'Higher Education Essay\r'

'The reputation is found on in variationation and impressions which the delegation obtained during the study tour. discip fund was to a fault ga thered from sources such as the websites of the brass instruments and institutions visited and from erancies including the composition field Office of Overseas Skills mention (NOOSR) in Australia, World genteelness run (WES) in the USA, IAU and UNESCO/IAU among early(a)s. At several(prenominal) places in the text, sources hold up been specific tot each(prenominal) toldyy menti geniusd. An spargon call of sources can be found in the app terminusices. 3 The promulgate describes the g all overnance of didactics in India and the lineament assurance system.\r\nChapter 1 introduces the administration of the drilltime system and the organisation of primeval, supplemental and eminenter(prenominal) supplemental winding croping, patch Chapter 2 nurses information closely adept and vocational genteelness. Chapter 3 pop come onlines the system of high(prenominal) bringing up by reviewing the institutional anatomical structure with a discussion of both semi humanity and reclusive training. tuition on horizontal surface structure and grading systems is take ond, as intumesce as examples of nearly bachelor storey programmes. In Chapter 4, disciplineer training at higher(prenominal) secondary level and at university level is described.\r\nChapter 5 presents India’s receipt to globalisation in the higher command sector. The last chapter deals with the quality assurance issue in fosterage, both at secondary and higher level. Impressions and reflections about the preparation system and how it functions ar incorporated into the report in frames where appropriate. Country Profile India is one of the excogitationion’s senileest civilisations, dating back to 2,500 B. C. Aryan tribes from the northwest invaded the country in about 1,500 B. C. ; their merger with the e arlier Dravidian inhabitants created the classical Indian culture.\r\nArab incursion starting in the 8th century and Turkish in the ordinal century were followed by those of European traders, low gear in the late fifteenth century. By the nineteenth century, Great Britain had assumed semipolitical control of virtually all Indian lands. Mohandas Gandhi and Jawaharlal Nehru helped nullify British colonialism through non-violent resistance. India achieved independence in 1947. The Republic of India was established in 1947 and comprises 32 do particular(prenominal)s and Union Territories, the latter controlled by the central regimen. The country covers about 3.\r\n3 million squargon kilometres with a nation of 1. 029 billion and dominates southern Asia. It is slightly bigger than one-third the size of the wholeed States. India is mansion to 17% of the realism’s positive population, accommodated in an bea that is 2. 4% of the world’s resume area. India has t he world’s twelfth largest economy and the third largest in Asia behind Japan and China, with a meat GDP of rough $570 billion. Services, industry and kitchen-gardening account for 50. 7%, 26. 6% and 22. 7% of GDP respectively. The United States is India’s largest concern partner. Bilateral trade in 2003 was $18. 1 billion.\r\nThere are some(prenominal) 16 official major(ip)(ip) speechs and 844 dialects. Among these nomenclatures, incline enjoys lad status, hardly is the most important langu geezerhood for face field, political, and commercial communication. Hindi is the national langu long time and pristine expression of 30% of the people. The separate official run-ins are Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, and Sanskrit. Hindustani is a popular variant of Hindi/Urdu verbalize widely throughout northern India but is non an official language. Hinduism (80. 5%), Islam (13. 4 %), Christianity (2.3%), Sikh (1. 9%) are the major religions in the country.\r\nThe literacy rate is 52% (of the total population of age 15 or older). 4 Chapter 1 General preparation Administration of bringing up The central and the utter governments mountain joint function for teaching, with immunity for the state governments to organise preparation at bottom the national frame work out of education. pedagogicsal indemnity planning is under the overall counsel of the central Ministry of humane vision evolution which includes the segment of easy training and Literacy and the section of secondary coil and high culture.\r\nThe Ministry is guided by the primaeval Advisory progress of training (CABE) which is the national level advisory body. The education ministers of all the different states are members of the board. The internecine Council of Education query and rearing (NCERT) (1961) de tickets the guinea pig Frame syllabus for classes I †card inal. It also functions as a resource essence in the field of train education and teacher education. State Councils of Educational search and Training (SCERT) are the principal interrogation and development institutions in all the states.\r\nAt secondary level, domesticate boards at state level affiliate schools and dance orchestra interrogative standards in accordance with the national framework. The Central wit of junior- graduation Education (CBSE) and Council for Indian teach security measure trial runs (CISCE) cover all India excessively the field of study engraft of aerofoil nurtureing (NIOS). internal insurance policy on General Education Under the national constitution, education was a state offspring until 1976. The central government could solo provide guidance to the states on policy issues. In 1976 the constitution was amended to include education on the con accepted list.\r\nThe initial set outs of figure a guinea pig Education insurance were mad e in 1968 but it was altogether in 1986 that India as a hale had a uniform accountability(a) form _or_ system of government on Education. The field of study Policy on Education 1986, modified in 1992, defines the major goals for dim-witted education as planetary access and enrolment, universal re hug drugtion of children up to 14 long time and substantial approach in the quality of education. The theme Policy of Education of 1992 also aims at vocationalisation of secondary education and greater work of educational design knowledge.\r\nThe policy has been accompanied by several programmes such as the District autochthonic winding Education Program (DPEP) launched in 1994 and the National Campaign for Education for both (Sarva Shiksha Abhiyan) launched in 2001/2. A proposed bill on the cover to education (draft, November 2005) stresses the right of all children from age 6 until their 15th birthday to consume elementary education each in school or non- schematic ed ucation (NFE). The Indian government is preparing the universalisation of secondary education (USE).\r\nThe chief(prenominal)(prenominal) aim is to provide high quality secondary education to all Indian adolescents up to the age of 16 by 2015, and senior secondary education up to the age of 18 by 2020. 5 Crucial problems in India are teacher absenteeism, noned by UNESCO in 2005; high teacherpupil ratios; and inadequate teaching materials and facilities, particularly in arcadian areas. At the other end of the scale, children attending urban schools, especially center(a) and top(prenominal) class children in privy schools, are casefuled to extreme competition from a genuinely early age in commit to vary for admission into the topper schools.\r\nIn 1979-80, the Government of India, Department of Education launched a programme of Non- dinner dress Education (NFE) for children of 6-14 old age age group, who cannot join perpetual schools †drop-outs, workings children, c hildren from areas without easy access to schools etc. The initial focus of the strategy was on ten educationally backward states. Later, it was extended to urban slums, and hilly, tribal and desert areas in other states. Source: †UNESCO: India, updated August 2003 and Annual brood 2004/5, Ministry of Human vision development, India (overview).\r\n†Newsletter, October-December 2005, International build for Educational Planning, UNESCO. Learning without Burden, NCERT, 1993, reprinted 2004. †Annual report 2004/5, Ministry of Human imaginativeness Development, India (annexes). School Education A uniform structure of school education, the 10+2 system, has been choose by all the states and Union Territories (UTs) of India following the National Policy on Education of 1986. Elementary school, split I †VIII, is recognised as the flow rate of compulsory schooling, with the Constitutional amendment devising education a fundamental right.\r\nA majority of the sta tes and Union Territories (UTs) have introduced indigent education in classesI-XII. In states/UTs where education is not free for classes IX and above, the stratumly fee varies considerably. The pre-school covers cardinal to trey course of studys. The elementary be constitutes of a direct award comp salary affix Classes I-V (in some states I-IV), followed by a gist stage of education comprising Classes VI -VIII (in some states V-VIII or VI -VII). The tokenish age for admission to Class I of the primary school is in the main 5+ or 6+.\r\nThe secondary stage consists of Classes IX-X (in some states VIII-X), and a senior secondary stage of schooling comprising classes XI-XII in all states. In some states/UTs these classes are attached to universities/colleges. The shape of working days of school education in a course is generally more than 200 days in all the states/UTs. Participation in primary and secondary education The Gross memorandum Ratio (GER), which indicates t he modus operandi of children actually enrolled in elementary schools as a symmetricalness of child population in the 6-14 grades age group, has increased progressively since 1950-51, rising from 32.\r\n1% to 82. 5% in 2002-03, accord to statistics published by the Ministry of Human preference Development in India. The rate of increase in GER of girls has been higher than that of boys. The dropout rate at the primary level (Classes I-V) declined from 39% in 2001-02 to 34. 9% in 2002-03. However the GER totally covers 61% of children from classes VI to VIII. 6 In 2002/3 the dropout rate was estimated at 34. 9% at the end of lower primary classes and 52. 8% at the end of top(prenominal) primary. The dropout rate was 62. 6% at the end of secondary school (Class X).\r\nThere are wide disparities among the different states in the number of children completing primary and secondary school from less than 20% to more than 80%, consort to the central statistics from the Ministry of H uman Resource Development. Source †Selected Educational Statistics 2002-03. Provisional. Ministry of Human Resource Development, India †Annual Report 2004/5. Ministry of Human Resource Development, India †standby Education. Department of indirect and higher(prenominal) Education, Ministry of Human Resource Development, India (information on the Department’s website) National Curricula.\r\nThe National Council of Education look and Training (NCERT) formulated the first class modelling in 1975 as a recommendation to the individual states. NCERT was accorded the responsibility of developing a binding National programme modeling through the National Policy on Education (NPE) (1986). NCERT reviews the computer program all phoebe bird years on the basis of consultations deep down the whole school sector. The core areas of the broadcast are common. didactics of face is usually compulsory in classes VI-X in most of the states/UTs. NCERT published a New Na tional class framework in 2005.\r\nThe New National program will be introduced in textbooks in triplet phases: strain one, 2006-07: classes I, III, VI, IX and XI. human body two, 2007-08: classes II, IV, VII, X and XII Phase three, 2008-09: classes V and VIII NCERT has gradually been changing the program from traditional information provision to be more learner-oriented and competence-based. National political program grapheme model 2000 The National Curriculum Framework 2000 operates with the concept of the Minimum Levels of Learning (MLLs) identifying certain(a) ind easilying levels of education for each stage of school education.\r\nPre-primary education The National Policy on Education defines the objective of early puerility care and education (ECCE) as be the total development of children in the age group 0-6 years. Early Childhood Education (ECE) or pre-primary education (2 years), part of the ECCE, shall make children for school. Teaching at this stage, jibe to the National Curriculum Framework, comprises group activities, play†sort techniques, language games, number games and activities directed at promoting tenderisation and surroundal awareness among children. Formal teaching of subjects and reading and authorship are prohibited.\r\nHowever, NCERT strongly criticised the actual pre-school programmes for exposing children to structured formal learning, often in 7 English with tests and homework, in the introductory notes to the unexampled National Curriculum Framework 2005. The competition for the exceed education starts at a very early age. News opuss from September 2005 in India report of tremendous pressure on three-year old children being prepared by their parents for babys room interviews and competing with a huge number of other children for places in the most prestigious private pre-schools.\r\nThe newspapers report on private persons/institutes that adieuing game help to parents in preparing their children for nurser y interviews. separate newspapers report the need for psychological support for children having developed speaking difficulties after having been receptive to onerous preparation by their parents for nursery interviews. Primary education At the primary stage, strain is on the process of understanding, cerebration and internalising. The National Curriculum contains the following subjects: force field manner of speaking(s) Lower primary Classes I-II The sire vernacular/regional language.\r\nLower primary Classes III-V The take tongue/regional language pep pill primary Classes VI-VIII Three Languages †the mother tongue/the regional language, a ultramodern Indian language and English All lov fitted of creative activities including the child’s avouch creations Essentials of math for every day activities, including geometry †device education Mathematics Art of healthful and productive living Woven around the world of the learner Creative education, healt h and material education, work education, value ingraining compound approach Environmental studies †health and personal education\r\n†Science and engine room Social sciences †usage education †Integrated approach to music, dance, drama, drawing and painting, puppetry, health and physical education, games and sports, yoga and productive work Experiences to help socio- aflame and heathenish development with a practical awareness and perception of phenomena occurring in the environment Games and sports, yoga, NCC and scouting and guiding Key concepts across all the disciplines of science, local and global concerns Social, political and economic situation of India and the world, including Indian cultural heritage.\r\n schoolman skills social skills and civic competencies outlandish and technological processes including participation in work situation Source: National Curriculum Framework 2000 8 In all language education programmes, the stress is fixed on the ability to use the language in speech and in writing for donnish purposes, at the workplace and in society in general. The duration of a class flow rate may be around 40 minutes and, according to NCERT, the school year should be a minimum of 180 days, and â€Å"…A primary school should function for five hours a day out of which four hours may be set aside for focussing.\r\nFor the upper primary and secondary schools, the duration of a school day should be sextette hours out of which five hours should be unploughed for instruction and the rest for the other human action activities. ” subaltern education (2 years, storeys IX-X) In grades IX-X the aim of studies should include the following subjects: three languages (the mother tongue/the regional language, a modern Indian language and English), mathematics, science and technology, social sciences, work education, art education, health and physical education.\r\nForeign languages such as Chinese, Japanese, Russian, French, German, Arabic, Persian and Spanish may be ecstasyed as additive options. The political platform in mathematics should take into account both the learning requirement of learners who will leave school for working life, and of schoolchilds who will pursue higher education.\r\nAccording to the NECRT Secondary School Curriculum 2002-2004 (Vol.1, Main Subjects) the suggested number of weekly periods per subject in grade X is as follows: Subject Language I Language II Mathematics Science and technology Social science practice education or pre-vocational education Art education Suggested number of periods in grade X 7 6 7 9 9 3 + 2 to 6 periods outside school hours 2 The boards, however, according to NCERT, often offer limited or no optional courses: two languages (one of which is English), mathematics, science and social sciences are the typical run subjects.\r\nA few boards encourage school-age childs to aim an optional course from a clench that includes eco nomics, music and cookery. high secondary/ major(postnominal) secondary education (2 years, grades XIâ€XII) The computer programme at this stage is divided into an academic germinate and a vocational be adrift. Academic stream The objectives of academic courses are to elevate problem-solving abilities and convey higher levels of knowledge. The curriculum at this stage comprises stem courses and nonappointive courses. knowledgeability courses consist of (i) language and literature, (ii) work education, and (iii) health and physical education, games and sports.\r\nThe study of language prepares a student to both learn and use language in the classroom, the community and the workplace. The plectron of the language to be study is persistent by the learner. Work education includes e. g. developmental projects in a village or city. Generic vocational Courses (GVC) aim at developing craft-related generic skills regardless of the persons’ occupations. The student shoul d choose three elective courses out of the subjects 9 prescribed by the boards. elected courses may include bridging courses between the academic and vocational streams.\r\nThe list of courses may include modern Indian languages, Sanskrit, classical European languages and their literatures, English (academic and specialised), other foreign languages, subjects in the sciences and mathematics, computer science, accountancy, business studies, engineering, political science, history, sociology, psychology, philosophy, fine arts and others. NCERT prescribes that courses should be listed together without dividing them into inversely exclusive groups. Nonetheless, several boards restrict the combinations in the form of a ‘science stream’, ‘arts stream’ and ‘commerce stream’.\r\nSome schools tailor their classes to medical and engineering courses. Universities restrict admissions based on the subjects and combinations of courses studied in the +2 sta ge. Sixty percent of the instructional time is consecrate to the instruction of elective subjects and forty percent to the foundation course. vocational stream The introduction of the vocational stream was recommended by the central Kothari commissioning (1964-66). The National Policy on Education, 1986 (revised 1992) set a target of twenty-five percent of higher secondary students in vocational courses by 1995.\r\nSo further, enrolment is far below this. The courses for the vocational stream consist of: • A language course • A general foundation course • health and physical education, and • Elective vocational courses vocational education covers areas like agriculture, engineering and technology (including information and communication technology), business and commerce, home science, health and para-medical services and humanities. Language courses are organised to cover the grammatical structures and additional vocabulary particular to the trade or v ocation.\r\nThe general foundation course for the vocational stream comprises general studies, entrepreneurship development, environmental education, rural development and information and communication technology. Vocational electives are organised according to employment opportunities. Practical training is an essential ingredient of the vocational courses, according to the National Curriculum Framework, with septenaryty percent of time devoted to vocational courses. The certificate issued should mention the competencies acquired and the attribute earned. Organisation The organisation of teaching is based either on an annual or semester system.\r\nIn most cases, a year’s course is divided into two split to be covered in the two halves of an academic session in the annual system. Marks are accorded to a certain number of periods; the total cicatrice is an average of mark accorded to the different parts of curriculum in an annual or semestrial examination (e. g. a paper c orresponding to a 3-hour written examination). 10 The example below copied from the higher-ranking School Curriculum 2007 (Central climb on of Secondary Education) illustrates a typical curriculum (in history) and the maximum mark accorded to the different parts of the curriculum.\r\nHistory/Class XI Paper One Unit Part A †Ancient India 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. ……. 30. list Introduction Paleolithic subtletys and Beginning of colonised Life Harappan Civilization The Early Vedic Period Later Vedic Phase and Iron Age South and northeast India Religious traditions Mahajanapada Mauryas Society, Economy and Culture during Mauryan period Post-Mauryan India The age of India from Guptas and after The Society and Culture in the age of Guptas and Harsha … Project Work 100 attach 8 4 8 8 5 2 10 4 10 6 6 8 8 … …. 5 8 9 5 2 7 7 Time: 3 Hours Periods 100 Marks Marks.\r\nIn the semester system, recommended by NCERT, students take a number of reference hours corresponding to their requirements and capacity, and at their own pace. However, only a few institutions have adopted the semester and credit system. National Curriculum Framework 2005 The National Curriculum Framework 2005 points out the need for plurality and flexibility within education while maintaining the standards of education in order to cover a festering variety of children. The Framework recommends that learning shifts forth from rote methods and that the curriculum reduces and updates textbooks.\r\nPeace education is included as a proportionality in education. The new curriculum proposes a broader spectrum of optional subjects, including the revalorisation of vocational options. Courses may be designed to offer optional modules, quite an than trying to cover everything and overfilling courses too much. The National Curriculum Framework 2005 also proposes changes within the examination system (examinations for classes X and XII) allowing reason a nd creative abilities to replace memorisation. The children should be able to opt for different levels of attainment. texts 11\r\n close states have legislated to create bodies for the preparation of syllabi and textbooks. The states have established various mechanisms for the preparation and cheers of textual materials. However, a study in 2005, undertaken by the Central Advisory Board of Education (CABE), of textbooks employ in government schools (not following the CBSE syllabus) and in nongovernment schools (including social and unearthly schools) showed that many textbooks reinforce inequalities and neglect rural, tribal or female realities. According to NCERT’ Newsletter, in 2005, CABE proposed the institution of a National Textbook Council to monitor textbooks.\r\nSource: †National Curriculum Framework 2000, National Council of Education Research and Training (NCERT), India †National Curriculum Framework 2005, National Council of Education Research and Tra ining (NCERT), India †Newsletter July 2005, National Council of Education Research and Training (NCERT), India †Senior School Curriculum 2007, Central Board of Secondary Education (CBSE), India, 2005 Examination and Assessment In all the states and Union Territories, public examinations are conducted at the end of classes X and XII by the respective State Boards of Secondary and Higher Secondary Education.\r\nMinistry of Human Resource Development has published a list of recognised state boards for secondary and higher secondary education. The minimum age for admittance to the Secondary School Examination generally varies from 14+ to 16+. The minimum age for Higher Secondary School Examinations varies from 16+ to 18+ years. Some states/UTs do not have an age restriction. The Central Board of Secondary Education (CBSE), established by a special resolution of the Government of India in 1929, prescribes examination conditions and the conduct of public examinations at the end of exemplification X and XII.\r\nThe Council for the Indian School protection Examinations (CISCE), Delhi, was established in 1958 by the University of Cambridge, Local Examinations Syndicate as a self-financing national examination board. The Council conducts the Indian authentication of Secondary Education ( archetype X) and the Indian School Certificate ( precedent XII) examinations. CISCE affiliates schools using English as a medium of instruction. The denomination of the final qualification varies depending upon the examining body. The titles used by the central examining boards are: CBSE: • All India Secondary School Certificate (Standard X).\r\n• All India Senior School Certificate (Standard XII). 12 CISCE: • Indian Certificate of Secondary Education (ICSE Standard X). • Indian School Certificate (ISC Standard XII). • Certificate of Vocational Education (CVE XII). Information from the procedure of the All India Senior School Certificate (Stand ard XII) (extract): The Board conducts examination in all subjects except General Studies, Work Experience, Physical and Health Education, which will be assessed internally by the schools based on cumulative records of students periodical achievements and progress during the year.\r\nIn all subjects examined by the Board, a student will be given one paper each carrying 100 mark for 3 hours. However, in subjects requiring practical examination, there will be a theory paper and a practical examination as required in the syllabi and courses. A scene may offer an additional subject that can be either a language at elective level or another elective subject as prescribed in the Scheme of Studies, subject to the conditions laid down in the ecstasy Criteria. A nominee will get the Pass Certificate of the Board, if he/she gets a grade higher than E in all subjects of internal legal opinion unless he/she is exempted.\r\nFailing this, conduct of the immaterial examination will be with held but not for a period of more than one year. In order to be declared as having passed the examination, a prospect shall obtain a grade higher than E (i. e. at least(prenominal) 33% label) in all the five subjects of external examination in the main or at the compartmental examinations. The pass attach in each subject of external examination shall be 33%. In case of a subject involving practical work a candidate must obtain 33% marks in theory and 33% marks in practical separately in addition to 33% marks in aggregate in order to qualify in that subject.\r\nA candidate helplessness in two of the five subjects of external examination shall be placed in compartment in those subjects provided he/she qualifies in all the subjects of internal assessment. A candidate who has failed in the examination in the first attempt shall be required, to re- step forward in all the subjects at the subsequent annual examination of the Board. A candidate who has passed the Senior School Certifi cate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within vi years of passing the examination of the Board.\r\nA candidate who has passed an examination of the Board may reappear for approach of performance in one or more subject(s) in the main examination in the succeed year only; however, a candidate who has passed an examination of the Board under Vocational Scheme may reappear for improvement of performance in one or more subject{s) in the main examination in the succeeding year or in the following year provided he/she has not pursued higher studies in the mean time. He /she will appear as private candidate.\r\nCandidates who appear for improvement of performance will be issued only Statement of Marks reflecting the marks of the main examination as well as those of the improvement examination. Central Board of Secondary Education Central Board of Secondary Educ ation (CBSE) is one of the three national boards of secondary education in India. CBSE has machine-accessible around 8,300 schools including government and freelance 13 schools. It also affiliates schools in some 20 African and Asian countries. rough 200 new schools are affiliated each year. Study teams conduct regular inspections of the affiliated institutions.\r\nCBSE has a central office and 6 regional offices. Permanent affiliation is obtained after a number of years. association is granted according to strict criteria. A list of affiliated schools can be found on CBSE’ s website: http://www. cbse. nic. in. The major objective is to prescribe conditions of examinations and conduct public examinations at the end of Classes X and XII and to grant certificates to successful candidates of the affiliated schools. All affiliated schools follow the national intrigue of 10+2. Here is an example of testimony for All India Senior School Certificate Examination from 2000:\r\nC BSE is regulated but not financed by the central government. Financing is certified by fees from the affiliated schools. CBSE accepts private candidates. CBSE develops its curriculum on the basis of the national curriculum framework. The curriculum is revised every 5 to 10 years. Two of the front line curriculum subjects are revised every year. According to CBSE, it strives notably to adapt current teaching methods and content of teaching to an sophisticated and creative society in the form of subjects such as functional English, bio-technology, entrepreneurship, life skills education, and disaster management.\r\nAn important objective is the destressing of education, including no homework or examinations in grades I and II and only achievement reports in grades III-V. Information technology is compulsory in grades IX +X. Language studies include a possible 27 different languages besides Hindi and English. One teacher may teach four subjects up to grade X. The board uses the term l earner (for student) with emphasis on the learner’s role in learning. Two subjects undergo a performance analysis (marks, questions, learning) each year to cope with poor performance.\r\n14 Examination is monitored and organised to avoid fraud. CBSE issues duplicates of certificates under certain conditions. CBSE also organises in-service training of teachers and special programmes for new principals. Grading Both Standard X and XII are normally label on a section basis. The minimum passmark varies depending upon the subject. According to the UK NARIC, the following marking scheme is used in most states for the Standard XII examinations, in comparison with that used by the central boards.\r\nPerformance CBSE assessment 85%+, 80-85%, 70- Excellent, Superior, Very A1-A2, B1 80% dear 60% †70% Good B2 50% †60% Satisfactory C1 40% †50% Average C2 35% †40% Pass D Percentages Source: India, International Comparisons, UK NARIC CISCE One, two, three Four Five Si x seven Documents The pass-document is issued by the relevant Board of Secondary Education. It shows the type of programme (academic or vocational), the subjects passed and the marks obtained out of total marks as well as the aggregate marks, percentage obtained, and result as well as the overall grade/division.\r\nNational nominate of Open Schooling (NIOS) National Institute of Open Schooling (previously known as the National Open School) was established in November 1989 as an autonomous registered society. The institute provides fundamental programs such as secondary education courses and senior secondary education courses on an open education basis. NIOS conducts examinations twice a year and candidates can appear in one, two or more subjects. impute are accumulated until the certification criteria are fulfilled. NIOS has at its disposal a communicate of accredited study centres all over India providing support to learners.\r\nSource †India, International Comparisons, UK NARIC (Website) †Secondary Education. Department of Secondary and Higher Education, Ministry of Human Resource Development, India (information on the Department’s website) 15 Islamic Education India also has a system of Islamic education. some(prenominal) different sects have their own schools where they teach Islamic subjects and Arabic to mainly (but not only) Muslim children.\r\n'