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International Guide FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

International Education Guide FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA .ii INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA .iii INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Welcome to the Alberta Government’s International Education Guides The International Qualifications Assessment Service (IQAS) developed the International Education Guides for educational institutions, employers and professional licensing bodies to help facilitate and streamline their decisions regarding the recognition of international credentials.

These guides compare educational systems from around the world to educational standards in Canada. The assessment recommendations contained in the guides are based on extensive research and well documented standards and criteria. This research project, a first in Canada, is based on a broad range of international resources and considerable expertise within the IQAS program.

Organizations can use these guides to make accurate and efficient decisions regarding the recognition of international credentials. The International Education Guides serve as a resource comparing Alberta standards with those of other countries, and will assist all those who need to make informed decisions, including:

• employers who need to know whether an applicant with international credentials meets the educational requirements for a job, and how to obtain information comparing the applicant’s credentials to educational standards in Alberta and Canada • educational institutions that need to make a decision about whether a prospective meets the education requirements for admission, and who need to find accurate and reliable information about the educational system of another country • professional licensing bodies that need to know whether an applicant meets the educational standards for licensing bodies

The guides include a country overview, a historical educational overview, and descriptions of education, , professional/technical/, education, grading scales, documentation for educational credentials and a bibliography.

The guides also include placement recommendations for comparison and application in Alberta, Canada.

Prepared by: International Qualifications Assessment Service Government of Alberta 9th Floor, 108 Street Building, 9942 – 108 Street NW Edmonton, AB, Canada T5K 2J5 Phone: 780-427-2655 Fax: 780-422-9734 www.immigration.alberta.ca/iqas

© 2009 the Crown in right of the Province of Alberta, Government of Alberta International Qualifications Assessment Service (IQAS) Revised December 2016 ISBN - 978-0-7785-6989-3 .iv INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA .v INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Contents List of Tables vii List of Figures viii Country Overview 1 Land 1 Geography and Climate 1 People and Languages 2 History 3 Administration 4 Historical Education Overview 6 Outline of Education System 6 Traditional Education (Prior to the 19th Century) 7 The British Period (Early 19th Century to 1947) 8 After Independence (1947–) 8 School Education 12 Overview 12 Education 16 Elementary Education 16 17 Higher Secondary Education 18 Higher Education 21 Overview 21 Types of Institutions 25 Admissions 28 Undergraduate admission 28 Graduate admission 29 Programs and Credentials: General Education 29 Certificates and 29 Bachelor’s degrees 30 Postgraduate bachelor’s degrees 31 Postgraduate certificates and diplomas 31 Master’s degrees 31 Master of Philosophy degree 31 Doctoral degrees 32 Programs and Credentials: Specialized and Professional Education 32 Engineering and technology 32 Agriculture 32 Education 33 Law 33 Nursing 34 Medicine and dentistry 34 Management 35 Professional qualifications 37 37 Overview 37 Preschool and Nursery (Children Aged Four to Six) 39 Elementary Teachers (Classes 1 through 8) 40 Secondary and Higher Secondary Teachers (Classes 9 through 12) 40 41 Technical and Vocational Education 41 .vi INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Technical and Vocational Education 42 Overview 42 Vocational Study in School Education 44 Craftsmen Training Scheme 45 Apprenticeship Training Scheme for Trade Apprentices 46 Apprenticeship Training Scheme for Non-Trade Apprentices 47 Overview of Sub-Degree Programs in Technical Education 47 Engineering and technology 48 Business and management 49 Computer education 50 Health and paramedical education 53 Grading Scales 55 Higher Secondary Education 55 Higher Education 56 Documentation 57 School Education 57 Higher Education 58 References 61 Print Resources 61 Internet Resources 61 International websites 61 Indian websites 62 Appendices 64 Appendix A—Engineering and Non-Engineering Trades under the Craftsmen Training Scheme 64 Appendix B—Examples of School Education Certificates, CBSE and the States of Punjab and Tamil Nadu 68 Appendix C—Sample Program Structures 69 Appendix C.1—BCom (Pass) and BCom (Honours) 69 Appendix C.2—MPhil 72 Appendix C.3—BE 72 Appendix C.4—BSc Agriculture 76 Appendix C.5—Three-Year Bachelor of Law(s) (LLB or BL), Bar Council of India (BCI) 79 Appendix C.6—BSc Nursing 80 Appendix C.7— in Civil Engineering 81 Appendix C.8—Diploma in Modern Office Practice 83 Appendix C.9—Diploma in Computer Engineering and Diploma in Computer Applications 85 Appendix C.10—Diploma in Elementary Teacher Education 87 Appendix C.11—Bachelor of Elementary Education (BElEd) 88 Appendix C.12— (BEd) 90 Appendix C.13— (MEd) 91 Appendix C.14—Master of Engineering (Education) 92 Appendix D—Sample Documents 93 Appendix E—Placement Recommendations 112 .vii INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

List of Tables Table 1. States and Union Territories of India 5 Table 2. Literacy Rates 1951–2001 11 Table 3. Elementary Education Development, 1950–2000 11 Table 4. Secondary and Higher Secondary Development, 1950–2000 12 Table 5. Higher Education Development, 1950–99 12 Table 6. Recognized State Boards of School Education 14 Table 7. Elementary Subjects (Classes 1 to 4 or 5), 1977 16 Table 8. Elementary Subjects (Classes 5 or 6 to 7 or 8), 1977 16 Table 9. Elementary Subjects (Classes 1 to 8), National Framework, 2000 16 Table 10. Secondary Subjects (Classes 8 to 9 or 10), 1977 17 Table 11. Secondary Subjects (Classes 9 to 10), National Curriculum Framework, 2000 17 Table 12. Secondary Subjects (Classes 9 to 10), Tamil Nadu 18 Table 13. Examples of Names of Secondary Education Certificates 18 Table 14. Higher Secondary Subjects (Classes 11 to 12), 1978 18 Table 15. Higher Secondary Subjects (Classes 11 to 12), National Curriculum Framework, 2000 19 Table 16. Higher Secondary Subjects (Intermediate), Andhra Pradesh 20 Table 17. Higher Secondary Subjects, Madhya Pradesh 20 Table 18. Higher Secondary Subjects, Tamil Nadu 21 Table 19. Examples of Names of Higher Secondary Education Certificates 21 Table 20. Academic Calendar, of Delhi 24 Table 21. Grading Scale for BCom (Pass), University of Delhi 25 Table 22. Grading Scale for BSc Nursing, Maharashtra University of Health Sciences, Nashik 25 Table 23. Grading Scale, Indian , Delhi 25 Table 24. Grading Scale, Jawaharlal Nehru University 25 Table 25. Central 26 Table 26. Institutions of National Importance 27 Table 27. Institutions whose Postgraduate Diploma in Management has been Equated with MBA Degree by AIU 36 Table 28. Minimum Qualifications for Recruitment of Teachers in —NCTE, 2001 39 Table 29. AICTE Guidelines for Three-Year Diploma in Engineering and Technology 49 Table 30. Examples of Computer Education Programs 50 Table 31. DOEACC-Accredited Computer Courses 52 Table 32. Program Structure, Diploma in Pharmacy, Pharmacy Council of India 53 Table 33. Program Structure, Dental Hygienist Certificate, Dental Council of India 54 Table 34. Program Structure, Dental Mechanics Certificate, Dental Council of India 55 Table 35. School Education Grading Scale 55 Table 36. CBSE Grading Scale 55 Table 37. CISCE Grading Scale 56 Table 38. Grading Scale for BCom (Pass), University of Delhi 56 Table 39. Grading Scale for BSc Nursing, Maharashtra University of Health Sciences, Nashik 56 Table 40. Grading Scale, Indian Institute of Technology, Delhi 56 Table 41. Grading Scale, Jawaharlal Nehru University 56 Table 42. Grading Scale, Assam Agricultural University 57 Table 43. Major Types of Credentials 57 Table 44. Major Types of Higher Secondary School Credentials 57 Table 45. Major Types of Higher Education Credentials 58 Table 46. Engineering Trades: Manufacturing Sector 64 Table 47. Engineering Trades: Service Sector 65 Table 48. Non-Engineering Trades: Manufacturing Sector 66 .viii INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 49. Non-Engineering Trades: Service Sector 66 Table 50. Examples of School Education Certificates, Central Board of Secondary Education 68 Table 51. Examples of School Education Certificates, Case Study of Punjab 68 Table 52. Examples of School Education Certificates, Case Study of Tamil Nadu 68 Table 53. Bachelor of Commerce (Pass), 2006–07, University of Delhi 69 Table 54. Bachelor of Commerce (Honours), 2005–06, University of Delhi 70 Table 55. MPhil in Statistics, University of Delhi, 1999– 72 Table 56. Bachelor of Engineering (BE), Manufacturing Process and Automation Engineering, 2000–01, University of Delhi 72 Table 57. BSc Agriculture, Tamil Nadu Agricultural University, 2003–04 76 Table 58. BSc Nursing, Maharashtra University of Health Sciences, Nashik 80 Table 59. Three-Year Diploma in Civil Engineering, Carmel Polytechnic , State of Kerala 81 Table 60. Three-Year Diploma in Civil Engineering, Punjab State Board of Technical Education and Industrial Training 82 Table 61. Three-Year Diploma in Modern Office Practice, Punjab State Board of Technical Education and Industrial Training 83 Table 62. Three-Year Diploma in Computer Engineering, Punjab State Board of Technical Education and Industrial Training 85 Table 63. Diploma in Computer Applications, Dr. C.V. Raman University of Science, Technology, Commerce and Management 86 Table 64. Diploma in Elementary Teacher Education, Directorate of and Training, State of Meghalaya 87 Table 65. Bachelor of Elementary Education (BElEd), University of Delhi 88 Table 66. Bachelor of Education (BEd) in Secondary Education, 2003–04, Andhra Pradesh State Council of Higher Education 90 Table 67. Master of Education (MEd), Osmania University 91 Table 68. Master of Engineering (Education) (MEEd), National Institute of Technical Teachers’ Training and Research, Chennai 92 List of Figures Figure 1. Outline of School Education System 13 Figure 2. Outline of Higher Education System 24 Figure 3. Outline of Technical and Vocational Education System 43 .1 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Country Overview South of the Himalayas is the Gangetic Plain, a belt of fertile, densely populated alluvial lowlands. It is formed Land by the Ganges (known in India as the Ganga) and its tributaries, which drain the southern slopes of the Situated in South Asia in the Northern Hemisphere, India Himalayas. The Ganges is considered the holiest of the occupies portions of the Asian mainland and the entire Indian rivers. The other two main rivers that flow through Indian Peninsula. The national capital is New Delhi. North India are the Brahmaputra and the Indus (from India borders on Pakistan to the west, China, Nepal which India derives its name). and Bhutan to the north, and Bangladesh and Myanmar The Peninsula lies south of the plains and includes (Burma) to the east. Along its 5,422 kilometres of coastline, mountain ranges, plateaus and fertile seashores. the Indian mainland faces the Arabian Sea to the west, the Indian Ocean to the south, and the Bay of Bengal to the Map of South Asia east. India also has two island groups, the Lakshadweep Islands in the Arabian Sea and the Andaman and Nicobar Islands in the Bay of Bengal. With a total land area of just over three million square kilometres, or slightly less than one-third the area of Canada, India is the seventh largest country in the world.

Alberta’s 661,190 square kilometres, stretching from the 49th parallel to latitude 60, amount to just over 20 per cent of India’s 3,287,590 square kilometres.

India has a single time zone, which is 5.5 hours ahead of Universal Coordinated Time.

Alberta is seven hours behind UTC, and thus 12.5 hours behind New Delhi.

Geography and Climate India, a vast country located mostly in tropical and subtropical climates, has three main geographical regions: Source: http://english.freemap.jp/ • the Himalayas India has a diverse climate of four seasons: • the Indo-Gangetic Plain • winter (December to February) • the Peninsula • summer—hot and dry (March to May) The Himalayas and the Indo-Gangetic Plain are known as • monsoon season—rainy (June to September) North India and the Peninsula as South India. • post-monsoon season (October to November)

The Himalayan mountain region extends along the Average rainfall is between 1,000 and 1,500 millimetres per northern and eastern borders. Kanchenjunga, at 8,598 year. In New Delhi, average temperatures range from 26 C metres, stands as the world’s third highest peak (after to 41 C in May and from 8 C to 23 C in December. Mount Everest and K2). .2 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

People and Languages Great differences exist among the Hindu majority, notably between devotees of the god Vishnu (the Preserver) and Population devotees of the god Shiva (the Destroyer). The Muslim With almost 1.1 billion people, or 17 per cent of the world’s population, divided into the two main branches of Sunni population, India is the second most populous country and Shia, is concentrated in North India. In the states of after China (CIA World Factbook, July 2006). Around 70 Jammu and Kashmir, the population is more than two- per cent of the population lives in rural areas. Thirty-five thirds Muslim. cities have a population of more than a million people. The current birth rate is estimated at 2.20 per cent, compared The caste system with 2.54 per cent in 2001. Life expectancy for the whole The Hindu caste system, although illegal, is still widely population is 64.7 years. practiced, especially in rural areas. A caste is a social class to India’s three most populous cities which a person belongs at birth; one can often tell a person’s caste by his or her last name. All castes are loosely grouped Name Name Brief Description and Population (English) (Indian) Location (Millions) into four classes: Bombay Mumbai A port city; located on the 16.4 • Brahmans—members of the social and cultural elite, Arabian Sea including priests and scholars Calcutta Kolkata A commercial and 13.2 • Kshatriyas—warriors and rulers, responsible for manufacturing city; located safeguarding peace and social justice in East India • Vaisyas—farmers, herders, merchants and traders New Delhi New Delhi The national capital; located 12.8 in north-central India on the • Sudras—labourers and artisans Gangetic Plains These classes are further divided into hundreds of The people of India have great ethnic, cultural and linguistic subcategories, some of which only exist in specific areas. diversity. The population is: • 72 per cent Indo-Aryan Castes no longer correspond to professions, but most people still marry within their own caste. About 16 per cent of the • 25 per cent Dravidian population consists of “Untouchables,” that is, people who • 3 per cent Mongoloid and others rank below the lowest caste. The legal term for Untouchables The government also identifies about eight per cent of the is “scheduled castes.” Although the caste system is rooted in population as tribal in a list of over 300 “Scheduled Tribes.” the Hindu religion, caste-like categories also exist in some non-Hindu communities. Scheduled castes, along with Religion “scheduled tribes” (who are seen as India’s aboriginal peoples), are now protected by the constitution as being groups that Religion plays an important role in India, where Hinduism, require special support to overcome many centuries of Buddhism and Jainism originated. India’s constitution discrimination within mainstream Hindu culture. confers religious freedom for individuals and prohibits religious discrimination. Languages Population by religious affiliation (as at 2001) India is home to hundreds of languages, most of which belong 81.4 per cent Hindu to either the Indo-European or the Dravidian language 12.4 per cent Muslim families. These two language families are vastly different in 2.3 per cent Christian construction and adopt a variety of written scripts. 1.9 per cent Sikh About 80 per cent of the population speaks Hindi or one of 0.8 per cent Buddhist the other Indo-European languages having roots in Sanskrit 0.4 per cent Jain (the language of Hindu religious texts). Around 18 per 0.7 per cent other cent of Indians, mostly in South India, speak Dravidian

(Census of India; retrieved 18 October 2006 from www.censusindia.net/religiondata/) languages. A substantial body of classical literature in .3 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Tamil, the oldest known Dravidian language, dates back to • Telugu the 1st century AD. • Urdu

Hindi is the official language and the most commonly Many Indians, especially those who live in urban areas or spoken. It uses the Devanagari script, which is pronounced near state borders, speak more than one language. as written. It contains 11 vowels and 40 consonants. Hindi India’s five most commonly spoken languages has its roots in Sanskrit and has also borrowed words from English and Persian. Hindi is closely related to Urdu, which Spoken by (percentage Language of population) is spoken mostly by Muslims. The two languages have virtually identical vocabularies and grammar, although Hindi 40.2% Urdu is written in the Persian script. Bengali 8.3% Telugu 7.9% Some words of Hindi origin adopted by English Marathi 7.5% bungalow dinghy guru jungle Tamil 6.3% khaki pajamas shampoo veranda

Besides Hindi, English also has official status as an History “associate language” and is widely used in business and As one of the world’s great ancient civilizations, India politics. In most of the country both Hindi and English encompassed the entire South Asian subcontinent, are taught in schools. The Indian national census lists 114 including present-day Pakistan and Bangladesh. languages that are further categorized into 216 dialects. Throughout Indian history many outsiders came to In total, 22 languages are legally recognized by the colonize, trade or conquer. These included, among others, constitution for political, educational and other purposes: the Greeks under Alexander the Great, Mongols under • Assamese Genghis Khan, Turkic traders and invaders, and the • Bengali British and other Europeans. India not only survived such • Bodo intrusions but was able to assimilate many external ideas and influences, as well as to disseminate its civilization to • Dogri Southeast Asia, the Middle East and beyond. • Gujarati • Hindi Urbanization and trade began in the Indus River Valley • Kannada around 3000 BC. Starting from 2000 BC the Aryans, a nomadic people from Central Asia, migrated to India. With • Kashmiri them came an early form of Sanskrit language, a tiered • Konkani social system based on ethnicity and occupation, and the • Maithali Hindu religion. The political and social change that ensued • Malayalam is captured in the two great Indian epics, the Ramayana • Manipuri and the Mahabharata. Toward the end of Aryan rule in the • Marathi 6th century BC, two new religions emerged: Buddhism under Gautama Buddha and Jainism under Vardhaman • Nepali Mahavira. • Oriya • Punjabi From the coming of the Aryans to the arrival of the • Sanskrit Europeans at the end of the 15th century, numerous empires ruled portions of the subcontinent. Prominent • Santhali among the early great powers were the Mauryan Empire • Sindhi (326–200 BC) and the Gupta Empire (AD 320–550). • Tamil Islamic influence began with the Arab invasion in AD 711 and lasted for the next ten centuries. Islamic culture, .4 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

education and religion flourished during this period. A the Second World War, the subcontinent was partitioned substantial minority of Indians converted to Islam. From into India and Pakistan (comprising present-day Pakistan the 13th to the 15th centuries, Muslim dynasties known and Bangladesh) as independent dominions of the British as the Delhi Sultanate ruled much of India. The Mughal Commonwealth of Nations. Jawaharlal Nehru became the Empire was founded in AD 1526 by Babur, a descendant of first prime minister of India. Communal strife and violence Tamerlane, the Mongol conqueror who invaded India and followed as millions of Hindus, Muslims and Sikhs streamed sacked Delhi in 1398. One Mughal emperor, Shah Jahan, in a mass migration across the newly drawn borders. was responsible for the construction of the incomparable Taj Mahal in memory of his favourite wife. By the early At the time of its independence in 1947, India was 18th century the rule of the Mughal emperors was greatly an underdeveloped country with a large and growing weakened; it formally ended in 1858. population, many of whom lived in abject poverty. Since then it has achieved phenomenal growth to become an Indian history entered a new phase when the Portuguese Asian economic powerhouse and an influential player in explorer Vasco da Gama sailed across the Indian Ocean international affairs. The constitution of India that came into the harbour of Calicut in 1498. The Dutch, the French into effect in 1950 designates the country as a federal union and the British followed the Portuguese. Europeans set of states with a parliamentary system, and guarantees its up commercial companies, such as the British East India citizens a set of fundamental rights, including freedom of Company and the Dutch East India Company, to trade in speech, assembly and association. spices and textiles. To compete against one another they engaged in political, economic and military alignments with Except for a short period of martial law (1975–77), the Mughal rulers. By the late 18th century the British had India has maintained its democratic political system. It become the dominant power in the subcontinent, defeating has become self-sufficient in food production, achieved the French and reducing the Mughal emperor to a puppet substantial industrialization and developed a highly ruler. The first British governor general of India took office successful information technology sector. Since the 1990s in 1774. it has maintained an annual GDP growth of four to seven per cent. On a purchasing power parity basis, it stands as While the British ruled India to serve their colonial the fourth largest economy in the world, after the United interests, often to the detriment of the local economy and States, China and Japan (World Bank; retrieved 27 the livelihood of the general populace, they did bring a October 2006 from http://siteresources.worldbank.org/ measure of stability and modernization to the subcontinent. DATASTATISTICS/Resources/GDP_PPP.pdf). They introduced a civil service system. English became the language of government in 1835. This period also saw the Administration development of Western-style education, including the India is a federal republic. The central government, also establishment of universities modelled after the University known as the union government, is separated into executive, of London. legislative and judicial branches. India has both a prime Revolt against British rule began with the Sepoy Rebellion minister and a president. Members of parliament and of of 1857 to 1858, when Indian sepoys (soldiers) in the service state legislative assemblies elect the president, who serves of the East India Company mutinied and attempted to a five-year term and whose duties are largely ceremonial. restore the rule of the Mughal emperor. After crushing the The prime minister is the leader of the majority party in rebellion, the British government banished the last Mughal parliament but is formally appointed by the president. The emperor, abolished the East India Company and assumed Council of Ministers, headed by the prime minister, wields direct control of India in 1858. executive power at the national level. The current (as of March 2008) prime minister is Manmohan Singh, whose The founding of the Indian National Congress in 1885 National Congress Party won the election in 2004. marked the rise of the independence movement. Led by Mahatma Gandhi and Jawaharlal Nehru, the National India’s parliament is a bicameral legislature consisting of Congress launched its non-violent resistance to British rule a lower house (Lok Sabha or House of the People) and an in 1920. On 15 August 1947, two years after the end of upper house (Rajya Sabha or Council of States). The 545 .5 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

members of the lower house (543 popularly elected and two National Flag and Emblem of India appointed by the president) serve five-year terms. The 245 members of the upper house (233 elected by state and union territory assemblies and 12 appointed by the president) serve six-year terms, with one-third of members up for election every two years. Parliament passes laws on matters specified in the constitution, including constitutional amendments.

The judiciary of India is composed of the Supreme Court at the national level, high courts at the state level and a The national flag of India has three horizontal bands in hierarchy of subordinate courts. equal proportions, with saffron on the top, white in the middle and green at the bottom. The saffron stands for India has 28 states and seven union territories (see Table courage, sacrifice and renunciation; the white represents 1), which are further divided into 601 districts. State truth and purity; the green signifies faith and fertility. boundaries, which underwent a major reorganization The 24-spoked, dark blue wheel in the centre is an ancient in 1956, often reflect the language, culture and history Buddhist symbol, the Dharma Chakra (Wheel of Law). of population groups. The constitution stipulates the division of responsibilities between the national and state India’s national emblem is an adaptation of the Lion of governments. The national government has exclusive Sarnath, erected in the 3rd century BC by King Ashoka power in certain areas such as defence, foreign affairs, and the Great of the Mauryan Empire to mark the spot where banking, while the state governments are responsible for Gautama Buddha first taught the new religion. Four lions areas such as health care and agriculture. Some areas such as (one of which is at the rear and thus hidden from view), education fall into the “concurrent list,” meaning they are the representing power, courage and confidence, stand back joint responsibility of the national and state governments. to back on an abacus or supporting surface. Four smaller The national government has greater control over union sculpted animals separated by Wheels of Law gird the territories, which are usually smaller than states in terms abacus. They are the guardians of the four directions: the of land area and population. In times of emergency, the lion of the north, the elephant of the east, the horse of the national government has the authority to assume control of south and the bull of the west. The mottoSatyameva Jayate, the states, which it has done many times since 1947. inscribed below the abacus in Devanagari script, means “truth alone triumphs.”

Table 1. States and Union Territories of India States Andhra Pradesh Arunāchal Assam West Bengal Bihār Chhattisgarh Goa Pradesh Gujarāt Haryāna Himāchal Jammu and Jharkhand Karnātaka Kerala Pradesh Kashmīr Madhya Pradesh Mahārāshtra Manipur Meghalaya Mizoram Nagaland Orissa Punjab Rājasthān Sikkim Tamil Nādu Tripura Uttaranchal Uttar Pradesh Union Territories Andaman and Chandīgarh Dādra and Nagar Damān and Diu Delhi Lakshadweep Pondicherry Nicobar Islands Haveli .6 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The specific roles of central government include: Canada and India have enjoyed a longstanding, • national-level planning, for example, through five-year wide-ranging relationship. India is one of the largest plans for national development and the National Policy recipients of Canadian bilateral aid, which totalled on Education $3.8 billion Canadian over the past five decades. Over • administration of education in the union territories the years the two countries have developed strong • administration of central universities and all economic, social and cultural ties. India is Canada’s institutions declared by parliament to be of national importance second largest source country of immigrants, with over • administration of central agencies and institutions for 33,000 people having obtained permanent resident professional, vocational or technical training or for the status in 2005. An estimated one million Canadians promotion of special studies and research have Indian origin. • coordination and maintenance of standards in higher (Government of Canada; retrieved 2 November 2006 from http://geo.international.gc.ca/asia/new-delhi/site/ and technical education canada_india_bilateral_relations-en.asp) • promotion of Hindi as the national language Historical Education The Department of Education of the central government administers education at the national level. The name Overview and responsibilities of the Department of Education have changed several times since 1947. Currently education Outline of Education System falls under the jurisdiction of two departments within the Although the educational tradition in India dates back Ministry of Human Resource Development: several millennia, the current system is largely based on • Department of School Education and Literacy Western-style education from the British colonial period. • Department of Higher Education Since gaining independence in 1947, India has seen huge growth in the number of institutions and enrolments. The A number of central agencies assist the Department of education system has expanded to reach a much larger Education in policy advice and coordination, research, part of the growing population, with a total of 888,000 examination, and certification of institutions. educational institutions at all levels enrolling 179 million • Central Advisory Board of Education (CABE)—First . Progress has also been made against mass established in 1920, it acts as the main advisory body illiteracy, with the literacy rate reaching 65 per cent in 2001 for the Department of Education and plays a leading as compared with 52 per cent in 1991 and only 12 per cent role in the development and monitoring of policies and in 1947. programs. It consists of representatives from central and state governments, parliament and universities, as India is a federal republic comprising 28 states and well as prominent educators. seven union territories. According to the Constitutional Amendment of 1976, education is the shared responsibility • National Council of Educational Research and of the central and state governments. While the state Training (NCERT)—Established in 1961, it advises governments are primarily responsible for administering central and state governments on academic matters school and university education, the central government relating to school education. It also develops curricula, exerts its influence through education planning and policy syllabi and for schools. at the national level. About one-third of educational • All-India Council for Technical Education funding comes from the central government and the (AICTE)—Established in 1945, it is responsible for remaining two-thirds from the states. planning, development and maintenance of technical education standards. • Central Board of Secondary Education (CBSE)—It deals with activities related to affiliation, academic matters and examinations, and introduces innovations .7 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

and reforms at the secondary and higher secondary Secondary and Higher Secondary Education and three all- levels in order to bring education to international India boards. standards. There are 8,278 schools affiliated with this board, with about 200 schools being added each year. Universities and provide higher education. Most bachelor’s degree programs are three years in length, • University Grants Commission (UGC)—Established although degrees in professional fields such as engineering in 1945 as the University Grants Committee, it require up to five years to complete. Master’s degree allocates grants to universities for their maintenance programs, either research- or coursework-based, normally and development and oversees university teaching and last two years. After completion of a master’s degree, a research standards. student can take a one-year pre-doctoral program that • Association of Indian Universities (AIU)—First awards the Master of Philosophy degree (MPhil). A doctor’s established in 1925, this umbrella organization brings degree can be earned at least two years after the MPhil or together university administrators and academicians three or more years after the master’s degree. from across India to exchange views and discuss educational issues. Its objectives include coordinating the work of universities, establishing the equivalence Traditional Education of degrees between Indian and foreign universities, (Prior to the 19th Century) and helping universities obtain recognition for degrees, Dating back well before the first millennium BC, education diplomas and examinations within India. in ancient India was concerned mainly with the oral transmission of the Hindu sacred texts known as Vedas. It State departments of education administer education at tended to be monopolized by the upper castes, especially the state level. District boards of education administer Brahmans who were training to be priests. Secular and education at the district level and formulate plans for military education was also available to the princely class. building facilities, developing instructional material and training teachers. Grassroots organizations, such as village Although Buddhism never became a dominant religion education committees, are responsible for the enrolment in India, it exerted a profound influence on education. and retention of children in schools. Buddhist education originated late in the 5th century BC. Apart from theology, a wide range of subjects were taught, As school and higher education developed and evolved including philosophy, arts, astronomy, mathematics and independently at the state level, educational structures medicine. Education was open to people of all castes. varied over the years and across states. Currently all states and union territories have adopted the 10+2 school system Several world-famous institutions arose out of Buddhist advocated by the central government. This comprises ten monasteries in Nalanda, Vikramshila and Taxila. The years of elementary and secondary education followed institution at Nalanda flourished from the 5th to the 13th by two years of higher (or senior) secondary education. centuries and at one time boasted 10,000 students and However, there remain variations in how the first ten years teachers from all over India as well as scholars from China, break down into primary, upper primary (or middle) and Korea and other parts of the world. secondary stages, with the most common pattern being 5+3+2. The minimum age for admission to Class 1 is The Muslim period saw the establishment of many usually five or six. School education from Classes 1 to 12 is elementary and secondary schools as well as “madrassas,” tuition free in most states and union territories. Islamic institutions of higher . In Arabic, madrassa means simply “school.” It may therefore be used to refer The medium of instruction at the primary stage is the to various types of institutions. Today the word is often mother tongue of the area, that is, the regional language. associated with religious schools attached to mosques Teaching of Hindi is compulsory in most non-Hindi- and devoted exclusively to the study of the Koran. The speaking states and union territories. Teaching of English madrassas provided both secular and religious training. is compulsory, usually from Classes 6 to 10, except for in While Hindu institutions taught in Sanskrit, madrassas the State of Bihār. Public examinations are conducted at adopted Arabic and Persian as languages of instruction. the end of Class 10 and Class 12 by the State Boards of .8 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The British Period the recommendations and policies were fully implemented, in part due to two world wars and the Great Depression. (Early 19th Century to 1947) Nevertheless, an educational administrative structure was The education system of modern India has its roots in developed covering elementary and secondary education British rule. In 1813 the British East India Company as well as higher education. The Government of India Act assumed responsibility for the education of Indians. At of 1935 clarified the role of central and state governments that time a great controversy existed between supporters of in education. Most educational activities fell under indigenous education and advocators of Western learning. the jurisdiction of state governments, with the central Macaulay’s Minute on Education of 1835 argued for the government being responsible for the national promotion of Western learning through the medium and , the preservation of ancient monuments, of English, with a view to forming “a class who may be Banaras Hindu University, Aligarh Muslim University, and interpreters between us and the millions whom we govern; education in centrally administered areas. a class of persons, Indian in blood and colour, but English in tastes, in opinions, in morals and intellect” (Aggarwal, After Independence (1947–) 1984). India’s governor general accepted the proposal and ordered that all education funds be allocated for teaching At the time of independence in 1947 India’s education English literature and science to the native population. system faced many challenges. Only 12 per cent of the adult population was literate. About 45 per cent of children A lasting legacy of British rule in India was the development aged 6 to 11 and 10.8 per cent of children aged 11 to 17 of modern universities. India’s first Western-style college, were enrolled in school in 1950–51. The enrolment rate of established in 1817, was the Hindu College in Calcutta, girls was much lower than that of boys, since girls typically later renamed Presidency College to facilitate the admission dropped out of school to work for their families before of non-Hindu students. Universities were created in 1857 reaching their teen years. at Bombay, Calcutta and Madras. The Punjab University at Lahore (in present-day Pakistan) was established in 1882 Although recognized in the constitution of India as crucial and the University of Allahabad in 1887. Modelled after to national development, education remained underfunded the University of London, these early universities mainly for many years. The First Five-Year Plan (1951–52 to functioned as examining and degree-granting bodies; 1955–56) allocated only 7.2 per cent of public expenditure teaching took place at the affiliated colleges. to education; the level dropped to 5.8 per cent with the Second Five-Year Plan (1956–60) and to as low as 2.6 per The Indian Universities Act of 1904 granted universities the cent with the Sixth Five-Year Plan (1980–85), before rising right to teach along with the right to conduct examinations. to 13 per cent in 2001. Some of the oldest affiliating universities gradually established teaching departments and a number of Constitution of India residential and teaching universities, such as Banaras Hindu The constitution of India that came into effect in 1950 University and the University of Mysore, were set up. At the outlined a number of provisions concerning education. time of independence in 1947, India had 19 universities and Amongst them were: 491 colleges, with a total enrolment of 229,000 students. • The government shall, within a period of 10 years, The government of India, under British rule, appointed a provide free and for all children number of commissions to study education and formulated until the age of 14. policies based on their recommendations. For example, • No citizen shall be denied admission into any while rejecting the idea of compulsory , maintained by the government a 1913 government resolution on educational policy or receiving government aids on grounds only of acknowledged that literacy and primary education should religion, race, caste or language. have a predominant claim on public funds and proposed • All minorities, whether based on religion or language, to double the public primary schools enrolment of 4.5 shall have the right to establish and administer million in the “not distant future.” As it turned out, few of educational institutions of their choice. .9 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

• The government shall promote the educational interests • to equalize educational opportunity, providing better of the “weaker sections of the people,” especially the facilities in rural and backward areas and promoting scheduled castes and scheduled tribes. the education of girls, the underprivileged classes and • The official language shall be Hindi in Devanagari script. children with disabilities • to eventually develop a broadly uniform educational The constitution stipulates the distribution of powers and structure (10+2+3) in all parts of the country, responsibilities of the central and state governments in comprising 10 years of elementary and secondary three lists: education plus two years of higher secondary education • union list—subjects under exclusive control by central plus three years of undergraduate education government • to adopt the three-language formula for secondary • state list—subjects under exclusive control by state and higher secondary education, which includes the governments study of a modern Indian language (preferably one of • concurrent list—subjects under shared control by the southern languages) along with Hindi and English central and state governments in the Hindi-speaking states, and the study of Hindi along with the regional language and English in the As a subject on the state list, education developed largely at non-Hindi-speaking states the state level until the Constitutional Amendment of 1976 • to provide better access to secondary and higher moved it to the concurrent list. secondary education and to promote technical and vocational training at this stage in a wide range of fields National Policy on Education, 1968 such as agriculture, industry, trade and commerce, The Education Commission of 1964–66, the sixth such medicine and public health, home management, arts commission, did not limit its inquiry to a specific sector and crafts, secretarial training and so on or aspect of education but undertook, for the first time, • to establish more universities while ensuring proper a comprehensive review of the entire education system in standards and to strengthen postgraduate courses India. Its report identified several aspects of educational and research development that needed to be addressed: • to develop part-time and correspondence courses at the • The goal of free and compulsory education for all secondary, higher secondary and university levels and children up to 14 years of age had not been attained. to grant them the same status as full-time courses • Illiteracy continued to be widespread. • Standards of secondary and university education had Committee on Ten plus Two plus Three, 1973 not been raised adequately. The 10+2+3 structure put forward in the National Policy • Secondary and university curricula were outdated, on Education of 1968 was discussed and endorsed by a resulting in widespread unemployment among the number of national educational organizations including educated even as the country suffered an acute shortage the Central Advisory Board of Education. A national of skilled personnel in many sectors. committee was appointed by the Ministry of Education and Social Welfare to formulate practical measures for In short, qualitative improvement in education had not kept introducing the proposed structure all over the country. pace with quantitative expansion. Some of its major recommendations included: In 1968 the central government, upon the education • The new educational structure should provide an commission’s recommendations, issued the National Policy opportunity for reorganizing the curriculum and on Education, a landmark document that formed the basis raising the standard of education to make it comparable of educational reform and development in the next two to international standards. decades. Some of the principles outlined in the 1968 NPE • Curriculum for the elementary stage (Classes 1 to 8), included: as developed by the National Council of Educational Research and Training, should be adopted all over the country with modification to suit local requirements, particularly in the lower classes. .10 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

• The secondary stage (Classes 9 and 10) is too early • The principles outlined in the 1968 NPE have not been for any specialization and should instead provide for fully implemented. Education still faces grave problems a good general education. The higher secondary stage of quality, quantity, access and financial outlay. should provide for two streams: the academic stream • Due to socio-economic conditions, the school system and the vocational stream. A vocational course may last does not reach all children. Non-formal education from one to three years. programs will be strengthened to cater for school • There should be a public examination at the end of dropouts, children from habitations without schools, Class 10 and another at the end of Class 12 or at the and working children (especially girls) who cannot completion of a vocational course, to be conducted by attend full-day schools. the State Board of Higher Secondary and Vocational • Children with special talents or aptitudes should Education. have the opportunity to proceed at a faster pace by, for example, attending residential schools that recruit Constitutional Amendment, 1976 talented children from different parts of the country. The Constitutional Amendment of 1976, which moved • Vocational courses are generally provided at the higher education from the state list to the concurrent list, required secondary stage but may be made available after Class the central government: 8. Vocational education will be expanded to cover • to assume a larger responsibility to reinforce the 25 per cent of higher secondary students by 2000. national and integrative character of education [However, only about five per cent of students chose • to maintain quality and standards, including those of the vocational stream in higher secondary education the teaching profession at all levels in 2000.] Graduates of vocational courses will be given opportunities for employment and entry into • to study and monitor the educational requirement of general, technical and professional education through the country as a whole with regard to manpower appropriate bridge courses. • to cater to the needs of research and advanced study • With 150 universities and 5,000 colleges, higher • to look after the international aspects of education, education development will focus on the consolidation culture and human resource development of existing institutions in the coming years. In view of • to promote excellence at all levels of the education mixed with the system of affiliation, the throughout the country establishment of autonomous colleges and autonomous departments within universities will be encouraged. National Policy on Education, 1986 • An system has been initiated to provide The second NPE, the National Policy on Education of more opportunities for higher education. The Indira 1986 (revised in 1992), contained 12 sections and 157 Gandhi National Open University, established in 1985, paragraphs on different aspects of education, accompanied will be strengthened; it will also provide support to the by a plan of action that assigned specific responsibilities for establishment of open universities in the states. implementing and financing the policy. • The Central Advisory Board of Education will play a pivotal role in reviewing educational development, The 1986 NPE has served as a comprehensive policy determining changes to improve the system and framework for educational development until the monitoring implementation. State governments may beginning of the 21st century. Some of its summaries and establish state advisory boards of education along recommendations include: the lines of CABE. District boards of education will • Most states have accepted the 10+2+3 structure. also be created to manage education up to the higher [It was fully implemented within a couple of years.] secondary level. Regarding the first 10 years, the 5+3+2 pattern is • Education will be treated as a crucial area of investment recommended: five years of primary education plus for national development and survival. The level of three years of upper primary education plus two years investment has remained far below six per cent of of secondary education. national income, the target laid down in the NPE 1968. .11 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Efforts will be made to ensure that during the Eighth Table 2. Literacy Rates 1951–2001 Five-Year Plan (1991–95) and onward the outlay on Year Male Female Total education will uniformly exceed six per cent of national 1951 24.95 7.93 16.67 income. 1961 34.44 12.95 24.02 Reconstitution of Central Advisory Board 1971 39.45 18.69 29.45 of Education 1981 56.50 29.85 43.67 1991 64.13 39.29 52.21 After its tenure expired in March 1994, the Central Advisory Board of Education was not reconstituted until 2001 75.85 54.16 65.37 2004. As before, the board consists of nominated members Although the constitutional goal of universal education representing various interests in addition to representatives for children up to the age of 14 was not attained, both from central and state governments and from parliament. the enrolment rate and number of students enrolled in Seven committees have been set up to deal with the elementary education have shown substantial growth. Total following issues: enrolment at the primary level (Classes 1 to 5) grew from 1. the Free and Compulsory Education Bill and other 19.16 million to 113.61 million in the fifty-year period issues related to elementary education between 1950–51 and 1999–2000. Growth at the upper 2. girls’ education and the common school system primary level (Classes 6 to 8) in the same period was even 3. the universalization of secondary education more impressive, rising from 3.12 million to 42.06 million. 4. the autonomy of higher education institutions At the elementary level, the percentage of girls in total 5. the integration of culture education in the school enrolment also rose significantly, from 28.1 per cent to curriculum 43.6 per cent. Although the total number of elementary 6. a regulatory mechanism for textbooks and parallel schoolteachers reached 3.2 million in 1999–2000, a greater textbooks taught in schools outside the government than five-fold increase, it did not keep pace with the increase system in student numbers, so the teacher–pupil ratio worsened. 7. the financing of higher and technical education Table 3. Elementary Education Development, 1950–2000 Education review and planning in the Tenth Five- Year 1950–51 1999–2000 Year Plan (2002–07) Item gross enrolment primary 42.6% 94.9% Established in March 1950, the Planning Commission of rate the Government of India formulates Five-Year Plans, which upper primary 12.7% 58.8% include comprehensive review and planning of educational schools primary 210,000 642,000 development. The Tenth Five-Year Plan (2002–07) upper primary 13,600 198,000 provides a review of educational progress at all levels over teachers 624,000 3.2 million the past five decades (Government of India Planning teacher-pupil primary 1:24 1:43 Commission; retrieved 1 December 2006 from ht t p:// ratio upper primary 1:20 1:48 planningcommission.nic.in/plans/planrel/fiveyr/welcome. html). Secondary and higher secondary education (Classes 9 to 12) prepares young people aged 14 to 18 for employment While the literacy rate still varies considerably by region or higher education. There has been no substantial change and gender, it has risen steadily over the years as the in the structure and organization of secondary and higher government realizes that the eradication of mass illiteracy secondary education since the National Policy on Education not only promotes social justice but fosters economic of 1986. Despite growth in the number of schools, students growth and social stability. and teachers, enrolment rates remained low, with slightly less than one-third of the population in the 14 to 18 age group enrolled in secondary and higher secondary schools. The focus of the Tenth Five-Year Plan is therefore to meet .12 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

the increased demand for secondary and higher secondary Prominent providers of technical and management education education by opening new schools, expanding the capacity of existing schools, upgrading upper primary schools and Indian Institutes of Technology (IITs) promoting . Indian Institutes of Management (IIMs) Regional Engineering Colleges (RECs) Table 4. Secondary and Higher Secondary Development, 1950–2000 The success of technical and management education in Year 1950–51 1999–2000 India has contributed greatly to the country’s economic Item growth by producing large numbers of highly skilled schools 7,416 116,820 personnel. In 2001–02, there were 4,791 technical and students 1.5 million 28.21 million management institutions approved by the All India Council teachers 127,000 1,720,000 of Technical Education (AICTE) with an annual intake of 6.7 million students, compared with the 1947 totals of only There has been significant growth in the number of higher 99 colleges having an annual intake of 6,240 students. education institutions in the past five decades. Access and equity remain serious issues, however, with only 6 per Main objectives in technical and management education in cent of the 18 to 23 age group enrolled in a university or the coming years include: college. The government was aiming to increase enrolment • increasing intake to 10 per cent by the end of 2007. To help maintain quality • improving education quality and standards in the face of the rapid expansion of higher • promoting technology research education, the University Grants Commission established the National Assessment and Accreditation Council in • faculty development 1994 as an independent national accreditation body. • curriculum modernization

Table 5. Higher Education Development, 1950–99 Year 1950–51 1998–99 School Education Item universities 30 238 Overview colleges 750 11,089 As school education developed at the state level, its students 263,000 7.4 million structure has varied over the years and across states. In the early years of independence, school education was teachers 24,000 342,000 completed either in 12 years (10+2 or 11+1) or in 11 years Recent developments in higher education include the (8+3, 9+2 or 10+1). In many states, the last year or two emergence of separate universities for science and (often called intermediate or pre-university education) took technology and health sciences, and of autonomous colleges place in colleges or universities. with the authority to design curricula, formulate admission The current 12-year (10+2) system evolved in the 1970s and policy and administer examinations. Since the NPE of was fully implemented across the country in the late 1980s, 1986, distance and open education have expanded. Dozens following the National Policy on Education of 1986. It of universities now offer correspondence courses. The Indira generally consists of: Gandhi National Open University offers 72 programs to a total enrolment of 1.2 million students. A number of states • 8 years of elementary school (Classes 1 to 8) have also set up their own open universities. • 5 years of (lower) • 3 years of upper primary school or • 2 years of secondary school (Classes 9 to 10) • 2 years of higher secondary school or pre-university (Classes 11 to 12) .13 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Elementary education for children aged 6 to 14 is free and pass the external examination, students must obtain the compulsory, with a gross enrolment ratio of 85 per cent in minimum pass mark for all subjects; if a subject involves 2003–04. About one-third of children aged 14 to 18 attend both theory and practical work, they must obtain the secondary and higher secondary schools. minimum pass mark for both in order to pass the subject. Those who have failed in one or two of the subjects may be Figure 1. Outline of School Education System allowed to take the compartment examination in the failed 12 Higher Secondary or Pre-University Education 11 subjects. A student who is placed in compartment in Class 10 examinations may be admitted provisionally to Class 11, with the admission to be confirmed or cancelled when the student passes or fails the compartment examination. Some 10 Secondary Education 9 boards also allow students to retake the examinations for improved grades.

8 External examination bodies 7 Elementary Education—Upper Primary or Middle School Both the state boards and the three All-India examining 6 bodies administer the Class 10 and Class 12 external examinations. Which examinations the student takes is usually determined by the affiliation of his or her 5 school. Most students attend state schools and sit state- 4 3 Elementary Education—(Lower) Primary School administered examinations 2 1 State Boards. Each state either has separate boards for secondary and higher secondary education or one board for both. State boards are responsible for administering Preschool Education school education in line with national policy. They manage the schools, set the curriculum and syllabi, and administer benchmark examinations. The names of the state boards Examinations vary and may have changed over time. Table 6 lists the Secondary and higher secondary students sit a major Ministry of Human Resource Development’s recognized examination at the end of each school year. Class 9 and education boards. Class 11 examinations are conducted internally by the schools. Class 10 and Class 12 examinations are conducted externally either by a state board or by one of the three All-India examining bodies. Students must pass the annual examination and meet attendance requirements in order to proceed to the next year’s study. The certificates issued for passing the external examinations at the end of Class 10 and Class 12 are exit credentials representing the completion of secondary and higher secondary education respectively. See Appendix B for examples of names of school education certificates issued by the Central Board of Secondary Education and the state boards of Punjab and Tamil Nadu.

The Class 10 and Class 12 external examinations generally include five or six major subjects. A few subjects, such as health and physical education, art education and work are assessed internally by the schools based on the cumulative record of the student during the year. To .14 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 6. rECOGNIzed State Boards of School Education Year of State Board Establishment Andhra Pradesh (i) Andhra Pradesh Board of Secondary Education 1953 (ii) Andhra Pradesh Board of Intermediate Education 1971 Assam (i) Assam Board of Secondary Education 1962 (ii) Assam Higher Secondary Education Council 1984 Bihar (i) Bihar School Examination Board 1952 (ii) Bihar Intermediate Education Council 1980 Goa Goa Board of Secondary & Higher Secondary Education 1975 Gujarat Gujarat Secondary Education Board 1960 Haryana Haryana Board of Education 1969 Himachal Pradesh Himachal Pradesh Board of School Education 1969 Jammu & Kashmir J&K State Board of School Education 1965

Karnataka (i) Karnataka Secondary Education Examination Board 1966 (ii) Karnataka Board of the Pre-University Education 1970 Kerala Kerala Board of Public Examinations 1949 Maharashtra Maharashtra State Board of Secondary and Higher Secondary Education 1966 Madhya Pradesh Madhya Pradesh Board of Secondary Education 1959

Manipur (i) Manipur Board of Secondary Education 1972 (ii) Manipur Council of Higher Secondary Education 1992 Meghalaya Meghalaya Board of School Education 1973 Mizoram Mizoram Board of School Education 1976 Nagaland Nagaland Board of School Education 1974 Orissa (i) Orissa Board of Secondary Education 1965 (ii) Orissa Council of Higher Secondary Education 1955 Punjab Punjab School Education Board 1969 Rajasthan Rajasthan Board of Secondary Education 1957 Tamil Nadu (i) Tamil Nadu Board of Secondary Education 1908 (ii) Tamil Nadu Board of Higher Secondary Education 1982 Tripura Tripura Board of Secondary Education 1973 Uttar Pradesh Uttar Pradesh Board of High School & Intermediate Education 1922 West Bengal (i) West Bengal Board of Secondary Education 1951 (Reconstituted: 1964) (ii) West Bengal Council of Higher Secondary Education 1929 (Reconstituted: 1962)

Source: Ministry of Human Resource Development; retrieved 14 January 2007 from http://education.nic.in/boards.asp .15 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Central Board of Secondary Education. The CBSE was Education appointed an expert group to develop a national first established in 1929 as the Board of High School and curriculum for the 10+2 system. This was ultimately Intermediate Education; it acquired its present name in completed by the National Council of Educational 1952. With more than 8,000 affiliated schools, it sets Research and Training and adopted by the Central Board of the curriculum and conducts examinations for the All- Secondary Education for the 1975–76 school year. India/Delhi Secondary School Certificate (representing completion of Class 10) and the All-India/Delhi Senior The NPE of 1986 and the Plan of Action of 1992 School Certificate (representing completion of Class 12). assigned to NCERT the role of designing, promoting and Students do not have to be enrolled in an affiliated school periodically reviewing a National Curriculum Framework to take the CBSE examinations. Those who have failed the for School Education. NCERT also publishes textbooks examination may reappear at a subsequent examination as a based on the National Curriculum Framework and “private candidate.” CBSE prescribes the NCERT textbooks for taking its Class 10 and Class 12 examinations. While the National Council for the Indian School Certificate Examinations. Curriculum Framework of 2000 remains in effect for many The CISCE was first established in 1958 to administer the schools, textbooks based on the National Curriculum University of Cambridge Local Examinations Syndicate Framework of 2005 will be introduced between 2006 and examinations; it began to conduct public examinations 2008. All states have accepted the National Curriculum for school education in 1973. It sets the curriculum and Framework in principle, although its implementation conducts examinations for the Indian Certificate of remains uneven. The state boards usually prescribe subjects Secondary Education (representing completion of Class and syllabi for schools under their jurisdiction. 10), the Indian School Certificate (representing completion of Class 12) and the Certificate in Vocational Education School year (representing completion of Class 12 in the vocational As prescribed in the National Curriculum Framework, the stream). CISCE programs and examinations are conducted academic year has 200 school days including a minimum in English. Students must be enrolled in an affiliated school of 180 instructional days. It usually begins in June–July to take the CISCE examinations. Those who have failed the and ends in March–April, followed by a summer vacation, examination may reappear at a subsequent examination as a although in mountainous areas the long vacation falls in “candidate not in attendance.” winter. At the primary stage each school day lasts five hours, including four hours of instruction. At the upper primary, National Institute of Open Schooling. First established in secondary and higher secondary stages, a school day lasts 1989 as the National Open School to cater to out-of-school six hours, including five hours of instruction. Other routine children, the NIOS offers elementary, secondary and higher activities occupy the non-instructional hour. Each class secondary as well as vocational education, with a total session lasts about 40 minutes. enrolment of over 1.4 million students. It administers public examinations leading to the Secondary School Certificate (Class 10) and the Senior Secondary Certificate (Class 12). Administration The Department of School Education and Literacy within CBSE and CISCE certificates are generally considered to be the central government’s Ministry of Human Resource of higher standards than those issued by the state boards. Development, and the state ministries or departments The NIOS examinations have been recognized by the of education, are responsible for administering school majority of state boards and universities, a list of which can education in India. State and local governments appoint be found on the NIOS website. inspectors to ensure that schools maintain proper standards and facilities. The schools are managed by government and Curriculum the private sector. Many privately run schools are also called For many years after independence, school education public schools and receive funds from the government for developed at the state level. Since the 1970s the central most of their operating expenditures. government has been promoting a national curriculum based on the 10+2 structure. In 1973 the Ministry of .16 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Preschool Education Table 7. Elementary Subjects (Classes 1 to 4 or 5), 1977 Subject Time Allocation Preschool education, often called pre-primary education, is optional for entry into public schools but is compulsory One language 20% for many of the private schools. Usually two years in length, Math 20% it caters to children aged 4 to 6 and prepares them for Environmental Studies (social studies, nature entry into primary schools. It is available in various forms study and ) 20% such as early child care and education (ECCE) centres, Socially Useful Productive Work (SUPW) 20% preparatory schools, and nursery and classes. Games and creative activities such as music, Learning consists of games and group activities to promote dancing and painting 20% environmental awareness and social skills. Table 8. Elementary Subjects (Classes 5 or 6 to 7 or 8), 1977 Preschool education helps achieve gender parity in Hours elementary education by freeing girls from sibling care. It Subject (per week) is concentrated in urban areas and enrols less than 10 per Languages 7 cent of children in the target age group. Preschool teachers generally complete a one-year teacher training program Math 4 beyond Class 10. History, Civics and Geography 4 General Science 4 Elementary Education The Arts (music, dancing and painting) 3 Elementary education for children aged 6 to 14 is free Socially Useful Productive Work (SUPW) and Community Service 6 and compulsory. In all the states and union territories, elementary education consists of two cycles: Games, Physical Education and Supervised Study 4 • primary school (also called lower primary school) Total 32 • upper primary school (also called middle school, Table 9 lists the subjects for elementary education as especially in rural areas) prescribed in the National Curriculum Framework of 2000.

Elementary education lasts eight years in most states and Table 9. Elementary Subjects (Classes 1 to 8), National Curriculum Framework, 2000 union territories. It consists of five years of primary school plus three years of upper primary school (5+3), although Stage CLASSES Subject several states have adopted the 4+4 pattern. In a few states, One language (mother tongue or regional language) elementary education is seven years in length, with 4+3 Classes being the dominant pattern. 1 to 2 Math Art of Living and Productive Living Elementary school teachers generally complete a two-year Primary One language (mother tongue or regional program beyond Class 12. Some teachers hold a one- language) year Bachelor of Education degree (with entry based on Classes Math the completion of a first bachelor’s degree) or a four-year 3 to 5 Environmental Studies Bachelor of Elementary Education degree. Art of Living and Productive Living The elementary school curriculum covers basic subjects such as languages, math, environmental studies and science. Instruction is in Hindi or a regional language, with a second language such as English or Hindi introduced in the upper primary stage. Tables 7 and 8 show the subjects and time allocations for elementary education recommended in 1977 by the Ishwarbhai Patel Committee, which was appointed by the Ministry of Education and Social Welfare to review the NCERT national curriculum (Aggarwal, 1984). .17 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 10. Secondary Subjects Stage CLASSES Subject (Classes 8 to 9 or 10), 1977 Three languages (mother tongue or regional Hours language, modern Indian language, English) Subjects (per week) Math Languages 8 Science and Technology Upper Classes Math 4 Primary 6 to 8 Social Sciences Science 5 Work Education History, Civics and Geography (as one course) 3 Art Education One of the following: Health and Physical Education The Arts (music, dancing, painting and so on) Home Science Source: National Council of Educational Research and Training (NCERT); retrieved 29 December 2006 from www.ncert.nic.in/sites/publication/schoolcurriculum/cfchap2.htm Agriculture Commerce On completion of elementary education, students take an Economics Social Reconstruction examination administered by the school or the state board, Classical Languages variously known as the higher primary examinations, middle or others 2 school examinations, Class 8 examinations, and so on. Socially Useful Productive Work (SUPW) and Community Service 6 Secondary Education Games, Physical Education and Supervised Study 4 Secondary education (also called lower secondary or high Total 32 school) is not compulsory. It lasts two years, from Class 9 to The 2000 National Curriculum Framework lists the Class 10 in most states. Curriculum includes subjects such following subjects for secondary education. as languages, math, science and the arts. Secondary school teachers generally hold a one-year Bachelor of Education in Table 11. Secondary Subjects (Classes 9 to 10), National Curriculum Framework, 2000 Secondary Education (with entry based on the completion of a first bachelor’s degree). Stage Subject Three languages (mother tongue or regional language, The following table shows the subjects and time allocations modern Indian language, English) for secondary education as recommended by the Ishwarbhai Math Patel Committee in 1977 (Aggarwal, 1984). The committee Science and Technology indicated that the scheme was illustrative only, leaving it to Secondary Social Sciences the state boards to decide whether to make some subjects compulsory and others elective. Work Education Art Education Health and Physical Education

While following the National Curriculum Framework in terms of educational structure and general course patterns, the state boards prescribe specific subjects and syllabi for schools under their jurisdiction and for their secondary certificate examinations. Table 12 lists the subjects and time allocation for secondary education in the state of Tamil Nadu. .18 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 12. Secondary Subjects (Classes 9 to 10), Tamil Nadu Higher Secondary Education Hours Higher secondary (also called senior secondary) education Stage Subject (per week) lasts two years, from Class 11 to Class 12. It is divided into: English 6 • the academic or general stream, which prepares Tamil or regional language 7 students for higher education Math 7 • the vocational stream, which prepares students for Science and Technology 7 employment and may lead to in technical and vocational fields Social Sciences 6 Secondary Scientific Tamil 2 More than 90 per cent of students choose the academic Computer Education 2 stream. Higher secondary education is provided mostly by Life-Oriented Education 1 schools and also by some colleges. Health and Physical Education 2 Higher secondary school teachers generally hold a one- Total 40 year Bachelor of Education degree in Secondary Education Source: Directorate of Matriculation Schools, Tamil Nadu; retrieved 14 January 2007 from www.tn.gov.in/ (with entry based on the completion of a first bachelor’s matricsyllabus/secondary.pdf degree) plus a master’s degree (Master of Arts, Master of Commerce, Master of Science or Master of Education). Certificates of secondary education Upon completion of secondary education, students are The National Review Committee on Higher Secondary eligible to receive a certificate by passing an external Education of 1978 recommended the course pattern shown examination given either by the state board or by one of in Table 14 for both academic and vocational streams.

the three All-India boards. With the certificate, they may Table 14. Higher Secondary Subjects seek employment or admission into higher secondary (Classes 11 to 12), 1978 school. They may also pursue technical and vocational Subject Time Allocation education, such as trade programs of various lengths Languages 15% offered by industrial training institutes or three-year Socially Useful Productive Work (SUPW) 15% diploma programs offered by polytechnics. The names of the secondary education certificates vary across the states Electives 70% and over time and some older certificates represent the Source: Aggarwal, 1984. completion of 11 years of schooling. Table 13 shows some of The 2000 National Curriculum Framework prescribes the the certificate names. following courses for higher secondary education: Table 13. Examples of Names of Secondary • in the academic stream, foundation courses (which Education Certificates take up about 40 per cent of instructional time) and Examining Body Certificate elective courses (which take up about 60 per cent of All-India Secondary School Certificate instructional time) CBSE Delhi Secondary School Certificate • in the vocational stream, general foundation Matriculation Examination courses, language courses and health and physical CISCE Indian Certificate of Secondary Education education courses (which take up about 30 per cent of NIOS Secondary School Certificate instructional time) and vocational electives (which take up the remaining 70 per cent of instructional time) Secondary School Certificate Secondary School Leaving Certificate State Boards Secondary School Examination Certificate Matriculation Examination Certificate Anglo-Indian High School Examination Certificate .19 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 15. Higher Secondary Subjects (Classes 11 to 12), National Curriculum Framework, 2000 Stream Subject Foundation courses Language and Literature (compulsory) Work Education Health and Physical Education, Games, Sports Electives Choose three subjects provided by the relevant state or All-India boards, for example: Modern Indian Languages and Their Literature Sanskrit and Its Literature Classical Languages and Their Literature English (academic and specialized) Other Foreign Languages Physics Chemistry Biology Mathematics Computer Science Academic Geology Political Science Geography Economics History Sociology Psychology Philosophy Fine Arts Sculpture Instrumental Music Vocal Music Home Science Accountancy Business Studies Engineering Drawing Language (compulsory) General foundation General Studies courses Entrepreneurship Development Rural Development Information and Communication Technology Health and Physical Education (compulsory) Vocational Vocational electives Choose from a large number of subjects based on local needs, employment opportunities, students’ interest, and the geographical location of the school. A number of courses for developing specific competencies may be chosen for each broad area of study, such as: Agriculture Engineering and Technology Business and Commerce Home Science Health and Paramedical Services Humanities .20 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

While following the National Curriculum Framework in Table 17. Higher Secondary Subjects, terms of educational structure and general course patterns, Madhya Pradesh the state boards prescribe specific subjects and syllabi Group Subject for schools under their jurisdiction and for their higher Group A: First language Language secondary certificate examinations. Whereas the National Second language Curriculum Framework allows students to choose any Group B: General Humanities group: three subjects from the electives, some boards restrict the Diversified subjects education History combinations in the form of streams or subject groups: for courses Geography Political Science example, humanities, science, and commerce. Languages Tables 16 through 18 give examples of higher secondary Science group: Physics subjects of three states: Andhra Pradesh, Madhya Pradesh Chemistry and Tamil Nadu. The information has been obtained from Biology the official websites of educational authorities of these Higher Math Agriculture states; please refer to the websites for further details. Commerce group: Table 16. Higher Secondary Subjects Elements of Commerce and (Intermediate), Andhra Pradesh Management Group Subject Bookkeeping and Accountancy Computer Application English Business Math Second Languages Telugu Agriculture group: Hindi Elements Of Science and Math Sanskrit Useful for Agriculture Urdu Crop Production and Horticulture Arabic French Fine arts group: Tamil Drawing and Painting Kannada Still Life and Paint Making Oriya History of Indian Art and World Art Marathi Home science group: Optional Subjects Mathematics Home Management and Nutrition Physics Mother-Craft Chemistry Health and Hygiene Botany Elements of Science Zoology Vocational courses Commerce Economics Group C Socially Useful Productive Work (SUPW) or Civics vocational training of a trade History Physical Education or National Cadet Corps, Psychology National Social Service, Boy Scout and Girl Guide, Public Administration or co-curricular and other activities Logic Source: Board of Secondary Education, Madhya Pradesh; retrieved 11 January 2007 from http://mpbse.nic. Sociology in/syllabus.htm#ix Geography Geology Modern Language Subjects English Telugu Hindi Urdu

Source: Board of Intermediate Education, Andhra Pradesh; retrieved 11 January 2007 from http://bieap.gov. in/syllabus.html .21 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 18. Higher Secondary Subjects, Tamil Nadu Table 19. Examples of Names of Higher Secondary Education Certificates Group Subject Examining Body Certificate Part I: Language Tamil Hindi CBSE All-India Senior School Certificate Kannada Delhi Senior School Certificate Telugu Malayalam (All-India) Higher Secondary Examination Part II Urdu CISCE Indian School Certificate Gujarati Sanskrit Certificate ofV ocational Education – Year 12 Arabic Persian NIOS Senior Secondary Certificate French State Boards Higher Secondary (School) Certificate German Latin Intermediate Examination Certificate Part II: English Pre-University Examination Certificate Part III: Optional Subjects Math Pre-Degree Examination Certificate (Students choose a Physics combination of four subjects Chemistry for the higher secondary Biology – Zoology Higher Education examination.) Biology – Botany History Geography Overview Accountancy Institutions of higher learning based in Buddhist Commerce monasteries appeared in India more than 2,000 years ago. Economics The curriculum was not restricted to Buddhist teachings Source: Directorate of School Education, Tamil Nadu, retrieved 14 January 2007 from www.tn.gov.in/ schoolsyllabus/ but covered a wide range of subjects such as philosophy, grammar, arts, astronomy, astrology, mathematics Certificates of higher secondary education and medicine. Upon completion of higher secondary education, students Modern higher education in India is rooted in the British take an external examination administered either by the system, with the first universities established in the mid state board or by one of the All-India boards. The higher to late 19th century as affiliating and examining bodies secondary education certificates may lead to employment modelled after the University of London in the 1850s. and admission into university programs. The names of the higher secondary education certificates vary across the Since the country gained independence in 1947, higher states and over time; some older certificates issued before education has enjoyed phenomenal growth and expansion. the implementation of the 10+2 structure may represent Today India has one of the world’s largest higher education 11 years of schooling. sectors, comprising: • 338 universities • 16,885 colleges • a total enrolment of 9.95 million students

(Department of Higher Education, Ministry of Human Resource Development; retrieved 22 January 2007 from http://education.nic.in/higedu.asp)

Administration Central and state governments share the responsibility for higher education. The Department of Higher Education within the Ministry of Human Resource Development .22 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

directs higher education at the national level. Apart from between Indian and foreign universities, and helping administering central universities, institutions of national universities obtain recognition for degrees, diplomas importance and other centrally funded institutions, the and examinations within India. The AIU also provides central government is also charged with maintaining quality key information about Indian universities and their of higher education and promoting research. programs through its publications, such as the biannual Universities Handbook. The president of the central government acts as the • University Grants Commission. Established in “Visitor” of all central universities, with the right and duty 1945 as the University Grants Committee, the UGC of supervision over those institutions. The department (or became a statutory body of the central government council) of higher education or relevant educational branch in 1956. It has the dual responsibilities of allocating of state government is responsible for state universities maintenance and development grants to universities within its jurisdiction. With a few exceptions, the governor and coordinating and maintaining standards of of a state is of the state universities. teaching and research in higher education. It advises central and state governments on measures for the Funding improvement of university education and serves as a Higher education in India is largely public funded, with the vital link between governments and higher education states contributing about 80 per cent of funding. Central institutions. Its website provides updated lists of universities receive funds from the University Grants universities and colleges. With its head office in New Commission in the form of both development grants and Delhi, UGC has decentralized its operations by setting maintenance grants. Institutions of national importance up six regional centres at Pune, Hyderabad, Kolkata, receive funds directly from the Ministry of Human Bhopal, Guwahati and Bangalore. Resource Development. State universities are mainly • All-India Council for Technical Education. funded by the state governments, although about half Established in 1945 and granted statutory status of them also receive development grants from the UGC. in 1987, the AICTE is responsible for planning, Universities also collect fees from students and may receive development and maintenance of standards in technical other forms of financial support. education at all levels, from diploma to postgraduate studies. Programs in technical fields such as National bodies architecture, engineering, technology, management and A number of statutory and apex bodies assist in the pharmacy fall within its purview. coordination of higher education at the national level. • Professional and research bodies. Several professional • Central Advisory Board of Education. Established bodies are responsible for regulating academic in 1920, the CABE acts as the central government’s standards and enforcing professional codes of ethics main advisory body for education and plays a leading for their respective professions. These include the role in the development and monitoring of policies and Indian Medical Council, the Dental Council of India, programs. It consists of representatives from central the Pharmacy Council of India, the Nursing Council and state governments, parliament and universities, as of India and the Bar Council of India. A few national well as prominent educators. research bodies have been established to promote • Association of Indian Universities. First established advanced research in various disciplines. Prominent in 1925 as the Inter-University Board of India and among them are the Indian Council of Ceylon, the AIU adopted its present name in 1973. All Research, the Council of Scientific and Industrial universities, deemed universities and institutions of Research, the Indian Council of Medical Research and national importance are its members. As an autonomous the Indian Council of Agricultural Research. These and voluntary inter-university organization, it brings bodies provide funds to institutions both within and together university administrators and academics from outside of the university system and maintain a number across India to exchange views and discuss educational of research laboratories, some of which are recognized issues. Its objectives include coordinating the work of as centres for doctoral work. universities, establishing the equivalence of degrees .23 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Recognition, quality assurance and accreditation pharmacy, architecture and other professional and technical According to the University Grants Commission Act disciplines that fall under the purview of AICTE. The of 1956, academic degrees can only be conferred by a NBA grants accreditation not to institutions but at the university established by a central act or a state act, or by an program level. NBA accreditation is voluntary and is valid institution deemed to be a university, or by an institution for five or six years. Programs are scored out of 1,000 on a specially empowered by an act of parliament to confer number of criteria such as academic performance, resources or grant degrees. The UGC provides lists of universities, and facilities, and industry interaction. Programs that university-level institutions and colleges on its website. score 650 or more receive accreditation. While AICTE It also maintains a list of fake universities or institutions approval ensures minimum standards have been met, NBA and issues press releases at the beginning of each academic accreditation indicates high quality among peers. The NBA session warning students against such institutions. The website contains a list of over 1,000 accredited programs. Universities Handbook, published by the Association of Indian Universities, contains detailed information on Program structure universities and their affiliated or constituent colleges. Modern higher education in India is modeled after the British system. It follows the three-tier degree structure The rapid expansion of the higher education system (bachelor’s, master’s and PhD). In addition, certificate and has raised concerns about quality, as some institutions diploma programs are offered at both the undergraduate are perceived to have substandard faculty and teaching and graduate levels. facilities. A number of national bodies assist central and state governments in maintaining quality and standards From independence in 1947 to the early 1970s, in higher education. The UGC advises governments undergraduate education in most states represented a total on the establishment of institutions and the granting of 14 years of schooling. Until 1960 a bachelor’s degree of deemed university status. The All-India Council for usually involved two years of full-time study following 10 Technical Education is responsible for approving technical years of schooling and two years of intermediate study. institutions. To promote quality in university and technical From then to the early 1970s, most states adopted the education, the UGC and AICTE have established two 10+1+3 system, with 11 years of schooling (10 years of separate accreditation bodies: school education plus one year of higher secondary or pre- • the National Assessment and Accreditation Council university study) followed by a three-year bachelor’s degree. • the National Board of Accreditation The current 10+2+3 system, with 12 years of school education followed by a three-year bachelor’s degree, evolved The National Assessment and Accreditation Council, in the 1970s and was implemented across the country (with headquartered in Bangalore, was established as an some exceptions) in the late 1980s. One such exception was autonomous body by the UGC in 1994. Its main function the two-year pass bachelor’s degree offered in the state of is to periodically assess and accredit institutions of higher West Bengal until 2000. learning, including universities and colleges, and to assess specific academic programs. NAAC accreditation is voluntary and is valid for five years. Institutions are scored Typical higher education programs out of 100 on a number of criteria such as curriculum, • General bachelor’s degrees (arts, science and teaching, research, infrastructure and student service. commerce) involve three years of full-time study. They Institutions or programs that score 55 per cent or more are usually offered as pass or general degrees, although receive accredited status and a grade ranging from C to some universities offer honours or special bachelor’s A++. As of early 2007, a total of 130 universities and 2,955 degrees, which have more academic depth and tend to colleges had been granted NAAC accreditation. attract high performing students. • Bachelor’s degrees in professional fields such as The National Board of Accreditation was established as an agriculture, engineering, technology, pharmacy and autonomous body by the AICTE in 1987. Its main function medicine take between four and five-and-a-half years to is to periodically assess and accredit diploma and degree complete. A bachelor’s degree in law can be taken as a programs in engineering and technology, management, .24 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

five-year integrated degree or a three-year degree with • Various certificate and diploma programs are also entry based on a first bachelor’s degree. available at both undergraduate and postgraduate • Master’s degrees normally take two years to complete levels; they take from six months to three years to and can be either research or coursework based. complete. Entry requirements range from a secondary • Master of Philosophy (MPhil) programs take one to school certificate examination (Class 10) to a bachelor’s two years after completion of a master’s degree, often as degree. An example is the postgraduate diploma, which a preparatory program for doctoral studies. usually requires one year of full-time study or two years of part-time study following the completion of a • Doctoral degree (PhD) programs vary but normally bachelor’s or master’s degree. take at least two years after an MPhil or three or more years after a master’s degree.

Figure 2. Outline of Higher Education System

Ph.D. (2–5 years)

M.Phil (1–2 years)

Postgraduate Bachelor’s Degree Master’s Degree Postgraduate Certificate and (1–3 years) (1–3 years) Diploma (0.5–2 years)

Bachelor’s Degree Certificate and Diploma (3–5.5 years) (0.5–3 years)

Higher or Senior Secondary School (10+2 years)

Secondary School (10 years)

Academic year Table 20. Academic Calendar, University of Delhi The academic year usually begins in June or July and ends Period Time in March or April, followed by a long summer vacation. First Term 16 July–30 Sep For a small number of institutions in mountainous areas, Autumn Vacation 1–15 Oct the academic year begins in March and ends in December, Second Term 16 Oct–23 Dec with a long vacation in winter. Each academic year has Winter Vacation 24 Dec–7 Jan approximately 185 actual teaching days and is divided either into two semesters or three terms. Most universities hold Third Term 8 Jan–24 Mar examinations annually at the end of the school year. University Examinations April and May Summer Vacation 1 May–15 July

Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/handbooks.html .25 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Some institutions have adopted the credit system, with one A number of institutions such as the Indian Institutes of credit representing one instructional hour per week, or two Technology, Jawaharlal Nehru University and the central or three laboratory hours per week. Some programs include a and state agricultural universities adopt a 10-point system. few non-credit courses. Institutions that use the credit system The grading scale may vary from institution to institution. usually specify the minimum credits students must earn in Points can be converted to letter grades and are sometimes order to qualify for a degree or to continue their study. divided into divisions or classes.

Table 23. Grading Scale, Indian Institute of Language of instruction Technology, Delhi Historically, English was the language of instruction Grade Point Letter Grade Descriptor in Indian universities. Today both English and Hindi 10 A Outstanding or regional languages are used. In science, professional 9 A– Excellent and graduate courses, English remains the predominant 8 B Very Good medium of instruction. 7 B– Good Grading scales 6 C Average Most bachelor’s and master’s degrees are classified into 5 C– Below Average divisions or classes based on the marks students obtain in 4 D Marginal the major examinations at the end of each year or semester. 2 E Poor Grading scales may vary from institution to institution. 0 F Very Poor

Marking is low, with pass marks generally ranging between Source: Indian Institute of Technology, Delhi, Prospectus 2006–2007. 33 per cent and 40 per cent, although some institutions and programs adopt a 50 per cent pass. Students who have Table 24. Grading Scale, Jawaharlal Nehru University failed in one or more subjects in a major examination but Letter Grade Grade Point who have achieved institution-designated minimum marks (for example, 25 per cent) in the aggregate may be allowed A+ 9 to proceed with their study and make up the failed subjects A 8 at a subsequent examination. A– 7

Table 21. Grading Scale for BCom (Pass), University B+ 6 of Delhi B 5 Division Percentage B– 4 First Division 60% or above C+ 3 Second Division 50% or above C 2 Third Division 36% or above C– 1 Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/downloads/syllbai/bcompass.pdf F Fail

Table 22. Grading Scale for BSc Nursing, Source: Jawaharlal Nehru University, Prospectus, Academic Session 2007–2008, retrieved 9 March 2007 Maharashtra University of Health from www.jnu.ac.in/main.asp?sendval=Prospectus Sciences, Nashik Class Percentage Types of Institutions First Class with Distinction 70% or above Four major types of universities and other university-level First Class 60% or above institutions are authorized to award academic degrees Second Class 50% or above in India: Fail Below 50% • universities Source: Maharashtra University of Health Sciences, Nashik; retrieved 15 March 2007 from www.muhsnashik. • deemed universities com/syllabus/fbsc_sylb_300901.htm • institutions of national importance • research institutions outside the university system .26 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Universities conduct research and offer graduate programs. There are about 115 affiliating universities in India. Universities in India were created by acts of parliament or state legislatures. Central universities are established by A unitary university has no affiliated college attached to acts of parliament and funded by the central government, it. Its departments (and in some cases constituent colleges) mainly through the University Grants Commission. conduct research and offer both undergraduate and There are 18 central universities, including the Indira graduate programs. Some unitary universities only provide Gandhi National Open University. State universities are teaching at the graduate level. established by acts of state legislatures. They are funded by the state governments and about half of them also receive Fourteen open universities, including the Indira Gandhi development grants from the UGC. National Open University and 13 state universities, offer certificate, diploma and degree (bachelor’s, master’s and Table 25. Central Universities PhD) programs. They are flexible in terms of admission University State rules and modes and duration of study and have a University of Hyderabad, Hyderabad Andhra Pradesh special focus on learners from socially and economically Maulana Azad National Urdu University, Hyderabad Andhra Pradesh disadvantaged groups. In addition, many traditional Assam University, Silchar Assam universities have established distance learning schools or Tezpur University, Tezpur Assam institutes. The IGNOU also serves as a national apex body for distance education. The Distance Education Council University of Delhi, Delhi Delhi has been established as a statutory body under the IGNOU, Indira Gandhi National Open University, New Delhi Delhi responsible for the promotion and coordination of the Jamia Millia Islamia, New Delhi Delhi open university and distance education system, and for the Jawaharlal Nehru University, New Delhi Delhi determination of its standards. Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Chitrakoot Maharashtra In terms of fields of study, universities may be comprehensive or specialized. There are 39agricultural Central Agricultural University, Imphal Manipur universities, with at least one in each state. There are also Manipur University, Canchipur Imphal Manipur institutions specializing in engineering and technology, North Eastern Hill University, Shilong Meghalaya health sciences, law, and so on. Mizoram University, Aizwal Mizoram Nagaland University, Lumami, Kohima Nagaland Colleges Pondicherry University, Pondicherry Pondicherry Like universities, colleges in India can also be classified in Aligarh Muslim University, Aligarh Uttar Pradesh various ways. A major distinction lies between university University of Allahabad, Senate Hall, Allahabad Uttar Pradesh colleges and affiliated colleges. A small number of colleges are university colleges, also known as constituent colleges. Babasaheb Bhimrao Ambedkar University, Lucknow Uttar Pradesh They are directly administered by the university and usually Banaras Hindu University, Varanasi Uttar Pradesh located on the university campus. The majority of colleges Visva Bharati, Santiniketan West Bengal are affiliated colleges. The affiliating university exerts Source: University Grants Commission; retrieved 16 January 2007 from www.ugc.ac.in/inside/utype. php?st=Central%20University academic rather than administrative control by setting the syllabi, conducting major examinations and awarding Universities may be classified in various other ways. In degrees for all programs taught at its affiliated colleges. terms of structure, the majority are affiliating universities; Most affiliated colleges only teach at the undergraduate the rest are unitary universities. level and some only offer pass bachelor programs although a number of them offer master’s and PhD level courses. An affiliating university has up to 200 colleges attached The power of granting affiliation to a college vests with the to it. It formulates the curricula and syllabi, administers university in consultation with the government. examinations and awards degrees for undergraduate programs at its affiliated colleges. Its own departments .27 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

A small number of affiliated colleges have become Institutions of national importance autonomous colleges. College autonomy, first introduced A total of 13 “institutions of national importance,” in 1973, aims to promote innovation, higher standards including seven Indian Institutes of Technology (IITs), have and the decentralization of academic administration. been established or designated as such by acts of parliament. Autonomy gives colleges more say in course design, Empowered to award academic degrees, they receive ample , examinations and admissions, and autonomous funds directly from the Ministry of Human Resource colleges generally enjoy high prestige. The name of the Development. They have an international reputation autonomous college is mentioned on the degree certificates, for providing high quality undergraduate and graduate which continue to be issued by the parent university. The programs, primarily in engineering and technology. autonomous college may also issue marks sheets for the first two years of a three-year bachelor’s degree program. The Table 26. Institutions of National Importance UGC website provides a list of 234 autonomous colleges. Institution State Indian Institute of Technology, Guwahati Assam Among the affiliated colleges, about 15 to 20 per cent are government colleges. They are managed by state Postgraduate Institute of and Research, Chandigarh Chandigarh governments, and their teachers and staff are government All-India Institute of Medical Sciences, New Delhi Delhi employees. The majority of affiliated colleges areprivately managed colleges, which generally receive considerable Indian Institute of Technology, Delhi Delhi funding from state governments. Sree Chitra Tirunal Institute for Medical Sciences and Technology, Thirunvananthapuram Kerala Most colleges offer courses in arts, science and commerce. A Indian Institute of Technology, Mumbai (Bombay) Maharashtra number of professional colleges also specialize in medicine, National Institute of Pharmaceutical Education and engineering and technology, law, and management. Research, Mohali Punjab Admission into a professional college is usually much more Dakshina Bharti Hindi Prachar Sabha, Chennai competitive than into a general college. (Madras) Tamil Nadu Indian Institute of Technology, Chennai (Madras) Tamil Nadu Deemed universities Indian Institute of Technology, Kanpur Uttar Pradesh The status ofdeemed-to-be-university or deemed Indian Institute of Technology, Roorkee Uttaranchal university is conferred on an institution by the central Indian Institute of Technology, Kharagpur West Bengal government on the recommendation of the UGC, whose Indian Statistical Institute, Kolkata (Calcutta) West Bengal website provides a list of 105 deemed universities approved Source: University Grants Commission; retrieved 26 January 2007 from www.ugc.ac.in/inside/utype. by early 2007. These institutions, usually called “institutes,” php?st=Institute%20of%20National%20Importance were either established outside the university system or started out as a specialized college within a university. The six Indian Institutes of Management at Ahmedabad, They tend to remain specialized institutes rather than Bangalore, Indore, Kolkata, Kozhikode and Lucknow develop into comprehensive universities. For example, do not have the power to award degrees, nor are they several Regional Engineering Colleges have been renamed designated as “institutions of national importance.” National Institutes of Technology and granted deemed However, they have a reputation for providing world-class university status. A deemed university cannot have affiliated management education and their credentials are considered colleges. Deemed universities enjoy all the privileges and to have parity with university degrees. status of regular universities, and some have international reputations. Examples include the Tata Institute of Social Research institutions outside the university system Sciences in Bombay, the Indian Institute of Science in A number of research institutions operate outside the Bangalore and the Indian Agricultural Research Institute in university system and make significant contributions New Delhi. to advanced research in various disciplines. The Indian Council of Social Science Research, established in 1969 to finance and promote research in social sciences, sponsors over 20 such research institutions. Some examples are: .28 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

• Indian Institute of Public Administration, New Delhi completed higher secondary school with relevant subjects • National Institute of Design, Ahmedabad and are usually required to sit an entrance examination. • Centre for the Study of Developing Societies, Delhi Applicants whose higher secondary education did not • Centre for Policy Research, New Delhi follow the structure and content of the 10+2 system are • Indian Institute of Education, Poona required to complete a one-year pre-professional course • Centre for Development, Trivandrum to receive the pre-professional certificate (for example, in medicine or engineering) before being admitted to the The Council of Scientific and Industrial Research, program. established in 1942, operates over 40 national laboratories and institutes, most of which are recognized by universities Universities, state educational authorities and the Central as centres of doctoral work. Research laboratories are Board of Secondary Education administer the entrance also maintained by various other government ministries examinations for professional degree programs. Following and departments, including the Ministry of Agriculture, are some examples: the Ministry of Health, the Ministry of Industry and the • Joint Entrance Examination (JEE). Applicants for Department of Science and Technology. admission into the undergraduate courses at the Indian Institutes of Technology, Institute of Technology, Admissions Banaras Hindu University, Varanasi and the Indian Undergraduate admission School of Mines, Dhanbad, must undergo this highly competitive examination. In 2007 about 250,000 Admission to certificate and diploma courses, available students across the country competing for 5,500 seats mostly in vocational and specialized fields, is based on the sat the examination. completion of either secondary school (Class 10) or higher • All-India Pre-Medical/Pre-Dental Entrance secondary school (Class 12). Some programs recently raised Examination (AIPMT). This exam is given by CBSE their entry requirements from Class 10 to Class 12. While (except in the states of Andhra Pradesh and Jammu & some programs maintain Class 10 as their minimum entry Kashmir) for admission into Bachelor of Medicine and requirement, many of their applicants have completed Bachelor of Surgery (MBBS) or Bachelor of Dental Class 12. Surgery courses at central and state medical and dental Admission to bachelor’s degree programs is based on the colleges. The All-India Institute of Medical Sciences completion of higher secondary school; since the 1980s conducts its own examination for MBBS admission this has generally represented 12 years of schooling. throughout India. Applicants must pass the higher secondary certificate • All-India Engineering Entrance Examination examination (some examples of which are shown in Table (AIEEE). This exam is conducted by CBSE for 19) as administered by the state board or one of the three degree courses in engineering and architecture at All-India boards. Universities may prescribe minimum National Institutes of Technology, Indian Institutes marks (for example, 40 per cent in the aggregate on the of Information Technology, deemed universities and Indian scale) and required subjects or subject groups for central or state institutions other than those covered entry into their programs. Applicants without 12 years of by Joint Entrance Examination or state-level entrance formal schooling may seek admission into bachelor’s degree examinations. programs at open universities. Government regulations provide for the reservation of Some institutions offer five-year integrated bachelor’s places for candidates from disadvantaged groups. For degrees in specialized fields such as home science and fine example, the Central Educational Institutions (Reservation arts, with entry based on the completion of Class 10. in Admission) Act, 2006, stipulates that all central institutions, including central universities, institutions of Entry is competitive into such professional colleges as national importance and deemed universities, reserve 15 engineering and technology, medicine, dentistry, pharmacy, per cent of space in each branch of study or faculty for the management and architecture. Applicants must have .29 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA scheduled castes, 7.5 per cent for the scheduled tribes, and Programs and Credentials: 27 per cent for so-called “other backward classes.” This applies to both undergraduate and graduate programs. General Education In awarding degrees, universities must adhere to the The minimum mark requirement is usually a few percentage standard nomenclature as approved by the University points lower for members of the scheduled castes and Grants Commission. The UGC website provides a list scheduled tribes. For example, to sit the MBBS entrance (updated in 2003) of 142 approved bachelor’s, master’s and examination for the prestigious All-India Institute of doctoral degrees. Certificate and diploma courses are also Medical Sciences, applicants must achieve at least 60 per available at both undergraduate and graduate levels. cent (or 50 per cent in the case of scheduled castes or tribes) in aggregate in physics, chemistry, biology and English in the higher secondary certificate examination. Since the holder of a first degree is called a graduate in India, the term graduate education is comparable Graduate admission to Alberta’s undergraduate education and the term Admission into master’s programs generally requires a postgraduate education is comparable to what is bachelor’s degree in a related discipline with a Second Division pass and a mark of at least 50 per cent on the called graduate . Indian scale. Some selective institutions may require a higher minimum mark (for example, 60 per cent) or a bachelor’s degree in the First Division. Certificates and diplomas Entry into some professional programs is highly Undergraduate certificate and diploma courses (or “graduate competitive. Applicants must write a separate entrance certificates or diplomas” in traditional Indian terminology) examination in addition to meeting all other requirements. are available in a wide range of specialized or vocational Following are some examples of graduate entrance fields such as engineering and technology, teacher examinations. education, nursing, pharmacy, foreign languages, fine arts, hotel management and business. The programs vary in Since 1988 the All-India Management Association has been length from six months to three years. Entry is normally conducting a Management Aptitude Test on a national based on the completion of either secondary school (Class basis annually in the months of May, September and 10) or higher secondary school (Class 12). December. The MAT functions as a national entrance test for admission to the Master of Business Administration and Certificate and diploma programs are provided not only equivalent programs such as the Postgraduate Diploma in by universities and university affiliated colleges, but also Management and the Postgraduate Diploma in Information by other institutions. For example, three-year diplomas in Technology and Management. a range of engineering and technological fields, with entry usually based on the completion of secondary school, are The Graduate Aptitude Test in Engineering is an All- available at polytechnics. Certificate and diploma courses India examination conducted by the Indian Institute of in nursing and midwifery are mostly offered at institutions Science, Bangalore, and the seven IITs. Many universities attached to hospitals. and colleges adopt GATE as the national admission test for their engineering, technology, architecture and pharmacy Depending on the field of study, certificate or diploma holders graduate programs, such as the Master of Engineering may be admitted into a bachelor’s degree program with and the Master of Technology. The Ministry of Human advanced standing. For example, an individual who holds a Resource Development also uses the examination to allocate three-year polytechnic diploma in engineering and technology scholarships or assistantships for ME and MTech students. may be allowed lateral entry into the second year or third semester of a bachelor’s degree program in the same field. Since 2004 a Joint Admission Test to MSc has been conducted by IITs for applicants to their Master of Science and MSc and PhD dual degree programs. .30 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Bachelor’s degrees degree. After completing a bachelor’s degree, students may pursue further education in master’s degree, postgraduate The 10+2+3 system, first introduced in the 1970s, has been bachelor’s degree, or postgraduate certificate or diploma implemented in most of the country since the late 1980s. programs. This represents 10 years of elementary and secondary education plus 2 years of higher or senior secondary In addition to the BA, BSc and BCom, several other education plus 3 years of undergraduate education (that is, bachelor’s degrees also involve three years of full-time study. a bachelor’s degree). Examples include: The majority of college faculties offer bachelor’s degrees • Bachelor of Business Administration (BBA) in arts, science and commerce. The Bachelor of Arts (BA), • Bachelor of Business Management (BBM) Bachelor of Science (BSc) and Bachelor of Commerce • Bachelor of Computer Applications (BCA) (BCom) involve three years of full-time study or its part- • Bachelor of Physical Education (BPE) time equivalent. The courses are usually listed as “papers,” for which students must attend a number of lecture hours Bachelor’s degrees in professional fields generally involve per week and pass the annual examinations. The BA, BSc full-time study for four to five-and-a-half years. Entry is and BCom are usually offered as pass or general degrees, based on completion of higher secondary education with although some universities offer honours or special certain required subjects as designated by the program, bachelor’s degrees. for example, physics, chemistry and mathematics for engineering courses. Some applicants may hold a first Honours or special programs do not involve a longer bachelor’s degree. The programs may vary in length from duration of study, but they have more academic depth and institution to institution. tend to attract high performing students. They are either similar to the pass degree with a few additional papers or General pattern of bachelor’s degrees in India designed as a separate course that emphasizes specialization Program in the chosen subject. See Appendix C.1 for sample Length Name of Program program structures for BCom (Pass) and BCom (Honours). 4 years Bachelor of Fine Arts (BFA) (can also be three years) A number of universities in the state of West Bengal Bachelor of Engineering (BE or BEngg) offered two-year pass bachelor’s degrees in arts, science and Bachelor of Technology (BTech) commerce until the 1999–2000 academic year. These two- year pass degrees do not give access to further education in Bachelor of Science in Engineering (BScEngg) master’s degree programs. Bachelor of Pharmacy (BPharm) Bachelor of Science in Agriculture (BScAgri) Annual examinations are usually conducted by universities Bachelor of Science in Horticulture (BScHort) at the end of the academic year, between March and May. Internal assessment by the colleges accounts for a small Bachelor of Science in Nursing (BSc Nursing) percentage of the total marks. Students who have failed Bachelor of Nursing (BNurs) some papers in a given year but who have achieved a Bachelor of Dental Surgery (BDS) minimum mark designated by the university (for example, 4 1/2 years Bachelor of Physiotherapy (BPT) 25 per cent in the aggregate) may be allowed to proceed to 5 years Bachelor of Architecture (BArch) the next year of study but must make up the failed papers in Bachelor of Veterinary Science (BVSc) the following annual examination. Bachelor of Veterinary Science and Animal Husbandry A student can pursue a bachelor’s degree on a part-time (BVSc&AH) basis or externally through distance learning programs and Bachelor of Law(s) (LLB or BL) integrated can sit the annual examinations as an external or private 5 1/2 years Bachelor of Medicine and Bachelor of Surgery (MBBS candidate. Universities usually prescribe a time limit (for or BMBS) example, seven years) in which students must complete all coursework and pass the examinations in order to earn the .31 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Postgraduate bachelor’s degrees year) and Part II Examination (at the end of second year) are held at the end of each year. Students may be allowed to A few bachelor’s degrees in specialized or professional fields reappear in the examinations in one or more courses either to require completion of a previous bachelor’s degree (BA, make up for failed subjects or to improve marks. BSc or BCom) for admission. Examples of one-year courses include: A student can pursue a master’s degree on a part-time • Bachelor of Education (BEd) basis or externally through distance learning programs. • Bachelor of Library Science (BLS) or the newer Universities usually prescribe a time limit (for example, four Bachelor of Library and Information Science (BLibISc) years) by which students must complete all coursework and • Bachelor of Physical Education (BPEd) pass the examinations to earn the degree.

A postgraduate Bachelor of Law or Bachelor of Laws (LLB) In recent years, five-yearintegrated master’s degrees, involves two or three years of full-time study. sometimes called bachelor’s and master’s dual degree programs, are available in a variety of disciplines, such Postgraduate certificates and as MA, MCom, MSc and MTech. Entry is based on diplomas completion of higher secondary education (Class 12). Students may have the option to exit the program after Postgraduate diploma programs generally require one three years with a bachelor’s degree. to two years of full-time study, with entry based on the completion of a bachelor’s degree and, in some cases, a Master’s degrees in specialized and professional fields such specified period of work experience. Postgraduate certificate as engineering and technology generally involve one-and-a- programs have the same entry requirements but are shorter half or two years (three or four semesters) of full-time study. in duration, usually from six months to less than two years. Entry is based on the completion of a professional bachelor’s Offered by universities, colleges and other institutes, they degree in the same field, although some programs accept a provide advanced training in specialized fields such as general bachelor’s degree. Applicants must meet minimum management and computer technology. marks in their undergraduate study and usually have to take a competitive entrance examination. Professional master’s While many postgraduate diplomas are for employment degrees enjoy a higher status than general master’s degrees purposes and do not give access to further academic studies, for the purpose of employment and admission into doctoral there are quite a few exceptions, such as postgraduate studies. diplomas in medicine approved by the Indian Medical Council and postgraduate diplomas in management offered Master of Philosophy degree by the prestigious Indian Institutes of Management. The Master of Philosophy (MPhil) degree is a pre-doctoral Master’s degrees research degree that involves one to two years of full-time study, with entry based on the completion of a master’s Master’s degrees in Arts, Science and Commerce (MA, degree in at least the Second Division or Class. Some MPhil MSc and MCom) involve two years of full-time study, with programs consist mainly of directed research leading to entry based on the completion of a three-year bachelor’s the completion of a thesis, while others require substantial degree, usually in the same field. The area of specialization coursework. See Appendix C.2 for a sample program is often noted for MA and MSc degrees, such as MA structure for MPhil. (English), MA (Linguistics), MSc (Computer Science) and MSc (Electronics). Universities may set minimum marks for The MPhil degree gives access to employment such as admission, for example, 50 per cent in the aggregate on the lectureship at higher education institutions and admission Indian scale from a bachelor’s (honours) degree, and may to doctoral programs. Some institutions require an MPhil require applicants to write an entrance examination. for entry into their doctoral programs. An MPhil holder may complete a PhD program in a minimum of two years, The MA, MSc and MCom programs usually consist of compared with three or more years for a master’s degree coursework only, with no thesis requirement. Examinations, holder. generally known as Part I Examination (at the end of the first .32 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Doctoral degrees These degrees involve four years of full-time study. Entry is based on the completion of higher secondary school, The Doctor of Philosophy (PhD or DPhil) degree involves with physics, chemistry and mathematics as required at least two years of full-time study following the MPhil subjects. Holders of three-year diplomas in engineering and or three or more years following a master’s degree, and is technology or of a general BSc may be allowed lateral entry normally completed within five years after registration. into the second year, or third semester, of the program. Entry is based on the completion of a master’s degree with minimum marks (for example, 55 per cent) and applicants Students take about ten courses each semester, including may be asked to take a qualifying test such as the National both theoretical subjects and their lab components. They Educational Test (NET) conducted by the UGC. participate in practical training starting from the third year and must complete a major project in the last semester. To Some programs require applicants to hold an MPhil or be awarded the degree, students must acquire a minimum of prescribe additional coursework in research methodology 200 to 220 credits. See Appendix C.3 for a sample program for students who do not have the MPhil degree. PhD structure for BE. study consists mainly of research, although some programs include substantial coursework. Students must complete a AICTE prescribed course structure for the substantial thesis based on original research and undergo BE or BTech degree evaluation and oral examination by a board of examiners. Percentage of Subjects course content Examples of other doctoral degrees include: General 5 to 10% • (DEd) Basic science 15 to 25% • Doctor of Engineering (DEng) Engineering sciences and technical arts 15 to 25% • Doctor of Literature (DLitt) Professional subjects 55 to 65% • Doctor of Science (DSc) • Doctor of Law (DL) The Master of Engineering (ME or MEngg), Master of Technology (MTech) and Master of Science in The DLitt and DSc are usually awarded several years after Engineering (MScEngg) involve one-and-a-half or two the PhD on the basis of published research. years of full-time study. Entry is based on the completion of a four-year BE or BTech or an MSc in a related field. Programs and Credentials: Examinations are conducted at the end of each semester. Specialized and Professional In addition to coursework, students must complete a major research project. Education The Master of Computer Applications (MCA) requires Engineering and technology three years of full-time study following the completion of a Three-year diploma courses in engineering and technology bachelor’s degree. In addition to coursework, students must are available from polytechnics, with entry based on the complete a major project or a thesis. Some institutions offer completion of secondary school (Class 10). Some programs the five-year integrated MCA program, with entry based on require the completion of higher secondary school (Class the completion of higher secondary school (Class 12). 12) for admission. Agriculture Bachelor’s degrees in engineering and technology include: Bachelor’s and graduate degree programs in agriculture are • Bachelor of Engineering (BE or BEngg) available at over 100 institutions, including non-agricultural • Bachelor of Technology (BTech) institutions, 45 central and state agricultural universities • Bachelor of Science in Engineering (BScEngg) and agricultural research institutes (deemed universities). • Bachelor of Science in Technology (BScTech) The United States has played an important role in helping India establish a system of agricultural universities, which tend to show strong American influence (such as adoption .33 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

of the credit system). Agricultural universities are mostly The Master of Education (MEd) requires one year of full- non-affiliating. time study following the completion of a BEd, or two years of full-time study following the completion of a BA, BSc, A bachelor’s degree in agriculture and related disciplines or BCom. The completion of the first year of the two-year involves four years of full-time study. Examples include: MEd program leads to the award of a postgraduate BEd. • Bachelor of Science in Agriculture (BScAgri) • Bachelor of Agriculture (BAgri) Law • Bachelor of Science in Horticulture (BScHort) The Bar Council of India maintains a list of approved law • Bachelor of Science in Sericulture (BSc Sericulture) colleges that provide law education in the form of either the • Bachelor of Technology in Agricultural Engineering newer five-year integrated program or the traditional three- (BTechAgriE) year postgraduate bachelor’s degree or both.

Total credits required for four-year programs range between The postgraduateB achelor of Law (LLB or BL) (or 140 and 180 and there is also great variation of credit Bachelor of Laws, depending on the institution) involves distribution among different disciplines. three years of full-time study after a first bachelor’s degree. According to BCI rules, a three-year LLB (Special or In 2000 the Division of the Indian Professional) program must include: Council of Agricultural Research published a model • 21 compulsory courses curriculum for undergraduate programs in agriculture that • at least three electives prescribes a minimum of 161 credits, including physical • six months of practical training education but excluding the regional language course. The content of the model curriculum must be followed, allowing Please see Appendix C.5 for a detailed program structure of 25 per cent regional variation. See Appendix C.4 for a the three-year LLB. After completing the program, students sample program structure for the BSc in Agriculture. may apply to the Bar Council of India to practice law as Advocates. They may also seek admission into two-year Master’s degrees in agriculture such as the Master of Master of Law (or Master of Laws) programs. Agriculture (MAgri) and the Master of Science in Agriculture (MScAgri) involve two years of full-time study Some universities offer a two-year LLB (General or following a bachelor’s degree in agriculture. The Indian Academic), which does not give access to professional Council of Agricultural Research prescribes a minimum practice or admission into two-year LLM programs; of 35 credits of coursework and 15 thesis credits for such graduates may seek employment in the allied legal programs. professions.

The PhD in Agriculture involves three years of full-time A Bachelor of Law integrated program takes five years study following a master’s degree in agriculture. The Indian to complete, including two years of pre-law study (Part I) Council of Agricultural Research prescribes a minimum of 25 followed by three years of professional training in law (Part credits of coursework and 45 thesis credits for such programs. II). Applicants who have already completed a first bachelor’s degree (BA, BSc or BCom) may be admitted into Part II of Education the five-year integrated program. According to BCI rules, The Bachelor of Education (BEd) can be earned either as Part II of the program is identical to the three-year LLB. a one-year postgraduate bachelor’s degree, with entry based Part I should include the following six compulsory subjects: on the completion of a first bachelor’s degree (BA, BSc or 1. General English: 2 papers (Part I and Part II) BCom), or as an integrated four-year course, with entry 2. Political Science: 3 papers (Part I, Part II and Part III) based on the completion of higher secondary school (Class 3. Economics: 1 paper 12). One may also obtain a BEd after completing the first 4. Sociology: 1 paper year of a two-year Master of Education program. 5. History: 1 paper 6. History of Courts, Legislature and Legal Profession in India: 1 paper .34 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

After completing the five-year integrated LLB program, Medicine and dentistry students may apply to the Bar Council of India to practice The Bachelor of Medicine and Bachelor of Surgery law as Advocates. They may also seek admission into two- (MBBS or BMBS) programs last five-and-a-half years, year Master of Law programs. including a one-year internship. Applicants must pass the According to BCI rules, students who have completed Part higher secondary certificate examination with physics, I of the five-year integrated program are eligible to enrol in chemistry, biology and English as required subjects. In the final year of a three-year bachelor’s degree (such as a BA, addition, they must sit a separate pre-medical examination. BCom or BSc). Those who have completed the first three Those lacking the required subjects may attend a one-year years of the five-year integrated program may receive a degree pre-medical course provided by a medical or science college. such as the BA (Law) by passing the relevant university The Medical Council of India prescribes the structure and examinations. This enables some law colleges to offer time allocation for medical courses. MBBS programs last combined integrated degrees such as a combined Bachelor of four and one-half years or nine semesters, divided into three Arts and Bachelor of Law(s) (BA & LLB or BL), a combined phases. The first phase (first and second semesters) consists Bachelor of Business Administration and Bachelor of Law(s) of pre-clinical subjects such as anatomy, physiology and (BBA & LLB or BL) or a combined Bachelor of Science and biochemistry. The second phase (third to fifth semesters) Bachelor of Law(s) (BSc & LLB or BL). consists of clinical subjects and para-clinical subjects such as pathology, pharmacology and microbiology. The third phase Nursing (sixth to ninth semesters) is the continuation of clinical Three-year certificate or diploma courses inGeneral subjects, including medicine and its allied specialties, Nursing and Midwifery (GNM), with entry based on the surgery and its allied specialties, obstetrics, gynaecology and completion of higher secondary school, are mostly offered community medicine. by institutions attached to hospitals. A total of three examinations are held: first professional The Bachelor of Science in Nursing (BSc Nursing) or examination (second semester), second professional Bachelor of Nursing (BNurs) involves four years of full- examination (fifth semester), third professional time study. Entry is based on the completion of higher examination, Part I (seventh semester), and third secondary school (Class 12), with physics, chemistry, professional examination, Part II (ninth semester). After biology and English as required subjects. See Appendix C.6 passing the last part of the professional examination, for a sample program structure for BSc Nursing. students must undergo a 12-month compulsory rotational internship to earn the MBBS degree and full registration A bridging program called Post Basic BSc Nursing is also with the medical council. In order to become a specialist available for in-service nurses who are diploma holders. or medical teacher, a student must pursue further study in It involves two years of full-time regular study or three postgraduate medical programs. years in distance learning mode. For example, at the Indira Gandhi National Open University, students enrolled in Postgraduate diplomas in medicine approved by the the three-year Post Basic BSc Nursing program take a total Indian Medical Council involve two years of full-time of 10 courses, eight of which have practical components. study following the completion of the MBBS. Students Teaching is conducted at twenty program study centres set can choose from 28 fields of specialization such as clinical up at existing nursing colleges. The Indian Nursing Council pathology, obstetrics and gynaecology, ophthalmology, recognizes the program, which awarded its first batch of orthopaedics, paediatrics, psychiatry or radio therapy. degrees in 1998. The Doctor of Medicine (MD) and Master of Surgery Nursing programs are also available at MSc, MPhil and (MS) both involve three years of full-time study following PhD levels. Guidelines and syllabi for various nursing the completion of an MBBS. Holders of a postgraduate programs are available for sale or free download at the diploma in medicine in the same area of specialization Indian Nursing Council website. receive one year’s advanced standing. Students enrolled in the MD program can choose from 29 fields of specialization .35 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

such as geriatrics, pathology, paediatrics and radio therapy. at both undergraduate and graduate levels. The Central Students enrolled in the MS program can choose from Council of Indian Medicine advises the central government five fields of specialization including otorhinolaryngology, on matters relating to the recognition of such programs and general surgery, ophthalmology, orthopaedics, and prescribes the curricula and syllabi. Many institutions offer obstetrics and gynaecology. the Ayurvedacharya, or Bachelor of Ayurvedic Medicine and Surgery (BAMS) degree, which involves five-and-a-half A higher-level Doctor of Medicine (DM) program involves years of full-time study, including a clinical internship of six three years of full-time study following the completion of an or 12 months. MD. Students can choose from 12 fields of specialization such as cardiology, immunology, medical oncology and The Bachelor of Veterinary Science and Animal neurology. TheMaster of Chirurgie (MCh) (French for Husbandry (BVSc&AH) is the minimum educational “surgery”) program involves three years of full-time study qualification to become a veterinary doctor. The Veterinary following the completion of an MS (or an MD in some Council of India, a statutory body established under the cases). Students can choose from ten fields of specialization Ministry of Agriculture, prescribes the program structure such as cardiovascular and thoracic surgery, urology, and syllabus for this degree. neurosurgery and surgical oncology. The program involves five years of full-time study, including The Bachelor of Dental Surgery (BDS) involves five a six-month internship, with a total of 188 credits. Earlier years of full-time study, including one year of internship. programs may have been four-and-a-half years. Entry is Individuals with an MBBS may be able to complete based on the completion of higher secondary school or its the program in three years. The Dental Council of equivalent, including physics, chemistry and biology. After India prescribes the curriculum structure, syllabi and completing both coursework and internship, students can examination scheme for the BDS program. Students take earn the BVSc&AH degree and full registration with the a professional examination at the end of each of the first VCI or state veterinary council to practise as a veterinary four years. These are known as the first, second, third doctor. Postgraduate programs such as the two-year and final BDS examinations. After passing the final BDS Master of Veterinary Science (MVSc) provide options of examination, students must undergo a one-year rotating specialization. internship. The BDS degree entitles an individual to work in general dental practice. Postgraduate study is required Management for specialization. Management education is offered in the form of bachelor’s degree, master’s degree, postgraduate diploma, and PhD The one-year postgraduate diploma in dentistry requires programs by universities, university-affiliated colleges and a BDS and a specified period of related work experience non-university institutions. The AICTE is responsible for for admission. Students may choose from eight areas of certifying management programs in India. specialization including prosthodontics, periodontics, oral surgery, conservative dentistry, orthodontics, community A bachelor’s degree in management, such as the Bachelor dentistry, pedodontics and oral medicine and radiology. of Business Administration (BBA), Bachelor of Business Management (BBM) or Bachelor of Business Studies The Master of Dental Surgery (MDS) involves at least (BBS), involves three years of full-time study following two years of full-time study, with entry based on the the completion of higher secondary school (Class 12). completion of a BDS. Students may choose from nine areas Some institutions require applicants to pass an entrance of specialization including prosthodontics, periodontics, examination. oral and maxillofacial surgery, conservative dentistry, orthodontics, oral pathology, community dentistry, A variety of master’s programs in management are offered, pedodontics and preventive dentistry and oral medicine and such as the Master of Business Administration (MBA), radiology. the Master of Management Studies (MMS) or the Master of Public Administration (MPA). The MBA There are also extensive programs for teaching the Indian usually involves two years of full-time study following the systems of medicine (Ayurveda, Siddha and Unani Tibb) .36 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

completion of a bachelor’s degree in any discipline. Some programs. Table 27 lists 32 institutions (including the programs also have work experience requirements. Students Indian Institutes of Management) whose PGDM has been may choose one or two areas of specialization such as equated with the MBA degree by the Association of Indian marketing or finance. Admission is usually based on past Universities. academic records, entrance examination scores (such as the Table 27. Institutions whose Postgraduate Management Aptitude Test described on page 29) and an Diploma in Management has been interview. In addition to regular coursework, the program Equated with MBA Degree by AIU contains practical components such as case studies, 1. Amity Business School, Noida (UP) fieldwork and training with an organization approved by the 2. Amrita Institute of Management, Coimbatore university. Students usually undertake a major project in 3. Centre for Management Development, Modinagar (UP) the last semester. 4. Fore School of Business Management, New Delhi Postgraduate certificates or diplomas in management 5. of Business Administration, Noida (UP) cover a wide range of management areas such as general 6. Indian Institutes of Management, Ahmedabad management, financial management, human resource management and international management. Programs 7. Indian Institutes of Management, Lucknow take one, one-and-a-half, or two years full-time to complete 8. Indian Institutes of Management, Indore or up to three years on a part-time basis. Entry is based 9. Indian Institutes of Management, Bangalore on a bachelor’s degree in any discipline, although some 10. Indian Institutes of Management, Kolkata specialized programs such as the Postgraduate Diploma in Agricultural Business Management (PGDABM) or 11. Indian Institutes of Management, Kozhikode the Postgraduate Diploma in Materials Management 12. Indian Institute of Health Management, Jaipur (PGDMM) require a bachelor’s degree in a related area of 13. Institute of Public Enterprise, Hyderabad specialization. 14. Institute of Management Technology, Ghaziabad According to the latest AICTE rules (2007), non- 15. Institute of Technology & Science, Mohan Ngr, Ghaziabad university-affiliated postgraduate programs in management 16. Institute for Integrated Learning in Management, N. Delhi fall into three broad categories: 17. Indian Institute of Forest Management, Bhopal • Postgraduate Diploma in Management (PGDM) 18. Institute of Rural Management, Anand involves two years of full-time study • Postgraduate Diploma in Management for 19. Institute of Finance and International Management, Bangalore Executives (Executive PGDM) involves 15 months of 20. Institute of Management Studies, Ghaziabad full-time study, including 12 months on campus and 21. International Management Institute, New Delhi 3 months of field-based dissertation; applicants must 22. Jagan Institute of Management Studies, Delhi have a minimum of five years relevant managerial or supervisory experience 23. Loyala Institute of Business Administration, Chennai • Postgraduate Certificate in Management (PGCM) 24. Management Development Institute, Gurgaon involves at least one year and less than two years of full- 25. Narsee Monjee Institute of Management Studies, Mumbai time study 26. NIILM Centre for Management Studies, New Delhi Two-year postgraduate diplomas at the prestigious Indian 27. School of Communication & Management Studies, Cochin Institutes of Management, such as the Postgraduate 28. S P Jain Institute of Management & Research, Mumbai Diploma in Management (PGDM) and the Postgraduate 29. T A Pai Management Institute, Manipal Diploma in Information Technology and Management 30. Vaikunth Mehta National Institute of Cooperative Mgt, Pune (PGDITM), are recognized by the Association of Indian Universities and the central government as being 31. Xavier Institute of Management, Bhubaneswar equivalent to university master’s degrees for the purpose of 32. Xavier Labour Relations Institute, Jamshedpur

employment and admission into doctoral-level management Source: Association of Indian Universities; retrieved 8 August 2007 from www.aiuweb.org/activities.htm .37 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The Fellow of IIM is a doctoral-level program offered by a final course. Successful candidates in the final the Indian Institutes of Management that prepares students course examination become ICAI members and may for teaching and research careers in management or related seek employment or set up their own practice. Some disciplines. Applicants must hold a bachelor’s degree in institutions recognize this membership for admission engineering, a master’s degree or an IIM postgraduate into doctoral study. ICAI also offers its members diploma. The program usually involves four years of post-qualification diploma courses in areas such as full-time study. After two years of coursework, students management accountancy, corporate management and must pass a comprehensive qualifying examination and tax management. These diplomas are considered by the must complete and defend a thesis. Holders of a master’s AIU as equivalent to a master’s degree if the holder has degree or an IIM postgraduate diploma may request direct earned a bachelor’s degree previously. admission into the second year. The Fellow of IIM is • The Centre for Management Education of the recognized by the Association of Indian Universities and All-India Management Association offers various the central government as equivalent to a PhD. programs in management, including a six-month advanced diploma, a one-year professional diploma, a Professional qualifications two-year postgraduate diploma and a PhD in Business Professional bodies in disciplines such as engineering, Administration (since 2000, in collaboration with architecture, management and accounting award Aligarh Muslim University). memberships and/or diplomas, some of which are not Other notable professional bodies include: only recognized for employment purposes but are also considered equivalent to academic credentials earned • Indian Institute of Chemical Engineers through the higher education system. Membership is • Indian Institute of Metal usually awarded at several levels, based on education • Institute for Financial Management and Research completed, success at the qualifying examination and • Institute of Chartered Financial Analysts of India professional experience. Following are some examples: • Institute of Cost and Works Accountants of India • The Institution of Engineers (India) offers a variety • Institute of Electronics and Telecommunications of individual and institution memberships. Completion Engineers of the Section A and Section B Examinations • National Council for Hotel Management and Catering for Associate Membership (renamed Graduate Technolog y Membership on 1 February 2006) is considered equivalent to a bachelor’s degree in engineering for • National Council of Cement and Building Materials employment purposes and for admission into further • National Institute for Entrepreneurship and Small education. The IEI also offers postgraduate diploma Business Development programs in selected engineering disciplines in • National Institute of Industrial Engineering collaboration with a deemed university. • National Productivity Council • The Indian Institute ofA rchitects offers memberships of different levels including students, licentiates, associates and fellows. It administers examinations Teacher Education twice a year for associate membership candidates. The associate membership, known as Associate of the Overview Indian Institute of Architects (AIIA), is recognized by Modern teacher education began in India during the the central government as equivalent to a Bachelor of British rule, with the first training institute for elementary Architecture degree for employment purposes. schoolteachers established in 1856. The Indian Education Commission of 1882 approved the introduction of separate • The Institute of Chartered Accountants of India courses for the training of elementary and secondary conducts a scheme of education and training for the schoolteachers. Training colleges affiliated with universities profession of chartered accountants including entry were established to offer one-year programs such as the level courses, a professional competency course and Bachelor of Education, the Bachelor of Training and the .38 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Licentiate in Teaching (considered equivalent to a BEd). A system of centrally sponsored teacher education institutions is in place. Examples include: Teacher education has expanded rapidly since Independence. The total number of schoolteachers grew • District Institutes of Education and Training: Under from less than one million in 1950 to nearly six million in the guidance of State Councils or Directorates of 2003 (2.1 million primary; 1.6 million upper primary; 2.0 Educational Research and Training, they offer diploma million secondary and higher secondary schoolteachers). programs in elementary teacher education • Institutes of Advanced Studies in Education (IASEs) Administration • National Institute of Education (NIE): As a constituent The National Council for Teacher Education was first unit of the National Council of Educational Research established in 1973 as an advisory body to the central and and Training, the NIE in New Delhi conducts research state governments on teacher education. The National on pedagogy, prepares curricular and supplementary Policy on Education of 1986 (revised in 1992) stipulates materials, undertakes experiments at all stages of that education of comparable standards should be made school education and provides in-service training for available throughout the country. Following the enactment educational administrators and teacher educators of the National Council for Teacher Education Act of • Five Regional Institutes of Education: Formerly known 1993, NCTE was granted statutory status in 1995, with as Regional Colleges of Education, the RIEs are also powers to formulate regulations and norms for teacher constituent units of the NCERT and affiliated with education and recognize teacher education institutions. It universities. They serve as regional resource centres for has published curriculum frameworks for teacher education school education and teacher education, conducting in 1978, 1988, 1998 and 2006 (draft). research and offering innovative pre-service and in-service courses such as the four-year integrated The NCTE Act applies to all of India except the state BA BEd, BSc BEd and BCom BEd programs. of Jammu and Kashmir. Degrees in teacher education from Jammu and Kashmir are accepted for employment purposes by the central and state governments, while Teacher certification their recognition for the purpose of admission into The state departments of education have jurisdiction over higher academic programs is determined by the states or the granting of certificates or diplomas to elementary universities concerned. (Classes 1 through 8) teachers. The BEd degree, required for teaching at secondary and higher secondary schools The National Council of Educational Research and (Classes 9 through 12), is issued by universities. There is no Training is an apex body that assists and advises central separate professional certification process for teachers. and state government on all matters relating to school education. Through its constituent units, such as the Only those who have obtained teaching certificates by National Institute of Education and Regional Institutes of studying at NCTE-recognized institutions are legally Education, it also plays an important role in coordinating eligible for employment in government-supported schools. and promoting pre-service and in-service teacher The NCTE website provides a list of recognized teacher education at all levels of school education as well as in education institutions. vocational education, , guidance For many years after Independence, teacher education and counselling, and . State Councils or programs in India varied from state to state in terms Directorates of Education Research and Training play a of structure, length of study and entry requirements. similar role at the state level. In 2001 the National Council for Teacher Education published regulations on the minimum qualifications for Types of institutions the recruitment of schoolteachers, to be fully implemented Teacher education is provided by university education within three years. The regulations apply to all formal departments, university-affiliated colleges, open schools established, run, aided or recognized by central or universities, and dedicated elementary and secondary or state governments for imparting education at elementary, higher secondary teacher education institutions. secondary and higher secondary stages. .39 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 28. Minimum Qualifications for Recruitment According to NCTE regulations, pre-service programs for of Teachers in Schools—NCTE, 2001 teaching children aged four to six involve one year of full- Minimum Academic and time study, including 150 days of instruction plus at least Level Professional Qualifications 30 days of internship, with entry based on the completion Class 10 plus Diploma or Certificate in of secondary school (Class 10). However, early programs Preschool or Preschool Teacher Education program of Aged 4–6 varied from state to state, lasting from less than a year up Nursery at least one year duration or to two years, with entry based on the completion of either Class 12 plus BEd (Nursery) Class 10 or Class 12. Class 12 with marks of at least 45% Preschool plus Diploma or Certificate in Nursing Examples of exit credentials at the certificate or diploma or Nursery Aged 4–8 Teacher Education program of at least level include: followed by two years duration or Classes 1–2 • Pre-Primary Teaching Certificate Class 12 plus BEd (Nursery) • Diploma in Preschool Education Class 12 plus Diploma or Certificate in Basic Teachers’ Training of at least two • Diploma in Early Childhood Care and Education years duration or • Nursery Teacher Training Certificate Elementary Class 12 plus Diploma or Certificate in (Primary Academic Elementary Teachers’ Training for at plus Upper Subjects The last of these, the Nursery Teacher Training Certificate, least two years or Primary allows its graduates to teach children aged four to eight at or Middle Bachelor of Elementary Education or nursery schools that integrate preschool education with the School) Bachelor of Education or equivalent teaching of Classes 1 and 2 of the (lower) primary stage. Physical Class 12 plus Certificate of Physical According to NCTE regulations, the Nursery Teacher Education Education of at least two years duration Training Certificate program involves two years of full- Bachelor of Education or equivalent or time study, including 150 days of instruction per year plus Academic Four-year integrated BScBEd or at least 30 days of internship, with entry based on the Secondary Subjects equivalent (High School) completion of Class 12 with marks of at least 45 per cent. Physical Postgraduate Bachelor of Physical Education Education or equivalent Some institutions offer programs that combine preschool Master’s degree in relevant subject plus teacher education with (lower) primary teacher education. Academic BEd or equivalent or Such a program leads to a certificate or diploma, such as the Higher Subjects Two-year integrated MScMEd or Diploma in Preschool and Lower Primary Education, which or Senior equivalent enables its graduates to teach at both preschool and lower Secondary Physical Master of Physical Education primary (Classes 1 through 5) levels. Education Source: National Council for Teacher Education; retrieved 19 June 2007 from www.ncte-in.org/NCTEACT/ Preschool and nursery teacher education is also available chp15.htm at the university level through the one-year postgraduate Bachelor of Education (BEd) with specialization in Nursery Preschool and Nursery Teachers Teacher Education or Early Childhood Care and Education. (Children Aged Four to Six) Teacher educators for certificate or diploma level preschool Preschool and nursery education for children aged four teacher education programs must have: to six is non-compulsory. Preschool and nursery teacher • BEd, BEd (Nursery), Bachelor of Elementary education trains teachers for teaching at preschool facilities Education or such as nurseries, , preparatory schools • Diploma in Preschool and Lower Primary Education or and Early Childhood Care and Education centres. It is Diploma in Elementary Education mostly provided by private institutions that do not receive government funding. .40 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Elementary Teachers Teacher educators for certificate or diploma-level (Classes 1 through 8) elementary teacher education programs must have: • MEd or MA (Education) with marks of at least 55 Elementary education, consisting of lower primary (Classes per cent (preferably with specialization in elementary 1 through 5) and upper primary (Classes 6 through 8) education) or levels, is compulsory. Elementary teacher education is • Master’s degree with marks of at least 55 per cent in offered by teacher training institutes, colleges of elementary relevant school subjects plus a Bachelor of Elementary teacher education, district institutes of education and Education or a Bachelor of Education (preferably with training, universities and private institutes. specialization in elementary education), plus five years According to NCTE regulations, pre-service certificate experience teaching at recognized elementary schools or diploma-level programs for elementary teachers involve two years of full-time study, including 150 days of Secondary and Higher Secondary instruction each year plus at least 30 days of internship, with entry based on the completion of Class 12. Some Teachers (Classes 9 through 12) states were allowed to operate, until the 2004–05 academic Secondary and higher secondary teacher education is year, programs of shorter duration and having a lower provided by universities and the five Regional Institutes entry requirement (one year of full-time study following of Education. Teaching at secondary schools (Classes the completion of Class 10) that had existed before the 9 through 10) requires a BEd in Secondary Education. enactment of the NCTE Act in 1993. Teaching at higher or senior secondary schools (Classes 11 through 12) requires a BEd in Secondary Education and a Examples of exit credentials issued for elementary teacher master’s degree (MA, MCom, MSc or MEd). education programs at the certificate or diploma level include: The Bachelor of Education (BEd) can be earned either as • Basic Teaching Certificate a one-year postgraduate bachelor’s degree, with entry based • Primary Teaching Certificate on the completion of a first bachelor’s degree (BA, BSc or • Teacher Training Certificate BCom) or as an integrated four-year course, with entry • Diploma in Teacher Education based on the completion of higher secondary school (Class • Diploma in Basic Education 12). One may also obtain a BEd after completing the first • Diploma in Education year of a two-year Master of Education (MEd) program. • Diploma in Elementary (Teacher) Education According to NCTE regulations, the postgraduate BEd in Secondary Education involves one year of full-time study, See Appendix C.10 for a sample program structure for the including 150 days of instruction plus at least 30 days of two-year Diploma in Elementary Teacher Education. internship, following the completion of a bachelor’s or Elementary teacher education at the university level is master’s degree with marks of at least 45 per cent. Where available through the one-year postgraduate Bachelor the postgraduate BEd is offered through correspondence of Education (BEd) with specialization in elementary or other distance learning mode, the length of study is education or the newer four-year integrated Bachelor of usually two years. See Appendix C.12 for a sample program Elementary Education (BElEd). Where the postgraduate structure for the postgraduate BEd. BEd is offered through correspondence or other distance Institutions currently offer the same BEd program for learning mode, the length of study is usually two years. training secondary teachers and higher secondary teachers. According to NCTE regulations, the integrated Bachelor of The most recent Curriculum Framework for Teacher Elementary Education (BElEd) involves four years of full- Education (2006) proposes separate curricula for secondary time study, including 16 weeks of internship in the fourth teacher education and higher secondary teacher education, year, following the completion of Class 12 with marks of at which is further divided into academic and vocational least 50 per cent. See Appendix C.11 for a sample program streams. NCTE also envisages increasing the duration of structure for the BElEd. the postgraduate BEd program from one year to two years of full-time study. .41 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The Master of Education requires one year of full-time possessing National Cadet Corps C Certificate or basic study following the completion of a BEd or two years of course in adventure sports full-time study following the completion of a BA, BSc or • Bachelor’s degree plus one-year training program BCom. The completion of the first year of the two-year in such areas as sports science, sports management, MEd program leads to the award of a postgraduate BEd. sports coaching, yoga, Olympic education or sports journalism. According to NCTE regulations, the MEd program involves one year of full-time study following the completion of the The Master of Physical Education degree involves two BEd with marks of at least 55 per cent. There shall be at years of full-time study following the completion of a least 180 working days, including internship and four weeks postgraduate BPEd or three-year BPE with marks of at least of field visit for dissertation. Only university departments 50 per cent. and institutions offering BEd programs are eligible to run the MEd program. Two-year part-time MEd programs for Technical and Vocational in-service teachers and educational administrators with at least two years of related work experience are also offered Education by some university departments and Institutes of Advanced Trade instructors Studies in Education. See Appendix C.13 for a sample The Directorate General of Employment and Training of program structure for the MEd. the Ministry of Labour and Employment is responsible for training instructors for Industrial Training Institutes Physical Education and for trade apprentices of the Apprenticeship Training While pre-service education for teachers in specialized Scheme. Training programs, including both a one-year areas such as vocational education and special education course and short-term refresher courses, are offered by come in the form of BEd specializations, such as a BEd in the Advanced Training Institutes at Ludhiana, Kolkata, Special Education, there are separate programs for training Hyderabad, Mumbai and Kanpur, and Central Training teachers of physical education. Institute for Instructors at Chennai.

According to NCTE regulations, teachers of physical The one-year course for trade instructors provides training education at the elementary stage are required to have a in both skill development and principles of teaching. Certificate of Physical Education (CPEd). The CPEd Successful completion of the program leads to the involves two years of full-time study following the Instructor Training Certificate (ITC). Entry is based on completion of higher secondary school with marks of at one of the following: least 45 per cent. There should be 150 days of instruction • Engineering diploma each year plus at least 30 days of internship. • National Apprenticeship Certificate Teachers of physical education at the secondary stage are • National Trade Certificate plus one year of related required to have a postgraduate Bachelor of Physical work experience Education (BPEd). Physical education teachers at higher secondary schools must hold a Master of Physical The TA I at Hyderabad and the Central Training Institute Education (MPEd) or equivalent. for Instructors at Chennai offer the equivalent of the one- year course in three separate modules: The BPEd involves at least one year of full-time study, • Trade Technology (six months) although the NCTE plans to increase the duration to two • Trade Methodology and Principles of Teaching (three years. Entry is based on one of the following: months) • three-year Bachelor of Physical Education • Engineering Technology (three months) • Bachelor’s degree plus having represented the state or university in sports, games or athletics Teacher education for polytechnic instructors • Bachelor’s degree plus first, second or third position To promote polytechnic education, Technical Teachers’ in inter-collegiate sports, games or tournaments or .42 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Training Institutes were established in 1967 at Bhopal, • Pharmacy Calcutta, Chandigarh and Madras. Later renamed • Hotel Management and Catering Technology National Institutes of Technical Teachers’ Training and • Applied Arts and Crafts Research, they conduct pre-service (“induction”) and short- term, in-service (“staff development”) training programs Technical education at the sub-degree level, sometimes for polytechnic teachers in engineering and technology, called technician education, is mainly conducted by instructional methodology and education management. polytechnics in the form of three-year diploma courses in They are also involved in educational research, promoting engineering and technology, with entry normally based on industry–school interaction and development of curriculum the completion of secondary school (Class 10). Holders of and instructional materials. a diploma in engineering and technology may be allowed lateral entry into the second year of a four-year Bachelor of One of their long-term programs is the 1.5-year (three- Engineering or Bachelor of Technology program. semester) Master of Technical Education, recognized by AICTE as a desirable qualification for teaching and Some polytechnics and colleges offer higher diplomas, administrative posts at polytechnics. Entry requirements often called post diplomas or advanced diplomas, which include a BE or BTech in First Class and three years of take one to two years to complete, with entry based on related work experience. the completion of a first diploma or a bachelor’s degree. In some cases, when combined with a first diploma in the Examples of other long-term programs offered by the same field of study, a higher diploma may be considered NITTTRs include: equivalent to a bachelor’s degree for employment purposes. • Diploma in Technical Teaching Some professional associations offer memberships that are • Bachelor of Technology (Education) considered equivalent to a diploma or higher diploma in • Master of Technology (Education) technical education. • Master of Technology (Human Resource Development) Vocational education • Master of Engineering (Education) Vocational education in India generally refers to programs from secondary school to university levels that prepare • PhD in (Interdisciplinary) students for employment or self-employment in various See Appendix C.14 for a sample program structure for the technical and non-technical sectors. Master of Engineering (Education). While work-related education is an integral part of school curriculum at all stages, vocational education in the Technical and Vocational form of specialized vocational subjects is first introduced Education in secondary school (Classes 9 through10). The higher secondary stage (Classes 11 through 12) divides into the Overview academic stream and the vocational stream, with the latter enrolling about five per cent of the students. The Technical education vocational stream prepares students for employment or self- Technical education in India refers to programs ranging employment in “unorganized” or unregulated sectors. from sub-degree (certificate or diploma) to postgraduate For employment in the designated trades, the Craftsmen levels in technical fields that fall under the purview of the Training Scheme offers programs lasting from six months All-India Council for Technical Education as stipulated by to three years mainly at industrial training institutes, with the AICTE Act of 1987: entry usually based on completion of secondary school. • Engineering and Technology Successful completion of craftsmen training leads to the • Management National Trade Certificate or State Trade Certificate. • Computer Applications Further training in the trades is available through the • Architecture and Town Planning .43 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Apprenticeship Training Scheme, with programs lasting from elementary school (Class 8) to bachelor’s degree. from six months to four years. Successful completion of trade apprenticeship training leads to the National Vocational education at the university level is available Apprenticeship Certificate. The Apprenticeship Training through programs such as BA, BSc and BCom in Scheme in India not only covers training in the designated vocational studies. trades, but has been expanded to include on-the-job training in various technical and vocational fields at levels ranging

Figure 3. Outline of Technical and Vocational Education System

Postgraduate Diploma (1–2 Years) Post or Advanced Diploma (1–2 Years)

Bachelor’s Degree (4–5 Years) Diploma (2–3 Years)

National Apprenticeship Certificate (0.5–4 Years)

Higher Secondary School (10+2 Years) National or State Trade Certificate (0.5–3 Years)

Secondary School (10 Years)

Elementary School (8 Years)

Administration vocational training system, which includes training The development of vocational education and training is the programs for craftsmen, apprentices and instructor joint responsibility of the central and state governments. trainees. The operation of the training schemes, including The central government, mainly through the Ministry the administration of Industrial Training Institutes, rests of Labour and Employment, develops training schemes largely with the state governments. at the national level, formulates policies and guidelines, The National Council for Vocational Training, established sets standards and norms, and conducts examinations. in 1956, is the agency that advises the central government The Directorate General of Employment and Training of on vocational training policy and coordinates training the Ministry of Labour and Employment is responsible programs throughout the country. It prescribes standards for implementing vocational training policies at the and curricula for craftsmen training and conducts both national level. It develops and implements the national the All-India Trade Test that awards the National Trade .44 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Certificates and the All-India Apprenticeship Test that vocational subjects, although introduced at the secondary awards the National Apprenticeship Certificates. It also stage in some schools, are mostly available at the higher approves government and private training institutions. secondary stage. The council is chaired by the Minister of Labour and Employment and consists of representatives from central Secondary stage vocational education and state governments, employers and workers. State Some schools introduce specialized vocational subjects at Councils for Vocational Training are constituted for the the secondary stage. For example, a number of technical same purpose by respective state governments. and industrial arts and crafts schools located mainly in the The National Council of Educational Research and Training states of Andhra Pradesh, Karnataka, Kerala, Maharashtra advises the central and state governments on academic and Gujarat offer vocational subjects in addition to the matters relating to school education. It formulates the general curriculum that prepares students for the secondary National Curriculum Framework and develops syllabi and school certificate examination. Students may choose to textbooks for schools. It also coordinates development and learn the theory and practice of a trade such as carpentry, standards in education, including courses welding, plumbing or building construction. They are for the vocational stream of the higher secondary stage. usually called pre-vocational programs. After completing such a program, students generally continue their study The All-India Council for Technical Education is at a higher secondary school or polytechnic rather than responsible for planning, developing and maintaining immediately seeking employment in vocational fields. standards in technical education at all levels ranging from certificates and diplomas to postgraduate degrees. It Higher secondary stage vocational education prescribes norms and standards for technical education Vocational study as a distinctive stream at the higher programs and provides some model curricula. The AICTE secondary stage (+2) was first proposed in the 1968 Act stipulates that any institution offering technical National Policy on Education. In 1976 a centrally education programs must have AICTE approval. The sponsored scheme for vocational programs at the +2 level AICTE website provides a list of approved institutions and was launched, with support from many state governments. a non-exclusive list of unapproved institutions. However, it encountered difficulties and was discontinued in 1979. The 1986 NPE reiterated that vocational education State governments administer the polytechnics that provide should be a distinct stream normally provided after the technical education at the certificate and diploma level. The secondary stage (Class 10) but might be made available State Directorates of Technical Education are responsible after Class 8. A centrally sponsored scheme for vocational for funding, policy and administration of polytechnics. In programs known as the “vocationalization of secondary many states the directorates are complemented by boards or education” was initiated in 1988, with financial provision councils of technical education. These boards have academic from the central government. The 1986 NPE envisioned functions such as curriculum development, conducting that vocational education would be expanded to cover 25 of examinations, awarding of diplomas, and institutional per cent of higher secondary students by 2000. Due to the evaluation, accreditation and certification. perceived inferior status of vocational education, however, only about five per cent of higher secondary students chose Vocational Study in the vocational stream in 2000. School Education As school education has evolved largely at the state level, General work-based education is an integral part of the vocational education at the higher secondary stage shows school curriculum in all the states and union territories. variations in terms of administrative structure, curriculum It is known by a variety of names such as work education, and educational provider (that is, higher secondary schools, socially useful productive work (SUPW) or life-oriented colleges or vocational education institutes). There is no education. It involves children in a variety of production or problem, however, in equivalence across states as students service-oriented activities to develop work-related attitudes in the vocational stream generally sit the same higher and values as well as vocational proficiency. Specialized secondary certificate examinations conducted by the .45 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

state boards as those in the academic stream. Since the Compulsory subjects for CVE-12 include: implementation of the National Policy on Education of • English: Paper I and Paper II 1986, most states have brought their vocational education • General Foundation, Industrial Sociology and structure within the National Curriculum Framework. Entrepreneurship

The National Curriculum Framework of 2000 divides Optional subjects for CVE-12 include: the higher secondary stage into the general or academic • Mechanical Engineering Technician stream and the vocational stream. In the academic stream, work education is listed as a component of the foundation • Civil Engineering Technician courses. This includes the Generic Vocational Course that • Telecommunication Engineering Technician cuts across various vocations and aims at developing the • Computer Theory and System Analyst employment-related generic skills needed by an educated • Business Studies workforce regardless of a person’s occupation. • Air Conditioning and Refrigeration The vocational stream spends about 15 per cent of • Offset Printing Technician instructional time on language(s) and another 15 per cent • Graphic Designing Technician on general foundation courses. The remaining 70 per cent • Physical Education of instructional time is devoted to vocational electives, • Crèche and Pre-primary School Management which are designed as self-contained modules covering both • Hospitality Management theoretical aspects or basic scientific principles and practical operational details. They aim at developing the skills and • Exterior and Interior Design required for employment in a specific occupation • Office Assistant or group of occupations, and for self-employment and entrepreneurship. Students can choose from a large Craftsmen Training Scheme number of courses grouped into broad areas of study such as agriculture, engineering and technology (including Craftsmen training at Industrial Training Institutes information and communication technology), business The Ministry of Labour initiated the Craftsmen Training and commerce, home science, humanities, and health and Scheme in 1950 by establishing about 50 Industrial paramedical services. Training Institutes to train semi-skilled and skilled workers. Currently India has a network of 4,971 ITIs, The vocational stream also provides opportunities for of which 1,869 are government run and 3,102 privately part-time and evening study and caters to the needs of run, having a total enrolment of 718,000. Training at socially disadvantaged groups such as out-of-school girls government ITIs is either provided free or for a nominal and the scheduled castes and tribes. On completion of the fee. Candidates for training should usually be between vocational stream of higher secondary education, students 14 and 25 years of age. Guidelines are in force to reserve sit external examinations administered by the state board or places for candidates from disadvantaged groups, such as one of the three All-India boards. the scheduled castes and scheduled tribes, the physically handicapped and women. Certificate of Vocational Education – Year 12 One of the All-India boards, the Council for the Indian The ITIs impart training in 49 engineering and 49 non- School Certificate Examinations, has created a separate engineering trades according to the Craftsmen Training examination for vocational stream students, the Certificate Scheme. Admission requirements vary from Class 8 to of Vocational Education – Year 12. Candidates may take Class 12, depending on the trade, and training periods this examination after a two-year course beyond the Indian normally last from one to three years, although six-month Certificate of Secondary Education Examination or its training is available for BSc holders in a few trades. See equivalent, through the medium of English. The certificate Appendix A for a complete list of the craftsmen trades is intended to prepare candidates for particular occupations. along with their entry requirements and length of training. .46 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The ITIs that meet the facilities’ standards are granted modular training courses in the following three affiliation by the Directorate General of Education specialized areas; this type of training has the and Training, whose website provides a list of affiliated advantage of adapting readily to the changing needs of ITIs by states and union territories. They must follow industry: the curriculum prescribed by the National Council for • Mechanical group of trades at Haldwani, Uttar Vocational Training, with about 70 per cent of time Pradesh and Chowdwar, Orissa devoted to practical training and 30 per cent to theory. On • Heat Engines group of trades at Jodhpur, Rajasthan completion of their training, students take the All-India • Electrical and Electronics group of trades at Calicut, Trade Test administered by the NCVT to receive the Kerala National Trade Certificate, which is recognized by central and state governments for recruitment to their relevant Advanced vocational training and craft instructor posts and services. Or they can take the State Trade Test training administered by the State Council for Vocational Training Launched in 1977, the Advanced Vocational Training to receive the State Trade Certificate. Candidates’ marks Scheme offers short-term advanced training to upgrade and are indicated only on the provisional certificates issued soon update the skills of serving industrial workers. Training after they pass the test. programs lasting from one to six weeks in selected skill areas Craftsmen training is linked to the Apprenticeship are available from six Advanced Training Institutes under Training Scheme in 92 trades. Those who have completed the DGET and 30 ITIs from various states. The TA Is also craftsmen training at ITIs may be engaged by employers provide training programs for craft instructors at ITIs. for apprenticeship training in the designated trades. Such These include one-year courses, short-term refresher courses trainees are given full credit for the period spent in the ITIs and modular training courses lasting three or six months. and are required to undergo training for the remaining period of apprenticeship only. Apprenticeship Training Scheme

The Apprenticeship Training Scheme in India not only for Trade Apprentices covers training in the designated trades, but has also been The Apprenticeship Training Scheme was first initiated expanded to include on-the-job training in various technical in 1959 on a voluntary basis, followed by the enactment and vocational fields at levels ranging from elementary of the Apprentices Act in 1961 for the training of trade school (Class 8) to bachelor’s degrees. apprentices. It is obligatory for employers in both the public and private sectors with the requisite training facilities to Craftsmen Training Institutes under the engage apprentices. Directorate General of Education and Training The Directorate General of Employment and Training In addition to the ITIs, which are administered by the of the Ministry of Labour and Employment has overall state governments, craftsmen training is also provided by a responsibility for apprenticeship training. It implements number of central and regional institutes under the DGET: the Apprentices Act for trade apprentices at central • Six Model Training Institutes attached to the government departments and undertakings through six Advanced Training Institutes at Ludhiana, Kolkata, Regional Directorates of Apprenticeship Training. The Hyderabad, Mumbai and Kanpur, and the Central Central Apprenticeship Council advises the government Training Institute for Instructors at Chennai on policies and prescribes standards and syllabi for the • National Vocational Training Institute for Women at apprentice training scheme. State apprenticeship advisers Noida, Uttar Pradesh implement the Apprentices Act for trade apprentices at state government departments and undertakings and • Ten Regional Vocational Training Institutes for private enterprises. Women at Mumbai, Bangalore, Tiruvananthapuram, Hissar, Kolkata, Tura, Indore, Allahabad, Vadodara The Apprenticeship Training Scheme for trade apprentices and Jaipur covers a total of 153 designated trades. Entry requirements • Four Model Industrial Training Institutes provide vary from Class 8 to Class 12 and the period of training .47 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

lasts from six months to four years. Apprenticeship Training for graduate and technician apprentices covers training is linked to craftsmen training in 92 trades, with a 101 subject fields such as civil engineering, mechanical reduction in the training period available to ITI graduates engineering, computer engineering, agricultural in relevant trades. engineering, architecture, leather technology and interior decoration. The period of training is one year. Successful Apprenticeship training comprises basic training, shop completion of training leads to a certificate awarded by the floor training and related instruction. Large employers, Ministry of Human Resource Development. Basic Training Centres and ITIs conduct basic training. Employers provide shop floor training. Related Instruction Training for technician (vocational) apprentices covers 94 Centres provide related instruction. Individuals who have subject fields such as accountancy and auditing, banking, completed their apprenticeship training take the All- food preservation, nursing, child care and nutrition, India Apprenticeship Test administered by the National sericulture, agriculture, X-ray technology, dental hygiene, Council of Vocational Training to receive the National dental technology and pharmacy. The period of training Apprenticeship Certificate. The NAC is of a higher grade is one year. Successful completion of training leads to a than the National Trade Certificate and may be given certificate awarded by the Ministry of Human Resource preference in candidate selection for government jobs. Development.

Apprenticeship Training Scheme Overview of Sub-Degree for Non-Trade Apprentices Programs in Technical Education The term “apprenticeship training” in India covers not Technical education at the sub-degree level, mainly only the designated trades but also a wide range of other conducted by polytechnics, includes diploma or certificate technical and vocational fields. The Apprentices Act programs in a wide range of fields under the purview defines apprenticeship training as “a course of training in of the AICTE, such as engineering and technology, any industry or establishment undergone in pursuance of architecture, computer applications, applied arts and craft, a contract of apprenticeship.” Enacted in 1961 for trade and pharmacy. The history of polytechnic education dates apprentices, the act was amended in 1973 and 1986 to back to the early British colonial period, when technical include three other apprentice categories: and engineering schools were established to meet the needs • Graduate apprentices: holders of a bachelor’s degree in for technical personnel. Since Independence, polytechnic engineering and has expanded rapidly to meet the needs of • Technician apprentices: holders of a diploma in industrialization. engineering and technology The AICTE provides a broad framework of norms and • Technician (vocational) apprentices: higher secondary standards for polytechnic education regarding such things graduates of the vocational stream as program structure, facilities and human and financial resources. Program structure and entry requirements may Apprenticeship training is not available to vary, however, from state to state, as the State Councils or • holders of bachelor’s degrees in engineering and Boards of Technical Education set program standards for technology who have at least one year’s job or training polytechnics under their jurisdiction, administer the major experience after obtaining the degree or examinations and award the diplomas. While central and • diploma holders who have gone through the “sandwich state governments fund most polytechnics, hundreds of self- course” that incorporates about one year of industrial financing, for-profit institutions have been set up since the training 1980s; some of these do not have AICTE approval.

The Ministry of Human Resources Development Many institutions offer programs in a variety of disciplines implements the Apprentices Act for graduate, technician such as engineering, electronics, computer science, medical and technician (vocational) apprentices through four Boards laboratory technology, hotel management and catering of Apprenticeship Training at Kanpur, Kolkata, Mumbai technology. There are also a number of single-discipline and Chennai. .48 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

institutes in areas such as leather technology, sugar Post diploma programs generally involve one to one-and-a- technology and textile design. Traditionally, students who half years of full-time study, with entry based on a previous seek admission into polytechnics come from comparatively diploma or bachelor’s degree. Programs are available in poor socioeconomic backgrounds. some specialized areas of engineering and technology or other technical disciplines such as: Diploma courses • Civil Engineering Diploma courses in various technical fields last two to three • Computer Engineering years following the completion of Class 10 or Class 12. • Fashion Technology They aim to train supervised technicians and other middle • Industrial Engineering level technical personnel for a range of professional duties. • Information Technology Successful completion of the programs leads to a diploma awarded by the State Council or Board of Technical • Interior Decoration Education. • Mass Communication • Mechanical Engineering The diploma in engineering and technology generally • Refrigeration and Air Conditioning involves three years of full-time study, with entry based on the completion of Class 10. The state of Rajasthan • Textile Manufacturing requires Class 12 for admission. In Assam and Tamil Nadu, Advanced diploma programs generally involve six months applicants may enter a three-year program after Class 10 or to two years of full-time study, with entry based on a two-year program after Class 12. previous diploma or bachelor’s degree. They are available The diploma in pharmacy involves two years of full-time in some emerging and specialized areas of engineering and study, with entry based on the completion of Class 12. technology or other technical disciplines such as: Before 1994, entry was based on the completion of Class • Die and Mould Making 10. The diploma in library science also involves two years of • Tool Engineering full-time study following the completion of Class 12. • Hospital Engineering and Application Diploma courses in a few technical areas, including • Plant Maintenance Engineering architecture and town planning, hotel management and Postgraduate diploma programs generally involve one to catering service, modern office practice and computer one-and-a-half years of full-time study, with entry usually engineering, involve three years of full-time study following based on a bachelor’s degree. With a few exceptions such as the completion of Class 12. the two-year postgraduate diplomas from Indian Institutes Diploma programs are also available in other technical fields of Management, postgraduate diploma holders do not such as interior design, textile design, travel and tourism, have advanced standing when applying to master’s degree secretarial studies and medical laboratory technology. programs. Postgraduate diplomas from polytechnics are Program length is usually two or two-and-a-half years available in a few specialized fields such as: following the completion of Class 10. • Television Technology • Textile Chemistry Higher Diplomas • Water Resource Development Polytechnics and other institutions also offer higher-level • Industrial Management diplomas that require six months to two years to complete, with entry based on a previous diploma or bachelor’s degree. Engineering and technology They may be calledPost Diplomas, Advanced or Advance In most states, the diploma in engineering and technology Diplomas or simply Diplomas. Where entry must be based involves three years of full-time study following the on a bachelor’s degree, the program is called a Postgraduate completion of Class 10. The AICTE prescribes the Diploma or a Post BSc Diploma, as the case may be. guidelines shown in Table 29 regarding the program structure of the diploma in engineering and technology. .49 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 29. AICTE Guidelines for Three-Year Diploma sandwich pattern, which incorporates industrial training in Engineering and Technology between semesters and lasts three-and-a-half to four years. Components and Time Allocation Description Holders of the diploma in engineering and technology may General Studies Courses in general studies may be related to seek employment, for example, by undertaking a one-year (5 to 10%) supervisory, management and communication “technician apprentice” training through the Apprenticeship skills, and should include areas of social and economic concern such as environmental Training Scheme. They can also pursue further education protection, energy conservation, productivity at universities or through professional associations such as and quality, safety and entrepreneurial the Institution of Engineers (India). Some universities allow development. A general course on computer lateral entry into the second year or third semester of a literacy and computer applications should also be included. bachelor of engineering or technology program in the Applied Sciences Courses include mathematics, physics, same field. (10 to 15%) chemistry and other relevant science disciplines. Topics for these courses will be Business and management chosen depending on their importance for further study of basic and applied courses in Modern in India began during the engineering and/or technology, as well as to British rule, with the first college-level business schools help the students pursue higher-level studies in chosen areas. established in the early 20th century. After Independence, the government introduced the commerce stream at the Basic Engineering and Courses include engineering drawing, Technology workshop practice, applied mechanics, higher secondary level. Traditionally, business education (20 to 30%) strength of materials, fluid mechanics and programs such as the BCom focused on the commercial side basic elements of allied disciplines. of business and emphasized skills and knowledge relating Applied Engineering and Includes the core studies relevant to to business transactions and processes. The 1980s saw the Technology the specific discipline meant to develop emergence of management education (such as the MBA and (40 to 55%) competencies required by the profession. Project work provides the opportunity for the BBA), which focuses on overall business functions and students to develop an understanding of the management principles and prepares students for executive interrelationship between courses and to level positions. The AICTE prescribes norms and standards apply the knowledge gained in a way that enables them to develop and demonstrate for various levels of management education. Following are higher order skills. Industry–Institution some examples of business and management programs at interaction should be an integral component the sub-degree level: of curriculum wherever possible. • The Diploma in Hotel Management and Catering Specialized Courses These courses provide for specialization in (Electives) an area of the student’s choice and should Technology involves three years of full-time study (5 to 10%) cover new and emerging areas of technology. following the completion of Class 12. The program Examples include such courses as: is available at some polytechnics and the National Environmental Engineering (Civil) Computer Aided Manufacture (Mechanical) Council for Hotel Management and Catering Automatic Controls (Electrical) Technology. The council is planning to offer a Microprocessors (Electronics) one-year Post Diploma in Hotel Management and Source: All-India Council for Technical Education; retrieved 1 June 2007 from www.aicte.ernet.in/1-5%20_ technician.htm#3 Catering Technology for three-year diploma holders, which will be considered equivalent to a four-year The state board or council of technical education conducts bachelor’s degree in Hotel Management and Catering major examinations and awards the diplomas. See Technology. Appendix C.7 for two sample program structures of the • The Diploma in Modern Office Practice involves three-year diploma in civil engineering from the states of three years of full-time study, including six months of Kerala and Punjab, respectively. industrial training, following the completion of Class 12. See Appendix C.8 for a sample program structure. In addition to three-year full-time programs, part-time programs lasting up to four years, through evening school The Centre for Management Education of the All-India or distance learning are also available for students already Management Association offers the following certificate in the workforce. Some full-time courses are available in the and diploma programs in management: .50 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

• The Advanced Diploma in Management is offered information systems and insurance. A certificate is in various areas of management including finance, awarded upon completion of each module: marketing, human resource development and enterprise management. Entry is based on a three-year diploma or 1. Diploma in Management (Module 1) a bachelor’s degree in any discipline. The program takes 2. Advanced Diploma in Management (Module 2) six months full-time to complete, although students are 3. Professional Diploma in Management (Module 3) allowed a maximum of one-and-a-half years to complete 4. Postgraduate Diploma in Management (Module 4) all assignments and case studies. Computer education • The Postgraduate Certificate in Management is offered in the areas of human resource development, India boasts a booming information technology sector, international business, marketing, finance, retail with computer education constituting an important part management, travel and tourism, and pharmaceutical of the education system. Programs ranging from sub- marketing. Entry is based on a three-year diploma or a degree to postgraduate levels are offered by universities, bachelor’s degree in any discipline. The program takes university-affiliated colleges, professional associations, one year, comprising two six-month modules. polytechnics and private computer institutes. The following table gives some examples of computer programs and their • Postgraduate Diploma in Management entry is based usual length and entry requirements. Generally speaking, on a bachelor’s degree in any discipline. The program programs in computer applications and information takes two years, comprising four six-month modules. technology deal with the applied part of computing and The first, second and fourth modules are common to all admit students from various backgrounds, while other students, while the third module provides the option programs such as computer science, computer science and to specialize in one of seven areas: marketing, finance, engineering, and software engineering require previous international business, human resource, operations, computer education for admission into higher level courses.

Table 30. Examples of Computer Education Programs Length Program (years) Entry Requirements Department of Electronics Accreditation of Computer Courses (DOEACC) O, A, B, C level courses 1–3 Varies—see Table 31 Diploma in Computer Applications (DCA) 1 Class 12 Diploma in Computer Science and Engineering (DCSE) 3 Class 10 with Science subjects Bachelor of Computer Applications (BCA) 3 Class 12 with Math BSc in Computer Science 3 Class 12 with Math Bachelor of Computer Science and Engineering (BCSE) 4 Class 12 with Science subjects BE or BTech in Computer Science 4 Class 12 with Science subjects Postgraduate Diploma in Computer Applications (PGDCA) 1 Bachelor’s degree (plus Class 12 Math) Postgraduate Diploma in Computer Science (PGDCS) 1 Bachelor’s degree (plus Class 12 Math) Postgraduate Diploma in Software Engineering (PGDSE) 1 BSc in Computer or Math Master of Computer Applications (MCA) 3 Bachelor’s degree plus Class 12 Math or Bachelor’s paper in Math MSc in Information Technology 2 Bachelor’s degree plus Class 12 Math MSc in Computer Science 2 BSc in Computer Science MTech in Computer Science 1.5–3 BE, BTech, BSc (Engg), MSc, MCA or AMIE associate membership PhD in Computer Science 3–5 ME, MTech, MSc, BE or BTech .51 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Diploma programs in computer science and engineering, bachelor’s degree, although some programs admit diploma available at polytechnics and university-affiliated colleges, holders. involve three years of full-time study, with entry usually based on the completion of Class 10 with science subjects. Department of Electronics Accreditation of Diploma programs in computer applications, usually Computer Courses available at university-affiliated colleges, involve one year of India has hundreds of private computer training full-time study, with entry based on the completion of Class institutes offering a wide range of courses from computer 12. See Appendix C.9 for sample program structures of fundamentals to advanced computer languages. Course the Diploma in Computer Engineering and the Diploma in content and teaching quality vary greatly from institute Computer Applications. to institute. The DOEACC society grants accreditation The polytechnic diploma may be followed by a post to private computer institutes that meet prescribed norms diploma, sometimes called post-polytechnic diploma, which and standards for conducting specified levels of courses. involves one to one-and-a-half years of full-time study. Founded in 1994, the DOEACC is an autonomous body of the Department of Information Technology (formerly Some professional associations offer diploma-level the Department of Electronics) of the Ministry of memberships that can be obtained by passing an Communications and Information Technology. DOEACC examination administered by the association. For example, accreditation is a joint scheme of the All-India Council for the Institution of Electronics and Telecommunications Technical Education and the Department of Information Engineers offers a diploma level membership (DipIETE) Technolog y. in the computer science and engineering streams, which is recognized by the government of India as equivalent to a Under the DOEACC scheme there are four main levels diploma for employment purposes. of courses (O, A, B, C) conducted by accredited private institutes as well as by ten DOEACC centres located in Universities, university-affiliated colleges, IITs and Aurangabad, Aizawl, Calicut, Chandigarh, Gorakhpur, some professional associations and polytechnics offer Tezpur–Guwahati, Imphal, Kolkata, Jammu–Srinagar and postgraduate diplomas in computer education. They usually Kohima. The DOEACC website provides lists of accredited involve one year of full-time study with entry based on a institutes for different levels of courses. .52 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 31. DOEACC-Accredited Computer Courses Examination Eligibility Applicants from Course Level Equivalence Accredited Institute Direct Applicants Length Career Path Foundation level Class 12 or Class 12 plus 1 year relevant 1 year Assistant course in Computer Class 10 plus ITI or experience or Programmer Applications: Completion of 2nd year of polytechnic Class 10 plus ITI plus 1 year relevant EDP Assistant O recognized by engineering diploma experience or Web Designer government of India for Followed by completion of Level O course NCVT certificate inD ata Preparation Lab Demonstrator employment purposes in each case & Computer Software Advanced Diploma in Level O certificate or Level O certificate plus 1 year 1 year Programmer Computer Applications Class 10 plus polytechnic engineering relevant experience or Web Administrator (ADCA): recognized by diploma or Polytechnic engineering diploma plus Training Faculty A government of India for Bachelor’s degree 1 year relevant experience or Web Content employment purposes Followed by completion of Level A course Bachelor’s degree plus 1 year Developer in each case relevant experience Trouble Shooter Master of Computer Level A certificate or Level A certificate plus 2 years 3 years System Analyst Applications (MCA): Post-Polytechnic Diploma in Computer relevant experience or Database recognized by AICTE Applications or Post-Polytechnic Diploma in Administrator Postgraduate Diploma in Computer Computer Applications plus 2 years Software Engineer Applications or relevant experience or Senior Faculty Bachelor’s degree Postgraduate Diploma in Computer Network System B Followed by completion of Level B course Applications plus 2 years relevant Administrator in each case experience or Bachelor’s degree plus 3 years relevant experience or Polytechnic engineering diploma plus 3 years relevant experience Master of Technology Level B certificate or Level B certificate plus 1.5 years 1.5 years Project Manager (MTech): recognition BTech, BE, MCA, MSc or relevant experience or IT Consultant pending Master’s degree in Mathematics, Statistics BTech, BE, MCA or MSc plus 1.5 R&D Scientist or Operations Research or years relevant experience or System Specialist MBA plus BSc or BA (in Mathematics or Master’s degree in Mathematics, Statistics) or Statistics or Operations Research, C Graduate Aptitude Test in Engineering plus 1.5-year relevant experience or (GATE) (Computer) MBA plus BSc or BA (in Mathematics Followed by completion of Level C course or Statistics) plus 1.5 years relevant in each case experience or Graduate Aptitude Test in Engineering (GATE) (Computer) plus 1.5 years relevant experience .53 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 32. Program Structure, Diploma in Health and paramedical education Pharmacy, Pharmacy Council of India A few national councils such as the Indian Nursing Hours Hours Council, the Indian Pharmacy Council and the Indian Year Subject (Theory) (Practical) Dental Council regulate the training programs in their Pharmaceutics I 75 100 respective areas. State health departments conduct Pharmaceutical Chemistry I 75 75 programs in other health and paramedical areas. Pharmacognosy 75 75 Nursing Biochemistry & Clinical 1st Pathology 50 75 The Indian Nursing Council prescribes course guidelines and Human Anatomy & Physiology 75 50 syllabi for nursing education programs including certificate, diploma, BSc, Post Basic BSc, MSc, MPhil and PhD. Health Education & Community Pharmacy 50 — The ANM (Auxiliary Nursing and Midwifery) certificate Subtotal 400 375 or diploma program involves two years of full-time study, Pharmaceutics II 75 100 with entry based on the completion of secondary school Pharmaceutical Chemistry II 100 75 (Class 10). After completing the program, students must Pharmacology & Toxicology 75 50 pass examinations administered by the state nursing Pharmaceutical council or the state directorate of medical education. ANM Jurisprudence 50 — diploma holders usually work as community health workers 2nd Drug Store and Business in village sub-centres. Management 75 — The GNM (General Nursing and Midwifery) certificate Hospital and Clinical Pharmacy 75 50 or diploma program involves three-and-a-half years of full- time study, with entry based on the completion of higher Subtotal 450 275 secondary school (Class 12). After completing the program, Source: Pharmacy Council of India; retrieved 1 June 2007 from www.pci.nic.in students must pass examinations administered by the state The DPharm holder must register with the state pharmacy nursing council, the state directorate of medical education council to stock, sell and dispense medicine according to or the state examination board before they can register doctor’s prescription. DPharm holders may be admitted with the state nursing council. GNM diploma holders may directly into the second year of the four-year Bachelor of pursue further education by applying to Post Basic BSc Pharmacy (BPharm) program, but must pass the first year Nursing, which involves two years of full-time regular study subjects that are not covered in the diploma program. or three years in distance learning mode. Dentistry Pharmacy The Dental Hygienist Certificate and Dental Mechanics The Pharmacy Council of India prescribes the structure Certificate both involve two years of full-time study, with and syllabi for the diploma program and provides a list of entry based on the completion of secondary school (Class approved diploma institutions. TheDiploma in Pharmacy 10). The Dental Council of India prescribes the structure (DPharm) involves two years of full-time study followed and course syllabi for the certificate programs. by 500 hours of practical training. Entry is based on the completion of higher secondary school (Class 12) with The Dental Hygienist Certificate program lasts two years. physics, chemistry, biology or math as required subjects. Students must pass two major examinations: the Primary The entry requirement of Class 12, according to the PCI Certificate Examination (at the end of first year) and Final education regulations of 1991, applies to pharmacy students Certificate Examination (at the end of second year). Each graduating in 1994 or later. Previous programs required examination consists of three papers lasting three hours Class 10 for admission. Part I examinations are held at the each, with 50 per cent as the passing mark. end of the first year and Part II examinations at the end of the second year. .54 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 33. Program Structure, Dental Hygienist Certificate, Dental Council of India Hours Practicals, Demonstrations, Year Subject Lecture Clinical Total Anatomy, General and Dental 50 100 150 Physiology & Histology, General and Dental 20 40 60 Materia Medicine, General and Dental 15 10 25 Pathology & Bacteriology, General and Dental 30 70 100

1st Dental Radiology 10 40 50 (Primary) Food and Nutrition 30 40 70 Dental Hygiene and Oral Prophylaxis 25 225 250 English -- -- 65 Office Assistance, Practice Management, Bookkeeping and Typing 30 100 130 Subtotal 900 Dental Hygiene and Oral Prophylaxis 25 350 375 (i) Dental Health Education (ii) Social & Public Health Dentistry 50 200 250 (iii) Preventive Dentistry 2nd (Final) Operative Room Technique and Chair Side Assistance 10 200 210 Dental Ethics and Jurisprudence, Orientation in Dentistry 15 -- 15 Dental Materials 10 10 20 Subtotal 870

Source: Dental Council of India; retrieved 4 May 2007 from www.dciindia.org/DHReg1.htm

The Dental Council of India defines the dental mechanic Certificate Examination (at the end of first year) and Final as a person who makes or repairs dental appliances and Certificate Examination (at the end of second year). Each dentures including inlay, crown and bridge work. The examination consists of two papers lasting three hours each, Dental Mechanics Certificate program lasts two years. with 50 per cent as the passing mark. Students must pass two major examinations: the Primary .55 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 34. Program Structure, Dental Mechanics Certificate, Dental Council of India Hours Practicals, Demonstrations, Year Subject Lecture Clinical Total Applied Physics & Mechanics 30 20 50 Applied Chemistry 30 20 50 Applied Oral Anatomy 20 90 110 1st Dental Materials 20 40 60 (Primary) Dental Metallurgy 15 15 30 Dental Mechanics (Primary) 30 600 630 Subtotal 145 785 930 Dental Materials 10 10 20

2nd Dental Metallurgy 20 40 60 (Final) Dental Mechanics (Final) 30 785 815 Subtotal 60 835 895

Source: Dental Council of India; retrieved 4 May 2007 from www.dciindia.org/DMReg.htm

Grading Scales Table 36. CBSE Grading Scale Mark Higher Secondary Education Grade (Percentage) Description A1 Top 1/8 of passed candidates In India the percentage system predominates. The Indian system is low marking and minimum pass marks generally A2 Second 1/8 of passed candidates range between 30 and 35 per cent. The grading scales B1 Third 1/8 of passed candidates adopted by state boards and all three All-India boards vary B2 Fourth 1/8 of passed candidates 33–100 and may have changed over time. A common grading scale C1 Fifth 1/8 of passed candidates at the higher secondary level is shown in Table 35. C2 Sixth 1/8 of passed candidates Table 35. School Education Grading Scale D1 Seventh 1/8 of passed candidates Mark D2 Eighth 1/8 of passed candidates (Percentage) Descriptor E < 33 Fail

60–100 First Class or First Division Source: “Scheme of Examinations and Pass Criteria”, CBSE; retrieved 9 January 2007 from http://cbse.nic.in/. 50–59 Second Class or Second Division Note: This grading method is used for subjects in which the number of successful candidates is at least 500. If the number of candidates who have passed is less than 500, grading will be based on the pattern of distribution in similar subjects. 35–49 Third Class or Third Division or Pass < 35 Fail The Council for the Indian School Certificate Examinations adopts a nine-point scale, shown in Table 37. The minimum The Central Board of Secondary Education puts pass mark for each subject is 40 per cent. all candidates who passed the Class 10 or Class 12 examinations in a ranking order to award the grades. The top tenth of one per cent of candidates receive Merit Certificates. The minimum pass mark for each subject is 33 per cent. .56 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 37. CISCE Grading Scale A number of institutions, such as the Indian Institutes Grade Descriptor of Technology, central and state agricultural universities 1 and Jawaharlal Nehru University adopt a 10-point system. The grading scale may vary from institution to institution. 2 Points can be converted to letter grades and are sometimes 3 Pass with Credit divided into divisions or classes. 4 Table 40. Grading Scale, Indian Institute of 5 Technology, Delhi 6 Grade Point Letter Grade Description 7 10 A Outstanding Pass 8 9 A– Excellent 9 Failure 8 B Very Good Source: Council for the Indian School Certificate Examinations; retrieved 25 July 2007 from www.cisce.org/ cisce/ProgramFile/InfoGallery/HomePage/Click.asp?LinkName=2&strLinkName=Divisions 7 B– Good 6 C Average Higher Education 5 C– Below Average Most bachelor’s and master’s degrees are classified into 4 D Marginal divisions or classes based on the marks students obtain in 2 E Poor the major examinations at the end of each year or semester. 0 F Very Poor

Grading scales vary from institution to institution. Source: Indian Institute of Technology, Delhi, Prospectus 2006–2007. Although the Indian system is low marking, with minimum pass marks generally ranging between 33 and 40 per cent, Table 41. Grading Scale, Jawaharlal Nehru University some institutions or programs adopt a 50 per cent pass. Letter Grade Grade Point Students who have failed in one or more subjects in a major examination but who have achieved institution-designated A+ 9 minimum marks (for example, 25 per cent) in the aggregate A 8 may be allowed to proceed with their study and make up the A– 7 failed subjects at a subsequent examination. B+ 6 Table 38. Grading Scale for BCom (Pass), University B 5 of Delhi B– 4 Division Mark C+ 3 First Division 60% or above C 2 Second Division 50% or above C– 1 Third Division 36% or above F Fail Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/downloads/syllbai/bcompass.pdf Source: Prospectus, Academic Session 2007-2008, Jawaharlal Nehru University; retrieved 9 March 2007 from www.jnu.ac.in/main.asp?sendval=Prospectus Table 39. Grading Scale for BSc Nursing, Maharashtra University of Health Sciences, Nashik Class Mark First Class with Distinction 70% or above First Class 60% or above Second Class 50% or above Fail Below 50%

Source: Maharashtra University of Health Sciences, Nashik; retrieved 15 March 2007 from www.muhsnashik. com/syllabus/fbsc_sylb_300901.htm .57 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

A four-point scale was widely used among agricultural Table 42. Grading Scale, Assam Agricultural universities. Currently the Indian Council of Agricultural University Research prescribes a 10-point grading system for all Grade Point universities offering agricultural programs. Undergraduate Mark (Percentage) Undergraduate Postgraduate programs require a minimum average grade point of 5.00 100 10.00 10.00 for passing a subject and an overall grade point average of 99 9.90 9.90 5.50 for obtaining a degree. Master’s and PhD programs 98 9.80 9.80 require a minimum average grade point of 6.00 for passing a subject and an overall grade point average of 6.50 for 97 9.70 9.70 obtaining a degree. 96 9.60 9.60 60 6.00 6.00 (minimum pass) 50 5.00 (minimum pass)

Source: Assam Agricultural University; retrieved 25 July 2007 from www.aau.ac.in/admsn/materials/ InformationBulletin_2007_I.pdf Documentation School Education

Table 43. Major Types of Secondary School Credentials Credential Issuing Body Years of Study All-India Secondary School Certificate Central Board of Secondary Education Delhi Secondary School Certificate Matriculation Examination Indian Certificate of Secondary Education Council for the Indian School Certificate Examinations 2 Secondary School Certificate National Institute of Open Schooling (following 8 years of elementary school) Secondary School Certificate State Boards of Secondary Education Secondary School Leaving Certificate High School Leaving Certificate Anglo-Indian High School Examination Certificate Matriculation Examination

Table 44. Major Types of Higher Secondary School Credentials Credential Issuing Body Years of Study All-India Senior School Certificate CBSE Delhi Senior School Certificate (All-India) Higher Secondary Examination Part II Indian School Certificate CISCE Senior Secondary Certificate NIOS 2 Higher Secondary (School) Certificate State Boards of Higher Secondary Education Intermediate Examination Universities Pre-University Examination Pre-Degree Examination

The 10+2 scheme indicated in the above tables (10 years of the late 1980s. As school education has evolved largely elementary and secondary education + 2 years of higher or at the state level, program structure and certificate name senior secondary education), first introduced in the early vary from state to state and over different time periods. 1970s, has been implemented in most of the country since Some older secondary certificates may represent 11 years of .58 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

schooling and some older higher secondary certificates may • name of the school also represent 11 years of schooling. • program studied (such as academic or vocational stream of higher secondary education) Issuing bodies • group or stream of subjects (such as humanities, The state board or one of the three All-India boards science, commerce) conducts the exit examinations for secondary and higher • subjects passed secondary education and issues the certificates. Statements • total mark obtained and maximum total mark (for of examination results issued by schools are not acceptable example, 280 out of 450) for assessment purposes. In the past, universities often • overall achievement in terms of division, grade or class administered examinations and issued certificates, usually at the pre-university or higher secondary level. The marks sheet may include some of the above information but should provide details about individual subjects, such All-India Boards: as marks obtained (theory and practical), minimum pass • Central Board of Secondary Education marks and maximum marks. • Council for the Indian School Certificate Examinations • National Institute of Open Schooling Higher secondary documents usually include only the final marks sheet (Class 12) but sometimes include mark sheets Names of the state boards vary and may have changed for both years (Class 11 and Class 12). over time. Each state has either two separate boards for secondary and higher secondary education respectively Higher Education or one board for both. See Table 6 for a list of recognized state school education boards provided by the Ministry of Table 45. Major Types of Higher Education Credentials Human Resource Development, Government of India. Years Credential Issuing Body of Study Document format Pre-professional certificate (e.g., in Document format varies depending on the issuing body and medicine, engineering, architecture) Universities 1 time period. State Boards • Documents are issued in Hindi, a regional language Diploma in Engineering and of Technical 3 Technology Education (after Class 10) (such as Bengali, Punjabi or Tamil), English, Hindi and English, or a regional language and English. Universities Diploma and colleges 1–3 • They should bear the insignia of the issuing board Bachelor’s degree (BA, BCom and the signature of the official in charge such as the and BSc) Universities 3 Controller of Examinations or Secretary. The school Bachelor of Education Universities 4 principal may countersign them. Bachelor of Education • There are often two documents: certificate and marks (postgraduate degree) Universities 1 sheet (also called marks statement, marks card, and Bachelor of Technology (BTech) others). Bachelor of Engineering (BE) Bachelor of Science in Engineering • The reverse side of the document may contain (BScEngg) Universities 4 additional information such as examination regulations Bachelor of Nursing (BNurs) and grading scale. Bachelor of Science in Nursing (BSc Nursing) Universities 4 The certificate may include some or all of the following Bachelor of Medicine information: Bachelor of Surgery (MBBS • issuing body or BMBS) Universities 5.5 • name and date of the examination Bachelor of Law(s) (LLB or BL) (integrated degree) Universities 5 • name of the candidate .59 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Years • MBA, Master of Computer Applications, Master Credential Issuing Body of Study of Pharmacy, Master of Engineering or Technology, Bachelor of Law(s) (LLB or BL) Master of Architecture (postgraduate degree) Universities 3 • Postgraduate Diploma in Management Master of Arts (MA) Master of Commerce (MCom) Educational programs in some specialized and professional Master of Science (MSc) Universities 2 areas are under the purview of relevant apex bodies and Master of Education (MEd) Universities 1 professional associations, which provide information about Master of Engineering (ME) institutions that offer recognized programs. Examples Master of Technology (MTech) Universities 2 include the National Council for Teacher Education, the Doctor of Medicine (MD) Medical Council of India and the Dental Council of India. Master of Surgery (MS) (post-MBBS or BMBS degrees) Universities 3 Document format Doctor of Medicine (DM) Master of Chirurgie (MCh) (post-MD Document format varies depending on the issuing body or MS degrees) Universities 3 and the time period. They may be called degree certificates Master of Philosophy (MPhil) Universities 1–2 or marks sheets (also known as marks cards, marks Doctor of Philosophy (PhD) Universities 2–4 certificates, statements of marks, and so on). They should bear the seal of the university and the signatures of relevant Administrative and Issuing Bodies officials (such as Chancellor, Registrar, and Controller of Examinations). For some programs, students may receive The University Grants Commission website provides only provisional degree certificates upon graduation, with updated lists of universities. One can look up an institution the final certificates issued as much as two years later. by name, state, and type (central university, deemed university, institutes of national importance, state Documents are usually issued in English, English and university, state legislature university, and so on). The UGC Hindi, or English and a regional language (for example, website also provides lists of recognized colleges, which Bengali, Punjabi or Tamil). Sometimes they are issued only numbered 6,014 as of 31 March 2006, as well as a list of in Hindi or only in a regional language. autonomous colleges. Universities issue the degrees, regardless of whether the The Association of Indian Universities provides a list program is conducted by a university department or an of member institutions on its website. It publishes the affiliated college. If an autonomous college conducts the biannual Indian Universities Handbook, which lists program, the name of the college also appears on the degree recognized Indian universities and their programs. certificate. Universities normally issue marks sheets. Marks The AIU also publishes handbooks on special areas of sheets issued by autonomous colleges, however, are also education, listing university departments and colleges acceptable. and providing detailed information about the programs they offer. Examples include Handbook on Management Typically, one marks sheet is issued for each year, for Education, Handbook on Computer Education and Handbook example, Part I (first year), Part II (second year) and Part III on Engineering Education. or Final (third year) for a completed three-year bachelor’s degree or Previous or Part I (first year) and Final or Part The All-India Council for Technical Education approves II (second year) for a completed two-year master’s degree. institutions that offer technical education programs from Occasionally a three-year bachelor’s degree comes with only diploma to postgraduate levels. Its website provides lists two marks sheets: Part I (semesters 1–3) and Part II or Final of approved institutions offering the following types of (semesters 4–6). Occasionally one marks sheet or transcript programs: showing all years is issued. Some programs in professional • Diploma in Engineering and specialized fields issue marks sheets by semester. • Bachelor of Engineering or Technology, Pharmacy, Architecture & Applied Arts, Hotel Management & Catering Technology .60 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

The marks sheets indicate courses or papers completed, marks obtained and, occasionally, minimum pass marks. Marks sheets typically do not indicate the specific number of instructional hours for each subject; such information must be obtained from a university syllabus. An affiliated college that conducts the teaching may provide this additional information. Universities that adopt the credit system (for example, agricultural universities) indicate the number of individual subject credits on the marks sheets.

For education at the technician level, such as diplomas in engineering or technology, state boards of technical education issue the annual examination marks sheets. They also issue the diplomas or certificates. .61 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

References Print Resources Aggarwal, J.C. (1984). Landmarks in the history of modern Indian education. New Delhi: Vikas Publishing House.

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Mishra, Arun K. (1994). The development of technical and vocational education in India – a case study in quality improvement. UNESCO: Education Resources Information Center.

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Sweeney, Leo J. (1986). Admission and placement of students from Bangladesh, India, Pakistan and Sri Lanka. (PIER Workshop Report, American Association of Collegiate Registrars and Admissions Officers and NAFSA: Association of International Educators).

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International websites Australian Government, National Office of Overseas Skills Recognition. (2005). Indian country education profile. Available [membership required for access] from http://aei.dest.gov.au/AEI/QualificationsRecognition/default.htm

Central Intelligence Agency. (n.d.). The world factbook. “India.” Retrieved 16 October 2006 from https://www.cia.gov/cia/ publications/factbook/geos/in.html .62 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Library of Congress – Federal Research Division. Country profile: India. Retrieved 12 November 2006 from ht t p://lc web2 . loc.gov/frd/cs/profiles/India.pdf

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(http://dget.nic.in)

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Government of India, Ministry of Human Resource Development, Department of Education. Compilation on 50 years of Indian education: 1947–1997. Retrieved 7 November 2006 from http://education.nic.in/cd50years/home.htm

Government of India, Ministry of Human Resource Development, Department of Education. (1992). National policy on education of 1986 (as modified in 1992). Retrieved 13 November 2006 from http://education.nic.in/policy/npe86-mod92.pdf .63 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Government of India, Ministry of Human Resource Development, Department of Education. Sector overview. Retrieved 7 November 2006 from www.education.nic.in/sector.asp

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Punjab State Board of Technical Education and Industrial Training (www.punjabteched.com)

University Grants Commission (www.ugc.ac.in)

Veterinary Council of India (www.vci.nic.in) .64 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendices Appendix A—Engineering and Non-Engineering Trades under the Craftsmen Training Scheme Table 46. Engineering Trades: Manufacturing Sector Sl No Name of the Trade Duration Entry Qualification 1 Foundryman 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 2 Sheet Metal Worker 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 3 Plastic Processing Operator 1 year Passed 10th Class examination under 10+2 system of education or its equivalent 4 Painter General 2 years Passed 8th Class examination or its equivalent 5 Fitter 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 6 Turner 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 7 Machinist 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 8 Tool & Die Maker (Press Tools, 3 years Passed 10th Class examination under 10+2 system of education with Science or its Jigs & Fixtures) equivalent 9 Tool & Die Maker (Dies & Moulds) 3 years Passed 10th Class examination under 10+2 system of education with Science or its equivalent 10 Machinist (Grinder) 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 11 Electroplater 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 12 Mechanic Agricultural Machinery 2 years (a) Essential: Passed 8th Class examination under 10+2 system of education or its equivalent (b) desirable: Passed 10th Class Examination under 10+2 system of education with Science (Physics & Chemistry) as one of the subjects 13 Instrument Mechanic 2 years Passed 10th Class examination under 10+2 system of education with Science as one of the subjects or its equivalent 14 Draftsman (Mechanical) 2 years Passed 10th Class examination under 10+2 system of education with Science and Mathematics or its equivalent 15 Maintenance Mechanic (Chemical Plant) 2 years Passed 10th Class examination with Physics, Chemistry and Mathematics under 10+2 system of education or its equivalent 16 Instrument Mechanic (Chemical Plant) (a) 2 years Passed 10th Class examination under 10+2 system of education with Physics, Chemistry & Mathematics as one of the subjects or its equivalent

(b) 6 months Passed BSc with Physics & Chemistry 17 Attendant Operator (Chemical Plant) (a) 2 years Passed 10th Class examination under 10+2 system of education with Physics, Chemistry & Mathematics as one of the subjects or its equivalent

(b) 6 months Passed BSc with Physics & Chemistry 18 Laboratory Assistant (Chemical Plant) (a) 2 years Passed 10th Class examination under 10+2 system of education with Physics, Chemistry and Mathematics as one of the subjects or its equivalent

(b) 6 months Passed BSc with Physics and Chemistry 19 Information Technology & Electronics 2 years Passed 10th Class Examination under 10+2 system of education with minimum 60% System Maintenance in Mathematics & Science put together. Desirable: 12th Class with Mathematics and Physics 20 Mechanic Industrial Electronics 2 years Passed 12th Class Examination with Physics, Chemistry & Mathematics 21 Mechanic Mechatronics 2 years Passed 10+2 Class Examination with Physics, Chemistry & Mathematics 22 Operator Advanced Machine Tools 2 years Passed 12th Class Examination with Physics, Chemistry & Mathematics

Source: Directorate General of Employment and Training; retrieved 28 May 2007 from http://dget.nic.in/schemes/cts/TradeList.htm .65 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 47. Engineering Trades: Service Sector Sl No. Name of the Trade Duration Entry Qualification 23 Welder (Gas and Electric) 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 24 Upholsterer 1 year Passed 8th Class examination under 10+2 system of education or two Classes below matriculation examination or equivalent 25 Carpenter 1 year Passed 8th Class examination under 10+2 system of education with Science as one of the subjects or its equivalent 26 Mechanic (Diesel) 1 year Passed 10th Class examination under 10+2 system or its equivalent 27 Plumber 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 28 Mason (Building Constructor) 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 29 Mechanic (Tractor) 1 year (a) Essential: Passed 8th Class examination under 10+2 system of education or its equivalent (b) desirable: Passed 10th Class examination under 10+2 system of education with Science (Physics & Chemistry) as one of the subjects or its equivalent 30 Pump Operator-cum-Mechanic 1 year Passed 10th Class examination under 10+2 system of education with Science or its equivalent 31 Wireman 2 years Passed 8th Class examination or its equivalent 32 Mechanic (Motor Vehicle) 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 33 Mechanic (Watch & Clock) 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 34 Electrician 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 35 Mechanic (Radio & TV) 2 years Passed 10th Class examination under 10+2 system of education or its equivalent 36 Mechanic-cum-Operator Electronics 2 years Passed 10th Class examination under 10+2 system of education or its equivalent Communication System 37 Mechanic (Refrigeration and 2 years Passed 10th Class examination under 10+2 system of education with Science & Air-Conditioner) Mathematics or its equivalent 38 Millwright or Maintenance Mechanic 2 years Matriculation with Science and Mathematics or its equivalent 38* Mechanic Machine Tools Maintenance 3 years Matriculation with Science and Mathematics or its equivalent 39 Draftsman (Civil) 2 years Passed 10th Class examination under 10+2 system of education with Science and Mathematics or its equivalent 40 Surveyor 2 years Passed 10th Class examination under 10+2 system of education with Science and Mathematics or its equivalent 41 Electronic Mechanic 2 years Passed Matriculation examination under 10+2 system of education with Science and Mathematics or its equivalent 42 Building Maintenance 6 months Passed 10th Class examination under 10+2 system of education or its equivalent 43 Mechanic Auto Electrical 6 months Passed 10th Class examination under 10+2 system of education with Science and and Electronics Mathematics or its equivalent 44 Sanitary Hardware Fitter 6 months Passed 8th Class examination under 10+2 system of education or its equivalent 45 Lift Mechanic 2 years Passed 10th Class examination under 10+2 system of education with Science or its equivalent 46 Architectural Assistant 1 year Passed 10th Class examination with 40% in Mathematics or Secondary Standard under 10+2 system of education or its equivalent 47 Mechanic Computer Hardware 2 years Passed 10+2 or Pre-university or Intermediate with Physics as one of the subjects 48 Mechanic Medical Electronics 2 years Passed 10th Class examination under 10+2 system of education with Mathematics & Science or its equivalent 49 Mechanic Consumer Electronics 2 years Passed 10th Class examination under 10+2 system of education with Mathematics & Science or its equivalent

Source: Directorate General of Employment and Training; retrieved 28 May 2007 from http://dget.nic.in/schemes/cts/TradeList.htm .66 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 48. Non-Engineering Trades: Manufacturing Sector Sl No Name of the Trade Duration Entry Qualification 1 Embroidery and Needle Work 1 year Passed 8th Class or its equivalent 2 Cane Willow and Bamboo Work 1 year Passed 8th Class or its equivalent 3 Weaving of Silk and Woollen Fabrics 1 year Passed 8th Class or its equivalent 4 Weaving of Woollen Fabrics 1 year Passed 8th Class or its equivalent 5 Manufacture of Footwear 1 year Passed 8th Class examination under 10+2 system of education or its equivalent 6 Leather Goods Maker 1 year Passed 8th Class examination under 10+2 system of education or two Classes below matriculation examination or its equivalent 7 Dress Making 1 year Passed matriculation examination or its equivalent or 10th Class examination under 10+2 system 8 Baker and Confectioner 1 year Passed 10th Class examination under 10+2 system of education or its equivalent

Source: Directorate General of Employment and Training; retrieved 28 May 2007 from http://dget.nic.in/schemes/cts/TradeList.htm

Table 49. Non-Engineering Trades: Service Sector Sl No Name of the Trade Duration Entry Qualification 9 Desktop Publishing Operator 1 year (a) Passed 12th Class under 10+2 system or its equivalent (b) Typing speed of 30 wpm in English. Desirable: typing speed of 30 wpm in regional language 10 Computer Operator and Programming 1 year Passed 12th Class under 10+2 system or duly recognized engineering diploma of 3 years Assistant duration from any polytechnic after 10th Class 11 Cutting & Sewing 1 year Passed 8th Class or its equivalent 12 Preservation of Fruits and Vegetables 1 year Passed 10th Class examination under 10+2 system of education with Science or its equivalent 13 Photographer 1 year Passed 10th Class examination under 10+2 system with Physics & Chemistry or its equivalent 14 Bleaching, Dyeing and Calico Printing 1 year Passed 10th Class examination under 10+2 system of education with Science & Mathematics or its equivalent 15 Stenographer (English) 1 year Passed 12th Class examination 16 Secretarial Practice 1 year Passed 12th Class examination 17 Stenographer (Hindi) 1 year Passed 12th Class examination 18 Hair and Skin Care 1 year Passed matriculation examination with Hygiene & Physiology or Biology as elective subject or 10th Class under 10+2 system with Hygiene & Physiology or Biology as elective subject or equivalent 19 Steward 1 year Passed 10th Class examination under 10+2 system of education or its equivalent 20 Craftsman Food Production (General) 1 year Passed 10th Class examination under 10+2 system of education or its equivalent 21 Craftsman Food Production 1 year Passed 10th Class examination under 10+2 system of education or its equivalent (Vegetarian) 22 Process Cameraman 1 year Passed 10th Class examination under 10+2 system of education with Science as one of the subjects or its equivalent 23 Plate Maker-cum-Impositor 1 year Passed 10th Class examination under 10+2 system of education with Science as one of the subjects or its equivalent 24 Litho–Offset Machine Minder 1 year Passed 10th Class examination under 10+2 system of education with Science as one of the subjects or its equivalent 25 Driver-cum-Mechanic (Light Motor 6 months Passed 10th Class examination under 10+2 system of education Vehicle) .67 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Sl No Name of the Trade Duration Entry Qualification 26 Data Entry Operator 6 months Essential: (i) 10th Class Passed (ii) Typing speed of 30 wpm in English Desirable: Typing speed of 30 wpm in Hindi or any local language 27 Tourist Guide 6 months Passed 12th Class examination under 10+2 system of education or equivalent 28 Floriculture & Landscaping 6 months Passed 12th Class examination with Biology as major subject or Vocational Training in Agro-Horticulture 29 Health Sanitary Inspector 1 year Passed 12th Class examination under 10+2 system of education with Science in 10th Class. Preference given to trainees with Physics, Chemistry & Biology in 12th Class 30 Hospital Housekeeping 1 year Passed 12th Class examination under 10+2 system of education with Physics, Chemistry & Biology 31 Dental Laboratory Technician 2 years Passed 10th Class examination under 10+2 system of education 32 Medical Transcription 6 months Passed 12th Class examination under 10+2 system of education with Biology & Physiology as major subject. Knowledge of the English language is essential. 33 Horticulture 1 year Passed 12th Class examination with Biology as major subject or vocational training in Agro-Horticulture 34 Library & Information Science 6 months Passed 12th Class examination under 10+2 system of education or equivalent 35 Insurance 3 months Passed 12th Class examination under 10+2 system of education or equivalent 36 Institution Housekeeping 6 months Passed 10th Class examination under 10+2 system of education 37 Corporate Housekeeping 6 months Passed 10th Class examination under 10+2 system of education 38 Domestic Housekeeping 6 months Passed 10th Class examination under 10+2 system of education 39 Old Age Care 6 months Passed 8th Class examination under 10+2 system of education 40 Network Technician 6 months Passed 12th Class examination under 10+2 system of education or equivalent 41 Pre or Preparatory School 6 months Passed 10th Class examination under 10+2 system of education Management (Assistant) 42 Crèche Management 6 months Passed 10th Class examination under 10+2 system of education 43 Cabin or Room Attendant 6 months (a) Passed 10th Class examination under 10+2 system of education (b) Working knowledge of English & Hindi 44 Dairying 1 year Passed 10th Class examination under 10+2 system of education 45 Digital Photographer 1 year Passed 12th Class under 10+2 system of education or equivalent 46 Event Management Assistant 6 months Passed 10th Class examination under 10+2 system of education or its equivalent (with English as subject) 47 Fashion Technology 1 year Passed 12th Class examination under 10+2 system of education or equivalent 48 Front Office Assistant 6 months Passed 10+2 Class examination under 10+2 system of education or its equivalent (with English as subject) 49 Interior Decoration and Designing 1 year Passed 10th Class examination under 10+2 system of education

Source: Directorate General of Employment and Training; retrieved 28 May 2007 from http://dget.nic.in/schemes/cts/TradeList.htm .68 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix B —Examples of School Education Certificates, CBSE and the States of Punjab and Tamil Nadu School education certificates in India present a great some of the certificate names are no longer in use and variety in terms of nomenclature, examining bodies and that the 11-year exit credentials have been discontinued. the total years of schooling they represent. The following Universities administered some examinations, such as tables include a non-exhaustive sampling of certificates the Pre-University, Pre-Medical and Pre-Engineering issued by the Central Board of Secondary Education and Examinations. two states, Punjab and Tamil Nadu. Please note that

Table 50. Examples of School Education Certificates, Central Board of Secondary Education Stage School Year Certificate Name Higher Secondary All-India Senior School Certificate 12 Delhi Senior School Certificate (All-India) Higher Secondary Examination 11 Higher Secondary Examination – Part II Secondary Matriculation Examination 10 All-India Secondary School Examination Delhi Secondary School Examination 9

Table 51. Examples of School Education Certificates, Case Study of Punjab Stage School Year Certificate Name Higher Secondary Senior Secondary Certificate Examination – Part II Senior Secondary (Class XII) Examination 12 Intermediate Examination Pre-Medical or Engineering Examination Senior Secondary Certificate Examination – Part I Higher Secondary (Class XI) Examination 11 Higher Secondary Examination Higher Secondary (Part II) Examination Pre-University Examination Secondary Matriculation Examination Matriculation (Class X) Examination 10 Secondary School Examination Higher Secondary (Part I) Examination 9 Matriculation (Class IX) Examination

Table 52. Examples of School Education Certificates, Case Study of Tamil Nadu Stage School Year Certificate Name Higher Secondary Higher Secondary Course Certificate 12 Pre-University Examination Anglo-Indian High School Examination Secondary School Leaving Certificate 11 Secondary School Leaving Certificate (elongated course) Matriculation Examination Secondary Anglo-Indian High School Examination Anglo-Indian School Leaving Certificate Examination 10 Secondary School Leaving Certificate (new pattern) Matriculation Examination 9 .69 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C—Sample Program Structures Appendix C.1—BCom (Pass) and BCom (Honours)

Table 53. Bachelor of Commerce (Pass), 2006–07, University of Delhi Part Paper Lectures per Week Maximum Marks 1 Business Organization and Management 3 75 2 Financial Accounting 3 75 3 Business and Industrial Laws 3 75 I 4 Economics Paper I – Principles of Economics 4 100 5 Humanities Group – one MIL (Modern Indian Languages) 4 100 Subtotal 17 425 6 Business Mathematics and Statistics 3 75 7 Corporate Accounting 3 75 8 Company and Compensation Laws 3 75 II 9 Income Tax and Auditing 3 75 10 Economics Paper II – Macroeconomics 4 100 11 Humanities Group – English 4 100 Subtotal 20 500 12 Cost Accounting 3 75 13 Computer Applications in Business 3 75 14 Economics Paper III – Economics Development and Policy 4 100 15 Humanities Group – Elective Paper 4 100 III 16 Choose from Options (a) through (d) 3 75 (a) Financial Management (b) Marketing Management (c) Human Resource Management (d) E-Commerce Subtotal 17 425 Grand Total 54 1,350

Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/downloads/syllbai/bcompass.pdf .70 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 54. Bachelor of Commerce (Honours), 2005–06, University of Delhi Part Paper Lectures per Week Maximum Marks 1 Business Organization and Management 3 75 2 Financial Accounting 3 75 3 Microeconomic Theory and Applications I 3 75 4 Business Statistics 3 75 I 5 Business Law 3 75 6 Introduction to Computers and Information Systems 3 75 (a) Business Communication 2 50 7 (b) Politics, Ethics & Social Responsibility of Business 2 50 Subtotal 22 550 8 Corporate Accounting 3 75 9 Cost Accounting 3 75 10 Microeconomic Theory and Applications II 3 75 11 Business Mathematics 3 75 12 Corporate Laws 3 75 II 13 Income Tax Law and Practice 3 75 (a) E-Commerce 2 50 14 (b) Auditing 2 50 English, Hindi, History, Mathematics or MIL 2 50 15 Democracy and Governance in India or Introduction to Philosophy Subtotal 24 600 .71 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Part Paper Lectures per Week Maximum Marks 16 Management Accounting 3 75 Compulsory 17 Integration Macroeconomics 3 75 Courses 18 Indian Economy – Performance and Policies 3 75 Choose two of the following elective groups (4 courses) Group A: Finance I – Financial and Investment Management 19 Financial Management 3 75 20 Fundamentals of Investment 3 75 Group B: Finance II – Financial Institutions, Services & Insurance 21 Financial Markets, Institutions and Financial Services 3 75 22 Insurance and Risk Management 3 75 Group C: Marketing, Advertising and Personal Selling 23 Principles of Marketing 3 75 24 Advertising and Personal Selling 3 75 Group D: International Business and Globalization 25 International Business 3 75 26 Politics of Globalization 3 75 Group E: Human Resource Management 27 Human Resource Management 3 75 28 Compensation Management 3 75 III Group F: Tax Planning and Management 29 Corporate Tax Planning 3 75 30 Business Tax Procedures and Management 3 75 Group G: Entrepreneurship and Small Business 31 Entrepreneurship Development 3 75 32 Small Business Venturing and Management 3 75 Group H: Enterprise Business Solutions 33 Computerized Accounting System 3 75 34 Enterprise Resource Planning 3 75 Group I: Business Data Processing 35 Business Data Processing I (Program Development Tools) 3 75 36 Business Data Processing II (Business Information Systems) 3 75 37 Project Work 25 Group J: Human Rights and Consumer Protection 38 Democracy and Human Rights 3 75 39 Consumer Protection 3 75 Group K: Agricultural Marketing & Rural Credit 40 Agricultural Marketing 3 75 41 Rural Finance and Credit 3 75 Subtotal (3 compulsory courses + 4 electives = 7 courses) 21 550 Grand Total 67 1,700

Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/downloads/syllbai/bcompass.pdf .72 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.2—MPhil

Table 55. MPhil in Statistics, University of Delhi, 1999– Duration: 1 Year Entry Requirement: First or Second High Class Master’s Degree in Statistics Part Duration Content Marks Part I Six months Three of the following courses will be assigned to the student Course I: 100 (Courses) (1 Aug – 31 Jan) based on his or her preferences: Course II: 100 (a) Stochastic Processes Course III: 100 (b) Applied Probability Models (c) Design of Experiments (d) Design and Inference in Survey (e) Bayesian Inference (f) Order Statistics (g) Bio-Statistics (h) Multivariate Analysis (i) Non-Parametric Methods (j) Reliability and Life Testing Part II Six months The student will write a dissertation pertaining to one of the Dissertation: 150 (Dissertation) (1 Feb – 31 July) three courses completed in Part I. Viva Voce: 50 Total 500

Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/course/syllabi/mphil-stats-syllabi.pdf Appendix C.3—BE

Table 56. Bachelor of Engineering (BE), Manufacturing Process and Automation Engineering, 2000–01, University of Delhi Course Course Number Course Name Credit Type 1st Semester 101 Humanities 4 3-1-0 102 Mathematics I 4 3-1-0 103 Physics 4 3-1-0 104 Chemistry 4 3-1-0 105 Manufacturing Processes (Introduction) 4 3-0-0 106 Engineering Drawing 3 0-0-3 107 Physics Lab 2 0-0-2 108 Chemistry Lab 2 0-0-3 109 Workshop Practice 2 0-0-3 Subtotal 29 15-4-11 2nd Semester 111 Electrical Sciences 4 3-1-0 112 Mathematics II 4 3-1-0 113 Mechanical Sciences 4 3-1-0 114 Science of Materials 4 3-0-0 115 Mechanics of Solids 4 3-1-0 116 Electrical Sciences Lab 2 0-0-2 117 Mechanical Sciences Lab 2 0-0-2 .73 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Course Course Number Course Name Credit Type 118 Introduction to Computer Lab 2 0-1-2 119 Mechanics of Solids Lab 2 0-0-2 120 Programming 1 0-0-2 Subtotal 29 15-5-10 3rd Semester 201 Machine Drawing and Graphics 4 2-0-0 202 Manufacturing Processes I 4 3-1-0 203 Electro Mechanics 4 3-1-0 204 Analog and Digital Electronics 4 3-1-0 205 Technology and Society 4 3-1-0 206 Machine Drawing and Graphics Lab 2 0-0-4 207 Science of Materials and Manufacturing Processes I Lab 2 0-0-2 208 Electro Mechanics Lab 2 0-0-2 209 Analog and Digital Electronics Lab 2 0-0-2 210 Programming I 1 0-0-2 Subtotal 29 14-4-12 4th Semester 211 Kinematics and Dynamics of Machinery 4 3-1-0 212 Control Systems 4 3-1-0 213 Mathematics III 4 3-1-0 214 Manufacturing Processes II 4 3-1-0 215 Management of Manufacturing Systems 4 3-1-0 216 Kinematics and Dynamics of Machinery Lab 2 0-0-2 217 Control Systems Lab 2 0-0-2 218 Manufacturing Processes II Lab 2 0-0-3 219 Practical Training 2 220 Report Writing 1 0-0-1 221 Programming II 1 0-0-2 Subtotal 30 15-4-10 5th Semester 301 Machine Tools, CNC and Automation 4 3-1-0 302 Transducers and Measurements 4 3-1-0 303 Tool Design 4 4-0-0 304 Industrial Control Systems or Information Systems and Data Management or Communication Principles and Circuits 4 3-1-0 305 Microprocessors and Applications 4 3-2-0 306 Machine Tools Lab 2 0-0-2 307 Tool Design Lab 2 0-0-2 308 304 Based Lab 2 0-0-2 .74 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Course Course Number Course Name Credit Type 309 Transducers and Measurements Lab 2 0-0-2 310 Programming III 1 0-0-2 Subtotal 29 16-5-10 6th Semester 311 Robotics and CAM I 4 3-1-0 312 Computer Graphics or Telemetry and Data Transmission 4 3-1-0 313 Applied Plasticity (Forming Processes) 4 3-1-0 314 Mechanical Design 4 3-1-0 315 Metrology and Statistical Quality Control 4 3-2-0 316 Robotics and CAM I Lab 2 0-0-2 317 312 Based Lab 2 0-0-2 318 Forming Processes Lab 2 0-0-2 319 Mechanical Design Lab 2 0-0-2 320 Practical Training 1 321 Programming IV (AUTOCAD) 1 0-0-2 Subtotal 30 15-6-10 7th Semester 401 Introduction to CAD and Product Design 4 3-1-0 402 Modern Methods of Manufacturing 4 3-1-0 403 Industrial Electronics 4 3-1-0 404 Elective I 4 3-1-0 405 Elective II 4 3-1-0 406 CAD Lab 2 0-0-3 407 Modern Methods of Manufacturing Lab 2 0-0-3 408 Industrial Electronics Lab 2 0-0-2 409 Practical Training 2 410 Programming V (AUTOCAD) 1 0-0-2 Subtotal 29 15-5-10 .75 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Course Course Number Course Name Credit Type 8th Semester 411 Mechatronics or Artificial Intelligence 4 3-1-0 412 Elective III 4 3-1-0 413 Elective IV 4 3-1-0 414 411 Based Lab 2 0-0-3 415 Elective III and IV Lab 2 0-0-3 416 Project 8 0-0-10 417 Practical Training 2 418 Seminar and Reports 1 0-0-1 Subtotal 27 9-3-17 Total 232

Source: University of Delhi; retrieved 8 February 2007 from www.du.ac.in/downloads/syllbai/bcompass.pdf Notes: 1. Course type (L-T-P) refers to the number of hours per week for the lecture, tutorial and practical components. 2. Courses are classified into groups such as humanities and sciences (H), allied engineering (A), and departmental core (C). Students may be awarded the BE degree after earning a minimum of 220 credits, provided they have not failed more than four credits in any of the above-mentioned course groups. Students may register in courses of up to a maximum of 240 credits. 3. Major examinations are conducted at the end of each semester. For most courses, the end-of-semester examination accounts for 70 per cent of the evaluation, with the remaining 30 per cent based on mid-term test, assignments, and so on. .76 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.4—BSc Agriculture

Table 57. BSc Agriculture, Tamil Nadu Agricultural University, 2003–04 Credit Course No. Course Name (Theory + Practical) Semester I AGR.101 Principles of Agronomy 2+1 AGR.102 Agricultural Heritage of India 1+0 SAC.101 Fundamentals of Soil Science 2+1 HOR.111 Fundamentals of Horticulture 1+1 PBG.101 Fundamentals of Crop Botany 1+1 AEX.101 Rural Sociology and 1+1 MAT.111 Mathematics for Agricultural Sciences 0+1 ENG.111 English for Science and Technology 0+1 NSS or NCC.111 National Service Scheme or National Cadet Corps 0+1 PED.111 Physical Education 0+1 COM.111 Introduction to Computer Technology 0+1 Subtotal 8+10=18 Semester II AGR.103 Fundamentals of Agricultural Meteorology 1+1 AMP.101 Fundamentals of Livestock and Poultry Production 2+1 AEN.101 Fundamentals of Entomology 1+1 PAT.101 Fundamentals of Plant Pathology 2+1 BIC.101 Fundamentals of Biochemistry 2+1 SAC.102 Introduction to Agricultural Chemistry 2+1 AGM.101 Fundamentals of Microbiology 1+1 AEC.101 Principles of Economics 1+0 Subtotal 12+7=19 Semester III AGR.201 Principles of Weed Science, Irrigation and Dry Farming Management 2+1 PBG.201 Genetics and Cytogenetics 2+1 AEN.201 Applied Entomology 2+1 PAT.201 Applied Plant Pathology 1+1 CRP.201 Principles of Crop Physiology 2+1 FMP.211 Farm Machinery and Power 1+1 SWC.211 Soil and Water Conservation Engineering 1+1 AGR.202 Crop Production 0+1 TAM.201 Language for Communication or ENG.201 (Non-Tamil Students) 0+1 Subtotal 11+9=20 Semester IV AGR.202 Crop Production continued .77 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Credit Course No. Course Name (Theory + Practical) AGR.203 Agronomy of Field Crops – I 2+1 HOR.211 Production Technology of Fruits, Spices and Plantation Crops 2+1 STA.211 Agricultural Statistics 1+1 PBG.202 Methods of Plant Breeding 1+1 ANM.201 Agricultural Nematology 1+1 SER.201 Sericulture Technology 0+1 ENS.201 Environmental Science and Agroecology 2+1 FMP.212 Operation and Maintenance of Tractor and Implements 0+1 AEC.201 Farm Management Economics 1+1 FOR.211 Social Forestry and Agro-Forestry 1+1 Subtotal 11+10=21 Semester V AEC.301 Agricultural Marketing and International Trade 1+1 AGR.301 Agronomy of Field Crops – II 1+1 SAC.301 Soil Resource Inventory and Fertility 2+1 HOR.311 Production Technology of Vegetables 1+1 AEN.301 Pest Management in Crops 2+1 AGM.301 Soil and Applied Microbiology 1+1 PAT.301 Disease Management in Crops 2+1 ABT.301 Agricultural Biotechnology 2+1 PBG.301 Breeding Field Crops 1+1 Subtotal 13+9=22 Semester VI SST.301 Seed Production and Quality Control 2+1 HOR.312 Commercial Flowers and Medicinal Plants 1+1 PIT.311 Communication and Information Technology 2+1 AEX.301 Agricultural Extension Education and Rural Development 1+1 FSN.301 Food Preservation and Post Harvest Technology 2+1 (Department of Agricultural Processing and Food Science and Nutrition) ARM.301 Agri-Business Management 1+1 Subtotal 9+6=15 Cafeteria Courses1 – Not exceeding 25 Semester VII AEX.401 RAWE2 (Village stay, internship at line department, NGOS)—60 Days 0+6

ARM.401 Agro-Industrial tie-up—17 Days 0+1 AGR.401 Agri Study Tour—28 Days 0+2 Subtotal 0+9=9 .78 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Credit Course No. Course Name (Theory + Practical) Semester VIII ARM.402 Entrepreneurship Development 2+1 PIT.411 Agro Informatics 2+1 Subtotal 4+2=6 Cafeteria Courses – Not exceeding 25 Total 130 + 20 (cafeteria courses)

Source: Tamil Nadu Agricultural University; retrieved 15 March 2007 from www.tnau.ac.in/notesbscag/ugsyl/agri/agri.htm Notes: 1. Cafeteria courses, newly introduced in 2003–04, refer to technology-oriented courses with commercial applications. Students may select seven to eight courses in the sixth and eighth semesters, worth about 13 per cent of the course load. Examples include Organic Agriculture, Mushroom Technology, Industrial Microbiology, Agricultural Banking and Project Analysis. 2. RAWE: Rural agricultural work experience. .79 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.5—Three-Year Bachelor of Law(s) (LLB or BL), Bar Council of India (BCI)

I. 21 Compulsory Courses 10. Criminology and Penology 11. Air and Space Law 1. Jurisprudence 12. Law and Medicine 2. Contract I (General Principle of Contract – Section 13. Women and Law, and Law Relating to Children or 1-75 and Specific Relief) Law, Poverty and Development 3. Contract II (Indian Contract Act, Indian Partnership 14. Intellectual Property Law Act, Sale of Goods Act and other specific contracts) 15. Maritime Law 4. Tort and Consumer Protection Laws 5. Family Law I III. Six months of practical 6. Family Law II training including the 7. Law of Crimes following compulsory papers: 8. Criminal Procedure Code, Juvenile Justice Act and Probation of Offenders Act 1. Moot Court, Pre-Trail Preparations and Participation 9. Constitutional Law in Trial Proceedings 10. Property Law including Transfer of Property Act and 2. Drafting, Pleading and Conveyancing Easement Act 3. Professional Ethics, Accountancy for Lawyers and Bar 11. Law of Evidence Bench Relations 12. Civil Procedure Code and Limitation Act 4. Public Interest Lawyering, Legal Aid and Para-Legal 13. Legal Language or Legal Writing including General Services English Source: Bar Council of India; retrieved 21 August 2007 from http://lawmin.nic.in/la/subord/bcipart4.htm 14. Administrative Law 15. Company Law 16. Human Rights and International Law 17. Arbitration, Conciliation and Alternate Dispute Resolution Systems 18. Environmental Law including laws for the protection of wildlife and other living creatures and including animal welfare 19. Labour Law 20. Interpretation of Statutes 21. Land Laws including ceiling and any other local laws II. No less than three subjects chosen from the following: 1. International Economic Law 2. Bankruptcy Laws 3. Taxation Laws 4. Comparative Law or Legal History 5. Insurance Law 6. Conflict of Laws 7. Banking Law including Negotiable Instruments Act 8. Investment and Security Law 9. Trusts, Equity and Fiduciary Relationships .80 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.6—BSc Nursing

Table 58. BSc Nursing, Maharashtra University of Health Sciences, Nashik Hours No. Course Name Theory Practical Clinical First Year 1 Anatomy 80 20 2 Physiology 65 10 3 Biochemistry 40 4 Foundations of Nursing 76 154 300 5 Normal Nutrition and Food Preparation 45 15 6 Introduction to Community Health including Family Welfare 75 45 7 Psychology 75 15 8 English, Marathi or Hindi 75 Subtotal 531 214 345 Second Year 1 Microbiology 60 5 2 Medicine and Medical Nursing 150 45 800 Medical–Surgical Nursing I Surgery and Surgical Nursing 120 15 3 Sociology 60 4 English 50 Subtotal 440 65 800 Third Year 1 Pediatric Nursing 120 240 2 Medical–Surgical Nursing II 120 450 3 Psychiatric Nursing 75 240 4 Community Health Nursing I 75 105 5 Economics 50 Subtotal 440 1,035 Fourth Year 1 Gynecological Nursing and Midwifery 90 20 450 2 Community Health Nursing II 60 450 3 Principles of Nursing Service, Communication and Education 85 4 Professional Nursing including Nursing Research 55 Subtotal 290 20 900 Total 1,701 299 3,080

Source: Maharashtra University of Health Sciences, Nashik; retrieved 15 March 2007 from www.muhsnashik.com/syllabus/nsg_sylb.htm .81 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.7—Diploma in Civil Engineering

Table 59. tHree-Year Diploma in Civil Engineering, Carmel Polytechnic College, State of Kerala Year Course English Technical Maths Applied Science Engineering Graphics 1st Computer Fundamentals and Programming in C Surveying Applied Science (Lab) Workshop Practice Surveying Lab Mechanics of Solids Hydraulics Transportation Engineering and Urban Planning Surveying II Building Science and Technology Soil Mechanics and Foundation Engineering 2nd Civil Engineering Drawing Surveying Practical II Survey Camp and Viva Voce Construction Practice Lab Computer Aided Drafting Lab Hydraulics Lab Design of Structures Theory of Structures Irrigation Engineering Environment Engineering Construction Management and Entrepreneurship 3rd Quantity Surveying and Valuation Civil Engineering Drawing Material Testing Lab Environmental Engineering Lab Seminar, Project Work and Viva Voce Computer Application in Civil Engineering Lab

Source: Carmel Polytechnic College; retrieved 3 May 2007 from www.carmelpolytechniccollege.com/main/ aided/Civil.asp .82 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Table 60. tHree-Year Diploma in Civil Engineering, Punjab State Board of Technical Education and Industrial Training

Hours/ Hours/ Semester No. Course Week Semester No. Course Week 1 Communication Skills I 4 1 Elements of RCC Design 4 2 Applied Mathematics I 4 2 Transportation Engineering 7 3 Applied Physics I 6 3 Soil and Foundation Engineering 6

1st 4 Applied Chemistry I 6 5th 4 Surveying II and Camp 8 5 Engineering Drawing I 8 5 Civil Engineering Drawing III 6 6 Workshop Practice 8 6 Minor Project Work 5 7 Student Centred Activities 4 7 Student Centred Activities 4 Subtotal 40 Subtotal 40 1 Communication Skills II 4 1 Elements of Steel Structural Design 4 2 Applied Mathematics II 4 2 Estimating and Costing 5 3 Applied Physics II 6 3 Construction Management and 4 Applied Chemistry II 6 2nd Accounts 5 5 Engineering Drawing II 8 6th 4 Civil Engineering Drawing IV 6 6 Workshop Practice II 8 5 Computer Applications II 6 7 Student Centred Activities 4 6 Major Project Work 10 Subtotal 40 7 Student Centred Activities 4 1 Information Technology 6 Subtotal 40

2 Applied Mechanics 5 Source: Punjab State Board of Technical Education and Industrial Training; retrieved 1 June 2007 from www.punjabteched.com 3 Construction Materials 6

3rd 4 Building Construction 8 5 Hydraulics 6 6 Civil Engineering Drawing I 5 7 Student Centred Activities 4 Subtotal 40 1 Concrete Technology II 6 2 Structural Mechanics 5 3 Surveying I 9 4 Irrigation Engineering 4 4th 5 Water Supply and Wastewater 6 Engineering 6 Civil Engineering Drawing II 6 7 Student Centred Activities 4 Subtotal 40 .83 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.8—Diploma in Modern Office Practice

Table 61. tHree-Year Diploma in Modern Office Practice, Punjab State Board of Technical Education and Industrial Training Semester No. Course Hours/Week 1 English and Communication Skills I 5 2 Business Correspondence I 5 3 Office Methods and Practices I 5

1st 4 Computer Applications I 8 5 Typing (English) I 8 6 Principles of Management I 5 7 Student Centred Activities 4 Subtotal 40 1 English and Communication Skills II 5 2 Business Correspondence II 5 3 Office Methods and Practices II 5

2nd 4 Computer Applications II 8 5 Typing (English) II 8 6 Principles of Management II 5 7 Student Centred Activities 4 Subtotal 40 1 English and Communication Skills III 4 2 Business Correspondence III 5 3 Computer Applications III 7

3rd 4 Stenography (English) I 10 5 Bookkeeping and Accountancy I 5 6 Personality and Human Relations Development 5 7 Student Centred Activities 4 Subtotal 40 1 English and Communication Skills IV 4 2 Computer Applications IV 7 3 Stenography (English) II 10

4th 4 Handling of Office Machines and Equipment I 5 5 Bookkeeping and Accountancy II 5 6 Personality and Human Relations Development 5 7 Student Centred Activities 4 Subtotal 40 .84 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Semester No. Course Hours/Week 1 Computer Applications V 7 2 Stenography (English) III 10 3 Handling of Office Machines and Equipment II 6

5th 4 Business Organization and Law 4 5 Elective (Typing, Hindi or Punjabi or Electronic) 5 6 Entrepreneurship and Business Environment 4 7 Student Centred Activities 4 Subtotal 40 1 Industrial or Professional Training 40 6th Subtotal 40

Source: Punjab State Board of Technical Education and Industrial Training; retrieved 1 June 2007 from www.punjabteched.com .85 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.9—Diploma in Computer Engineering and Diploma in Computer Applications

Table 62. tHree-Year Diploma in Computer Engineering, Punjab State Board of Technical Education and Industrial Training Semester No. Course Hours/Week 1 Communication Skills I 4 2 Applied Mathematics I 4 3 Engineering Physics I 6

1st 4 Fundamentals of Information Technology I 6 5 Engineering Drawing I 8 6 Workshop Practice 8 7 Student Centred Activities 4 Subtotal 40 1 Communication Skills II 4 2 Applied Mathematics II 4 3 Basic Electrical Engineering I 7

2nd 4 Basic Electronics I 7 5 Fundamentals of Information Technology II 6 6 Workshop Practice II 8 7 Student Centred Activities 4 Subtotal 40 1 Programming in C Language 9 2 Digital Electronics 7 3 Computer Architecture 4

3rd 4 Operating System 6 5 Computer Workshop I 6 6 Applied Mathematics III 4 7 Student Centred Activities 4 Subtotal 40 1 Object Oriented Programming 8 2 Data Structure 6 3 Database Management System 6

4th 4 System Analysis and Design 3 5 Microprocessors 7 6 Minor Project Work 6 7 Student Centred Activities 4 Subtotal 40 .86 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Semester No. Course Hours/Week 1 Industrial Management 5 2 Programming in FoxPro 7 3 Computer Peripherals and Interfacings 6

5th 4 Computer Networks 6 5 Computer Graphics 6 6 Computer Workshop II 6 7 Student Centred Activities 4 Subtotal 40 1 PC Organization 6 2 Installation and Maintenance of Computers 6 3 Fault Diagnosis 6 6th 4 Elective Subject 6 5 Major Project Work 12 6 Student Centred Activities 4 Subtotal 40

Source: Punjab State Board of Technical Education and Industrial Training; retrieved 1 June 2007 from www.punjabteched.com

Table 63. Diploma in Computer Applications, Dr. C.V. Raman University of Science, Technology, Commerce and Management Duration: 1 Year Entry Requirement: Class 12 No. Paper Part I: Theory I Fundamentals of Computers and Information Technology II Application Programming in FoxPro III PC Packages (Windows 95/98, MS-Word, MS-Excel) IV GUI Programming in Visual Basic V Desktop Publishing VI Internet and Web Page Designing Part II: Practical Training Program and Assignments I Practical and Assignments II Viva Voce

Source: Dr. C.V. Raman University of Science, Technology, Commerce and Management; retrieved 11 June 2007 from http://www.cvru.ac.in/html_files/propos-1-3.htm#1 .87 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.10—Diploma in Elementary Teacher Education

Table 64. Diploma in Elementary Teacher Education, Directorate of Educational Research and Training, State of Meghalaya Duration: 2 years Entry Requirement: Class 12 Year No. Course 1st 1 English 2 Mother Tongue (Khasi or Garo) 3 Social Studies 4 Science 5 Art of Healthy Living 6 Child Development 7 Mathematics 8 Principles of Education 9 School Experience Program 10 Projects and Assignments 11 Co-Curricular Activities 2nd 1 English 2 Mother Tongue (Khasi or Garo) 3 Social Science 4 Science 5 Art of Healthy Living 6 Mathematics 7 Principles of Education 8 Educational Technology 9 Planning and Management 10 Educational Psychology 11 Elementary Education in Meghalaya 12 Projects and Assignment 13 School Experience Program 14 Co-Curricular Activities

Source: Directorate of Educational Research and Training, State of Meghalaya; retrieved 11 June 2007 from http://dietnongpoh.gov.in/courses.htm .88 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.11—Bachelor of Elementary Education (BElEd)

Table 65. Bachelor of Elementary Education (BElEd), University of Delhi Duration: 4 Years Entry Requirement: Class 12 with 50% marks in all subjects; women only Year Category No. Course 1 Child Development 2 Contemporary India 3 Nature of Language Theory 4 Core Mathematics 5 Core Natural Sciences 1st 6 Core Social Sciences 1 Performing and Fine Arts Practicum 2 Craft, Participatory Work 1 Colloquia and Tutorials Colloquia Enrichment 2 Academic Enrichment Activities 1 Cognition and Learning 2 Language Acquisition Theory 3 Human Relations and Communications 4 Language across the Curriculum 1 English I 2 Hindi I 3 Mathematics I 4 Physics I 5 Chemistry I Liberal Course (Optional I) 2nd 6 Biology I 7 History I 8 Political Science I 9 Geography I 10 Economics I 1 Observing Children Practicum 2 Self-Development Workshop 3 Physical Education 1 Colloquia and Tutorials Colloquia Enrichment 2 Academic Enrichment Activities .89 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Duration: 4 Years Entry Requirement: Class 12 with 50% marks in all subjects; women only Year Category No. Course 1 Basic Concept in Education 2 School Planning and Management Theory 3 Logico- 4 Pedagogy of Environmental Studies 1 English II 2 Hindi II 3 Mathematics II 4 Physics II 5 Chemistry II 3rd Liberal Course (Optional II) 6 Biology II 7 History II 8 Political Science II 9 Geography II 10 Economics II 1 Classroom Management Practicum 2 Material Development and Evaluation 1 Colloquia and Tutorials Colloquia Enrichment 2 Academic Enrichment Activities 1 Curriculum Studies Theory 2 Gender and Schooling 1 Language 2 Mathematics Optional Course A: Pedagogy (choose one) 3 Natural Science 4 Social Science 4th 1 Computer Education Optional Course B: (choose one) 2 Special Education Practicum 1 School Internship 1 Colloquia and Tutorials Colloquia Enrichment 2 Project Work 3 Academic Enrichment Activities

Source: University of Delhi; retrieved 14 June 2007 from www.du.ac.in/course_details.html?department_id=Education&coursename=B.El.Ed.&course_id=217#elg .90 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.12—Bachelor of Education (BEd)

Table 66. Bachelor of Education (BEd) in Secondary Education, 2003–04, Andhra Pradesh State Council of Higher Education Duration: 1 Year Entry Requirement: Bachelor or master’s degree with at least 45% marks Instructional Category No. Paper Hours 1 Foundations of Education 77.1 2 Psychological Foundations of Education 77.1 3 Educational Technology and Computer Education 77.1 4 School Management and Systems of Education 77.1 Theory Paper 5 Personality Development and Communicative English 77.1 6 Methods of Teaching I 77.1 7 Methods of Teaching II 77.1 Subtotal 540 8 Practical Examination in Methods of Teaching I Practical Paper 9 Practical Examination in Methods of Teaching II 10 Practical Examination in Computer Education 11 Community Studies Project (Practicum of Paper 1) 30 12 Project (Practicum of Paper 1) 30 13 Case Studies Project (Practicum of Paper 2) 18 14 Health and Physical Education Project (Practicum of Paper 2) 24 Special Projects 15 Computer Education Project (Practicum of Paper 3) 48 16 School Studies Project (Practicum of Paper 4) 18 17 Personality Development and Communicative English Project (Practicum of Paper 5) 36 Subtotal 204 18 Scholastic Achievement Record – Method I 12 19 Scholastic Achievement Record – Method II 12 20 Microteaching Record – Method I 30 21 Microteaching Record – Method II 30 Methods Records 22 Teaching Practice-cum-Internship Record Method I 23 Teaching Practice-cum-Internship Record Method II 180 24 Teaching Practice-cum-Internship Diary Subtotal 264 I. demonstration Lessons in Microteaching 12 II. demonstration Lessons in Macroteaching 18 III. Allotment of Mentors and Topics for Practical Records 24 Others IV. School Visit by Student Teachers to Select Topics for Teaching Practice 12 V. orientation Programs for School Teachers on Teaching Practice-cum-Internship to be organized at 6 college level Subtotal 72 Grand Total 1,080

Source: Osmania University; retrieved 18 June 2007 from www.osmania.ac.in/BEd/Indexpage.htm .91 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.13—Master of Education (MEd)

Table 67. Master of Education (MEd), Osmania University Duration: 1 Year Entry Requirement: BEd with 55% marks + university-administered entrance examination Category Course No. Course Hours per Week Semester I ED 101 Philosophical Foundations of Education 6 ED 102 Advanced Educational Psychology I 6 Common Papers ED 103 Curriculum Development 6 ED 104 Research in Education 6 ED 105 Economics of Education 6 ED 106 Special Education 6

Elective Papers ED 107 6 (choose one) ED 108 Environmental Education 6 ED 109 and 6 Semester II ED 201 Sociological Foundation of Education 6 ED 202 Advanced Educational Psychology II 6 Common Papers ED 203 Educational Management Planning and Finance 6 ED 204 Emerging Technologies of Education 6 ED 205 Educational Statistics 6 ED 206 Guidance and Counselling 6

Elective Papers ED 207 Population Education 6 (choose one) ED 208 Disaster Management 6 ED 209 Yoga Education 6 Dissertation 6

Source: Osmania University; retrieved 18 June 2007 from www.osmania.ac.in/BEd/Indexpage.htm .92 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix C.14—Master of Engineering (Education)

Table 68. Master of Engineering (Education) (MEEd), National Institute of Technical Teachers’ Training and Research, Chennai Duration: 2 Years Entry Requirement: BE or BTech Semester Course No. Course Name 521 Principles of Learning and Psychological Foundations of Education 522 Engineering Curriculum Evaluation, Design and Instructional Materials Development 523 and Microteaching 1st 524 Educational Communication 525 Measurements and Evaluation in Technical Education 526 Technical Education Planning 531 Technical Education Management 532 Information Technology 533 Technical Education Research 534 Multimedia Production Electives (choose two) 2nd 535 Technical Teacher Education 536 Innovation in Technical Education 537 Advanced Educational Theory and Practices 538 Technical Student Services 539 Non-Formal Education for Unorganized Sector 3rd & 4th 541 Dissertation

Source: National Institute of Technical Teachers’ Training and Research, Chennai; retrieved 26 June 2007 from www.nitttrc.ac.in/M.E.%20Ed.pdf .93 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix D—Sample Documents ALL INDIA SECONDARY SCHOOL EXAMINATION (PAGE 1) .94 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

ALL INDIA SECONDARY SCHOOL EXAMINATION (PAGE 2) .95 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

SENIOR SECONDARY EXAMINATION (PAGE 1) .96 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

SENIOR SECONDARY EXAMINATION (PAGE 2) .97 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF COMMERCE (SPECIAL) (PAGE 1) .98 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF COMMERCE (SPECIAL) (PAGE 2) .99 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF COMMERCE (SPECIAL) (PAGE 3) .100 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF COMMERCE (SPECIAL) (PAGE 4) .101 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF EDUCATION (PAGE 1) .102 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF EDUCATION (PAGE 2) .103 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF AGRICULTURE (PAGE 1) .104 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF AGRICULTURE (PAGE 2) .105 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

BACHELOR OF AGRICULTURE (PAGE 3) .106 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

MASTER OF ARTS (PAGE 1) .107 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

MASTER OF ARTS (PAGE 2) .108 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

MASTER OF ARTS (PAGE 3)

.109 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

POSTGRADUATE DIPLOMA IN COMPUTER APPLICATION (PAGE 1) .110 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

POSTGRADUATE DIPLOMA IN COMPUTER APPLICATION (PAGE 2) .111 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

POSTGRADUATE DIPLOMA IN COMPUTER APPLICATION (PAGE 3) .112 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Appendix E—Placement Recommendations Placement recommendations provide guidelines for comparing international and Canadian educational credentials and standards. These recommendations are advisory in nature and indicate the general level of a credential in Canadian terms.

Placement recommendations represent benchmark assessments and do not cover all credentials. However, the fact that a credential is not mentioned in the placement recommendations does not mean it cannot be assessed by IQAS. International credentials not specifically covered should be referred to IQAS for individual evaluation.

Given the different educational philosophies, objectives and program structures in educational systems around the world, evaluation in terms of direct equivalence to specific Canadian credentials is not possible. For this reason IQAS placement recommendations are made in terms of “generally compares” to and not “equivalent” to.

When evaluating international credentials IQAS considers the following: • the education system of the country concerned • the recognition of the awarding institution • the level, length and structure of the program

When appropriate, IQAS may: • consider that comparison to a different level of education may more accurately reflect the level of the international credential in Canadian terms • combine two or more credentials .113 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

IQAS Placement Recommendations for Credentials from the Republic of India

Credential Name IQAS Recommendations Secondary School Certificate Generally compares to the completion of grade 10. Higher Secondary School Generally compares to the completion of a high school diploma. Certificate University-level certificates Generally compares to the completion of a postsecondary certificate/diploma. and diplomas [Or assessed individually, depending on admission requirements, full-time duration of study and general program content.] Technical-Professional Diplomas certificates and diplomas A diploma (two to three years duration) requiring 10+2 for admission generally compares to the completion of a postsecondary diploma. A diploma (at least three years duration) requiring 10 years of secondary school for admission generally compares to the completion of a postsecondary certificate. A diploma (two years or less duration) requiring 10 years of secondary school for admission generally compares to the completion of a high school diploma including __ years of vocational training. [Note: Engineering technology diplomas should be awarded by the State Boards of Technical Education.] Diploma Programs in Pharmacy A Diploma in Pharmacy (DPharm) [awarded prior to 1994] generally compares to the completion of a postsecondary Pharmacy Technician certificate. A Diploma in Pharmacy (DPharm) [awarded in or after 1994] generally compares to the completion of a postsecondary Pharmacy Technician diploma. Certificates Certificates are assessed individually, depending on admission requirements, full-time duration of study and general program content. Bachelor’s degree (three years) Generally compares to the completion of a three-year bachelor’s degree. Bachelor’s degree (four years) Generally compares to the completion of a four-year bachelor’s degree. Bachelor of Education (BEd) Generally compares to the completion of a one-year Bachelor of Education (BEd) after-degree. (one year) Bachelor of Medicine and Generally compares to the completion of a first professional university degree in medicine. Bachelor of Surgery (MBBS or BMBS)

Bachelor of Ayurvedic Medicine Generally compares to the completion of a bachelor’s degree with a focus in Ayurvedic medicine. and Surgery (BAMS) Bachelor of Dental Surgery (BDS) Generally compares to the completion of a first professional university degree in dentistry.

Bachelor of Veterinary Medicine Generally compares to the completion of a first professional university degree in veterinary medicine. and Animal Husbandry (BVSc & AH)

Bachelor of Law(s) Generally compares to the completion of a first professional university degree in law. (Special or Professional) Bachelor of Law(s) Generally compares to the completion of a two-year bachelor’s after-degree with a focus in law. (General or Academic) .114 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Credential Name IQAS Recommendations Bachelor of Law(s) Generally compares to the completion of a first professional university degree in law. (integrated program) Bachelor of Education (BEd) Generally compares to the completion of a four-year Bachelor of Education (BEd) degree. (four years) Master of Education (MEd) Generally compares to the completion of a one-year master’s degree with a focus in education. Master’s degree Generally compares to the completion of a one-year master’s degree. (three + two years) Note: The first year of the two-year master’s degree (following the completion of a three-year bachelor’s degree) is considered to be at the undergraduate level. Master’s degree Generally compares to the completion of a master’s degree. (four + one-and-a-half or two years) Postgraduate certificate/ Postgraduate certificate or diploma from university-level institutions or institutions with appropriate program Postgraduate diploma accreditation (such as aiCTe) [Four years of postsecondary study in total] Generally compares to the completion of a four-year bachelor’s degree.

[more than four year of postsecondary study in total] Generally compares to the completion of a Graduate Diploma or Certificate. [Shorter programs are generally compared to certificates while longer programs can be compared to diplomas.] Programs that involve less than four years of postsecondary study in total are assessed individually.

Master of Philosophy (MPhil) [In combination with the previous master’s degree] Generally compares to the completion of a two-year master’s degree. [or assessed individually.] Doctor of Philosophy (PhD or DPhil) Generally compares to the completion of a doctor of Philosophy (Phd) degree. .115 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Notes .116 INTERNATIONAL EDUCATION GUIDE FOR THE ASSESSMENT OF EDUCATION FROM THE REPUBLIC OF INDIA

Notes

© 2009 the Crown in right of the Province of Alberta Government of Alberta, International Qualifications Assessment Service (IQAS) ISBN 978-0-7785-6989-3

PRINTED IN CANADA • JULY 2009 Revised - December 2016