Education in India

Overview of education in India

India's constitution provides that both the Central and the State Governments can bring laws and frame policies on education in India or in simpler words, this is the responsibly of both the respective State Governments as well as the Union Government. Therefore, whereas almost every State has its own Academic Boards and is responsible for establishing State Universities and maintaining them, the Central Government acts as a co-coordinator and helps in determining a uniform standard.

Higher education

Higher education in India has evolved in divergent and distinct streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development. The universities, are mostly funded by the state governments. However, there are 12 important universities called Central universities, which are maintained by the Union Government and because of relatively large funding, they have an economic edge over the others. The engineering colleges and business schools in the country are monitored and accredited by AICTE while medical colleges are monitored and accredited by the MCI. An organisation, NCTE was constituted a couple of years ago to monitor, organise and accredit all the teacher training institutions in the country and this apex body has started making its presence felt. Apart from these, the country has some ace engineering, management and medical institutions which are directly funded by the Union Government.

School System


The school system is based upon 12 years of school (10+2), which includes primary and secondary schooling. Secondary Schools are affiliated with Central or states boards for conduct of examination. Most of the private schools as well as many government schools are affiliated with the Central Board of Secondary Edn (CBSE). All the universities and other higher institutions recognize the various 10+2 qualifications from different states as well as national Boards like the CBSE. Though Class XIIth is the entry-level qualification for pursuing higher studies in any field, passing it in itself does not guarantee admission to a particular course. Like for example, some courses specify pre-requisite subjects that the student must have at the qualifying exam (class XIIth); for professional courses other than the pre-requisite subjects a student may also have to sit for an entrance test e.g. IIT-JEE, CPMT etc. Well known colleges specify cut-off marks in class XIIth) for admission in various courses, which may be as high as 85-90% for admission in say B.Sc Hons. (Physics). The cut-off marks or overall entry score can vary between courses in the same university/college, between similar courses in different universities/ colleges and from year to year in the same course. Some courses and some universities/institutions/colleges are in greater demand than others and therefore gaining entry into them is correspondingly more tough.

Central Government is responsible for major policy relating to higher education in the country. It provides grants to the UGC and establishes central universities in the country. The Central Government is also responsible for declaration of Educational Institutions as 'Deemed to be University' on the recommendation of the UGC.

Presently there are sixteen (18) Central Universities in the country. In pursuance of the Mizoram Accord, another Central University in the State of Mizoram is planned. There are 99 Institutions which have been declared as Deemed to be Universities by the Govt. of India as per Section of the UGC Act, 1956.

State Governments are responsible for establishment of State Universities and colleges, and provide plan grants for their development and non-plan grants for their maintenance.

The coordination and cooperation between the Union and the States is brought about in the field of education through the Central Advisory Board of Education (CABE).

Special Constitutional responsibility of the Central Government: Education is on the 'Concurrent list' subject to Entry 66 in the Union List of the Constitution. This gives exclusive Legislative Power to the Central Govt. for co-ordination and determination of standards in Institutions of higher education or research and scientific and technical institutions.

Wednesday 14 September 2011

Christian medical college vellore


I n our daily lives we are conscious of two realities: one visible,  the  other  invisible,  and  one  of  CMC  Vellore's stated aims is to help make the invisible, visible. This we have been enabled to do in marvellous ways over the past 110  years.  From  our  founding  story  of  the  young  Dr.  Ida Scudder's call and her whole hearted, enthusiastic response,
to  the  story  of  the  steady  growth  of  the  institution  in response  to  the  emerging  needs  of  a  fledging  nation,  the narrative  continues  and  in  this  volume  we  have  included examples of the people who responded to the call to serve their fellow human beings with love and devotion. We, who are  the  inheritors  of  this  amazing  legacy,  must  not  only remember to give thanks for all that has been, but inspired by the Holy Spirit, continuously re-dedicate ourselves to the task of  building  the  'Kingdom  of  God'  through  the  training  of young women and men in the Spirit of Christ.
One  hundred  years  ago,  in  1911,  the  Mary  Taber  Schell Hospital was getting crowded and the ever increasing patient numbers  stirred  Dr.  Ida  Scudder  to  articulate  her  daring dream of building a medical school for women, so that her
vision of helping to bridge the unconscionable gap between the  need  and  availability  of  women  doctors,  could  be realized. A hundred years later, in 2011, the medical school which was started in 1918 has become a  medical college and there are now nearly 150 different post graduate courses in the medical,  nursing and allied  health  disciplines in which nearly  2000  students  are  enrolled.  Through  the  tireless
efforts of Dr. George Mathew, our Principal, permissions for new courses and increase in seats in existing courses been granted for about  50 disciplines.  In addition, as an organization called to be a channel of God's love and healing, we are conscious of the gap that exists between what we are and what we would be, so we continue to strive to ensure that our growth in size and numbers is matched by a growth in  the  depth  of  our  caring  and  commitment,  in  our effectiveness, our sensitivity and our reaching out. Over the past year each member of our staff and faculty has contributed to the mission and often gone beyond the call of duty in doing so, and I wish to express my deepest gratitude and appreciation for this. Finally, I would like to thank and congratulate Dr. Reena George, Deputy Director, Professor of Radiotherapy and Head of the Palliative Care Unit and her team in the Promotion Office who have, over the past few years transformed the Year Book by their amazing talent, zeal and hard work into what it has now become. Their example of setting high standards and maintaining them is something we all admire and wish  to emulate. May God  continue  to transform this community and may we be ever conscious of the great privilegeit is to be called to serve Him.

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