An Essay on Education - Analysis of Education System in India. What we need to modify?

An Essay on Education Retooling of Education System in India Definition:

Educat Education ion is any act act or exper experien ience ce that that has has form formati ative ve effect effect on the mind, char charac acte terr or phys physic ical al abil abilit ity y of an indi indivi vidu dual al/r /rec ecip ipie ient nt.. In tech techni nica call sens sense, e, Education is the process by which society deliberately transfers its accumulated knowledge, skills & values from one generation to another. Etymologically, the word Education is derived from Latin word “Educere”, which means “to bring out or bring forth what is within”, within”, in other other words “to bring out potential”; potential”; and Latin Latin word “ducere”, which means “to lead”. Thus Education is about grooming up the mind, character & physical ability of an individual and instilling him/her with knowledge, skills & values to bring forth his/her potential to lead. The process of educ educat atio ion n is deli delive vere red d thro throug ugh h effe effect ctiv ive e util utiliz izat atio ion n of Verb Verbal al,, Writ Writte ten n & Kinae Kinaesth stheti etic c skills skills (now-a (now-a-da -days, ys, techno technolog logy y is also also playin playing g an incre increas asing ingly ly impor importa tant nt role) role) of the trainer trainer to make make effec effectiv tive e impac impactt of the sense senses s of the trainee, as a result of which the abilities of individual is enhanced. Education Education can be acquired acquired through Formal, Formal, Informa Informall or Experient Experiential ial method. method. Forma Formall Educa Educatio tion n is one, one, which which acquir acquired ed with with an accom accomplis plished hed trainer trainer,, who guides/lea guides/leads ds the process process of learning learning of the recipient. recipient. This is normally normally done by placing suitably organized information & evidence for the recipient, by debating & challenging any apprehensions or doubts, and through suitable demonstrations & controlled experiments. Certificates, Diploma & Degrees are conferred on the individual in the formal education system & are distinguishing feature feature of this system. system. Informa Informall Education Education is acquired acquired through through contempla contemplation, tion, observation, observation, curiosity & logical reasoning, experimentation, Real life experiences & Self study. Experiential education education is acquired as apprenticeship in a profession or trade under a supervisor, in experience sharing sessions (formal or informal) at work work plac place e or trad trade/ e/in indu dust stry ry semi semina nars rs,, by goin going g thro throug ugh h manu manual als, s, communication communication & directives di rectives that are part & parcel of any work place or industry. Education Education is categori categorized zed as Primary Primary,, Secondar Secondary y & Tertiar Tertiary y Educatio Education. n. Primary Primary education education is the one that is given up to 10-11 10-11 years of age under the formal formal education. education. Basic Basic Language Language & Mathema Mathematics tics skills, skills, elementa elementary ry understa understanding nding of Natural Science & an impression of consciousness about the society around the child through knowledge of Social Science is imparted to the child during the Primary Education process. A child’s logical thinking ability, communication skills, Value system, manners & curtsies, Arithmetic skills and ability to discern or critical thinking ability are sought to be nurtured as a result of the process of Primary Education.

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Written by: Amit Bhushan & Sweta Nigam Amit Bhushan is a Corporate Corporate Banking professional at Delhi Sweta Nigam is a Teacher of Science/Chemistry at Delhi Suggestion /Feedback are welcome at [email protected] or [email protected] Note: All views are personal.

Seco Second ndar ary y Educ Educat atio ion n proc proces ess s lead leads s to furt furthe herr deve develo lopm pmen entt of the the subj subjec ects ts taught in the primary education further is imparted till 17-18 years of age. Like the Language skills are nurtured to develop more sophisticated skills in Grammar Grammar & Comp Compre rehe hens nsio ion n alon along g with with verb verbal al & writ writte ten n comm commun unic icat atio ion n skill skills. s. The The Mathe Mathema matic tics s skills skills includ include e not only only arith arithmet metic ic but geomet geometry ry,, trigo trigonom nometr etry, y, calculus, logarithms, concepts of accounting as well as some other relatively more sophisticated concept. Science is taught to develop critical thinking ability through systematic examination of natural phenomenon along with technological advanc advanceme ements nts of the socie society ty with with knowle knowledge dge of struct structure ure & compo composit sition ion of different states of matter, botany, zoology, physics and computer science among other others. s. Socia Sociall Scienc Science e educa educatio tion n dwells dwells in geogra geography phy,, politi politica call scienc science e & awareness of Law, anthropology, economics with appreciation of various religion & belie belieff system systems, s, cultur cultures es & socia sociall phenom phenomeno enon n like like caste casteism ism,, racis racism m etc. etc. including history. The idea is to instil confidence in a child through realization of his inherent abilities, equip him to nurture his abilities and aptitude further, help him unders understa tand nd socia social, l, cultur cultural, al, regula regulato tory, ry, polit politica icall & legal legal system systems s of the society with social skills like organizing in teams or groups, leading such groups, dexter dexterity ity,, sports sportsma man/c n/com ompet petitiv itive e spirit spirit & discip disciplin line, e, hygien hygiene e and and sensit sensitivi ivity ty towards & appreciation of others. Terti Tertiar ary y educa educatio tion n seeks seeks to nurtur nurture e & impro improve ve financ financial ial produc productiv tivity ity of an individual. individual. Ideally Ideally no age limit should be prescribe prescribed d for such education education as its deman demand d is a by-pro by-produc ductt of self-a self-actu ctuali alizat zation ion endea endeavo vour ur of an indivi individua dual. l. It prepares him to recognize his/her ‘needs & wants’ and acquire skills to further his abilities & aptitude to meet those needs by negotiating his space in society. Advanced Advanced knowledge knowledge of Engineer Engineering, ing, Medicine, Medicine, Science Science & Technolo Technology, gy, Social Social Scie Scienc nces es incl includ udin ing g Arts Arts,, Econ Econom omic ics, s, and and Hist Histo ory etc. etc.,, Lang Langua uage ge & Communications Communications skills or specialized knowledge of any subject helps him achieve his space. Also included are Vocational skills, Craftsmanship, Entrepreneurship, Entrepreneurship, skills in Accounts & Trade & commerce, Technician skills in various trades & indust industry ry and ability ability to rende renderr servic services es neede needed d by the socie society ty are are all part part of Ter Tertia tiary ry Educ Educat atio ion. n. Know Knowle ledg dge e & Trai Traits ts that that are are soug sought ht to be nurt nurtur ured ed are are anal analyt ytic ical al abil abilit ity, y, inno innova vati tion on & expe experi rime ment ntat atio ion n spir spirit, it, skil skills ls to rese resear arch ch,, negot negotiat iation ion & manag manageme ement nt skills skills,, with with abilit ability y to unders understa tand nd behav behaviou iourr of organizations & systems in the relevant trade; various support systems, local & global regulations guiding the development of the trade/industry; knowledge of various players & competitive postures in the trade/industry; demands of the soci societ ety y & ethi ethica call issu issues es asso associ ciat ate e with with the the trad trade/ e/in indu dust stry ry;; tech techno nolo logic gical al developments & challenges in the industry etc. The idea of Tertiary Education is to convert a human being into a professional (ranging from skilled worker to scientist/researcher).

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In summary, aim of education is to develop new frontiers of the subject or to extend extend the boundari boundaries es of the subject further further to support human pursuits pursuits in that direction. It arms an individual to the well being of self as well as that of the society. Improvement Improvement of Financial productivity, moral, ethical & spiritual values & systems and bankable skills are some of the results of education. Apart, the rulers/governments rulers/governments also try to push in development of nationalistic spirit, respect for their leaders, leaders, ideals & philosoph philosophy, y, respect respect & understa understanding nding for “Nationa “Nationall Hist Histor ory y (or (or Nati Nation onal alis isti tic c view view of Hist Histor ory) y)”, ”, “Law “Laws, s, Polit Politic ical al & Gove Govern rning ing Architect Architecture” ure”,, “Nationa “Nationall Policies, Policies, Values Values and Symbols” Symbols” among among other other items items to further “National interest or governance agenda”. agenda”. Education needs to sustain the Interest of the recipient, help equip him to develop his Aptitude & Skills, give guidance about how Approach the subject & pursue Self Interest & Goals for furthe furtherr advanc advancem ement ent,, challen challenge ge his menta mentall & physic physical al facul facultie ties s to furthe furtherr Research the subject to deduce new knowledge or understanding and bring forth creative solutions to solve needs of the society.

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Meaning/Definitions Meaning/Definitions of word marked in Bold: 1) Interest Interest:: Getting Getting engaged engaged to or with; Get excite excited d or passio passionate nate about about a person, object, or phenomenon. 2) Aptitud Aptitude: e: A natura naturall or acquired acquired dispos dispositio ition n or capacit capacity y for a particu particular lar purpose; A tendency to a particular action or effect. 3) Skill: Knowledg Knowledge e of Principles Principles & Techniques Techniques with sufficient sufficient ability ability to judge suitability of a particular technique in a giver situation or circumstance with power to adapt. 4) Approac Approach: h: Ability to identify identify & access access an opportunit opportunity; y; To draw or push push self to a desire desired d situat situation ion from from any any given given point point.. Appro Approach ach pre-su pre-suppo ppose ses s know nowledg ledge e & und unders erstand tandin ing g of the the giv given situ situa atio tion, regula gulattory & comp compet etit itiv ive e envi enviro ronm nmen ent, t, know knowle ledg dge e of supp suppor ortt syst system ems, s, ethic ethical al dilemmas dilemmas & behaviour behaviour of various various interest interest groups groups as well as prevalent prevalent incentive systems and motivation amongst various players etc. 5) Researc Research: h: Systematic Systematic investigat investigation ion to establish establish facts; facts; A detailed detailed study of the subject especially in order to discover new information or to reach a new understanding; Gathering & analyzing a body of information or data and extracting new meaning from it or developing a unique solution to problem or cases. Scope: India’s labour force has reached 425 million in 2010 and will continue to expand over over the next next two decade decades. s. Some Some projec projectio tions ns sugges suggestt that that the labour labour forc force e increase increase will amount amount to 7.0-8.5 million million a year. year. Though Though going by the populatio population n growth numbers of 20 years previous, we shall arrive at some 15 million new labour forces joining the labour market. India India has starte started d to clock clock 8-9 % GDP growth growth (200 (2004-0 4-08) 8),, howeve howeverr growth growth of employment has been only around 1-2 per cent. Many large enterprises have been been sheddi shedding ng labour labour while while the capac capacity ity of agricu agricultu lture re to absor absorb b work workers ers is minimal. It is only in boom years of 2007 & 08 only, that we probably added enough enough jobs jobs for for all new people people joinin joining g the labour labour market. market. Howev However, er, much of

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these jobs were in unorganized sector. Then we also have around 65-85 million pers person ons s with witho out jobs jobs.. In addi additi tion on,, a sign signif ific ican antt numb number er of peop people le are are underemployed. The unemployment rates among youth are higher, reaching in certain states, as much as 35 per cent against the national average of 13 per cent. There is an urgent need to generate around 15-25 million of new jobs each year i.e. just to stop the problem from attaining crisis levels & lead to social explosion. Thus Thus it is impor importa tant nt for for Policy Policy maker makers, s, to not only only libera liberalize lize new busine business/ ss/ industry sectors, so that they start throwing up new employment opportunities, but they also need to ensure that our youths have the requisite skills to sustain themselves productively in the cut-throat business environment. Thus there is an urgent need to relook at the Education & Skills development system in India to ensure that our children receive proper Training to be able to negotiate with the demands of the changing time. India India has has abou aboutt 550 550 milli million on peop people le unde underr the the age age of 25 year years. s. The The Gros Gross s Enrollmen Enrollmentt Ratio Ratio is 96% at the primary primary level; however however Dropout Dropout rate is approx. approx. 32% at Primary Primary level level while it is 63% at the Secondar Secondary y level. Only 11% of the popu popula lati tion on is rece receiv ives es any any kind kind of Tert Tertia iary ry Educ Educat atio ion n (in (in a Gove Govern rnme ment nt recognized recognized institutions institutions)) compare compared d to the world world average average of 23%. 23%. India spends spends appro approx. x. 3-4% 3-4% of its GDP on Educa Educatio tion n which which is a bit lower lower than than some some of the developed & developing countries where the expenditure is about 6-8%. Given the higher proportion of youths is India, the expenditure on Education & Training may be raised raised to a higher level; up to 8-10% 8-10% so as to meet the training training needs of the the youn young g popu popula lati tion on.. It shou should ld also also be note noted d that that perc percen enta tage ge of Priv Privat ate e expenditur expenditure e on Education Education is rising. It was about 15-25% in the decade of 70s, 70s, reached about 30-35% in the 90s & is currently almost neck-to-neck (45-50%) with the Public/Go Public/Govt. vt. expenditure. expenditure. Looking Looking at the rising rising trend, trend, further further rise in (disposa (disposable) ble) income income level level of the populatio population, n, precario precarious us state state of Public/Go Public/Govt. vt. finances and favourable disposition of the attitude of the population, it can be concluded that privately funded education can be one of the big growth area in the overall economy. The sheer numbers of people in need to i mprove their skills with large number of people getting added up every year, points to the potential opportunity in the sector. Development of this sector has potential to not only employ a large number of people within itself (since education is employment intensive) but it also has potential to raise productivity across almost all other sectors of the economy (though exact contribution cannot be easily measured) and improve the quality of life through improved services. Healthcare, Tourism, Financ Financial ial Servic Services, es, Const Construc ructio tion n & Real Real estate estate,, Retai Retaill & Wholes Wholesale ale Tradi Trading, ng, Agri Agricu cult ltur ure e & Food Food Supp Suppli lies es,, Anim Animal al Husb Husban andr dry, y, Fore Forest stry ry,, Logi Logist stic ics, s, Hous House e Keeping & Décor, Craftsmanship etc. are among some of the industries where prod produc uctiv tivit ity y can can go up seve severa rall time times s with with avai availa labi bilit lity y of suita suitably bly trai traine ned d manpo manpowe werr withou withoutt drawin drawing g much much from from other other facto factors rs of produc productio tion. n. And And off off course, almost all other industries can also do with well trained or better trained manpower as well. So far, Education Education sector has been a classic classic case of neglect. neglect. It is a sector sector which has been a mess due to over regulation & resultant undersupply or sub-standard supply supply.. Though Though,, to be fair, fair, Educa Educatio tion n secto sectorr has also also seen seen some some innova innovativ tive e corpora corporate te action action with reasonable reasonable success. success. To begin the story here, it may be

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pointed that the Indian state makes it incumbent upon its government to offer basic education to all its children below fourteen years of age. Responsibility of educa educatio tion n is shared shared jointl jointly y betwe between en the state state & centra centrall gover governme nment. nt. Lack Lack of resources has been the explanation for the l imited capacity of the government to deliv deliver er.. The The gove govern rnme ment nt crea create ted d vari variou ous s type types s of inst instit itut utio ions ns to deli delive verr education & results have been a mixed bag; with some excellent institutions with world class delivery (in terms of quality of students produced) while some where student’s time and Government’s Government’s resources are squandered with impunity. There also exists a robust robust private private sector sector whose presence presence has largely largely been welcomed welcomed only by the richer sections of society. The poorer classes have not been able to afford the services of these private schools/institutions and therefore scoff at the sector. The government sector suffers from the apathy, neglect, corruption & unprofessional conduct of the large government bureaucracy and is in state of morass. Government Government has regulations pertaining constitution of organization for educa educatio tion n in the priva private te sector sector,, regar regarding ding syllab syllabii of what what should should be taugh taught, t, regulates infrastructure infrastructure requirements, has rights to inspect teaching, advises the kind of pay to be given to teaching staff and also conducts examination of students at certain level at Secondary Education level(X & XII). It’s a classic case wher where e an agen agency cy that that fails fails to disc discha harg rge e its its resp respon onsi sibi bilit lity y deci decide des s to play play regu regula lato torr and and ensu ensure res s that that ever everyo yone ne else else are are play playin ing g unde underr the the same same circumst circumstances ances that results results in cumulativ cumulative e failure failure of all. Naturall Naturally, y, the private sector remains harassed with the overarching overarching government intervention. The education education system system in a state state of moribund moribund neglect neglect till a few years years ago, until the need for large number of trained people, by a single industry brought about a mindset change in the segment. Basically, it was India’s famed Information Technolo Technology gy industry industry which needed a vast vast army army of trained code writers as well people who can run and work through the solutions offered by the industry. This required a large army of people which India’s state run higher education system was was in no way way equip quippe ped d to prov provid ide. e. It didn didn’t ’t have have the the reso resour urce ces s or the the willingness to invest in these resources either. It was then that some of the entrepreneurs rose up to the challenge. This led to start of “Vocational Training” instit institute ute in compu computer ters s which which facili facilitat tated ed people people into into jobs jobs that that they they other otherwis wise e would uld not not hav have been een capa capabl ble e to deli delive verr. The tra trainin ining g models dels wer were not not reco recogn gniz ized ed by the the Gove Govern rnme ment nt (as (as a “Voc “Vocat atio iona nall Trai Traini ning ng Cert Certif ific icat atio ion”) n”) however, since the model was successful, it received wide spread support from the industry industry & students. students. These These private institutio institutions ns managed managed to avoid avoid the ‘Red Tap Tape’ e’ of Indi Indian an bure bureau aucr crac acy y by part partne neri ring ng indu indust stry ry & stud studen ents ts whil while e avoiding/ignoring Government mandated prescription for the vocational training sector sector.. The The ruling ruling class classes es sensed sensed the mood mood of the people people and decided decided not to mess mess up with with the emerg emerging ing trainin training g instit instituti ution on till till corru corrupt pt practi practices ces starte started d gainin gaining g ground ground in the secto sector. r. During During the middle middle of its Lifecy Lifecycle, cle, this model model started offering more complex variety of education and also started receiving accolades accolades from the industry industry for their training. training. As corruption corruption & deceit deceit started started rearin rearing g their their head, head, the gover governme nment nt had to inter interven vene, e, howeve howeverr not befor before e libera liberaliza lizatio tion n of Highe Higherr educa educatio tion n system system via All India India counc council il of Technic Technical al Education route whereby the Private institutions certification got Government recognition & they were given a route to enter the system of Education in a regulated manner to impart Degree & Diplomas. The case/experience is shared to show the possibilities/opportunities & challenges in the Education & Training sector in India. Presently, though only open for the non-profit segment, Indian

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Education sector allows for non-government segment freedom to operate at all levels from Kindergarten to Schooling to Industrial training Centers, Polytechnics, Degree Colleges & Universities.

Despite phenomenal capab capabilit ilities ies,, India India is serio seriousl usly y handic handicapp apped ed with with a very very weak weak and narro narrow w Knowledge base. With 12.3% 12.3% gross gross enrolm enrolment ent ratio ratio in Tertiary Tertiary Education Education, as com compare pared d to 21% in China China,, 54.6% 54.6% in develo developed ped countries and the world average of 23.2% . There is need to convert the huge manpower into a potent & productive ive human resource by expanding opportunities for youngsters. We need to develop a massive scale in Education sector sector in diverse fields such as science, technology, engineering, architecture, management etc. to reap the demographic dividends. This is possible only if we seriously undertake rapid reforms in the higher and technical education sector. Given the size of the market and ability to become a Global low cost destination for education (with English as mode of Teaching); the sector offers significant opportunities to grow several times its current size in coming few years.

History Education in Ancient India

India has a long l ong history of organized education. The Gurukul system of education is one of the oldest on earth but before that the guru shishya system was extant, in which students were taught orally and the data would be passed from one generation to the next. Gurukuls were traditional Hindu residential schools of Puranas, learni learning; ng; typica typically lly the teache teacher' r's s house house or a mona monaste stery. ry. The The Vedas, Puranas, Ayurveda,Yoga, Kautilya's Arthasahtra are only some of the milestones that the traditional Indian knowledge system boasts of. Education under the system was free free (and (and often often limite limited d to the higher higher castes castes), ), but stude students nts from from well-to well-to-do -do families paid Gurudakshina, a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy, Literature, Warfare, Statecraft, Mathematics, Mathematics, Medicine, Astrology and "His "H isto tory ry"" ("It ("Itiha ihaas as") ").. Only Only stud studen ents ts belo belong nging ing to Brah Brahmi min n and and Ksha Kshatr triy iya a communities were taught in these Gurukuls. However, the advent of Buddhism and Jainis Jainism m brough broughtt fundam fundament ental al change changes s in acces access s to educa educatio tion n with with their their democratic character. The first millennium and the few centuries preceding it saw saw the flouri flourishi shing ng of higher higher educa educatio tion n at Nalan Nalanda, da, Taksh Takshas ashila hila Univer Universit sity, y, Ujjain, & Vikramshila Universities. Art, Architecture, Painting, Logic, mathematics, Grammar, Philosophy, Astronomy, Literature, Buddhism, Hinduism, Arthashastra (Economics & Politics), Law, and Medicine were among the subjects taught and each university specialized in a particular field of study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, being the biggest centre, handled all branches of knowledge, and housed up to 10,000 students at its peak. British records show that education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the count country ry.. The The subjec subjects ts taugh taughtt includ included ed Readi Reading, ng, Writin Writing, g, Arith Arithmet metic, ic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The ancient system of learning learning didn’t follow follow any prescribed prescribed curriculum curriculum,, thus

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interest est & allow allowed ed the studen students ts with with freed freedom om to pursue pursue subjec subjects ts of his inter aptitude. Rigorous training under supervision of an expert Guru led to nurturing of skilled craft craftsma sman. n. The The limita limitatio tions ns impos imposed ed on socia sociall mobil mobility ity due to rigid rigid caste system, however draconian draconian it may sound, but allowed for or even nurtured experimentation & research in the avocation, while at the same time helped in form formul ulat atio ion n of “approach ” wher where e the the comm commun unit ity y impa impart rted ed trai traini ning ng is incen incenti tive ve syst system em in the the soci societ ety/ y/ind indus ustr try, y, in unde unders rsta tand ndin ing g of inte intere rest st & motivation of various players, in managing overall risks. One probable outcome of the system was that the Ancient India was one of the foremost civilizations with its Craft in demand far & wide. Its Architecture, Legal, Political & Sociocultural system was revered in other civilizations like Mesopotamia, Chinese & Egyptian Civilization.

But scholars have questioned & challenged the proponent of the above theory on following grounds. The village pathshalas were often housed in shabby dwellings and taught by ill-qualified teachers. Instruction was limited mainly to the three Rs(Rote, Rs(Rote, Religion, Rituals) and the native native mahajani /zamindari accounts. accounts. Printed books were not used, and most writing was done on palm leaf, plantain leaf, or on sand. There was no fixed class routine, timetable, or school calendar. There was was no annual annual examin examinat ation ion,, pupils pupils being being promo promoted ted whene wheneve verr the the guru guru was was sati satisf sfie ied d of the the scho schola lar' r's s atta attainm inmen ents ts.. Ther There e were were no desk desks, s, benc benche hes, s, blackboards, or fixed seating arrangements. The Ancient Education system has further been criticized as elitist system tailored to the needs of Brahmin boys who were taught taught to Read & Write Write by a Brah Brahmin min teache teacher. r. The entire entire social social & educational system was designed to catapult Brahmins to the pinnacle of the system and ensure their dominance. Thus system was failed to deliver upon one of the main delivery requirements of Education system i.e. identifying natural aptitude of the student & honing them into marketable skills & matured intellect. An effective system should result in social mobility (since students are free to pursue their interests) which the ancient system failed to provide. During During the perio period d of invas invasion ion,, the the syste systems ms were were disrup disrupted. ted. Advent Advent of new religions, such as Buddhism, Jainism etc. led to further alienation of the lower strata strata from from the ancient Social & Educationa Educationall system. system. The Brahmins Brahmins lost their status & position at the pinnacle of the society as well as the incentives that accrued accrued to them. them. The developme development nt of Mathema Mathematics, tics, Science, Science, Arthash Arthashastr astra, a, Literature etc. which were pursued by Brahmins suffered as a result and India ceded its status of the foremost nation in the comity of nations. By the time Mughals invaded & took over India, the Education system had declined fairly from its past glorious phase. Idian had no knowledge of the latest techniques in warfa warfare re like like usage usage of Gun-Po Gun-Powde wderr & usage usage of Guns Guns (Topk (Topkhan hana) a).. Over Over a long long period period there there was was no univer universit sity y system system exist existing ing in the count country ry or organ organise ised d education system, for that matter. The University system regenerated only when the British restarted the system of Education which is prevalent today as modern Education system. Even though India’s Ancient Education system “ Guru-Shishya Parampara” has decl declin ined ed but but it can can stil stilll be seen seen in actio action n in cert certai ain n sect sector ors. s. It domi domina nate tes s segments like Spiritual Education, Yoga/Physical & Mental training & Relaxation, Tradi Traditio tional nal Song Song (Sange (Sangeet) et),, Music Music (Instr (Instrume uments nts trainin training) g) & Dance Dance (Nrity (Nritya) a) education, In the traditional traditional Song, Music & Dance Dance space, though though India’s formal

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education sector has tried to make deep in-roads (we have University awarding degrees & even Doctorate research, however People have continued to prefer “Guru-Shishya model” where one teacher continues to work diligently over the studen studentt throu througho ghout ut his/he his/herr Educa Educatio tion n period period & impar imparts ts him with with skills skills,, with with info inform rmat atio ion n on how how to appr approa oach ch the the art art to deve develo lop p furt furthe herr & iden identi tify fy opportunities in the life. We also have the system of “Ustad” in various trades like Auto Mechanic, barber, Tailoring, Metal work etc. who recruit young pupils to train them for these ‘Life” ‘Life” skills. The poor in Rural as well well as Urban areas prefer prefer their children to be trained by these “Ustad” over the Formal Education system primarily because of ‘costs’ but also because they see little value in the formal system to be able to impart ‘Life’ or Earning skills. The elite in India scoff at the system as they see it as ‘Exploitation” of the child who is made to work on the ‘Shop floor’ during the process. The system though struggling with the ‘jeers’ that the Teachers and elite throw at it (inspite of the fact that formal education has no solution for the students of this segment), however ‘Ustad’ system has now also got to deal with ‘Free Mid-day Meal’ scheme of the Government of India for the Primary Education sector which is able to wean away the student due to the ‘incentive’ of Meal. However, it has survived and continues to “Skill” India with its offering (Ills of the system notwithstanding). Careful thought must go to about this segment before deciding about Reforms. We may want to develop a strategy to reform this piece of reform the informal education system to rid it of its ills, rather than reform the Education system to rid it from the “Guru-shishya or Ustad” system. Education in British India

British records show that indigenous education was still widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended attended by students students that represented represented all classes classes of society. society. Pre-British Pre-British educational institutions were maintained by grants of revenue-free land by the state/ruling class. The East India Company, with its policy of maximizing land revenu revenue, e, stoppe stopped d this this and and thus thus star starved ved the Indian Indian educa educatio tion n syste system m of its financial resources which led to further De-generation of the Ancient Education syste system. m. When When Roya Royall Britis British h Gover Governme nment nt took took gover governan nance ce of India India from from East East India Company, it de-recognized the old system and stopped any incentives for them or for the students who turned out through the old system. So the decline which had probably started in the mid- 1700s & continued since then brought about almost total annihilation is early 1800s. By the 1820s neither the village schools nor the tols or madrasas were the vital centres of learning. Thus Ancient Education system had failed to survive this body blow. Gandhi is said to have desc descri ribe bed d the the trad tradit itio iona nall educ educat atio iona nall syst system em as a beau beauti tifu full tree tree that that was was destroyed during British rule. The newer era of higher education started with the British initiative in the 19 th century. Lord Macaulay (1835) through the Macaulay minutes stressed upon the closure of institutions of oriental learning (though the British didn’t shut down Indi Indian an inst instit itut utio ions ns enma enmass sse e but but they they did did noth nothin ing g to prev preven entt them them from from degeneration which ultimately led to their extinction) and then a few colleges at

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different places were established by the British regime. In July 1854, Woods Despatch Despatch had propose proposed d establishm establishment ent of universit universities ies in India. India. Accordingly Accordingly,, Calcutta, Bombay and Madras Universities were established in the year 1857 which which are are felici felicitat tating ing their their 150t 150th h year year.. Some Some of the renow renowned ned Educat Education ional al instit institute utes s like like St. Xavie Xavier's r's Colleg College, e, Sydenh Sydenham am Colleg College, e, Wilso Wilson n Colleg College e and and Elphinstone College have been established by the British in India. Quite a few well meaning Indian intellectuals had supported the British Education system which which the regar regarded ded as more more open open & allow allowed ed for for socia sociall mobili mobility. ty. Prom Promine inent nt among them was Raja Rammohan Roy, who wrote to the governor-general, Lord Amherst, requesting that he not spend government funds on starting a Sanskrit Colle College ge in Calcu Calcutta tta but rathe ratherr employ employ "Euro "Europea pean n Gentle Gentlemen men of talent talent and education to instruct the natives of India in Mathematics, Natural Philosophy, Chemistry, Anatomy and other useful sciences. Detracto Detractors rs of British Education Education system system argue that it was "To consolida consolidate te their hold on India, India, the British set upon establishing establishing an intermedia intermediary ry race of Indians, whom they could entrust with their work at the middle level echelons and who could one day be convenient instruments to rule by proxy, or semi-proxy. They see Britis British h Educa Educatio tion n as tool tool to shape shape these these Briti British sh clones clones.. They They demoni demonize ze Macaulay as someone who had very little regard for Hindu culture and education: Mr. Macaulay is portrayed in poor light quoting epithets such as “Hindus have a literature of small intrinsic value, hardly reconcilable with morality and full of monstrous superstitions." superstitions." credited to him. Some reforms & development efforts were also witnessed in the Education sector in Briti British sh Indi India. a. In 1882 1882 the the firs firstt Indi Indian an Educ Educat atio ion n Comm Commis issi sion on unde underr the the Chairmanship of W W Hunter was established. The report dealt with indigenous education, primary education, secondary education and university education. In 1913 the Education Policy was developed by the then British Government, which proposed establishment of new universities within each province. Accordingly, the Central Hindu College was converted to Banaras Hindu University in 1916 and Mohammedan Anglo Oriental College into Aligarh Muslim University in 1920. Univer Universit sities ies were were also also star stared ed at Myso Mysore, re, Hydera Hyderabad bad and Patna Patna.. India’ India’s s first first Medical College came up in Calicut in 1942-43. This was in response to shortage of Doctors Doctors during during the second World War for the British British Soldiers. Soldiers. The Sergent Report of 1944 was an effort to develop a national system of education in India, which suggested formation of University Grants Commission. Althou Although gh in theor theory, y, Briti British sh Educat Education ion system system was was libera liberal, l, allow allowed ed for for equal equal opportunities to everyone armed with a Degree & skills in English language. However, in practice the way the applied the policy, the elitist tendencies were reinforced. Firstly, the Education system or Higher Education required a stay in Hostels as prominent colleges were available in few cities. Besides, there were a host of other expenses like Tutorials, Books etc. which the poor couldn’t afford. The British were also keen to preserve the position of the privileged to enlist their support for the British rule and thus did little to upset them. The elite then helped British fasten their grip on India. Also, the system relied on imported books, text & tutors. These had no relevance to local situations in India and failed to provide any ready reference point to the stud studen ents ts exce except pt in some some fiel fields ds like like some some topi topics cs of the the Natu Natura rall scie scienc nces es,,

10


Mathema Mathematics tics etc. Secondly, Secondly, the system system put special special emphasis emphasis of examinatio examination n (especially written examination) as a tool to judge merit of the student. Third, the system offered little choice to students in terms of selection subjects of their aptitude. Lastly, the Score in the examination was almost the sole criterion for select selection ion of a candid candidat ate e for for job (alon (along g with with know knowledg ledge e of Englis English). h). Thus, Thus, it started the great Indian race to cram subjects to score well during examination. The interest & aptitude of the students stifled in the system. Also, the British Admi Admini nist stra rati tive ve syst system em was was stil stilll deve develo lopi ping ng duri during ng that that peri period od.. So litt little le information was available to teachers to impart knowledge & share information about the opportunity structure or merits or demerits of the Policy & procedures. Thus students generally lacked information on how to approach the subject to pursue their goals or to enhance their skills further. There is little evidence of indigenous research facilities as British were keen to push their industrial wares in India India & thus thus were were more more intere intereste sted d to stifle stifle Indian Indian innova innovatio tion n rathe ratherr than than promoting it. Even with all its several flaws of the Education System prevalent today in India is that, it is an extension of the Old British Raj Education system with very little reform reform ushered ushered into the same. Post Post Independen Independence, ce, we started started taking decisions decisions locally. However, our Administrators as well as most Strategic observers had little faith on our culturally diverse society to be able to stick together. So, they kept the decision making process mostly under wraps away from public gaze. Thus Thus Educa Educatio tion n system system could could not not benef benefit it from from obser observa vatio tion n of the decisi decision on making & its implementation implementation process. Neither was debate on Governance, Governance, policy & procedure procedures s brought brought forth forth in public domain. domain. While relatively relatively more promotio promotion n was was given given to promo promote te India’ India’s s indige indigenou nous s Value Values s syste system m & highli highlight ght its Rich Rich history & common heritage, little information was provided on how it interacts with global schemes of things, how policies and procedures are being evolved & discuss discuss suitability suitability of those those decisions decisions for our toiling masses. masses. Students who pass out have have little little idea over the directi direction on that that they they should should adopt adopt to reach reach their their Goals, the behaviour, tendencies, requirements of organizations in their field of avocation; the policies & regulatory structures as well as global & competitive structures shaping the industry; challenges, incentives & motivation of various playe players rs in the the indu indust stry ry etc. etc. From From the the Brit Britis ish h peri period od,, stude student nts s went went abro abroad ad (generally to UK, which was the centre of the World, then) to acquire (higher) Education since that provided them with greater sense of liberation by helping them to see ready reference points & policy making in action. The glimpses of this Education Education bias can be seen in India’s India’s Freedom struggle struggle itself itself where where those those educated in Britain dominated the scene & commanded India post liberation, while those who educated in India are just small blips in the History of our Freedom struggle. The bias in favour of foreign education continues till date even as “Young India” cries for Sweeping reforms to overhaul of the Education system. However, to be fair to British Education system, it did help inculcate the sense of Rule of Law, Equality before Law, Freedom of Speech, Freedom to pursue one’s religion & Belief system etc. among Indians. Engineers trained by the system helped build several Bridges, Dams, Roads, Railways & Maritime transportation. It helped helped creat create e a single single admin administ istra rativ tive e unit unit for for the whole whole of India, India, which which constituted of several Princely states, and our ‘Babus’, which are product of the same Education system are still able to hold the country together in more or less the same way, British handed it over to them. The thriving Electoral Democracy,

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Free Press, Independent Judiciary, a Professional Army among several institutions accl acclai aime med d for for thei theirr exce excell llen ence ce are are all all mana manage ged d by prod produc ucts ts of the the same same Education System. Guess, it shall be wiser to instead dwell of the future course for Education Education System in India; India; to focus on strategie strategies s to groom intellect intellect for the future rather than debate the past.

Education in Modern India Education in Independent India

During During the post post indepe independe ndence nce period period,, the First First Educa Educatio tion n Commi Commiss ssion ion was was constituted in 1948 on university education. The Commission was chaired by Dr S Radha Radhakr krish ishnan nan and also also known known as the Radha Radhakri krishn shnan an Comm Commiss ission ion.. This This Commiss Commission ion stressed stressed on autonomo autonomous us status status of universit universities. ies. The Commiss Commission ion pointed out ‘democracy depends for its very life on high standard of general, vocational and professional education’. The dissemination of learning, incessant sear search ch for for new new know knowle ledg dge, e, unce unceas asing ing effo effort rt to plum plumb b the the mean meanin ing g of life life provision for professional education to satisfy occupational needs of our society are the vital tasks of higher education”. As an outcome of these recommendations, the University Grants Commission was established in 1956 (Recommendation for setting UGC was received in 1942 as well) well).. In July July 1964 1964 Secon Second d Educa Educatio tion n Comm Commiss ission ion known known as the Kothar Kotharii Commission was appointed to establish well designed, balanced, integrated and adeq adequa uate te syst system em of nati nation onal al educ educat atio ion n capa capable ble of maki making ng the the powe powerf rful ul

12


contribution to national life. The Commission emphasized on expansion of higher educa educatio tion, n, enhanc enhancing ing qualit quality y of higher higher educa educatio tion n and resea research rch;; and use of dynamic techniques for management and organization. In 1968, the National Policy on Education was adopted based on the recommendations of the Kothari Commission, which led to the considerable expansion of education facilities all over the country. In rural habitations, schooling facilities were recommended to be developed within a radius of one kilometre but these did not get translated into detailed structure of implementat i mplementation. ion. Allocation of responsibility for various subjects to different tier of government is ultimately laid down in the Constitution. Constitution. From 1950, 1950, when the Constitution Constitution came into into force force,, till till 1976 1976,, Educat Education ion was was essen essentia tially lly a State State subjec subject, t, with with role role of Central Government being limited to •

•

Running Central Universities , Central institutions of training and research, and institutions institutions of national importance, importance, and Coordina Coordination tion and determinat determination ion of standard standards s in institutio institutions ns for higher, higher, scientific and technical education and research.

The Constitution (42nd Amendment) Act, 1976, shifted Education, in general, from the “State List” to the “Concurrent List”, thus giving both Central and State Governments Governments jurisdiction over it, concurrently. concurrently. The concept of of concurrency was was fleshed out in para 3.13 (“A Meaningful Partnership”) of the National Policy on Education, 1986, 1986, which reads as follows:3.13 The Constitutional Amendment of 1976, which includes Education in the Concu Concurr rrent ent List, List, was was a far-r far-rea eachi ching ng step step whose whose implica implicatio tionsns--su -subst bstant antive ive,, financial and administrative--require a new sharing of responsibility between the Union Government and the States in respect of this vital area of national life. While the role and responsibility of the States in regard to education will remain essentially unchanged, the Union Government would accept a larger responsibility to reinforce the national and integrative character of education, to maintain quality and standards (including those of the teaching profession at all levels), to study and monitor the educational requirements of the country as a whole in regard to manpower for development, to cater to the needs of resea research rch and advanc advanced ed study, study, to look look after after the intern internat ation ional al aspec aspects ts of educa educatio tion, n, cultur culture e and Human Human Reso Resourc urce e Deve Develop lopme ment nt and, and, in gener general, al, to promote excellence at all levels of the educational pyramid throughout the country. Concurrency signifies a partnership, which is at once meaningful and challenging; the National Policy will be oriented towards giving effect to it in letter and spirit. By the 72nd and 73rd Amendments to the Constitution, bodies of local selfgovernment – Panchayati Raj bodies for rural and Municipal bodies for urban areas, respectively respectively – were accorded accorded Constitutional status, status, in 1993. Assignment of functions to these bodies is to be determined by laws enacted by individual Twelfth Schedule Schedules s of the State State legislatures legislatures.. However However,, the Eleventh and Twelfth the Constitution provide illustrative lists of items which may, by law, be devolved on these local bodies. The Eleventh Schedule lists Education up to the Secondary level, Vocational Education, and Adult and Non-Formal Education, among others,

13


for devolution devolution to Panchaya Panchayati ti Raj bodies. Let’s discuss discuss governing governing system system for Education in India. The Constitution

The Constitution of India is the ultimate document which guides State policy in all sectors, sectors, including Education. Details of provisions provisions contained in the Constitution, which have a bearing on Education, have been listed on this website under the caption “Constitutional “Constitutional Provisions”. Provisions”. Their more important important features are: Provision of free and compulsory education to all children upto the age of fourteen years Education, in general, is the concurrent responsibility of the Union and the States. However, However, (a) coordination and determination of standards in higher and technical education, and (b) institutions declared by Parliament by law to be institutions of national importance, importance, are the responsibility of the Union . Local authorities (Panchayats and Municipalities) are to be assigned a suitable role in education (especially School, Adult and Non-Formal Education) through individual State legislations. l egislations. State Governments and Local Authorities are expected to provide facilities for instruction in the mother tongue at the primary stage of education Important Legislation Legislations s

Next to the Constitution, State Policy is articulated through legislations. Some of the important important Central Central legislations having a bearing bearing on the subjects allotted allotted to the Department Department of Higher Education Education are: The University Grants Commission Act, 1956 The All India Council for Technical Education Act, 1987 The National Council for Minority Educational Institutions Act, 2004 The Copyright Act, 1957 The Apprentices Act, 1961 National Policies on Education

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There have so far been mainly two comprehensive statements of the National Polic Policy y on Educ Educat atio ion, n, viz. viz. thos those e of 1968 1968 and and 1986 1986.. The The form former er cont contai aine ned d decisions of the Central Government on the recommendations of the National Commiss Commission ion on Education, Education, 1964-66 1964-66.. The latter latter was a result of the renewed renewed priority assigned to Education by the government of the Late Shri Rajiv Gandhi, who was Prime Minister Minister during 1984-89 1984-89.. The 1986 policy policy was reviewe reviewed d by a Committee constituted in 1990 under the chairmanship of Acharya Ramamurti. On the basis of the recommendations of this Committee, certain provisions of the 1986 1986 poli policy cy were were modi modifi fied ed in 1992 1992.. Thus Thus,, in all, all, the the foll follow owin ing g thre three e comprehensive national policy statements exist on Education: • • •

National Policy on Education, 1968 National Policy on Education, 1986 National Policy on Education, 1986, as modified in 1992

In keeping with its billion-plus population and high proportion of the young, India has a large large forma formall Educa Educatio tion n System System.. Its targe targett group group (child (children ren and young young persons in the 6-24 years age group) numbered around 410 million in 2005, or about about 38% 38% of the count country ry's 's popula populatio tion. n. With With this this backgr backgroun ound d of differ different ent Comm Commiss ission ions s and Natio Nationa nall Polici Policies, es, it would would be worth worth glanci glancing ng throug through h post post independence progress in expansion of education and its quality in the country. Also it would be worth identifying the gaps so that remedies could be worked out for further improvement Following are some indicators of the size of India's Education System (figures pertain to 2005-06, unless otherwise stated): Target Population (6-24 years age group) (Estimate for 2005)

410 million

Total Enrolments in all Educational Institutions (School to University)

237 million

Number of Educational Institutions

15

Schools

1.29 million

Colleges (2005-06)

20,769

Universities (as on 31.03.07)

350 (236 Universities + 101 Deemed Universities +13 Institutions of National Importance)


Number of Teachers

6.5 million

(The above figures of enrolment, etc. do not include the non-formal non-formal system which aims to educate adult illiterates, above the age of 15 years.)

Education in Post-Independence India: Some Milestones

1947

India achieves Independence

1948-49

University Education Commiss Commission ion constituted; gives Report

1950

India becomes a Republic. Free and compulsory education enshrined as one of the Directive Principles of State Policy in the new Constitution

1951

•

Decennial Census yields a Literacy Rate (5+) of 18.3% (overall), 8.9% (female)

•

First Indian Institute of Technology (IIT) established at Kharagpur

1952-53 1956

Secondary Education Commission constituted; gives Report •

University Grants Commission (UGC) established by Act of

Parliament •

Indian Institute of Technology (Kharagpur) Act passed by Parliament

•

Pandit Jawaharlal Nehru delivers the first convocation address at the first IIT (Kharagpur)

1958

Second IIT established at Mumbai

1959

Third and Fourth IITs established at Kanpur and Chennai , respectively

1961

•

NCERT established

•

Institutes of Technology Act passed by Parliament to provide

a common legal framework for all IITs

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•

First two Indian Institutes of Management (IIMs) set up at Ahmedabad and Kolkata

1963

Fifth IIT established at Delhi

1964-66

Education Commission constituted; gives Report

1968

First National Policy on Education (NPE) adopted, in the light of the recommendations of the Education Commission

1963

Third IIM established at Banglore

1975

Integrated Child Development Services (ICDS) Scheme launched

to provide for holistic development of children up to the age of six years 1976

Constitution amended to change “Education” from being a “State” subject to a “Concurrent” one

1984

Fourth IIM established at Lucknow

1985

Indira Gandhi National Open University (IGNOU) established by

an Act of Parliament 1986 1987-88

New National Policy on Education (NPE) adopted •

Many large centrally-assisted schemes like “Operation Blackboard”, “Educational Technology”, “Vocationalisation “Vocationa lisation of Secondary Education”, etc., launched

in pursuance of NPE, 1986 •

All India Council of Technical Education (AICTE) vested

with statutory status by an Act of Parliament •

1992

National Literacy Mission launched

NPE, 1986, revised, based on a review by the Acharya Ramamurti

Committee 1993

National Council of Teacher Education (NCTE) vested with

statutory status by an Act of Parliament

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1994

•

District Primary Education Programme (DPEP) launched

to universalize primary education in selected districts •

National Assessment and Accreditation Council (NAAC)

established by UGC (with headquarters at Bangalore ) to assess and accredit institutions of higher education •

National Board of Accreditation (NAB) established by

AICTE to periodically evaluate technical institutions and programmes •

1995

Sixth IIT established at Guwahati

Centrally ly-a -as ssisted Mid Mid--Day Me Meal sc scheme la launched in in go government an and semi-government primary schools all over the country, with central assistance by way of free foodgrains

1996 1998 2001

Fifth IIM established at Kozhikode Sixth IIM established at Indore Decennial Census yields Literacy rate (7+) of 65.4% (overall), •

53.7% (female) •

Sarva Shiksha Abhiyan (SSA) launched to universalize

elementary elementar y education of good quality all over the country •

2002

University of Roorkee converted into (the seventh) IIT

Constit itu utio ion n amended to make Free and Compuls lso ory Educatio ion n, a Fundamental Right (yet to be brought into force)

2003

17 Re Regional Co Colleges of of En Engineering co converted in into National Institutes of Technology, fully funded by the Central Government

2004

•

Education Cess levied for raising additional finance needed

to fulfill Government’s commitment to universalize quality basic education •

Mid-Day Meal scheme revised to provide central assistance

to meet cooking cost as well 2005

EDUSAT, a satellite dedicated to education, launched l aunched Nati tio ona nall Commis iss sio ion n for Min ino orit ity y Edu duca cattio iona nall Ins nsttit itut utio ions ns es esttabl blis ishe hed d by Act of Parliament

2006

Two Indian Institutes of Science Education & Research (IISERs)

•

established at Kolkata and Pune, respectively 2007

18

•

Seventh Indian Institute of Managem Management ent established at Shillong


•

One Indian Institute of Science Education & Research (IISER) established at Mohali

•

The National Institutes of Technology (NITs) brought under a common statutory framework by establi establishing shing NIT Act.

•

•

Rashtriya Sanskrit Parishad Constituted The Central Educational Institutions (Reserv (Reservation ation in Admission) Ac Notified.

Important Achievemen Achievements ts Quantitative Expansion

The following comparative figures show the remarkable growth of Indian Education since India became a republic in 1950:

S. No

1 2 3 4 5 6 7

I te m

Literacy Rate Female Literacy Rate Schools General Colleges Professional Colleges Universities Gros Gross s Enro Enrolm lmen entt Rat Ratio io in in Elem Elemen enta tary ry Education 8 Gend Gender er Pari Parity ty Inde Index x at at Ele Eleme ment nta ary level 9 Publ Public ic Exp Expen endi ditu ture re on Educ Educa ation tion as % of GDP * Source of above information: information: nicnet.

19

Figure in 1950-51

Figure in 200506 (Unless otherwise stated)

18.3% 8.9% 0.23 million 370 208 27 32.1%

64.8% (2001) 53.7% 1.28 million 11698 7797 350 94.85%

0.38

0.92

1.5%

3.46%


Structure of Education System in India

Structure of Formal Education System in India on its surface is almost congruent to Educa Educatio tion n syste system m in most most other other develo develope ped d & develo developin ping g count countrie ries s in the World. A simplistic diagram of the model is shared below. Doctoral Program

Scientists /Research

Masters Program

University Graduate

Specialists

Engineers/Tech nologist/Profess

Engg./Med. Prof. Course Graduate

Technician Senior

Polytechnic 3 Yr. Yr. Di loma oma ITI 1-2 Yr. Craftsmen DGET

Secondary

Apprenticeship Apprenticeship 24 Yr. Certificate

Skilled Craftsmen

Vocational Secondary

Elementary

Workers with-out any specific skills

The vision of any educational system is to make youth self reliant, self-confident to achieve the goals. Modern education in India is often criticized for being based on rote learning (The same being extension of the system as nurtured by the British) & thus fails to meet this goal. Emphasis is laid on passing examinations with high percentage. Very few institutes give importance to nurturing interests & help in identifying aptitude of the students. The ability to develop those aptitudes to bankable & marketable skills is rudimentary, at best. Failure to research aptitude aptitude focus focus on Personality development and creativity & research among among students students is appalling. appalling. Negligible Negligible guidance guidance & counsellin counselling g is provided provided to help student walk through the maze of education & training institute to reach his/her destination of opportunity or fixing a stable approach in profession . The measurements of success of education system are: 1. Studen Students ts who pass out have advanc advanced ed skills skills (which (which are market marketabl able e & bankable) and have the spirit to innovate to solve requirements of the society. 20 Written by: Amit Bhushan & Sweta Nigam Amit Bhushan is a Corporate Corporate Banking professional at Delhi Sweta Nigam is a Teacher of Science/Chemistry at Delhi Suggestion /Feedback are welcome at [email protected] or [email protected] Note: All views are personal.

2. They They have have cour courag age e for for Resea esearc rch, h, Ente Enterp rpri rise se,, Orga Organi nisa sati tion on abili bility ty,, Competitive/Sportsman Competitive/Sportsman like aptitude, Character and Leadership. 3. They They posses posses Intellec Intellectua tuall curios curiosity ity & analyt analytica icall skills skills to observ observe e natura natural, l, socia social, l, cultur cultural al phenom phenomeno enon n to deduc deduce e new & releva relevant nt infor informa matio tion n to meet/solve industry requirements. 4. They have have superior superior understanding understanding of Local (Municipal (Municipal & state regulations), regulations), Natio National nal and Intern Internat ation ional al regula regulatio tions ns & stand standar ards ds that that govern govern their their trade/ trade/ind indust ustry ry with with unders understa tandin nding g of how how diffe differen rentt player players s intera interact ct & negotiate. 5. Abili Ability ty to deci deciph pher er beha behavi viou ourr trai traits ts ince incent ntiv ive e & moti motiva vati tion on of vari variou ous s players & how change in the system impacts various players. players. 6. Physical Physical & Mental Mental fitness, fitness, superior superior communicat communications ions & negotiatio negotiation n skills & other requisite soft skills. 7. Overall Overall ability ability of the student student to make a positiv positive e impact to the the society society or the people around him/her. The present system is not yet fully catering to the needs of the youth due to various inherent & historical problems, political and financial constraints. In the context of globalization, educational system should make suitable changes which will enable the students to find/create their own place in future. The system is much centralized, so that the creativity of young minds is stifled. The problems in the the Educ Educat atio ion n syst system em are are basi basica call lly y the the same same that that affl afflic icts ts any any othe otherr Department of Government of India. A chunk of people with vested interest, politi politica call consi consider derati ation, on, self self aggra aggrandi ndizem zement ent and corr corrupt uption ion manag manage e to push push themselve themselves s into occupying occupying importan importantt Administr Administrativ ative e positions. positions. This is routine routine because present Political masters, just like British, want to run their own agenda and therefor therefore e need support from from condescen condescending ding “Babus” “Babus”.. The “Babus” “Babus” have little interest in progressing Education but in conniving with Political Masters to forward their own Political & personal goals. To make the matter worse, several racketeers & people with enlightened Self interest, join in to profit from the mani manipu pula late ted d syst system em.. Scop Scope e for for refo reform rms s is curt curtai aile led d by crea creati ting ng a larg large e dependenc dependency y on the system, system, by issuing issuing binding and long term commitmen commitments ts & avoidance of public debates on issues by keeping whole affair secretive. A large army of Rent seekers (de-motivated work force) then gathers around, which in order to protect their turf/jobs habitually argue against any reforms, leading to furt furthe herr aggr aggrav avat atio ion n of prob proble lems ms for for the the publ public. ic. Furt Furthe herr prob proble lems ms aris arise e as silos/independent bodies are created which start to Lord over specialised fields & navigate themselves as independent ships aloof from any developments in the surr surrou ound nding ings/ s/go gove vern rnin ing g minis ministr try. y. New New gove govern rnme ment nt or minis ministe ters rs,, in thei theirr endeavour for reforms reforms end up creating new silos due to lack of intellectual merit, political & personal interests, lack of will to reforms which may involve high decibe decibell debat debates es with with polit politica icall ramif ramifica icatio tions ns and/or and/or corru corrupti ption on (benef (benefits its that that accrue from existing system). A Brief but non-exhaustive list of various organizations/silos that are core part of our Education system are discussed below for benefit of the readers to help gaze the complexity of the education system through which a child must negotiate in order to successfully qualify to enter the opportunities provided by the economy. economy. The purpose is also to make the reader aware of the vast system so that one is able to negotiate with & through this was system in a more informative manner.

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School Education System The Indian education system is based upon 12 years of schooling (10+2), which includes primary and secondary education. Secondary Schools are affiliated with Central or states boards for conduct of examination. All the Indian universities and and othe otherr inst instit itut utio ions ns of high higher er educ educat atio ion n reco recogn gniz ize e the the vari variou ous s 10+2 10+2 qualifications from different states as well as all India Boards like the CBSE. A list of prominent Boards of Education is given below: STATE

BOARDS

Andhra Pradesh

Andhra Pradesh Pradesh Board of Secondary Secondary Education, Hyderabad-500 001 Phone: 0842-237343 Andhra Pradesh Board of Intermediate Education

Vidya Bhawan, Nampally, Hyderabad-500 001 Phone: 0842-551563 Assam

Assam Board of Secondary Education Guwahati - 781 031 Phone: 0361-23884 Assam Higher Secondary Education Council Bamunimaidan, Bamunimaidan, Guwahati - 781 021 Phone: 0361-27277

Bihar

Bihar School Examination Board Sinha Library Road, Patna 800 017 Phone: 0612-226916 Bihar Intermediate Education Council Reshmi Complex, Kidwai Pura Patna 800 001 Phone: 0612-232432

Goa

Goa Board of Secondary & Higher Secondary Education M-20, Nehru Nagar, A-210, Betim Cross

Alto Betim, Goa- 403 521 Phone: 0832-217584

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Gujarat

Gujarat Secondary Education Board Sector 10-B, Gandhi Nagar - 382 043 Phone: 02712-20538

Haryana

Haryana Board of Education


STATE

BOARDS

Hansi Road, Bhiwani - 125021 Phone: 01644-43525, Fax: 01644-41611 Himanchal Pradesh

Himachal Pradesh Board of School Eduction Gayana Lok Parisar, Civil Lines, Dharamsala-176216. Distt. Kangra Phone: 01892-22773

Jammu & Kashmir

J&K State Board of School Education Rehari Colony, Jammu- 180 005 Lalmandi, Srinagar 190 005 Phone: 0191-546604(Jammu), 0194-32378(Srinagar)

Karn Karna ataka taka

Karnat rnata aka Seco Secon ndary dary Edu Educa cati tio on Exa Examina ination tion Board 6th Cross, Malleswaram, Bangalore 560 003 Phone: 080 – 3343391 Karnataka Board of the Pre-University Education Technical Education Building, Palace Road, Bangalore560 001 Phone: # 91-80 2265141

Kerala

Kerala Board of Public Examinations Pareeksha Bhawan, Poojappura Thiruvannanthapuram-695 012 Phone: 0471-341171

Maha Mahara rash shtr tra a

Maha Mahara rash shtr tra a Stat State e Bo Boar ard d of of Seco Second ndar ary y and and Higher Secondary Education Shivajinagar, Pune 411 010 Phone: 0212 326285, Fax: 0212 326466

Madhya Pradesh

Madhya Pradesh Board of Secondary Education

Phone: Manipur

Bhopal 462 011 0755 551166, Fax: 0755 551499

Manipur Board of Secondary Education Imphal - 795 001 Phone: 03852-220943 Manipur Council of Higher Secondary Education D.M. College Campus, Imphal - 795 001 Phone: 03852-224617

Meghalaya

23

Meghalaya Board of School Education


STATE

BOARDS

West Garo Hills Tura, Meghalaya-794 101 Phone: 03651-474 Mizoram

Mizoram Board of School Education Chaltlang, Post Box 7, Aizawl-796 012 Phone: 03832 2704

Nagaland

Nagaland Board of School Education Post Box, 98, Kohima 767 001 Phone: 03866-22520, Fax: 03866-22975

Orissa

Orissa Board of Secondary Education Bajrakabati Road, Cuttack 753 001 Phone: 0671-6163302 Orissa Council of Higher Secondary Secondary Education Kadargouri Road, Bhubaneshwar - 751 002 Phone: 0674-51112

Punjab

Punjab School Education Board SAS Nagar (Ropar), Mohali 160 055 Phone: 0172-570524

Rajasthan

Rajasthan Board of Secondary Education Ajmer 305 001 Phone: 0145 422497, Fax: 0145 52394

Tamil Nadu

Tamil Nadu Board of Secondary Education Department Department of Govt. Examinations College Road, Madras 600 006 Phone: 044 8272088, Fax: 044 8278286 Tamil Nadu Board of Higher Secondary Education DPI Compound, College Road Madras-600 006 Phone: 044 8278796

24

Tripura

Tripura Board of Secondary Education Jawaharlal Jawaharlal Nehru Complex (Gurkha Basti (P.O) Kunjaban, Agartala, Tripura West 799 006 Phone: 0381-224818

Uttar Pradesh

UP Board of High School & Intermediate Education Allahabad - 211 001


STATE

BOARDS

Phone: 0532 602367 (Allahabad), 0532 226136 (Lucknow) West West Beng Bengal al

West West Beng Bengal al Bo Boar ard d of Secon econda dary ry Educ Educat atio ion n 77/2, Park Street, Calcutta 700 016 Phone: 033-298594 West Bengal Board of Higher Secondary Education Bikash Bhawan, North & East Block (2nd Floor) Salt Lake, Calcutta 700 091 Phone: 033-379661

All-India Boards

Central Board of Secondary Education 2, Community Centre, Shiksha Kendra Preet Vihar, Delhi- 110 092 Phone: 011-2215827, Fax: 011-2215826 Council for Indian School Certificate Examinations Pragati House, 47/48, Nehru Place New Delhi - 110 019 Phone: 011-6413820, Fax: 011-621205 National Open School B-13B, Kailash Colony, New Delhi-110 048 Phone: 011-6481455, Fax: 011-6211452

Though Class XIIth is the entry-level qualification for pursuing higher education in any field, passing it in itself does not guarantee admission to a particular course. Like for example, some courses specify pre-requisite subjects that the student must have at the qualifying exam (class XIIth); for professional courses other than the pre-requisite subjects a student may also have to sit for an entrance test e.g. IIT-JEE, CPMT etc. Well known colleges specify cut-off marks (i.e. marks or grade obtained in a particular subject or subjects(s) in class XIIth) for admission in various courses, which may be as high as 85-90% for admission in say B.Sc Hons. (Physics). The cut-off marks or overall entry score can vary between between courses courses in the same same universit university/co y/college, llege, between between similar similar courses courses in different universities/ colleges and from year to year in the same course. Some courses and some Universities/ institutions/colleges are in greater demand than others and therefore gaining entry into them is correspondingly tougher.

National Council of Educational Research and Training (NCERT):

25


In the area of school education the Government of India has set up an apex reso resourc urce e organ organiza izatio tion n ‘The ‘The Natio Nationa nall Counc Council il of Educa Educatio tional nal Resea Research rch and Training (NCERT)’ which assists and advises the Central and State Governments on academic matters related to school education. The NCERT provides academic and technical support for improvement of school education through its various constituents like the National Institute of Education (NIE), Central Institute of Educational Technology (CIET) and a number of Regional Institutes of Education (RIE) located at different cities. College Colle ge/Grad /Graduate uate Educati Ed ucation on System The higher higher educatio education n system system is principal principally ly divided divided into three levels levels namely: Under Undergra gradua duate te or Bachel Bachelor’ or’s s Level Level (e.g. (e.g. B.Sc., B.Sc., B.A., B.A., B.E., B.E., M.B.B. M.B.B.S., S., L.L.B., etc.) Postgraduate or Master’s Level (e.g. M.Sc., M.A., M.Tech., M.S., LL.M., etc.) Doctoral (Ph.D.)

Bachelor’s Bachelor’s degrees in science, arts and commerce take three years of study but in voca vocatio tional nal subjec subjects ts like like pharm pharmac acy, y, dentis dentistry try,, archi architec tectur ture, e, medic medicine ine and technology the duration may vary between four to five and a half years. Many universities and colleges offer `honors’ courses at graduation level, which may not be longer in duration but indicate greater depth in study. Diploma courses are also available at the undergraduate level and the duration of their study may vary from 1 to 3 years. Master’s degree is normally of two-year duration. It could either be course or resea researc rch h based. based. Admiss Admission ion to post post gradua graduate te progra programs ms in engine engineer ering ing and technology is done on the basis of GATE. Tho Those se inte intere rest sted ed in purs pursui uing ng furt furthe herr stud studie ies s may may eith either er dire direct ctly ly regi regist ster er themselves for PhD or do a pre-doctoral program –Master of Philosophy (M.Phil) which is either completely research based or may also include some course work work.. It takes takes lesser lesser time time to comple complete te PhD for those those doing doing it after after M.Phi M.Phil. l. Postgraduate level diploma courses are also available which are generally of one-year duration. The The higher higher educa educatio tion n system system,, compri comprisin sing g of vario various us univer universit sities ies,, colle colleges ges,, professional institutes etc caters to around 7 million students. Though State Gover Governme nments nts are are respo responsi nsible ble for establ establish ishme ment nt of State State Unive Univers rsiti ities es and running them, Government of India is primarily responsible for framing major policies relating to higher education in the country. University Grants Commission (UGC): It is Government of India entity is responsible for coordination, determination and maintenance of standards, and release of central grants to the universities.

26


Apart Apart from from this, this, Gover Governme nment nt of India India has has also also estab establis lished hed sixtee sixteen n centra centrall universities in the country, which are totally funded by the UGC. Takin Taking g advant advantage age of the great great demand demand for for higher higher educa educatio tion n espec especial ially ly for for prof profes essi sion onal al cour course ses, s, many many dubio dubious us inst instit itut utes es have have also also come come up. up. Even Even otherwise, sometimes the syllabus of a particular course offered by an institute may be outdated and not up to the mark. The government on its part has created various statutory bodies to ensure that the education organizations that operate within their framework provide qualifications, which are quality assured and formally recognized by institutions, employers and government authorities. These statutory bodies are also responsible for providing grants and various awards. There are 12 such bodies dealing with higher education in various fields: The All India Council for Technical Education (AICTE): It was established by an Act of Parliament to develop, promote and co-ordinate technical education in the country. Technical Education broadly covers the field of engine engineeri ering ng & techno technolog logy, y, archi architec tectur ture e & town town planni planning, ng, manag managem ement ent,, pharmacy and applied arts & crafts. The council grants approval for starting new technical institutions and introduction of new programs in consultation with the agencies concerned.

Recently it has also created a separate body- National Body of Accreditation (NBA) that gives accreditation to institutions and grades the courses offered by them. Distance Education Council (DEC): It is the apex body responsible for promotion and maintenance of standards of open and distance education in India. There are ten open universities in India at present and Indira Gandhi National University (IGNOU) is the only National Open University, the remaining nine are a State Open Universities (SOUs). However there are 62 university level traditional institutions, which also impart education through correspondence/distance mode. Indian Council for Agriculture Research (ICAR): It keeps the information and provides consultancy on agriculture, horticulture, resource resource managem management, ent, animal animal sciences sciences,, agricultur agricultural al engineer engineering, ing, fisheries fisheries,, agricultur agricultural al extension extension,, agricultur agricultural al education, education, home science science and agricultur agricultural al communication. It has the mandates to co-ordinate agricultural research and development programmes. Bar Council of India (BCI):

It is formed under Advocates Act, 1961. It promotes legal education and lay down the standards of professional education and ethics for advocates. advocates. The National Council For Teacher Education (NCTE):

27


It was established by an Act of Parliament and is responsible for planned and coordinated coordinated development for teacher education system throughout the country. The Council regulates and maintains norms and standards in teacher education syste system m and and gives gives recog recognit nition ion to instit instituti utions ons offer offering ing cours courses es or train training ing in teacher education. Rehabilitation Rehabilitat ion Council Of India (RCI):

Regulates the training policies and programmes in the field of rehabilitation and standardizes training courses for paramedics engaged in rehabilitation of people with ith disa isabili bilitties ies Like Like MCI it also lso esta establ blis ishe hes s recip eciprrocity ity with ith for foreign ign unive universi rsitie ties/i s/inst nstitu itutes tes in the matte matterr of mutua mutuall recogn recogniti ition on of qualif qualifica icatio tions ns awarded in the field of rehabilitation. It also maintains Central Rehabilitation Register of persons possessing the recognized rehabilitation qualification. Medical Council of India (MCI): was was esta establi blish shed ed as a stat statut utor ory y body body with with the the aim aim of main mainta tain ining ing unif unifor orm m standa standards rds of medic medical al educa educatio tion n in the count country ry at under undergra gradua duate te and and postpostgraduate levels. It is mandatory for a doctor to register himself with the Council after gathering necessary medical qualifications. Another important function of the Council is to establish reciprocity with foreign countries in the matter of mutual recognition of medical qualifications. The Council also maintains Indian Medical Register containing information about all medical practitioners in the county. Pharmacy Council of India (PCI): It prescribes, regulates and maintains minimum educational standards for the trai traini ning ng of phar pharma maci cist sts. s. It pres prescr crib ibes es the the sylla syllabu bus, s, norm norms, s, etc. etc.,, for for the the inst institu ituti tion ons s and and regu regula lati tion ons s for for diplo diploma ma cour course se in phar pharma macy cy.. It regi regist ster ers s Pharmacists. Indian Nursing Council (INC): It is respo responsi nsible ble for for regul regulati ation on and maint maintena enance nce of a unifo uniform rm standa standard rd of training for Nurses, Midwives, Auxilliary Nurse-Midwives and Health Visitors. It prescribes the syllabus and regulations for various nursing courses. It inspects Nursin Nursing g Schoo Schools ls and Exam Examina inatio tion n Centr Centres es to maint maintain ain unifor uniformit mity y and the the requisite standard of Nursing Education. Dental Council of India (DCI): Its main objective is to regulate Dental Education, Dental Profession and Dental ethics in the country. It recommends to the Government of India to accord permission to start a Dental College, start higher course and increase of seats. Central Council of Homoeopathy (CCH): is a statut statutor ory y body body respo responsi nsible ble for laying laying down down the minimu minimum m standa standards rds of educ educat atio ion n in Homo Homoeo eopa path thy y and and reco recogn gniz izin ing g or dere dereco cogn gniz izin ing g medi medica call qualification. It advises Central Government in matters of connected with the

28


stud study y and and prac practi tice ce of Home Homeop opat athy hy.. The The Coun Counci cill also also main mainta tain ins s a Cent Centra rall Register of Homoeopathy containing details of Homoeopath Homoeopath practitioners. Central Council Of Indian Medicine (CCIM): It is responsible for laying down and maintaining uniform standards of education in the fields of Ayurveda, Siddha and Unani and regulating practice in these systems. The Council prescribes the curriculum and syllabus for under-graduate & post-graduate education in these systems and amends them from time to time as per requirements. It also advises the Central Government in matters relating to recognition of medical qualifications of Indian Medicine. The Council also also maint maintain ains s a Centr Central al Regis Register ter of Indian Indian Medic Medicine ine conta containin ining g detail details s of practitioners of these systems.

Besides, the above, Technical & Vocational programs are offered by several ministries through a number of Public & Private organizations affiliated with them. A non-exhaustive list for the same is also shared. Sl.

Ministry/ Department

No .

Schemes/ Programmes/Institutions having provision for Vocational

Target Group

Education and Training programme

1

M/o Agriculture

Person engaged in

(i) Department of

Training in Agricultural Extension , Training in use of Agricultural Implements and machinery, Soil Conservation Conservation

Agriculture

Training Centre, LFQC&TI,

member of cooperatives

and support services,

Research &

NPPTI, Cooperative Education

and Farmers.

Education

& Training.

Students with

(ii) Department of

Under the University stream,

Qualifications as usual

various under-graduate, post

under University stream

Husbandry,

graduate and Ph.D. courses are

of education

Dairying &

offered (DARE)

Fisheries M/o Food Processing

Grants are provided to NGOs

Persons living in rural

for setting up of Food

areas with preference

Animal

2

Agricultural institutions

Industries

29


Processing & Training Centres being given to women, (FPTCs)

SC, ST and other weaker

Institutions like Central Food

sections of society

Technology Research Institute,

Mainly persons in Food Processing Industry

Paddy Processing Research Centre, PHTC, Council of Entrepreneurial Entrepreneurial Development Programme (EDP) are also 3

M/o Health & Family Welfare

running training courses. Basic Training of multipurpose

Educated youth with minimum 10th pass

health worker (Female & Male)

Persons working in

• ANM/MPW(F) Training

Health & Family Welfare

Centres

Programme

• HFWTC & Basic MPWA(M) Schools • Promotional training of Female Health Assistant in 42 training centres. Training is also provided by Safdarjung Hospital, St. John Ambulance. NTCP, NPCB, NMHP, NACP, INC, CBHI, CLTRI, PWTRC, ECH etc.

30


4

M/o Heavy Industries &

Vocationalization Vocationalization of Secondary

Public Enterprises

Education Polytechnics + Institutions for diploma in pharmacy, hotel

5

M/o HRD

Student having passed 10th class 10th pass Poorer section of society

management, architecture

in both rural and urban areas

Community Polytechnic Jan Shikshan Sansthan

Disadvantaged Disadvantaged groups of

(Vocational (Vocational Training Centres

adults. Priority to adult

run by NGOs)

neo-literates/ semi literates, SC and ST, women/girls, oppressed, migrants, slum/ pavement dwellers and

6

M/o HRD

Support for Distance Education

M/o HRD

sciences under-graduate/

& Web Based Learning (NPTEL)

post-graduate, all

NIOS – Distance Vocational

teachers/ faculties in

Educatin Programmes Programmes

Science and Engineering

(Practical Training through

field

Accredited Vocational Vocational

5th, 7th and 8th and 10th

Institutes (AVIs) 7

working children Enginnering and physical

Apprenticeship Training for

pass. Students passing out of

students of +2 Vocational

+2 Vocational Stream

stream

Recognized engineering

National Programme on

colleges/ polytechnics

Earthquake Engineering

31


and schools of architecture having related academic degree of diploma programme 8

D/o Information Technology

DOEACC – ‘O’ level CEDTI

Students or working persons with 10+2 pass It conducts courses in the filed of Electronics, Telecommunications, Telecommunications, IT, Process Control & Instrumentation

9

M/o Labour (DGET)

Craftsmen Craftsmen Training Scheme

8th, 10th and 12th pass

(CTS)

8th, 10th and 12th pass or

Apprenticeship Training Scheme (ATS)

National Trade Certificate

Craft Instructor Training

(from NCVT) Holder

Scheme (CITS)

Instructors of ITIs

Advanced Vocational

Industrial Workers/

Training Scheme and Hi-tech

Technicians

Training Schemes 10

M/o Labour (DGET)

Supervisory Training

Supervisors from

Women Training Institutes

Industry

Central Staff Trailing and

Women (School leavers,

Research Research Institute

Instructors and others)

Model Training Institutes and

32

Training Executives and

Model Industrial Training

Principals

Institutes

School leavers with 8th,


10th and 12th pass. 11

M/o Rural Development

National Institute of Rural

Practicing Manager in

Development (NIRD)

rural development

Swarnjayanti Gram Swarozgar

Focus is on the

Yojana (SGSY)

vulnerable groups among the rural poor. SC/STs should account for a minimum of 50%, women for 20% and disabled for 3% of the total swarozgaris during a year.

12

M/o MSME (Small Industries Development Organization (SIDO)

Entrepreneurship Development Programme. Skill Development Development Programme

Workers Education, unemployed youth, Entrepreneurs

(SDP). Management Development Programme.

13

Ministry of Social Justice

National Institute of Mentally

Disadvantaged and

Handicapped. National

marginalized

& Empowerment Institute for the Orthopedically Handicapped. Institute for

sections of the society viz., SC,

Physically Handicapped.

Minorities, B.C.. National Institute for the Hearing Handicapped, National Handicapped Finance and

33

Persons with disabilities. Aged


Development Corporation,

Persons. Street

National Scheme of Liberation

children and victims

and Rehabilitation of Scavengers and their

of Drug Abuse etc. Workers in Garment

Dependents. National

Industry Scheduled Castes and Scheduled tribes Finance and Development Corporation. Rehabilitation Council of India. Apparel Export Promotion Council (AEPC)

14

M/o Textiles

Decentralized Training

Skill upgradation of

Programme. Weavers’ Services

Workers in textile

Centres, Cooperative Training.

Industry.

Power loom Centres. Indian Jute Industries Research Association, Central Wool Development Board, Central Silk Board. Training Centres for Handicrafts. North-eastern Handicrafts and Handlooms Development Corporation.

15

D/o Tourism

Food Craft Institutes under

10th Pass

State Governments.

16

M/o M/o Trib Tribal al Affai ffairs rs

Voca Vocattiona ionall trai traini ning ng Cent Centre res s

Unemployed Tribal Youth

(VTC) in Tribal Areas.(100%

(Each person is given

central assistance is given to

training in two trades)

State/UT/NGOs )

17

M/o Urban Development

34

Urban Self Employment

Urban Unemployed or


& Povert Poverty y Allevi Alleviati ation on

18

Progra Programme mme under under Swarna Swarna

underemployed poor

Jayanti Shahari Rozgar Yojana

below poverty line

HUDCO & others in

Building Centres (HUDCO)

Persons engaged in

Construction sector

Company run schools (NBCC,

Construction Industry

HCC, L&T, ECC etc.) &

Worker & Supervisor

association etc.

having qualifications of

Construction Industry

Vth to XIIth Standard.

Development Council (CIDC) & Others

19

D/o Women & Child

Support to Training and

To provide updated skills

Development

Employment Programme for

and new knowledge to

Women (STEP)

poor and assetless

Swalamban (previously

women traditional

NORAD)

sectors To train poor women mostly in non-traditional trades.

20

D/o Women & Child

Training in Home scale

Housewives and

Development

preservation of fruits and

Adolescent girls with a

vegetables (by Community

view to promote

Food and Nutrition Extension

preservation and

Units (CFNEUs)

consumption of fruits and vegetables which provide much needed micronutrients, as well as to provided necessary skills which could be useful for income generation purposes.

21

D/o Women & Child

35

Central Social Welfare Board

To train women in


(programmes are organized by Development

voluntary organizations)

marketable trades and

Women Empowerment

also to upgrade their

Programme in collaboration

skills for getting

with IGNOU (Training

remunerative

programme on “Empowering

employment

women through SHG”)

opportunities. To organize women into effective Self Help Groups.

22

D/o Women & Child

Kishori Shakit Yojana

To train and equip

Development

Other programmes like

adolescent girls to

UDISHA, Training of Anganwadi

improve home based and

Workers, NIPCCB, Rashtriya

vocational skills

Mahila Kosh etc.

The above list seems humungous, but as has been pointed out repeatedly, is not exhaustiv exhaustive. e. There There are several several importan importantt Governm Government ent departme departments, nts, Industry Industry Association, Regulatory Institution that run important centre of Education not covered yet. Mention can be made for Department of Atomic Energy which runs several courses, Department of Statistics which runs Indian Statistical Institute, Departme Department nt of Commerc Commerce e which which runs The Indian Indian Institute Institute of Foreign Foreign Trade; Trade; Among Industry Association Banking & insurance industry run National Institute of Bank Management, Institute of Development Banking & Research, Institute of Actuaries; Regulatory Institutions like Deptt. Of Civil Aviation that run courses for for Pilots Pilots & Aero Aeronau nautic tical al Engine Engineers ers,, Railw Railway ays s & Shippi Shipping ng Deptts Deptts.. which which run seve severa rall cour course ses s for for Logi Logist stic ics s Mana Manage geme ment nt,, Rail Rail Engi Engine neer ering ing & Mari Marine ne Technologists etc. The list of courses can expand further “Research” is done. One One of the the prob proble lems ms in our our Educ Educat atio ion n syst system em is how how to mate mate the the “Ski “Skill ll Development courses” with pupils who have the ‘Right aptitude” for them. The students while selecting course, must make informed choices. For which they should understand the system, have information of these opportunity & make decisions as per their aptitude. However, in practice, neither student his parent or teachers are in position to have an exhaustive list of choice of courses, have fleeti fleeting ng idea idea about about the curric curriculum ulum of the cours courses, es, little little infor informa matio tion n of the bankability of the quality of educational institute and almost no idea about the opportunity structure that might be present after completion of the course.

36


To To add add furt furthe herr to the the conf confus usio ion, n, ther there e are are inst instit itut utes es offe offeri ring ng “Fo “Foreig reign n Educa Educatio tion”, n”, Testi Testing ng & Certif Certifica icatio tion n progra programs ms.. These These instit institute utes s are are licens licensed ed training partners of popular Foreign Institutes & Industrial Training who offer coaching at their ‘Centres’ while Test is via Online Test or sometimes at a Location within India and frequently tests are required to be taken abroad. Just quite quite frequ frequent ently, ly, the progra programs ms are are also also dista distance nce learni learning ng progra program m of those those institutes. Frequently, a wanna be student is lost about the intellectual merit as well as utility of passing the program as proper counseling is not available. The stude students nts get absor absorbed bed into into takin taking g the cours course e basis basis advert advertise isemen mentt by the ‘centre’ and word of mouth campaign that is initiated by the institute. The present “Education system’ often criticized as “Examination system”, is not a true true test test of child’ child’s s capac capacity ity.. Creati Creativit vity y and indepe independe ndent nt thinki thinking ng is not encourag encouraged. ed. The system lacks lacks “capacity” to reach all and suffers from a vast def deficit icit in term terms s of “quality” of its its outp output ut.. Trad Tradit itio iona nally lly,, Indi Indian an elit elite e have have harboured “Bramhanical” mindset with disdain for physical work and marked preference for “Brain/Mind” work. Such preference is also noted while selecting jobs where premium is given to “Desk work” over working on “Shop floor”. This has led to a bias for attainment of “Professional” “Professional” status and thus a preference for Gra Graduat duate e stud studie ies s irre irresp spec ecti tive ve of “Qua “Quali lity ty of outp output ut”, ”, Low Low bank bankab abil ilit ity y of institutions, Lack of potential & intellectual merit of the student and almost no benefit in terms of attaining marketable skills.

Almost 60-65% of the students that walk through normal K-12 (Kindergarten to 12 stan standa dard rd)) foll follow owed ed by Grad Gradua uati tion on with with very very smal smalll numb number er opti opting ng for for vocationa vocationall skills & other other tertiary tertiary options. options. In more more advanced advanced countries countries like the United United States States,, more more peopl people e opt opt for Vocat Vocation ional al skill skills s impar impartin ting g “Ass “Associ ociat ate e Degrees & diploma” than intellectually challenging “Graduate” “Graduate” course. In India, partly partly due to attit attitude ude,, partly partly lack lack of infor informa matio tion n and and lastly lastly becaus because e of poor poor course planning & level of skill development in vocational courses, students & their parents have not shown much interest. Industry on its part has been hiring graduates (who otherwise have little marketable skills, especially those which have passed from not so reputed colleges) in the hidden mis-belief that it helps in underlining their “Professionally Managed” status and then spending a part of its fortune in training them for output. Why even the industry has been passive 37 Written by: Amit Bhushan & Sweta Nigam Amit Bhushan is a Corporate Corporate Banking professional at Delhi Sweta Nigam is a Teacher of Science/Chemistry at Delhi Suggestion /Feedback are welcome at [email protected] or [email protected] Note: All views are personal.

to Vocational courses raises a big question mark on the ability of Vocational Training system in India.

Developmentt in Education Sector, 2008 onwards Developmen

Coordinated Action on skill development as proposed by Planning Commission was approved by the Cabinet on 15th May, 2008. The Coordinated Action is the major major initia initiativ tive e for achie achievin ving g 11th 11th Plan Plan objec objectiv tive e of inclus inclusive ive growth growth and and develo developme pment nt throu through gh coordi coordinat nation ion and harmo harmoniz nizati ation on of skill skill develo developme pment nt initiatives of different players. The action aims at creation of a pool of skilled manp manpow ower er in numb number ers s with with adeq adequa uate te skil skills ls that that meet meets s the the empl employ oyme ment nt requirem requirement ent across across various various sectors sectors of the national national economy economy.. The approved approved Coordinated Action on Skill Development envisages setting up of institutional structure involving PM’s Council on Skill Development for policy direction to be supported by National Skill Development Development Coordination Board (NSDCB) chaired by Deput Deputy y Chairm Chairman, an, Planni Planning ng Commi Commiss ssion ion and Natio National nal Skill Skill Deve Develop lopmen mentt Corporation Corporation under Ministry of Finance. The institutional structure has been put in place. PM’s Council on National Skill Development has Union Ministers of key Ministries of Finance, HRD, MSME, Heavy Industries and Public Enterprises, Rural Rural Developme Development, nt, Housing Housing and Urban Urban Poverty Poverty Alleviat Alleviation, ion, Labour, Labour, Deputy Deputy Chai Chairm rman an,, Plan Planni ning ng Comm Commis issi sion on,, Chai Chairp rper erso son, n, Natio Nationa nall Manu Manufa fact ctur uring ing Competitiveness Council, Chairperson of National Skill Development Corporation and six experts in the area of skill development. The main functions of the Council are:(i) To lay down overall broad Policy objectives, financing and governance models and strategies relating to skill Development.

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(ii) To review the progress of schemes, and guide on midcourse corrections, additions and closure of parts or whole of any particular programme / scheme, (iii) (iii) Coor Coordin dinate ate Public Public Sector Sector/Pr /Priva ivate te Secto Sectorr Initia Initiativ tives es in a framew framewor ork k of a collaborative collaborative action. The Council has set a target of creating 500 million skilled people by 2022 with empha emphasis sis on inclus inclusivi ivity ty so as to deal deal with with divide divides s of gender gender,, rural rural / urban, urban, organized / unorganized, employment and traditional / contemporary work place. It has laid down the core governing principles and operating strategies for skill develo developme pment. nt. Some Some of the key key govern governanc ance e princi principle ples s for for skill skill develo developme pment nt strategy include designing of programmes under which the learner can pay the skill skill provid provider er direct directly, ly, skills skills are are fungib fungible le and banka bankable ble,, and indivi individua duals ls are are enabled enabled to convert convert their knowledge knowledge and skills skills through through adequate adequate testing and certification into higher diplomas and degrees. The emphasis is on promoting multiple models of delivery that can respond to differing situations in various States and to utilize existing available infrastructure of educational institutions for skill development after school hours without affecting formal education. The State Governments are encouraged to set up the State-level coordination body for skill development. National Skill Development Coordination Board The The NSDC NSDCB B is entr entrus uste ted d with with the the coor coordin dinat atio ion n and and harm harmon oniz izat atio ion n of the the Governme Governments’ nts’ initiatives initiatives for skill developme development nt spread spread across across the seventee seventeen n Central Ministries and State Governments with the initiatives of the National Skill Development Corporation. It has twelve members which includes Secretaries of Central Ministries of Labour & Employment, Rural Development, Finance, Higher Education; Chief Secretaries of Four States by rotation, for a period of two years; three Distinguished Academicians / Subject Area Specialists; and Chairperson / Chief Executive Officer of the National Skill Development Corporation besides Deputy Chairman, Planning Commission as Chairman and Secretary, Planning Commission as the Member Secretary of the Board. The main functions of the Board include: (i) Enumerating strategies to implement the decisions of the Prime Minister’s National Council on Skill Development (ii) To develop suitable operational guidelines and instructions to achieve the objectives of skill development requirement of the economy. (iii) (iii) Initia Initiatin ting g solut solution ions s and and strat strategi egies es to addres address s the proble problems ms of region regional al imbalance in skill development infrastructure; socio-economic, rural-urban and gender divide; quality teachers; ensuring effective utilization of investment in terms terms of money money and infra infrastr struct ucture ure;; integr integrati ating ng vary varying ing exist existing ing regula regulator tory y institutions; involving private sector to develop skills for wage/self employment and Promo Promotin ting g appre apprentic nticesh eship ip / on-th on-the-j e-job ob train training ing for for creati creation on of skille skilled d personnel to address both unemployability and unemployment problems. problems. (iii) (iii) Encour Encouragi aging ng the State State govern governmen ments ts to put in place place simila similarr instit instituti ution onal al structures. (iv) Establishment Establishment of National National Skill Inventor Inventory y and National National Database Database for Skill Deficiency Mapping on National Web Portal to facilitate exchange of information between prospective employers and job seekers . (v) Coordinating and facilitating the repositioning of Employment Exchanges as Outreach points for storing and providing information on employment and skill development

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(vi) Coordinate Coordinate the establish establishment ment of a “Credible “Credible accreditatio accreditation n system” system” and a “guidance “guidance framework” framework” for all accreditin accrediting g agencies agencies of differen differentt Ministrie Ministries s and Private Players (vii) Monitoring, evaluating and analyzing the outcomes of the various schemes and programmes and apprising the Apex Council. The Board has constituted five Sub-Committees to look into various aspects of the skill skill develo developme pment nt viz. viz. Curric Curriculum ulum revis revision ion;; Remo Remodel deling ing Appre Apprenti ntices ceship hip Training; Training; Evolving Evolving Vision Vision on the Status of Vocatio Vocational nal Education Education and Training Training in Educational System; Institutional Mechanism for Skill Mapping and Skill Inventory on Real Time Basis and Improvement in Accreditation and Certification System. The National Skill Development Development Corporation (NSDC), a non-profit Company under Section 25 of the Companies Act, has been set up under the Ministry of Finance. It has a equity base of Rs 10 crore of which 49% is contributed by the Govt and 51 % by the private sector. The Corporation has two tier structure viz a 15 Memb Member er Boar Board d and and a Nati Nation onal al Skil Skilll Deve Develo lopm pmen entt Fund Fund (NSD (NSDF) F) as a 100% 100% government owned Trust to facilitate its mandate of coordinating and stimulating private sector initiative in the area of skill development with enhanced flex flexib ibil ilit ity y and and effec ffecti tive vene ness ss.. The 15 memb member ers s of the the Boar Board d incl includ ude e six six government nominees, one of whom is the Chairman (a private person) of the Corporation and 9 are private members including Chief Executive Officer. The NSDF, operating arm of the NSDC, is created with corpus with Rs. 995.10 crore as Government owned Trust to receive financial contributions from donors, private entities, government (both Central and State), statutory bodies, financial institutions etc. The NSDC and NSDF would enter into an Investment Management Agreement whereby NSDF woul would d prov provid ide e fund funds s to NSDC NSDC for for furt furthe hera ranc nce e of the the objec bjecti tive ve of skil skilll develo developme pment nt in accor accordan dance ce with with the appro approved ved work work and financ financial ial plan. plan. The NSDC would charge a management fee from NSDF for managing its resources. The The bene benefi fici ciar arie ies s of the the Trus Trustt are are the the yout youth h of India India whic which h requ requir ire e skil skilll development and vocational training. Its main functions are as follows: (i) It will make periodic as well as an annual report of its plans and activities and put them in the public domain. (ii) (ii) Esta Establ blis ishi hing ng a Trai Traine nee e Plac Placem emen entt and and Trac Tracki king ng Syst System em for for effe effect ctiv ive e evaluation and future policy planning. (iii) Establish credible independent Certification systems for both V.E. and V.T. with the scope for permitting vertical and horizontal mobility within and between V.E. and V.T. . NATIONAL SKILL COUNCIL: VISION, STRATEGY AND CORE PRINCIPLES 1. VISION (a) Massive Ambition: Our aspirations must exceed our current resources. Our vision should create 500 million skilled people by 2022. (b) High Inclusivity : We must design the skill system for inclusivity and to deal with the divides of gender, rural / urban, organized / unorganized employment, employment, and traditional /contemporary /contemporary work place.

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(c) Dynamic and Self-healing : The system must be designed so that supply (trained candidates) adjusts dynamically to changes in demand. 2. STRATEGY (a) Folding the future in: If we start from our current position, we are likely to extrapolate. extrapolate. Folding the future in allows us to innovate. (b) Skills must be made Fungible : The rigid boundaries between categories of Education e.g. diplomas and degrees has created a structure of rigid “caste systems” within education. This must be transformed into a more open / flexible system that permits competent individuals to accumulate their knowledge and skills, and convert them through Testing and Certification into higher diplomas and degrees. Skills must must be made made Bankab Bankable le : We must make (c) Skills make the process process of skill skill acquisition bankable, especially for the poor. This will force a demand driven approach. (d) Co-created Solutions : The States and Districts within States are in various stages of development. We have to accept a very asymmetric India as a starting point. We have to work with States, civil society and community leaders. Publicprivate partnerships are only one part of the broader concept of co-creation. (e) Game-changing Game-changing Delivery / Innovation : To give an example, the Planning Commiss Commission ion proposa proposall conceive conceives s setting setting up 50,000 50,000 Skill Developme Development nt Centers Centers over the plan period. If we need to game change delivery, an alternative model could be to make available very public institution above the high school level, numbering over two lakhs in the country, after class hours for skill development by the Private Sector. Necessary regulations could be brought in by the local manag managem ement ent autho authorit rity y of the partic particula ularr educa educatio tional nal instit institutio ution. n. It would would immediat immediately ely make available available the stock of public investmen investmentt to combine combine with private sector capacity thereby helping the private sector to generate skills at lower costs, as it will not have to invest in buildings for skill training. (f) Multi-lingual Instruction; English as a Vocational Skill : English is a voca vocati tion onal al skil skill. l. It subs substa tant ntia ially lly impr improv oves es labo labour ur mobi mobilit lity y and and impr improv oves es employment outcomes since English is now like Windows, an operating system for business. Accelerated English learning classes must be included in Vocational Vocational trai trainin ning g curr curric iculu ulums ms and and atte attemp mpts ts must must be made made to ince incent ntiv ivize ize Engli English sh instruction. 3. CORE OPERATING PRINCIPLES (a) Government Money must target Market failure; No need to crowd out or complete with private financing : Private resources are becoming available in specific industries and functions. The 19 Central Ministries and their budgets must target the massive market failure in vocational training for labour market outsiders (less skilled, less educated, people from small towns, women, women coming back from a child break, etc) mostly via funding innovations. Decentralize; Encourage and Incentivize Incentivize States to form Skill Missions (b) Decentralize; : Most Delivery systems (ITIs, Employment Exchanges, Employment Officers, etc) are controlled by States. States must be incentivized to set up missions that do not undertake delivery but as an aggregator and aligner of skill efforts. Activities for for the missio mission n includ include e fundin funding g public public and priva private te delive delivery, ry, underw underwrit riting ing appre apprentic nticesh eships ips,, intro introduc ducing ing perfo performa rmance nce manag manageme ement nt system systems s for for skill skill delivery, revamping Employment Exchanges, Creating an Asset Bank, Activating SCVTs, etc.

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not use use mo mone ney y for for Buil Buildi ding ng or Hard Hard Asse Assets ts : Very (c) Do not Very little little of the massive increase in funds for skill development in the 11th Plan should be used for building or hard asset creation. The system today does not have a hardware proble problem m but a softw softwar are e problem problem.. Addit Addition ionall ally y there there are are many many gover governme nment nt buildings (both centre and state) that could be put into an asset bank (with no transfer of title or ownership) and used for private and public delivery. (d) Focus on Modularity, Open architecture and Short Term Courses; do not reimbur reimburse se for courses courses more more than than six months months : Vocational Vocational training cannot replace what should have been taught in schools. The current phase of reform (next five years) should focus on short, relevant and effective courses that get candidates into the workplace. The Ministry of Labour has evolved a framework called the Modular Employability Scheme (MES) that is more nimble and must replace all traditional NCVT curriculums. Requiring longer courses to emerge by welding together modules keeps the system dynamic and open to feedback. But the repair pipeline will run dry if the prepare pipeline is not fixed and skill efforts must be accompanied by a huge dose of education reform. (e) Separate financing from delivery; Make public money available for private and public delivery : Today government money is only available for government delivery. This lack of choice and competition (between delivery models and methods) blunts incentives to make make the system system effectiv effective, e, scalable scalable and self-hea self-healing ling (real (real time feedback feedback to curriculum based on demand). The principle of “let a thousand flowers bloom” in the the cont contex extt of busi busine ness ss mode models ls,, peda pedago gogie gies, s, deli delive very ry tech techno nolo logi gies es and and methodologies must be encouraged. encouraged. (f) Link financing to outcomes; overwhelming metric should be jobs : Today public and private training is financed financed largely on input metrics metrics No. of courses, courses, no. Of students, students, faculty faculty etc. Unlike education, outcomes in vocational vocational training are easy to measure binary; it either leads to a job or not. We need to move all government government financing linked to placement ratios and outcomes. Subsidiary metrics could be drop out ratios and entry / exit gate assessment distance. (g) Use Candidates as financing vehicles rather than institutions; Create choice and competition : The bulk of the financing must be made available direc directl tly y to cand candid idat ates es rath rather er than than to trai trainin ning g inst instit itut utio ions ns.. This This coul could d be structured as a scholarship, skill voucher, outcome based reimbursement, etc but candidate choice is crucial to creating competition and making the system self-healing, effective and scalable. Crea Create te infr infras astr truc uctu ture re for for on-t on-the he-j -job ob-t -tra rain inin ing; g; Enco Encour urag age e (h) Apprenticeships Apprenticeships : Formal training is powerful but formal apprenticeships are a powerful vehicle for skill development because of “learning while earning” and “learning “learning by doing”. doing”. The enabling infrastruct infrastructure ure for large numbers numbers of formal formal apprentices needs to be built that includes modifications to the Apprenticeship Act, Integrating the MES scheme of DGET, equipping Employment Exchanges to offer matching etc. Create Infrastru Infrastructur cture e for Informat Information ion Asymmetr Asymmetry; y; Publiciz Publicize e Rating Rating (i) Create and Outcome Information for Training Institutions : Most candidates today are making training choices without any information around outcome metrics (largely jobs). We need to create a framework and infrastructure for information dissemination around key metrics for public and private training institutions. The

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framework would include a voluntary rating and participatory ranking system that would be different from current accreditation framework. framework. Infrastructur cture e for Effective Effective Entry / Exit gate; Effective Assessment (j) Infrastru and Credible Certification : Today both entry and exit gates for vocational training are wide open. But assessment is more important than training and an entry gate must be effective at “binning” candidates into various pools. The exit gate must serve as credible certification that would allow employers to use it as a proxy to fast track job applicants. Credible certification greatly reduces friction because of the “signaling value”. (k) Restructure Employment Exchanges to Career Centers : Employment Exch Exchan ange ges s need need to be rest restru ruct ctur ured ed as aggr aggreg egat ator ors s who who will will chan channe neliz lize e candidates into jobs, apprenticeships and training. They will need to be equipped with with capab capabilit ilities ies for asses assessm sment ent,, caree careerr couns counseli eling, ng, traini training ng regist registra ratio tion, n, electronic registration, registration, call and email handling etc. (l) Expand Formal employmen employmentt is not only fiscally fiscally Expand Formal Formal Employm Employment ent : Formal attra attracti ctive ve but more more amena amenable ble to financ financing ing innov innovat ation ions, s, has more more effec effectiv tive e matching and a higher “corridor” effect from improved employability. This will require require a review review of existing existing state and central legislation legislation that encourages encourages or amplifies informal or unorganized employment. 4. APPROACH TO METRICS (a) Diversity of Skills (Number of Skills) : There is a need to identify, catalog and project the range and depth of skills e.g. Traditional, Industrial-era and PostIndust Industria riall era skills skills to unders understa tand nd and and prese present nt the vast arra array y of skills skills that that individuals can choose from. (b) Talent ultimate measure measure is the “500 Talent Pool Pool (Numbe (Number r of Skill Skilled) ed): The ultimate Million” we are envisioning. The idea is to track the population of, skilled, not to go down the path of estimating needs etc. (c) Employment Outcomes (No. of Jobs) : Vocational education must ensure a job for those that seek it. The conversion rate must be an anchor metrics for all spending and institutions. NATIONAL POLICY ON SKILL DEVELOPMENT A National Policy on Skill Development has been formulated by the Ministry of Labou Labourr & Employ Employmen mentt and which which has been appro approved ved by the Cabinet Cabinet in its meeting held on 23rd February, 2009. The objective is to create a workforce empowere empowered d with improved improved skills, skills, knowledge knowledge and internatio internationally nally recognize recognized d qual qualif ific icat atio ions ns to gain gain acce access ss to dece decent nt empl employ oyme ment nt and and ensu ensure re Indi India’ a’s s competitiveness in the dynamic Global Labour market. It aims at increase in productivity of workforce both in the organized and the unorganized sectors, seek seekin ing g incr increa ease sed d part partic icip ipat atio ion n of yout youth, h, wome women, n, disa disabl bled ed and and other ther disadvantaged sections and to synergize efforts of various sectors and reform the present system. The salient features of the Policy are :

(a) Demand driven system guided by labour market signals thereby reducing skills mismatch. (b) Expansion of outreach using established as well as innovative approaches. approaches. (c) National National Vocatio Vocational nal Qualificat Qualifications ions Framewo Framework rk which will interalia interalia include include opportunities for horizontal and vertical mobility between general and technical education, recognition and certification of competencies irrespective of mode of learning.

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(d) System to deliver ‘competencies’ in line with nationally and internationally recognized standards. (e) Focus on new emerging occupations. (f) Focus on pre-employment training and Life long learning (g) Equity consideration – adequate participation of women, disabled persons and disadv disadvant antage aged d groups groups includ including ing econom economica ically lly backwa backward rd & minor minoriti ities es – enhanc enhancing ing their their access access to trainin training; g; impro improvin ving g emplo employa yabili bility ty and increa increasin sing g employment opportunities. (h) Stress on research, research, planning and monitoring (i) Involvement of social partners – responsibility for management and financing of the system would be shared with all stakeholders and provide greater space for Public Private Partnership. (j) Promoting excellence. (k) Use of modern training technologies including distance learning, e-learning, web based learning, etc. (l) Skill upgradation upgradation of trainers trainers,, their quality assurance, assurance, and improvem improvement ent of status. While While the agend agenda a of the presen presentt dispen dispensa satio tion n seems seems pretty pretty elabor elaborate ate,, much much would depend upon implementation. If previous experience is any guide, most Gove Govern rnme ment nt prog progra rams ms end up crea creati ting ng new new silo silos, s, whic which h crea create te furt furthe herr diss disson onan ance ce in the the syst system em as vari variou ous s bodi bodies es vie vie for for “Gre “Great ater er cont contro roll of Resources” & maximize their own power. Frequently such power acquisition is about controlling a key decision, which means one more ‘nod’ to be sought by hapless public or entrepreneur in order to see fructification of his/her project. Such Such struc structur tures es benefi benefitt key key player players, s, gener generall ally y “Poli “Politic tical al suppor supporter ter” ” of the gove govern rnme ment nt to laun launch ch thei theirr proj projec ects ts with with supp suppor ortt from from the the syst system em while while managing a “say” in the system so as to avoid adverse policies or Government actio action n in future future.. It ends ends up creat creating ing bureau bureaucr crati atic c hurdle hurdle than than evange evangelizi lizing ng or alleviating social ills. Also, at the ground level in the education system are three key players; 1) Teacher 2) Child 3) Parent. All of of the the three key players have all but very limited idea about the grand structure & design of the system. It is yet to been seen that how the system touches these three players and motivates & incentivize them to work forward to participate in creation & maintenance of the new structure. The level of empowerment & support systems to the three key players are yet to be decided & rolled out by the new policy/system while their specif specific ic roles roles & respo responsi nsibil bilitie ities s are are yet to be asses assessed. sed. The The change changes s in to behav behaviou iourr of the regula regulatin ting g bodies bodies like like the boar board, d, Unive Univers rsity ity,, Accred Accredita itatio tion n agencies are also to be envisaged to carry out the overhaul of the system. Also awaited is the scope on which the system would apply i.e .the Government bodi bodies es or silo silos s that that shal shalll be shak shaken en up & tran transf sfor orme med d at Cent Centra ral, l, stat state e & Municipal levels (with Univ., Boards, Educational institutes & schools under them) and exactly how they shall be impacted. Influence & participation of the Private “Not-for-Profit” “Not-for-Profit” & ‘For Profit” segment is also to be visualized. We need to ensure that whatever structure emerges, the Teacher, Child & Parent must feel liberated i.e. have proper understanding of the processes, systems and possibilities; of behaviours, tendency and Delivery expectation from making a choice; and also have freedom to make their own informed decisions to be able to ‘Ride’ or benefit from the sector.

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Role of Emerging Private Sector

A faile failed d public public educa educatio tion n system system,, high high socio socio-as -aspir pirati ationa onall value value attac attached hed to education and increasing affordability have all converged to drive demand for quality quality educatio education n (synonym (synonymous ous with private private institutes institutes). ). While private players players have been active in the informal education space (Tutorials, Entrance Coaching, Vocational Training etc.) for a few decades, the ‘not-for-profit’ mandate has kept profit-driven corporates away from the $40bn opportunity. In the $10bn nonformal space, scalability remains an issue in most pockets. Inability to transform the businesses into a ‘process-driven’ model from ‘people-driven’, as also lumpy nature of revenues, has materially curtailed scalability in the highly fragmented and largely regional markets. While scale is attainable in a few pockets, it has been difficult for the business to scale – our stand is vindicated by the dearth of scaled-up players in the space. While India has been proactive on liberalization, Education has remained largely untouched by the reforms process so far. A ‘priority sector’ status does ensure fund flow to an extent, but the government’s agenda of ‘social inclusion’ has trapped Education Sector in a regulatory maze. Archaic rules mandate all formal educational institutes in India to be run as ‘not-for-profit’ centers under a society (reg (regis istr trat atio ion n unde underr the the Soci Societ etie ies s Regis Registr trat atio ion n Act Act 1860 1860)) or a publ public ic trus trustt (Registration Act 1908). Any surplus funds generated in the process of running formal schools/ Higher Education Institutes have to be ploughed back into the same school/ Higher Education Institute and no dividends can be distributed. Private sector has taken initiative to ‘manage’ regulatory environment. There model model is based based on ‘extra ‘extracti cting’ ng’ profits profits through through sale of serv service ices s from from trusts trusts (schools and Educational Institutes) in the form of lease rentals and management fee, while some players have taken the age-old informal structure to the next level. The nascent corporate activity in the formal education space is using a two-level structure to circumvent the ‘not-for-profit’ diktat. While multi-layered regulations have meant that 80% of the opportunity (formal education) remains elusive to commercial activity, ‘innovative’ players like Prominent among them are NIIT, Educomp, Aptech Arena etc. are successfully using these structures to scale up.

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Quite a few venture capitalists & Angel investors have also joined in the private efforts, though in what appears to be an uncertain regulatory environment. Just to name a few: WestBridge Capital Partners Sequoia Capital Lightspeed Venture Partners IDFC Private Equity Manipal Education & MedicalGroup (HSBC PE Asia) Helix Investments Gaja Capital Helion Ventures SAIF Partners Manipal Education Group Aditya Birla Group KPCB, Sherpalo Ventures & Infoedge Capital18, the venture capital arm of media group Network18 Solutions Pvt. Ltd Lightspeed Venture Partners Matrix Partenrs Source: Websites While While entr entry y of priv privat ate e play player ers s is welc welcom ome e sinc since e it spur spurs s inno innova vatio tion n in the the segment and creates fresh incentive systems for improving productivity, leads to creation of Capacity and resulting competition helps in improvement of Quality alon along g with with decl declin ine e in cost costs. s. It need needs s to be seen seen if the the Priv Privat ate e play player ers s are are intereste interested d in the Full Scope Scope offered offered by the sector sector or just have special special focus focus i.e. Focus Focus on marke marketin ting g a new Trend Trendier ier metho method d of educa educatio tion n usual usually ly delive delivered red through usage of Audio-Visual media. While full sector is likely to grow to an USD 80 billion market, the ‘Trendy” segment may be just about 5-10% of this market. Since the Not-for-Profit mandate keeps away 80% of this scope away from the Private sector, private segment shall be left to cater to just about USD 1.6 billion market Of the market nearly 60-70% is likely in the Tertiary segment since the sector is already dominated by the ‘Private Not-for-Profit” Not-for-Profit” sector, the rest is likely to be from Primary, Secondary & vocational sectors. If the Private sector wants to be able to address the Full Scope of the market, they shall have to eventually partner with a host of Government Agencies as well as not-for-profit organizations to develop ‘Real solutions” that help to empower the three key players viz. The Child, Parent and the Teacher. They shall need to bring around Curriculum supplements along with innovative teaching delivery interest st & curio curiosit sity y are mech mechan anis ism m so that that a Child Child’s ’s intere are nouri nourishe shed, d, help help in planni planning ng & conduc conductt of specif specific ic activit activities ies that that help help a child child parti particip cipat ate e in the learni learning ng proces process s & identi identify fy his natura naturall aptitudes. The The sector sector should should also also empower Teachers/School Administration to be able to deliver proper “Guidance & Coun Counse sell llin ing” g” to the the chil child/ d/Pa Pare rent nt so that that the the can can toge togeth ther er deve develo lop p an “approach” to further the child’s talent & skill development efforts. efforts. Above all, the trio should be empowered to “ research” its way out of their problems as well as to contribute positively to the society.

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An Essay on Education - Analysis of Education System in India. What we need to modify?

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