Structure Of Indian Education System?

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Structure Of Indian Education System
The School System – India is divided into 28 states and 7 so-called “Union Territories”. The states have their own elected governments while the Union Territories are ruled directly by the Government of India, with the President of India appointing an administrator for each Union Territory.

  1. As per the constitution of India, school education was originally a state subject —that is, the states had complete authority on deciding policies and implementing them.
  2. The role of the Government of India (GoI) was limited to coordination and deciding on the standards of higher education.
  3. This was changed with a constitutional amendment in 1976 so that education now comes in the so-called concurrent list,

That is, school education policies and programmes are suggested at the national level by the GoI though the state governments have a lot of freedom in implementing programmes. Policies are announced at the national level periodically. The Central Advisory Board of Education (CABE), set up in 1935, continues to play a lead role in the evolution and monitoring of educational policies and programmes.

There is a national organization that plays a key role in developing policies and programmes, called the National Council for Educational Research and Training (NCERT) that prepares a National Curriculum Framework. Each state has its counterpart called the State Council for Educational Research and Training (SCERT).

These are the bodies that essentially propose educational strategies, curricula, pedagogical schemes and evaluation methodologies to the states’ departments of education. The SCERTs generally follow guidelines established by the NCERT. But the states have considerable freedom in implementing the education system.

  • The National Policy on Education, 1986 and the Programme of Action (POA) 1992 envisaged free and compulsory education of satisfactory quality for all children below 14 years before the 21st Century.
  • The government committed to earmark 6% of the Gross Domestic Product (GDP) for education, half of which would be spent on primary education.

The expenditure on Education as a percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98. The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18).

  • The lower primary school is divided into five “standards”, upper primary school into two, high school into three and higher secondary into two.
  • Students have to learn a common curriculum largely (except for regional changes in mother tongue) till the end of high school.
  • There is some amount of specialization possible at the higher secondary level.

Students throughout the country have to learn three languages (namely, English, Hindi and their mother tongue) except in regions where Hindi is the mother tongue and in some streams as discussed below. There are mainly three streams in school education in India.

Two of these are coordinated at the national level, of which one is under the Central Board of Secondary Education (CBSE) and was originally meant for children of central government employees who are periodically transferred and may have to move to any place in the country. A number of “central schools” (named Kendriya Vidyalayas) have been established for the purpose in all main urban areas in the country, and they follow a common schedule so that a student going from one school to another on a particular day will hardly see any difference in what is being taught.

One subject (Social Studies, consisting of History, Geography and Civics) is always taught in Hindi, and other subjects in English, in these schools. Kendriya Vidyalayas admit other children also if seats are available. All of them follow textbooks written and published by the NCERT.

In addition to these government-run schools, a number of private schools in the country follow the CBSE syllabus though they may use different text books and follow different teaching schedules. They have a certain amount of freedom in what they teach in lower classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering to the needs of the Indian population there.

The second central scheme is the Indian Certificate of Secondary Education (ICSE). It seems that this was started as a replacement for the Cambridge School Certificate. The idea was mooted in a conference held in 1952 under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for Education.

  1. The main purpose of the conference was to consider the replacement of the overseas Cambridge School Certificate Examination by an All India Examination.
  2. In October 1956 at the meeting of the Inter-State Board for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian Council to administer the University of Cambridge, Local Examinations Syndicate’s Examination in India and to advise the Syndicate on the best way to adapt its examination to the needs of the country.

The inaugural meeting of the Council was held on 3rd November, 1958. In December 1967, the Council was registered as a Society under the Societies Registration Act, 1860. The Council was listed in the Delhi School Education Act 1973, as a body conducting public examinations.

  1. Now a large number of schools across the country are affiliated to this Council.
  2. All these are private schools and generally cater to children from wealthy families.
  3. Both the CBSE and the ICSE council conduct their own examinations in schools across the country that are affiliated to them at the end of 10 years of schooling (after high school) and again at the end of 12 years (after higher secondary).

Admission to the 11th class is normally based on the performance in this all-India examination. Since this puts a lot of pressure on the child to perform well, there have been suggestions to remove the examination at the end of 10 years.
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What is the structure of the education system?

1 Introduction – The United States education system is divided into three levels: elementary (or primary), secondary, and higher education: Elementary schools are those schools enrolling students in the first through sixth grades. (In some statistical literature elementary school encompasses students through the eighth grade.) They may also include kindergarten and pre-kindergarten classes.

Secondary schools enrol students in the 7th through the 12th grades. Successful completion of the 12th grade results in the awarding of a high school diploma, which represents a significant achievement in an adolescent’s life. The high school diploma is a prerequisite step for entrance into an institution of higher education and is becoming increasingly important for employment.

Higher education includes all students enrolled in postsecondary educational institutions. Although the United States education system is distinguished by the three main levels of elementary, secondary, and higher education, some school districts further subdivide their elementary and secondary student populations to create separate schools at the middle school or junior high level.

Middle schools generally encompass the fifth through the eighth grades and junior high schools generally encompass the seventh through the ninth grades. The structure of a school system is the result of decisions made at the community level, and is often influenced by factors such as population growth, funding sources, and availability of appropriate structural facilities.

As a result, the use of middle schools or junior highs as an intermediate step from the elementary level to the secondary level varies from school district to school district.
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What is the meaning and structure of primary education in India?

India Primary School Structure Primary education in India is divided into two parts, namely Lower Primary (Class 1-5) and Upper Primary or Middle school, (Class 6-8). Primary education from classes 1 to 8 is known as elementary education and caters to children aged 6 to 14 years old.

Ages : 6-14 years Duration: 8 years (lower and upper primary) Primary Languages: Hindi, English, and local languages Terms : 2 semesters Admission Term: throughout the year

The primary school curriculum is broader and builds on what was learned in pre-school. Children start to learn more about basic educational concepts, explore the world around them, enquire and also prepare for higher stages of education and lifelong learning.

The lower elementary curriculum includes a local or a regional language, mathematics, and the art of healthy and productive living, environmental studies- an integrated subject including sciences and social sciences that is introduced as an additional subject in the 3 rd grade. The upper-elementary curriculum offers 3 languages (mother tongue, English, and a modern Indian language- typically Hindi or a different language in Hindi-speaking states), mathematics, science and technology, social sciences, work education, arts, and physical education.

: India Primary School Structure
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What is the education structure in India according to new policy of education?

New Education Policy 2020 Schools System: 5+3+3+4 Education Structure – The New Education Policy 2020 has introduced a new 5+3+3+4 education structure that will replace the existing 10+2 system. Under this structure, the first five years of schooling will be focused on foundational learning, followed by three years of preparatory schooling, three years of middle stage schooling, and four years of secondary education. Structure Of Indian Education System
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What is the organizational structure of a school system?

What Is the Typical Organizational Structure of a School? Schools, like many other organizations, tend to follow standard organizational structures. They have a definite hierarchy and clear boundaries as to which employees or departments are responsible for various tasks involved in school operation.

  1. As with businesses and nonprofit organizations, the organizational structure of a school outlines who reports to whom and who is responsible for what.
  2. Schools typically have administrators who are responsible for whole-school operations and supervision and teachers of different subjects divided into teams based on grade levels or academic subject areas.

They also have office workers and support staff to carry out various functions necessary to school operations. The organizational structure of a school often involves members of the administration, licensed and unlicensed support staff and teachers. The administration often includes a principal who is responsible for the entire school and one or more assistant principals.

Administrators handle supervision of students and teachers and make schoolwide decisions, sometimes after consulting with teachers and other staff members. A school’s administrative team is responsible for making and enforcing school rules and district-level policies, rules and procedures. Administrators also are charged with making sure teachers are effectively teaching students the required curriculum.

Elementary and middle schools usually have teachers divided into teams based on the grade level of students, although middle school teachers also may be divided into teams based on core academic areas, such as language arts, mathematics, science and social studies.

  • High school teachers are normally in academic departments based on academic subject areas in core areas as well as departments such as business, foreign language and careers.
  • Teams or departments of teachers often plan separately and together to ensure they are all teaching the required curriculum and serving their students to the best of their ability.

Department heads or lead teachers are typically responsible for their team or department and serve as a liaison to school administrators and the lead teacher or curriculum facilitator, if any. Schools typically have support staff members who are responsible for various departments and essential tasks.

Office staff members are responsible for handling visitors, incoming calls and tasks such as daily attendance, as well as attending to the needs of teachers and students. The guidance department provides counseling to students is responsible for standardized testing and the dissemination of information regarding careers, health and safety.

Cafeteria workers provide breakfast and lunch to students. Janitorial and maintenance workers also are an integral part of most schools. In addition to the school-level organization, the organizational structure of a school typically involves administrators and other personnel who work at the school district level.

There is often a district director or superintendent in charge of an entire school system, along with other district-level personnel. The superintendent and school district personnel usually work in conjunction with a school board. School systems are typically part of a state-level or province-level group of schools that have a state or province superintendent; many countries also have school leaders at the national level.

The organizational structure of a school depends on its location and whether it is public, private or independent. : What Is the Typical Organizational Structure of a School?
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Which education has a structured system of learning?

What Is Formal Learning? – Formal education is a structured and systematic form of learning. This is the education of a certain standard delivered to students by trained teachers. To make sure formal learning is standardized and all learning institutions (e.g.

  1. Schools, colleges, universities, etc.) comply with these standards, formal education in a country is governed by organizations.
  2. In the case of the US, the Department of Education oversees formal education in all states.
  3. However, there are school districts and school boards to oversee schools on a smaller scale to handle problems that may arise in schools that the Department of Education doesn’t necessarily have to handle themselves.

Formal education is classroom-based, meaning everything a student learns comes books and other educational materials with the sole purpose of educating students. All teachers are trained and licensed to teach children, and they’re the same teachers the students will see every day to keep their education and training consistent.

  • Attendance is mandatory and non-optional for children ages 17 and below.
  • If a child fails to show up to class for several days in a row, they may be considered truant.
  • Because it is mandatory, they may be sent to juvenile centers or counseling.
  • Parents if they fail to do their duty as a parent and send their children to school.

This can result in fines or other penalties on the parents.
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What is the process of education in India?

School education – Education in India is a Concurrent List subject, that is both the Indian central government, and the state governments have responsibility for enacting and implementing education policy. The central board and most of the state boards uniformly follow the ” 10+2 ” pattern of education.

  •  3  In this pattern, study of 10 years is done in schools and 2 years in Junior colleges (Maharashtra) or Higher Secondary Schools(most other states), : 44  and then 3 years of study for a bachelor’s degree.
  • The first 10 years is further subdivided into 8 years of elementary education (5 years Primary School and 3 years Middle School), 2 years of Secondary education followed by 2 years of Higher Secondary Schools or Junior colleges.

: 5  This pattern originated from the recommendation of the Education Commission of 1964–66. There are two types of educational institutions in India, 1) Recognized institutions – primary school, secondary school, special schools, intermediate schools, colleges and universities who follow courses as prescribed by universities or boards and are also open for inspection by these authorities, 2) Unrecognized Institutions, which do not fulfill conditions as stated for the recognized ones.
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What is the structure of higher education system in India?

The Landscape of Indian Higher Education – The structure of Indian Higher Education is three-layered, consisting of Universities, Colleges and Courses. The universities and colleges work in unison with regulatory as well as accreditation bodies to deliver standardized education.
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What is the structure of teacher education in India?

Primary Teacher Education: This course lasts for two years and the minimum qualification for entrance is matriculation. At present higher secondary has been as the minimum qualification for entrance.3. Secondary Teacher Education: Training colleges trained graduate teachers for secondary or higher secondary classes.
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What are the main issue of Indian education system?

Today’s major issues facing education in India include access and equity, quality and relevance, teacher shortages and quality, funding, infrastructure, and greater emphasis on vocational training and practical skills.
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What is quality education in India?

Quality education Poor quality education is leading to poor learning outcomes in India, ultimately pushing children out of the education system and leaving them vulnerable to child labour, abuse and violence. Many classrooms continue to be characterized by teacher-centred rote learning, corporal punishment and discrimination.

  • Learning assessments show that many of those children who are in school are not learning the basics of literacy and numeracy or the additional knowledge and skills necessary for their all-round development as specified under the Right to Education Act.
  • Much remains to be done to ensure a child-friendly learning environment where all children benefit from gender-sensitive and inclusive classrooms, as well as the availability of improved water, sanitation and hygiene, and mid-day meal practices.
  • Every girl and boy in India has the fundamental right to quality education, an education one that helps them to acquire basic literacy and numeracy, enjoy learning without fear and feel valued and included irrespective of where they come from.

For the first time in 10 years, reading and arithmetic scores have improved in public funded schools at early grades (ASER 2016). In seven states (Chhattisgarh, Gujarat, Maharashtra, Punjab, Haryana, Telangana and Uttarakhand) reading level increased by 7 per cent at grade 3 level since 2014.

  1. This indicates that increase in learning is possible but takes time.
  2. Nevertheless, ASER 2018 showed that in grade 5 after more than four years of schooling, only half of all children could read a grade 2 level text fluently.
  3. The National Achievement Survey 2017 which was conducted for grades 3, 5 and 8 gave a similar picture with only 45.2 per cent of students achieving the targeted performance levels across all subjects and classes at the national level.

States such as Rajasthan, Madhya Pradesh, Uttar Pradesh, Chhattisgarh, Jharkhand, Bihar, Odisha and Andhra Pradesh with large populations of children from scheduled castes (SC), scheduled tribes (ST) and minority communities have the lowest scores. In the NAS 2017 girls scored slightly higher or as the same level as boys.

  1. While governments both national and state have invested in large scale learning assessments, the challenge is in the use of assessment data for improving the delivery of education rather than letting it remain a simple data collection exercise.
  2. Successful performance in school is supported by a wide range of abilities, attitudes and socio-emotional competencies, beyond traditional literacy and numeracy skills – life skills significantly contribute to learning and are an aspect of quality education.

While there is an understanding around the importance of life skills, there is a possible lack of alignment between traditional curricula and a life-skills learning agenda and a lack of understanding of how these can be developed across the education continuum.

The NEP brings this focus stressing the importance of leaning by doing. Since March 2020, schools in India have been closed and learning has shifted to remote home-based learning for those who can access it. School closures will impact learning across the education system. Gains in enrolment, school completion, and learning must not get eroded due to the combination of schools being closed and socio-economic hardships related to Covid-19.

According to the World Bank, five months of school closures due to COVID-19 will result in an immediate loss of 0.6 years of schooling adjusted for quality, bringing the effective learning that a student can achieve down from 7.9 years to 7.3 years. During this period of school closure, efforts have been made by governments to ensure continuity of learning for children while they have been home.

Digital tools including internet based high tech tools like apps and online learning classes, social media platforms, television and radio were used extensively. India is now looking at delivering education programmes differently and speedily to employ solutions, that accelerate impact and achieve scale across interventions targeted at children and adolescents.

COVID-19 presents urgency as well as an incredible opportunity to act and transform the education system through technology using it as an important tool of capacity building, inclusiveness and quality learning, without replacing the essential role of teachers/facilitators.

While technology is not a silver bullet to solve the problem of inequities in access and learning, it has huge potential for changing how teaching and learning is delivered in India, if employed in a systemic and inclusive way, empowering teachers, frontline workers, children and adolescents and increasing access to and quality of learning.

Currently around one-third of the 2.6 million secondary schools in India have ICT labs and a functional computer. Universal access to technology in homes is yet a dream in tribal belts, interior locations, rural areas, and amongst children with disabilities.

Children with poor or no access to technology face most challenges in continuing to learn. There is disproportional access to the internet across state, further extending into the rural-urban schism, where 13 per cent people of over five years of age in rural areas can use the internet against 37 per cent in urban areas.

Additionally, the digital dichotomy extends to the access to hardware and devices where the poorest students and marginalised communities, including girls, do not have access to smartphones, and even if they do, internet connectivity remains poor. The main area of UNICEF engagement and support is elementary education especially early grades and the transition to secondary education.

  • As schools remain closed and children learn remotely, UNICEF will engage with state government for expanding access to remote learning options.
  • UNICEF will support the expanded use of technology and the use of online systems to improve governance in education, enhance capacity of teachers, teacher support systems, other education functionaries and participation of children for enhanced learning and skills development.

But at the same time recognizing that quality learning requires quality teachers and teaching. Implementation of the National Education Policy 2020 being a priority UNICEF will provide technical support at national and state level in the key areas related to curriculum revision, learning assessment and reporting, foundational learning, life skills and career guidance.
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What is 5 3 3 4 system of education?

National Curriculum Framework for 5+3+3+4 system will come up in 18 months In the next 18 months, the National Curriculum Framework for the 5+3+3+4 system Y— that will replace the traditional 10+2 schooling system — will come up. Textbooks will accordingly be developed by the National Council of Educational Research and Training, and the framework will be shared with the States, said Sanjay Kumar, Secretary, School Education, Ministry of Education, Government of India.

  • As per the 5+3+3+4 system under the National Education Policy 2020, the children will spend five years in the foundational stage; three years in the preparatory stage; three years in the middle stage and four years in the secondary stage.
  • As per the NEP, a new National Curriculum Framework — a comprehensive framework to guide the development of education in the country — is being developed.
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As per the framework, all the books will be rewritten to reflect the spirit that is part of the NEP. “We have already come out with the teaching learning material for three years of preschool and classes 1 and 2. It should be launched soon in Delhi. We will send the framework to State Council of Educational Research and Training in all the States, and they will be requested to look at it and customise it as per their needs,” he told newspersons.

  1. Teachers’ education is extremely important.
  2. The online platform NISHTA — a capacity-building programme for improving the quality of school education through integrated teacher training – is used to train teachers.
  3. Similarly, the NEP talks about Integrated Teachers Educational Programme wherein the various B.Ed programmes of two or three years, there will be a single B.Ed programme across the country of four years duration by 2030.

“Only when we have the best teachers, only then will we be able to achieve the best outcomes,” he said at the end of the First G20 Education Working Group Meeting on ‘The Role of Digital Technologies in Education’ on Tuesday. The Education Working Group, under India’s Presidency of G20, has a key objective to identify areas/themes to promote possible research and academic collaboration among educational institutions in G20 member countries.

Asked for the timeline of an action plan based on the outcomes of the meetings, K Sanjay Murthy, Secretary, Department of Higher Education, Ministry of Education, said at Chennai the first working group meeting is being held, and this will be followed at Bhubaneswar, Amritsar and Pune. At the final meeting in Pune, the Ministerial meeting will happen and the final outcomes of the deliberations of the meetings will be agreed, which will in turn feed in to the Presidential Declaration in September.

While the Chennai meeting was on technology-enabled learning, the meeting at Amritsar will be research and richer collaboration; a whole day seminar on skill and future at work will be discussed at Bhubaneshwar and foundational literacy and numeracy at Pune, he said.
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What is management structure in education?

A) An educational management structure should normally comprise of three. grades, Headteacher, Depute Headteacher and Principal Teacher. b) Principal teachers should have responsibilities that reflect the school priorities. in delivery of the curriculum and the provision of pastoral care and pupil support.
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What does structure mean in education?

Barriers to Students Exploring how the structure of education can be a barrier to Meaningful Student Involvement, this article shares examples and tips to overcome challenges to student voice. Structure in school is any formalized activity within education.

  • There are “4 Ps” in the structure of schools: positions, policies, practices, and process.
  • It may be tempting to neglect the importance of developing structures that embrace student voice, as it may seem daunting or impossible to change those “4 Ps”.
  • However, the education system is inherently steeped in process; that is what makes it a tool of democracy.

Process is imposed by policies, enforced by practices, and secured by positions. That is why in order to maintain and strengthen democracy and education, Meaningful Student Involvement must be integrated throughout education. Structure Of Indian Education System
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What are the types of education in India?

Education System in India

Primary Elementary School 1–8
Secondary Secondary School 9–12
Tertiary First University Degree (Bachelor’s) 12–15
Tertiary First University Degree (Engineering & Technology) 12–16
Tertiary Second University Degree (Master’s) 15–17

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What are the 3 systems of education?

Types of Education – Education goes beyond what takes places within the four walls of the classroom. A child gets the education from his experiences outside the school as well as from those within on the basis of these factors. There are three main types of education, namely, Formal, Informal and Non-formal. Each of these types is discussed below.
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What type of social structure is the educational system?

Education is a social institution as it provides a formal structure and an opportunity for a transfer of cultural knowledge. Most places in the world have some type of formalized education.
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What is educational structure function?

Function of educational structure is Option 2 : Socialization of new population Free 40 Questions 40 Marks 15 Mins An Educational Structure is a school or an institution whose primary purpose is to impart academic knowledge and skills. Socialization is a process of social development in an individual which helps in acquiring social skills and attitudes, socially approved ways of behaviour and social roles.

The Function of an Educational Structure
Towards Individual Towards Society
Development of latent potentialities Social Change and control
Modifying the past behaviour through learning Reconstruction of experiences
All-round development – physical, mental, social, emotional & spiritual Development of social & moral value
Preparing for future – how to earn a livelihood after completion of education Providing opportunity or equality
Developing personality – morally, socially, intellectually, aesthetically Transmission of culture and values to the new population through the process of socializing
Helps to preserve and transmit the rich culture and traditions Helps an individual in promoting social and cultural efficiency

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students : Function of educational structure is
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How important is structure in education?

Being an effective teacher begins by providing structure in the classroom. Most students respond positively to structure, especially those who have little structure and stability in their home life. A structured classroom often translates to a safe classroom, one where students can enjoy themselves and focus on learning.

  • In a structured learning environment, students are more likely to thrive and experience personal and academic growth.
  • Too often teachers provide students with freedoms that they can abuse.
  • A lack of structure can destroy a learning environment and undermine a teacher’s authority, leading to misbehavior and wasted time,

Keeping a classroom structured does take a strong commitment from the teacher, but the rewards are well worth the time, effort, and planning required. Teachers who build a structured classroom will find that they enjoy their jobs more, see more growth in their students, and experience more positivity.
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What are the four basic components of an educational system?

Abstract – Technological progress and its rapid evolution have positively affected the industrial sector and different productive/service sectors. One of the service-sectors that have benefited the most has been Education. In this sector, the implementation of current and emerging technologies combined with innovative pedagogical procedures and best practices is known as Education 4.0, which, in this paper, is described and mapped according to the well-known periods of the four industrial revolutions and related to higher education.

  1. Likewise, four core components of Education 4.0 to be used as a reference for the design of new projects in educational innovation are proposed (i) Competencies, (ii) Learning Methods, (iii) Information and Communication Technologies, and (iv) Infrastructure.
  2. Finally, three case studies applied to Engineering Education illustrate how the proposed components are considered in educational programs’ designs.

© 2021 The Authors. Published by Elsevier Ltd.
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