elt operating environment india

8/3/2019 Elt Operating Environment India

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Maya MenonDirectorThe Teacher Foundation, Bangalore


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The ELT Operating Environment

in India

Why we need English


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What can you identify?


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3 Keys to understand

1. India is Complex

2. India is grappling with many Challenges

3. India today is a land of tremendouspotential and opportunity


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India is complex.

1.1 Billion People

28 States and 7 Union Territories set up on linguistic basis

22 (Modern) Indian languages coexist; 1796 rationalised

languages and 1576 other mother tongues. 3592 Newspapers in 35 different languages !

Radio broadcasts in 146 Languages and dialects

Education in the Concurrent List of the Constitution - bothCentre and State have a stake

Source : Ministry of Human Resource Development, Govt. of India

http://www.education.nic.in/language_new/Lg_Bur_website.pdf


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Ministry of Human

Resources Development

(Central Govt. of India)

National Council of

Educational Research

and Training (NCERT)

Sarva Shikshana

Abhiyan (SSA)

Regional

Institutes of

Education

Central Advisory

Board on

Education (CABE)

Department of

Higher

Education

University

Grants

Commission

Central

Universities

Deemed

Universities

Research, Training,

Curriculum and

Textbooks

National Council of

Teacher Education

(NCTE)

State

Universities

All India Council ofTechnical Education


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Schools

DSERT /

SCERTState Board

of Education

Sarva Shikshana

Abhiyan (SSA)

Department

of Public

Instruction

Private

Sector

Research, Training,

Curriculum and

Textbooks

District Institutes ofEducational Training

Examining Body

Higher Education

State

Universities

Department of Education

in each State

(State Governments) -


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From the Ministry of Human ResourceDevelopment, Govt. of India

The (language) policy is intended to encourage thecitizens to use their mother tongue ., but the

stated goal of the policy is to help all languages todevelop into fit vehicles of communication at theirdesignated areas of use, irrespective of their natureor status like major, minor, or tribal languages. The

policy is accommodative and ever-

evolving, throughmutual adjustment, consensus, and judicialprocesses.

http://www.education.nic.in/language_new/lang_overview.asp


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Samajwadi Party : Well ban English and computers PartyManifesto also Opposes Mechanised Farming The Sunday Timesof India, 12th April 2009

Amartya Sen : Warns against banning English Language Teaching(The Hindu 21st April 2009)

SC Wont stay English medium The Karnataka Govts efforts tostall the registration of English-medium schools in the state fell flaton Wednesday with the Supreme Court turning down its plea.

In Aug. 2008 The Karnataka High Court stated that parents shallchoose what their children want and that they are free to disregardopinion even of experts in that regard The Times of India,

Bangalore May 13

th

2009

English vs. Regional Languages.the ever present political flash point


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The Indian Contradiction !

English has a unique position in India. Competence in

the use of English is the single most important marker

of a young persons eligibility for negotiating theopportunity structure that the modern economy has

made available. The ability to use English fluently has

become a synecdoche, a socially understood

shorthand, for general ability.

Krishna Kumar (1996) : Learning from Conflict Tracts forThe Times/10


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The Indian Contradiction ! School leavers who are not adequately trained in

English as a language are always at a handicap inthe world of higher education

Proficiency in English is widely perceived as animportant avenue for employment and upwardmobility, which also greatly facilitates the pursuit ofhigher education.

This reality is not lost on our people, who recognizethat the English language is a critical determinant ofaccess to, and opportunities for a better life.

Sam Pitroda, National Knowledge Commission, 2006


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The Place of English in India English serves as the connector between people

speaking different mother tongues.

English plays an important role in the domains of education, administration, business and politicalrelations, judiciary, industry, etc.

It is a passport to social mobility, higher education,and better job opportunities.

In urban India, it is very common to see young peoplecode-mixing and code-switching between Englishand otherIndian languages.


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The Great Indian Challenge

Universal Elementary and SecondaryEducation still elusive

An all-India literacy rate of 65.2% at the last 2001 census (upfrom 52.2 % in 1991)

Standards of Teaching and Learning excellent to poor

Low enrolment to Higher Education Predominant sense of disconnect in the

classroom


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Glimpses of English LanguageClassrooms in Indian Schools

The prevailing approach to teachingEnglish as a first or a second languagein 3 different kinds ofIndian schools.


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Estimated Population by Age Group

(Educational Statistics at a Glance 2005-06, Ministry of Human ResourceDevelopment, Department of Higher Education, Govt. of India 2008)

121,000,000

74,000,00094,000,000

124,000,000

Primary 6 - 11 years

Upper Primary 11 -14 years

Secondary/Senior

Secondary 14 -18

years

Higher Education 18-24 years


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Enrolment in Education by Age Group


Enrolment into Education by Age Group

132,000,000

52,000,000

38,000,000

14,323,600

Primary 6 - 11 years

Upper Primary 11 - 14 years

Secondary/Senior Secondary 14-18 yearsHigher Education 18-24 years


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Number of Educational Institutions in

India - Schools


770,000

290,000

160,000

Primary Schools

Upper Primary Schools

Secondary and Senior Secondary


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Number of Students Enrolled in School vs.

Completing School


10

14

8

6

0

2

4

6

8

10

12

14

16

Total Numbe r Pass

Millions

Grade 10 15-16

Grade 12 17-18

Grade 10

Grade 10

Grade 12

Grade 12


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Number & Type of Higher Education

Institutions in India


20

216

101

13Central Universities

State Universities

Deemed Universities

Institutions of National

Importance


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A Break-up of Enrolment in Higher

Education


1,579,400

3,727,700

1,668,200

1,455,500

156,700230,200

(36,000)481,500244,800305,600

PhD /D.Sc/ D.Phil

M.A

M.Sc

M.Com

B.A / B.A (Hons)

B.Sc / BSc. (Hons)

B.Com / B.Com (Hons )

B.E / BSc Engineering/ B.Arch

Medicine, Dentistry, NursingB.Ed


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Number of Students Completing

Higher Education (2003)


Source : University Grants Commission

373

12874 64 30 2

973

5839

328

10612 85

306

0

200

400

600

800

1,000

1,200

Arts/

Humanities

Science

Commerce

Edu

cation

Engineering/

Techn

ology

Manag

ement

Me

dicine

Law

Thousands

Undergraduate

Post Graduate


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What India spends on School

Education

2,369

2,906

205

607

0

500

1,000

1,500

2,000

2,500

3,000

3,500

2007-08 in UK 2008 09 in UK

Millions

Elem entary Education

Secondary Education

(Educational Statistics at a Glance 2005-06, Ministry of Human Resource

Development, Department of Higher Education, Govt. of India 2008)


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What India spends on Post SchoolEducation

465

251

2714

90

9

427

142

0

100

200

300

400

500

2007-08 in

UK

2008 09 in

UK

M

illions

University and Higher

EducationLanguage Development

Distance Learning, ICT

Technical Education



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Indias dismal Education Development Index

(EDI)Countries EDI in 2005

(0-1)

Rank out of

129 countries

EDI in 2006

( 0-1)

Rank out of 129

countries

Japan not available .994 2

Norway .995 1 .994 4UK .995 2 .993 5

France .991 9 .991 8

Mexico .953 48 .956 53

China .938 61 .947 59Brazil .901 76 .901 80

India .797 105 .794 102

Bangla Desh .795 107 .753 109

Pakistan .640 120 .652 118


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The Importance of the Indian IT Industry

According to the NASSCOM-Deloitte study contribution to theGDP

1.2 % in 1998 5.2 % in 2007

Currently employs nearly 1.3 million IT professionals

Indian IT-ITES has helped create an additional 3

million job opportunities through indirect and induced

employment.

NASSCOM undertakes several measures to enhance

the work skills of IT and ITES professionals.


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Growth of the Indian BPO Industry

0

510

15

20

25

30

3540

45

50

2000 2007 2008 2009

USDB

illion

Exports

Domestic Market

Source NASSCOM


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Recommendations of the National

Knowledge Commission Teach our ordinary people English as a language

in schools

This would provide far more equal access to HE

and employment opportunities Contextualise the pedagogy of language learning

Assess for proficiency rather than mastery ofsingle texts

Set up a National Testing Service for certificationof language competence

Improve the proficiency in English of nearly 4million Indian teachers through vacation trainingprogrammes


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Opportunities for ELT in India?

60% of Indians are between 15 59 years. Half of them are

below 25 years

Approximately 58% of all higher education institutions are

located in six states Uttar Pradesh, Andhra Pradesh,Maharashtra,Karnataka, Madhya Pradesh and Tamil Nadu

Burgeoning IT/ITES Sector..theres a deficit of 0.5 million

between the demand of and supply of IT manpower

As of 2005 there are 131 Foreign education providers

serving a few thousand students

Linguistic rivalry amongst Indian states has helped English

remain the official language of federal India along with Hindi

Source : Rohan Mukherjee ( 2008), Higher Education in India : An Overview andOpportunities for Foreign Participation, Centre for Policy Research

Prof Prasad Krishna, All India Council of Technical Education, 2005


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PossibleWays ForwardPartner with the Govt. ofIndia and / or State Governments

Partner with relevant Indian organisations

The most important and relevant regulations are1. UGC (Establishment and Maintenance of Standards in Private

Universities) Regulations 2003 currently active.2. AICTE Regulations for Entry and Operation of Foreign Universities /

Institutions Imparting Technical Education in India, 2005 currentlyactive.

3. The Private Universities (Establishment and Regulation) Bill 1995 withdrawn from Parliament in the 2007 Monsoon Session 36.

4. The Private Professional Educational Institutions (Regulation ofAdmission and Fixation of Fee) Bill 2005 pending (status unknown).

5. The Foreign Educational Institutions (Regulation of Entry andOperation, Maintenance of Quality and Prevention ofCommercialisation) Bill 2007 yet to be introduced in Parliament.

Source : Rohan Mukherjee ( 2008), Higher Education in India : An Overview andOpportunities for Foreign Participation, Centre for Policy Research


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Thank You !


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India and China ELT Today

21 May 2009


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Chris GibsonDirectorBritish Council South India


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May 2009

Demand for English Language

Services in India


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Objectives & methodology


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India Main Findings 5 key areas


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One The Market


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Large and growing market

Indias private sector education and training market isestimated to be worth US$40bn, with a potential 16% fiveyear CAGR (CLSA Asia: Pacific report, 2008)

Of this, the adult market for ELT (aged 20+) is estimated tobe worth around US$450m

CLSA - estimates 3.8m people paying average fee ofUS$120


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Majority of English Learning population aged

below 18

Estimated 320m aged 5-17 (Census 2001 - projected to

2008)

249m students (the English learning population) enrolledat primary, middle, secondary and higher educationallevels (Department of Education)

Population Versus Enrolment Levels

320

146

7450 50

249

146

58

28 15

0

50

100

150

200

250

300350

Total (Age 5-17) Primary (Age 5-

10)

Middlle (Age 11-

13)

Secondary (Age

13-15)

Higher

Secondary (15-

17)

Age group

Million

Population Enrolment

O f / S


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One of major drivers is growth inIT/ITES

industry

Top five ITcompaniesspendingUS$ 500million a year

on educationand trainingfor theiremployees

Many

establishedlarge trainingcampuses forthis

IT/ITES Industry - Employment (India)

830

1,058

1,293

1,630

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

FY 2004 FY 2005 FY 2006 FY 2007

Financial Year

'000

numbers

IT Services

ITES-BPO

Engineering Services and R&D, Software Products

Domestic Market (Including Users)

Total

Data Source: NASSCOM


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Two The Players

S k l th th B iti h


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Some key players, other than British

Council

British School of languages (BSL): Founded 1975

Over 1.6 million students trained in spoken English

A network of 30 study centres across the country

Caters to a broad audience - from those who do not know Englishto those who aim to hone their English speaking skills

Works in the corporate training sector Ashok Leyland, Ranbaxy,American Express, U.N.O, Asian Paints are some of the clients

Course fees range from Rs 2500 to Rs 3000


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Some key players - cont

Veta English language training institute (formerly knownas Vivekananda Institute):

Founded 1981

Over 2.2 million students trained in spoken English

A network of 200 study centres across the country

Some centres can accommodate more than 500 students

Veta offers a Self tutor pack for those learners who cannotaccess one of its centres

Seven main programmes, including Veta English Holiday


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Three Learners/potential learners

P l d l t i d


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61%

60%

55%

54%

26%

19%

50%

53%

50%

61%

25%

18%

73%

68%

60%

47%

26%

21%

Personal development + improved career

prospects = key reasons for learning EnglishWhich of these, if any, best describes your reasons for wanting to learnEnglish/for wanting your child to learn English?

Personal development

Improved career prospects

General interest in learningEnglish

To communicate with friends inother countries

Many jobs now requireemployees to speak English

Base:All respondents, India (202), adult learner/potential learner (102), parent of current/potential learner (100)

Top mentions

To meet new people/make tofriends

All Adult learners/

potential learners

Parents of current/potential learners

I d it t l


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83%

8%

7%

Increased propensity to learn, esp among

young

More likely

Dont know2%No real difference

compared to 6months ago

Less likely

Base:All respondents, India (202), parent ofpotential learner (50), parent of current learner(50), adult potential learner (52), adult learner (50)

Do you think you/your child are more likely or less likely to learn English(outside school) than you were 6 months ago?

Much more likely

Parent of currentlearner

42%

Parent of potentiallearner

36%

Adult potentiallearner

33%

Adult learner 12%

Gro p t ition most sed and most


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85%

30%

16%

12%

6%

81%

22%

8%

12%

6%

Preferred Used by current learners

Top mentions

In which of these ways, if any, would you prefer (your child) to learnEnglish / are you/your child currently using to learn English (outside

school) ?

Teach Yourself guides text book

Online courses

Group or classroom tuition

Teach Yourself guides audio/visual

One-to-one tuition

Base: Preferred - All respondents, India (202), Current All adult learners/parents of current learner, India (100)

)

Group tuition most used and most

preferred

Better quality teaching credibility and


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50%

41%

35%

19%

18%

17%

Better quality teaching, credibility and

UK English = key reasonsWhy do you say you/your child would study at a UK English language

institute?

Better quality teaching

Have heard good thingsabout UK providers from

others

Prefer to learn UKEnglish

Have had a goodexperience in the past

Will have more credibilitywith employers

Have a generally positiveImage of the UK

Base:All likely to study at a UK ELT in the next 2-3 years, India (135), potential adult learner (36), parent of current learner(31)

Top mentions

(71% of parents ofcurrent learners)

(56% of potentialadult learners)

Less than half would consider online


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Less than half would consider online

learning

9%

21%

17%

9%

10%

8%

27%

Base:All not currently learning English via an online course, India (199),adult learner (48(, adult potential learner (52), parent of current learner(49), parent of potential learner (50)

How likely are you to consider learning English online in the next 2-3years/choosing an online English learning course for your child?

Dontknow

CertainTo

Certainnot to

Fairlylikely

Veryunlikely

Verylikely

Fairlyunlikel

y

Certain not to/

Very

unlikely/Fairly

unlikely

Adult learner


Parent of

current learner

33%

37%

22%

Parent of

potential

learner

14%


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Few employees offered ELT at work

81%

13%

3%

Base: All current/potential adult learners, India (102)

Does your company offer English language courses for employees?

I am astudent

Yes 2%

Dont know 1%

No

I amunemployed

None are currently

learning English using a

training course provided

by their employer

Just 2% have ever done

so

UK materials the same or better than


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49%

41%

10%

UK materials the same or better than

others

Better

Dont know

Base:All respondents, India (202)

Do you think that materials produced by UK organisations for Englishlanguage learning are generally better or worse than those from other

overseas organisations or are they about the same?

About the same

Better

Adult learner


38%

62%

Parent of

current learner

Parent of

potential

learner

56%

40%


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Ease of use & quality are strengths

Why do you say you materials from UK organisations are better?

Base: All who think materials from UK organisations are better, India (99)

47%

42%

36%

16%

15%

Better quality/more reliable

PreferUK English

Clearer/easier to use

UK materials have a betterreputation

Have a generally positiveimage of the UK


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Four - English language teachers*

* These findings are based on just 5 qualitative interviews, so are indicative only


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More and different opportunities required

Teachers want:

More seminars and training sessions oncommunicative language training ie how bestto teach students the basic skills they need

Better training in the area of studentmotivation/student psychology

More on latest training techniques ideallydeveloped with their particular institution in mind

Training which keeps them up-to-date with thechanging needs of a competitive world

Opportunities to meet counterparts in otherinstitutions (eg in discussion forums)

Guidance from experts

To train the

teacher in this(communicative

language training)is most important

because havingjust patience is

not enough

Training in this(student motivation) is

very important for anyteacher. Only amotivated teacher can

motivate his/her

students


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Five - Leading employers*

* These findings are based on just 5 qualitative interviews, so are indicative only

Perfect English in new staff usually not


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Perfect English innew staff usually not

expected

Acknowledgement that some training may be required toimprove skills, eg

To correct errors

Improve pronunciation

Improve understanding of other cultures

Improve confidence in ability

Link language skills to requirements of the job

Most of those interviewed provide in-house training for

relevant staff*; some for all staff Particularly call centres structured training modules, debates,

role-playing, grammar, telephone ethics

When the trainertakes the training and

this person hasgrammatical issues,

some people do haveerrors, the trainer

helps them (Retail)

* The quantitative research shows very few employees say theircompany offers ELT training, no doubt because most work for smaller

companies than those interviewed in the qualitative research.


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Some do use external providers though

Two of the five do

Single provider used books, notes, CDs, online links andtests

Chosen on the basis of*:

Cost (major role)

Level of service

Course material (including multi-media)

Expertise of trainer

Level of trust & commitment shown Ability to customise training to needs

High levels of satisfaction

Someone who isoutsourced is always

approachable andthey try to give you

the best

Any external bodyhas to be customised

to our requirements

* IMRB 2008 report on ELTAudience Segments main factors inchoice of trainer were course content, presentation skills,educational background, certifications of trainer and previous

experience


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Summary & implications

S & i li ti I di


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Summary & implications - India

Large and growing market for English language services

While taught in all schools, interviews with teachers suggestit is not necessarily taught well.

There are real opportunities forUK organisations to helpteaching of English in schools through working with

Universities, school boards, teacher-training andprofessional development

Poor quality of learning in schools also means there is a

strong and growing demand among learners, both adultsand young learners, for ELT institutes

S & i li ti I di t


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Summary & implications India - cont

The positive reputation ofUK ELT and materials means UK

organisation are well placed to capitalise on this demand UK organisations/materials associated with quality and high

credibility

Potential barrier: Cost need lower/higher cost options

Demand for English skills at a corporate level is driven byservice sector in particular (eg growth of call centres)

Internet access is a key barrier only 7% of populationhave access as are limited opportunities to practice oral

skills

Has wider implication for materials offered by UKorganisations need to offer hard copy as well as onlinelearning materials


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21 May 2009


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Rod PrydeDirectorBritish Council India


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21 May 2009

elt operating environment india

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