In the Indian education system, a significant initiative arising after the ratification of the right to educations act (2009) was continuous and comprehensive evaluation (CCE) - a system whereby teachers are expected to use formative as well as summative assessment techniques to track learner progress in both academic and non-academic domains, particularly from grade 1-9. This was adopted both by schools operating under state boards of educations and those adhering to the CBSE. Implementations of the system have had a mixed response during the introduction of
CCE has wide acknowledged as a positive move, with its intention of providing more timely feedback on learning, reducing the emphasis on using the only end-of-year exams of assessment; there has been confusion among teachers about how to effectively incorporate CCE into current practices and use the result constructively. For example, an evaluation study conducted in Haryana in 2003 found no discernible difference in learning outcomes in schools where CCE had been adopted compared to those where it had not.
EARLY CHILDHOOD EDUCATIONS
A wide range of types of ECE and daycare is available in India, including both government and privately managed lower and upper kindergarten and Anganwadi care centers, which are common in rural areas and fall under the ministry of women and child development. ASER(Annual State of Educations Report) Statistics indicate that in 2018, 67 percent of three-year-old,74 percent of four-year-old,58 percent of five years old, and 26 percent of six-year-old were attending 'preschool' in 2018.
Attendance in urban areas is likely to be higher. On a larger scale, a longitudinal study published in 2017 found that preschool facilities were present in all the villages of the three states involved, with privates provision expanding rapidly. It also found that levels of schools readiness were 'far below expectations, and that was significant variations as to the path that children took through ECE. It noted that the quality of preschool education in private and state facilities, as well as Anganwadis, was not developmentally appropriate, reporting that alongside limited use of songs, rhymes, and games, children were often taught aspects of formal literacy and numeracy too early through rote learning methods, due in many cases to parental pressure. Workers in Anganwadi were described as 'Semi-trained,' and those in private preschools as, in most cases, 'local, untrained youth' often willing to make use of corporal punishment. Play opportunities were 'largely missing' from ECE in such rural areas. A study from 2009 in Mumbai reported developmentally appropriate practices in approximately half the class observed.
PRIMARY EDUCATION
Primary educations in India currently covers five grades, typically from ages six to ten. However, there are many variations at the local level, with ASAR reporting that in rural areas, 10 percent of children in primary educations were four, and 34 percent were five, while 10 percent of those still in preschools were seven. As well as 'first' languages, subjects often include English, Mathematics and usually combined social studies and science lessons. In addition to those, physical educations are offered on most timetables. In response to concern about the overuse of rote learning at the primary level, several states have attempted to
Implement variations on a model of child-centered education.
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