project Report on Education etc.

Project Report on Education System in India - Introduction

Education plays an important role in the development of a nation. Education is a very important part of economy. It is said to an investment in human being. Perhaps this is the reason that every nation tries his best to develop the strategy of education.

Education - Primary Right :

Education is the primary right of every child in a democratic society. We have made a law to provide free and compulsory education up to the age of fourteen i.e. up to middle standard level. An uneducated man can neither be a good citizen nor good parents. He is ignorant and superstitious. Deprived of knowledge, he falls in the darkness of ignorance and becomes a victim of evil social practices. The problem of drop-outs at primary level is quite serious poor parents force their children to stay at home and look after younger kids. Some are compelled to work as child laborers in homes, shops restaurants and factories. More community centers and adult education centers have to be opened to educate man and woman who were deprived of the fruits of education during their formative years. Our aim should bet to provide education to all the people of India.

It is a very important question in the field of education what type of education should be given ? This is a reality that ours means of education are limited but our needs are unlimited. So it should be decide that which type of education should be given. So national policy of education 1986 has announced the system of education. There have been many proposals for the introduction of education in school. Some of them have been tried success and are going on well.

Education System in India :

As far as India is concerned, it is a democratic country. Education is primary of every child in a democratic society.

Education is the future of our country. It is distressing to find that during all these years of our independence we have been merely dabbling in schemes and projects, in new-fangled ideas mostly borrowed from the west, merely setting up commission after commission at the cost of lakhs or rupees and let matters rest at that. The drive, the initiative, the dynamic vision necessary for radical reforms in the sphere of education are lamentably conspicuous by their absence. We have allowed matters to drift aimlessly, instead of setting down to grapple with momentous issues. The result has been disastrous. A life less, mechanical system of teaching in overcrowded schools and colleges imposed by far from competent teachers on students whose only interest is to get through examination, has been the bane of our education. We have completely forgotten the simple yet vital truth that the aim of education is first to build up character in the widest sense and then to impart knowledge.

Here, an educated man is called upon to master more than one language. An educated Indian requires the mastery of an international language. The educated Indian should be able to read and write in many languages.

Education During the Pre-Independence Period in India :

Before getting freedom, India was a very poor country and education was the weakest point of our India. Poor parents were forced their children to stay at home and look after their younger kids. Some were also compelled to work as child-labourers in shops, restaurants and factories. Women were also compelled to work as child-labourers in shops, restaurants and factories. Women were totally deprived of the fruits of education. First of all, education was started by Cord Macaulay in 1835. Then after Lord Macaulay Wood Dispatch, Hunter Commission, Lord Kerson etc. came in India. They tried their best to develop the system of education. But people were ignorant at that time. So growth rate of education at that time was very low.

History of Education in India :

The year 1937 was a year of significance in the history of education in India. In that year, a decision of introducing Basic education based upon the educational ideas of Mahatma Gandhi was taken immediately after the publication of the Wood Abbott report. Mahatma Gandhi, through his articles in Harijan published during March to Oct. 1937 insisted that manual and productive work should not only be an appendage to the on-going productive programme of education but the latter should be woven around the former. By education Mahatma Gandhi meant an all round drawing out of the best in the child. He distinguished between literacy and education. The scope of literacy is limited to reading, writing and computation of numbers, whereas education is aimed at development of the all round personality. According to his philosophy of education, it is not a process of filling an empty pot with information. This would solve the problem of financing education as well, because the income from the craft would support the running cost of the schools.

Modern Education System :

The Zakir Hussain committee pointed out that modern educational thought was practically unanimous on the idea of educating the children through some creative work. This approach was regarded as the most effective method of providing an integrated all sided education. The justification given was that the active nature of the child never agreed with the purely academic and theoretical instruction provided in the primary schools. Moreover, the integrated all sided education balances the intellectual and practical elements of experience and serves as an instrument of educating the body and the mind in coordination.

From the educational point of view, when the curriculum is related to life and its various aspects, including productive work, it provides scope for correlating knowledge belonging to different subject areas and give concreteness to it.

Development of Education after Independence

Main objectives of Educational System in India :

Development of education during planning period :

Towards the end of the first five year plan, the Government of India appointed an Assessment Committee to study how basic education was being implemented in the country. On the basis of the report submitted by this committee, a booklet entitled the concept of basic education was published by the ministry of education and scientific research, Govt. of India, which threw further light on basic craft.

About the place of craft in the curriculum it was clarified that basic education as conceived by Mahatma Gandhi was essentially education for life and through life. The purpose was to create a classless society free from exploitation and violence. Therefore, it was necessary that all the boys and girls should participate in the programme of productive and creative socially useful work irrespective of caste, creed or class. Schools towards the basic pattern : not satisfied with the progress made towards introducing the total programme of basic education throughout the country and appreciating the magnitude of his problem, the standing committee on basic education appointed by the central advisory board of education, Govt. of India, suggested in the beginning of the second five year plan that some simple activities including craft should be introduced in the non-basic schools immediately for orienting them towards basic education pattern. The following activities were considered for this purpose.

1. Activities related to citizenship : prayer, Self-Govt., field trips, holding of exhibitions.

2. Other activities : making of albums, setting up of museums, hand written magazine.

3. Activities related to crafts : paper, cardboard, paper machee, basketry, creative activities with the help of sand, clay, plaster of paris, etc.

4. Social service activities : health campaigns, census operation, epidemics, flood relief, maintenance work, etc.

Classification of Indian Education System :

1. Primary Education :

In the policy 1986, a law is made to provide free, compulsory education up to the age of fourteen i.e. upto middle standard for example : reading, writing, simple mathematics and some knowledge about our country and society, these are some basic concept of education. Also all these are some basic needs to become a good citizen and to get higher education. This is a fact that the investment in the primary education proves very beneficial in future. So our government gives very importance to primary education.

2. Secondary Education :

After giving the knowledge about the basic concept of education, secondary education should also be given. There is no need that this type of education should be given to all. This type of education includes vocational education. Our government has established some training centers to give this type of education.

3. Higher Education :

Higher education is a very important part of a development nation. This type of education is given in colleges, universities and in training centers. It also includes technical education. But it should be given to a few people.

Thus we want to give the primary education to all, secondary education to some people. Means of education should be divided according to primary, secondary and higher education. Thus secondary and primary education should be quantative and higher education should be quantitative.

Origin of Dichotomy Education and Work :

In the primitive society, there was no dichotomy between education and work. The very living process was education for every individual. His physical environment, social environment and the world of work around him provided all the experiences necessary for his survival and development of his personality. Thus, the bulk of his education was through doing and involvement in productive work and services. Consequently, there was no apathy for manual work in those days and there was no distinction between the intellectual workers and the manual workers. However the communication skills were developed by imitating his family members and his neighbours. Gaining of knowledge for its own sake had little significance for him. The various utterances meant for propitiating the gods and knowledge about does and do notís for better living were transmitted to him orally by his elders, and he memorized there by repeating what he listened to.

But gradually, as the individual families concentrated on specialising in particular occupational skills, the panorama of social structure also changed. There was division of labour which resulted in the development of the class and caste system based on occupations. Those who were concerned with intellectual and academic pursuits were regarded as belonging to the higher order and those who were concerned with manual work suffered a lower status. Acquiring and dispensing of literacy and numeracy remained the prerogative of the brahmins only. As a result of this, the distinction between the intellectual worker and the manual worker became distinct. This led to the development of dichotomy between general education and work. However, its effect was not so far reaching, because even in the ancient and medieval societies, division of labour was less marked and even those who pursued intellectually-biased non-formal as well as formal education, had to do all sorts of indoor as well as out-door manual work. In other words, the cleavage between the world of education and the world of work was not so wide as it became later. There was no provision of any work education in these institutions, which continued to serve the cause of the privileged elites who isolated themselves from those who were not educated in this system. The products of such educational system, also despised working with their hands and they had to depends upon their less fortunate brethren for every kind of manual work. Thus the separation between the intellectual workers and the manual workers increased further, and inclusion of productive manual work in general education was resisted by the former.

Benefits of Development of Education :

The benefits of development of education is not reachable to the common peoples. It is reachable only to some special persons or rich people. All this is because only of commercial liegasion of education. A class of some selfish categorical teachers has been introducing in the field of education. But it is very necessary the teacher and educated person should be more responsible and liable to spread their educational knowledge to the poor students and masses. They should not pay their special attention to some special class students and rich persons. They should try their best to educate the poor students, children and adults. The benefits of education should be reachable to the each and every education willing person.

Morals of the Project Report on Education :

1. Education is the future of India.
2. Education is very important of India.
3. Without education their are no world.
4. Without education the man will behave like as animal.
5. Education is very necessary for all the children of whole world because these children are the future of our world.
6. Education removes illiteracy of our India.
7. Without education we cannot progress in the field of science & technology.
8. Education helps the person to become a good citizen.
9. Without education their are no life in earth.
10. From these above points I can say that education is the big power of the man.

In the last, we can say that an uneducated person can neither be a good citizen nor a good parent. He is ignorant and superstitions. Deprived of knowledge he falls in the darkness of ignorance. Thus education is a very necessary part of our life. Education is right for every child so education should be provided to all.




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