Importance Of Education in our life

Education policies and implementation were constitutionally defined by each of India’s constituent states until 1976. Education became a ‘concurrent subject’ after the 42nd amendment to the constitution was ratified in 1976. Since then, the federal and state governments have shared official responsibilities for education funding and administration. In 2005-6, the government managed 83.13 percent of elementary schools (Grades 1-8) and 16.86 percent of schools were under private management. According to the 2011 Census, approximately 73 percent of the population was literate, with males accounting for 81 percent and females accounting for 65 percent. Literacy was 77.7% in 2017–18, with 84.7 percent for males and 70.3 percent for females, according to the National Statistical Commission. The World Bank has invested nearly $2 billion in India’s education since 2000. There are more than 900 universities and 40,000 colleges in India. A large percentage of seats in India’s higher education system are reserved for historically disadvantaged Scheduled Castes, Scheduled Tribes, and Other Backward Classes under affirmative action rules. Reservations for these disadvantaged groups are allowed in universities, colleges, and similar institutions affiliated with the federal government up to 50%, but this varies by state. In 2014, Maharashtra had the largest rate of reservations in India, at 73 percent.

A wide range of philosophies, theories, and empirical research agendas underpin education. There are movements for educational reforms, such as enhancing the quality and efficiency of education to make it more relevant to students’ lives and efficient problem solving in today’s or tomorrow’s society, or for evidence-based education techniques. Some states and the United Nations have acknowledged the right to education. Global activities are aimed at accomplishing Sustainable Development Goal 4, which calls for universal access to high-quality education. The goal of altering public education is known as education reform. Debates over whether content or experiences result in an educated individual or an educated community have affected the meaning and practices of education. Reform intentions in the past have not always reflected present societal requirements. The assumption that large-scale, systematic changes in educational standards will result in social benefits in citizens’ health, prosperity, and well-being is a recurring theme of reform.

Although educational reform has occurred on a local level throughout history, the current concept of education reform is linked to the widespread adoption of compulsory education. The necessity of ensuring that all children and adults have access to free, high-quality, effective education has grown as a result of economic expansion and the spread of democracy. Modern education changes are becoming increasingly motivated by a growing understanding of what works in education and how to improve teaching and learning in schools. In other circumstances, however, the reformers’ goals of high-quality education have been misinterpreted as high-intensity education, with a narrow focus on teaching isolated, test-friendly subskills fast, regardless of long-term consequences, developmental appropriateness, or broader educational goals.