project opportunities amp challenges in education sector in india

7/29/2019 Project Opportunities Amp Challenges in Education Sector in India

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An Essay on EducationRetooling of Education System in IndiaDefinition:

Education is any act or experience that has formative effect on the mind, character or physical ability of anindividual/recipient. In technical sense, Education is the process by which society deliberately transfers itsaccumulated knowledge, skills & values from one generation to another. Etymologically, the word Education isderived from Latin word Educere, which means to bring out or bring forth what is within, in other words tobring out potential; and 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 bringforth his/her potential to lead. The process of education is delivered through effective utilization of Verbal, Written& Kinaesthetic skills (now-a-days, technology is also playing an increasingly important role) of the trainer to makeeffective impact of the senses of the trainee, as a result of which the abilities of individual is enhanced.

Education can be acquired through Formal, Informal or Experiential method. Formal Education is one, whichacquired with an accomplished trainer, who guides/leads the process of learning of the recipient. This is normallydone by placing suitably organized information & evidence for the recipient, by debating & challenging anyapprehensions or doubts, and through suitable demonstrations & controlled experiments. Certificates, Diploma &Degrees are conferred on the individual in the formal education system & are distinguishing feature of thissystem. Informal Education is acquired through contemplation, observation, curiosity & logical reasoning,

experimentation, Real life experiences & Self study. Experiential education is acquired as apprenticeship in aprofession or trade under a supervisor, in experience sharing sessions (formal or informal) at work place ortrade/industry seminars, by going through manuals, communication & directives that are part & parcel of anywork place or industry.

Education is categorized as Primary, Secondary & Tertiary Education. Primary education is the one that is givenup to 10-11 years of age under the formal education. Basic Language & Mathematics skills, elementaryunderstanding of Natural Science & an impression of consciousness about the society around the child throughknowledge of Social Science is imparted to the child during the Primary Education process. A childs logicalthinking ability, communication skills, Value system, manners & curtsies, Arithmetic skills and abili ty to discern orcritical thinking ability are sought to be nurtured as a result of the process of Primary Education.

Secondary Education process leads to further development of the subjects taught in the primary educationfurther is imparted till 17-18 years of age. Like the Language skills are nurtured to develop more sophisticatedskills in Grammar & Comprehension along with verbal & written communication skills. The Mathematics skills

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

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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include not only arithmetic but geometry, trigonometry, calculus, logarithms, concepts of accounting as well assome other relatively more sophisticated concept. Science is taught to develop critical thinking ability throughsystematic examination of natural phenomenon along with technological advancements of the society withknowledge of structure & composition of different states of matter, botany, zoology, physics and computerscience among others. Social Science education dwells in geography, political science & awareness of Law,anthropology, economics with appreciation of various religion & belief systems, cultures & social phenomenonlike casteism, racism etc. including history. The idea is to instil confidence in a child through realization of hisinherent abilities, equip him to nurture his abilities and aptitude further, help him understand social, cultural,regulatory, political & legal systems of the society with social skills like organizing in teams or groups, leadingsuch groups, dexterity, sportsman/competitive spirit & discipline, hygiene and sensitivity towards & appreciationof others.

Tertiary education seeks to nurture & improve financial productivity of an individual. Ideally no age limit should beprescribed for such education as its demand is a by-product of self-actualization endeavour of an individual. Itprepares him to recognize his/her needs & wants and acquire skills to further his abilities & aptitude to meetthose needs by negotiating his space in society. Advanced knowledge of Engineering, Medicine, Science &

Technology, Social Sciences including Arts, Economics, and History etc., Language & Communications skills orspecialized knowledge of any subject helps him achieve his space. Also included are Vocational skills,Craftsmanship, Entrepreneurship, skills in Accounts & Trade & commerce, Technician skills in various trades &industry and ability to render services needed by the society are all part of Tertiary Education. Knowledge &Traits that are sought to be nurtured are analytical ability, innovation & experimentation spirit, skills to research,negotiation & management skills, with ability to understand behaviour of organizations & systems in the relevanttrade; 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 society & ethicalissues associate with the trade/industry; technological developments & challenges in the industry etc. The idea ofTertiary Education is to convert a human being into a professional (ranging from skilled worker toscientist/researcher).




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In summary, aim of education is to develop new frontiers of the subject or to extend the boundaries of the subject

further to support human pursuits in that direction. It arms an individual to the well being of self as well as that ofthe society. Improvement of Financial productivity, moral, ethical & spiritual values & systems and bankable skillsare some of the results of education. Apart, the rulers/governments also try to push in development ofnationalistic spirit, respect for their leaders, ideals & philosophy, respect & understanding for National History (orNationalistic view of History), Laws, Political & Governing Architecture, National Policies, Values and Symbolsamong other items to further National interest or governance agenda. Education needs to sustain the Interestof the recipient, help equip him to develop his Aptitude & Skills, give guidance about how Approach the subject& pursue Self Interest & Goals for further advancement, challenge his mental & physical faculties to furtherResearch the subject to deduce new knowledge or understanding and bring forth creative solutions to solveneeds of the society.




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Meaning/Definitions of word marked in Bold:

1) Interest: Getting engaged to or with; Get excited or passionate about a person, object, or phenomenon.2) Aptitude: A natural or acquired disposition or capacity for a particular purpose; A tendency to a

particular action or effect.3) Skill: Knowledge of Principles & Techniques with sufficient ability to judge suitability of a particular

technique in a giver situation or circumstance with power to adapt.4) Approach: Ability to identify & access an opportunity; To draw or push self to a desired situation from

any given point. Approach pre-supposes knowledge & understanding of the given situation, regulatory &competitive environment, knowledge of support systems, ethical dilemmas & behaviour of variousinterest groups as well as prevalent incentive systems and motivation amongst various players etc.

5) Research: Systematic investigation to establish facts; A detailed study of the subject especially in orderto discover new information or to reach a new understanding; Gathering & analyzing a body ofinformation or data and extracting new meaning from it or developing a unique solution to problem orcases.

Scope:

Indias labour force has reached 425 million in 2010 and will continue to expand over the next two decades.Some projections suggest that the labour force increase will amount to 7.0-8.5 million a year. Though going bythe population growth numbers of 20 years previous, we shall arrive at some 15 million new labour forces joiningthe labour market.

India has started to clock 8-9 % GDP growth (2004-08), however growth of employment has been only around 1-2 per cent. Many large enterprises have been shedding labour while the capacity of agriculture to absorb workersis minimal. It is only in boom years of 2007 & 08 only, that we probably added enough jobs for all new people




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joining the labour market. However, much of these jobs were in unorganized sector. Then we also have around65-85 million persons without jobs. In addition, a significant number of people are underemployed. Theunemployment rates among youth are higher, reaching in certain states, as much as 35 per cent against thenational average of 13 per cent. There is an urgent need to generate around 15-25 million of new jobs each yeari.e. just to stop the problem from attaining crisis levels & lead to social explosion.

Thus it is important for Policy makers, to not only liberalize new business/ industry sectors, so that they startthrowing up new employment opportunities, but they also need to ensure that our youths have the requisite skillsto sustain themselves productively in the cut-throat business environment. Thus there is an urgent need to relookat the Education & Skills development system in India to ensure that our children receive proper Training to beable to negotiate with the demands of the changing time.

India has about 550 million people under the age of 25 years. The Gross Enrollment Ratio is 96% at the primarylevel; however Dropout rate is approx. 32% at Primary level while it is 63% at the Secondary level. Only 11% ofthe population is receives any kind of Tertiary Education (in a Government recognized institutions) compared tothe world average of 23%. India spends approx. 3-4% of its GDP on Education which is a bit lower than some ofthe 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 to a higher level; up to 8-10% so as tomeet the training needs of the young population. It should also be noted that percentage of Private expenditureon Education is rising. It was about 15-25% in the decade of 70s, reached about 30-35% in the 90s & is currentlyalmost neck-to-neck (45-50%) with the Public/Govt. expenditure. Looking at the rising trend, further rise in(disposable) income level of the population, precarious state of Public/Govt. finances and favourable dispositionof the attitude of the population, it can be concluded that privately funded education can be one of the big growtharea in the overall economy. The sheer numbers of people in need to improve their skills with large number ofpeople getting added up every year, points to the potential opportunity in the sector. Development of this sectorhas 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 exactcontribution cannot be easily measured) and improve the quality of life through improved services. Healthcare,Tourism, Financial Services, Construction & Real estate, Retail & Wholesale Trading, Agriculture & FoodSupplies, Animal Husbandry, Forestry, Logistics, House Keeping & Dcor, Craftsmanship etc. are among someof the industries where productivity can go up several times with availability of suitably trained manpower withoutdrawing much from other factors of production. And off course, almost all other industries can also do with welltrained or better trained manpower as well.

So far, Education sector has been a classic case of neglect. It is a sector which has been a mess due to overregulation & resultant undersupply or sub-standard supply. Though, to be fair, Education sector has also seensome innovative corporate action with reasonable success. To begin the story here, it may be pointed that theIndian state makes it incumbent upon its government to offer basic education to all its children below fourteenyears of age. Responsibility of education is shared jointly between the state & central government. Lack ofresources has been the explanation for the limited capacity of the government to deliver. The governmentcreated various types of institutions to deliver 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 students timeand Governments resources are squandered with impunity. There also exists a robust private sector whosepresence has largely been welcomed only by the richer sections of society. The poorer classes have not beenable to afford the services of these private schools/institutions and therefore scoff at the sector. The governmentsector suffers from the apathy, neglect, corruption & unprofessional conduct of the large government




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bureaucracy and is in state of morass. Government has regulations pertaining constitution of organization foreducation in the private sector, regarding syllabi of what should be taught, regulates infrastructure requirements,has rights to inspect teaching, advises the kind of pay to be given to teaching staff and also conductsexamination of students at certain level at Secondary Education level(X & XII). Its a classic case where anagency that fails to discharge its responsibility decides to play regulator and ensures that everyone else areplaying under the same circumstances that results in cumulative failure of all. Naturally, the private sectorremains harassed with the overarching government intervention.

The education system in a state of moribund neglect till a few years ago, until the need for large number oftrained people, by a single industry brought about a mindset change in the segment. Basically, it was Indiasfamed Information Technology industry which needed a vast army of trained code writers as well people who canrun and work through the solutions offered by the industry. This required a large army of people which Indiasstate run higher education system was in no way equipped to provide. It didnt have the resources or thewillingness to invest in these resources either. It was then that some of the entrepreneurs rose up to thechallenge. This led to start of Vocational Training institute in computers which facilitated people into jobs thatthey otherwise would not have been capable to deliver. The training models were not recognized by theGovernment (as a Vocational Training Certification) however, since the model was successful, it received widespread support from the industry & students. These private institutions managed to avoid the Red Tape of

Indian bureaucracy by partnering industry & students while avoiding/ignoring Government mandated prescriptionfor the vocational training sector. The ruling classes sensed the mood of the people and decided not to mess upwith the emerging training institution till corrupt practices started gaining ground in the sector. During the middleof its Lifecycle, this model started offering more complex variety of education and also started receivingaccolades from the industry for their training. As corruption & deceit started rearing their head, the governmenthad to intervene, however not before liberalization of Higher education system via All India council of TechnicalEducation route whereby the Private institutions certification got Government recognition & they were given aroute to enter the system of Education in a regulated manner to impart Degree & Diplomas. The case/experienceis shared to show the possibilities/opportunities & challenges in the Education & Training sector in India.Presently, though only open for the non-profit segment, Indian Education sector allows for non-governmentsegment freedom to operate at all levels from Kindergarten to Schooling to Industrial training Centers,Polytechnics, Degree Colleges & Universities.

Despite phenomenalcapabilities, India is seriously handicapped with a very weak and narrow Knowledge base.With 12.3% gross enrolment ratio in Tertiary Education, as compared to 21% inChina, 54.6% in developedcountries and the world average of 23.2% . There is need to convert the huge manpower into a potent &productive human resource byexpanding opportunities for youngsters. We need to develop a massive scale inEducation sector indiverse fields such as science, technology, engineering, architecture,management etc. toreap the demographic dividends. This is possible only if weseriously undertake rapid reforms in the higher andtechnical education sector.Given the size of the market and ability to become a Global low cost destination foreducation (with English as mode of Teaching); the sector offers significant opportunities to grow several times itscurrent size in coming few years.

History

Education in Ancient India




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India has a long history of organized education. The Gurukul system of education is one of the oldest on earthbut before that the guru shishya system was extant, in which students were taught orally and the data would bepassed from one generation to the next. Gurukuls were traditional Hindu residential schools of learning; typicallythe teacher's house or a monastery. The Vedas, Puranas, Ayurveda,Yoga, Kautilya'sArthasahtra are only some

of the milestones that the traditional Indian knowledge system boasts of.Education under the system was free(and often limited to the higher castes), but students from well-to-do families paid Gurudakshina, a voluntarycontribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge of Religion,Scriptures, Philosophy, Literature, Warfare, Statecraft, Mathematics, Medicine, Astrology and "History" ("Itihaas").Only students belonging to Brahmin and Kshatriya communities were taught in these Gurukuls. However, theadvent of Buddhism and Jainism brought fundamental changes in access to education with their democraticcharacter. The first millennium and the few centuries preceding it saw the flourishing of higher education atNalanda, Takshashila University, 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 fieldof study. Takshila specialized in the study of medicine, while Ujjain laid emphasis on astronomy. Nalanda, beingthe 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 orvillage in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law,Astronomy, Metaphysics, Ethics, Medical Science and Religion. The ancient system of learning didnt follow anyprescribed curriculum, thus allowed the students with freedom to pursue subjects of his interest & aptitude.Rigorous training under supervision of an expert Guru led to nurturing of skilled craftsman. The limitationsimposed on social mobility due to rigid caste system, however draconian it may sound, but allowed for or evennurtured experimentation & research in the avocation, while at the same time helped in formulation ofapproach where the community imparted training is incentive system in the society/industry, in understandingof interest & motivation of various players, in managing overall risks. One probable outcome of the system wasthat the Ancient India was one of the foremost civilizations with its Craft in demand far & wide. Its Architecture,Legal, Political & Socio-cultural system was revered in other civilizations like Mesopotamia, Chinese & EgyptianCivilization.

But scholars have questioned & challenged the proponent of the above theory on following grounds. The villagepathshalas were often housed in shabby dwellings and taught by ill-qualified teachers. Instruction was limitedmainly to the three Rs(Rote, Religion, Rituals) and the native mahajani /zamindari accounts. Printed books werenot 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 no annual examination, pupils being promoted whenever the guru wassatisfied of the scholar's attainments. There were no desks, benches, blackboards, or fixed seatingarrangements. The Ancient Education system has further been criticized as elitist system tailored to the needs ofBrahmin boys who were taught to Read & Write by a Brahmin teacher. The entire social & educational systemwas designed to catapult Brahmins to the pinnacle of the system and ensure their dominance. Thus system wasfailed to deliver upon one of the main delivery requirements of Education system i.e. identifying natural aptitudeof 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 the period of invasion, the systems were disrupted. Advent of new religions, such as Buddhism, Jainismetc. led to further alienation of the lower strata from the ancient Social & Educational system. The Brahmins losttheir status & position at the pinnacle of the society as well as the incentives that accrued to them. The




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development of Mathematics, Science, Arthashastra, Literature etc. which were pursued by Brahmins suffered asa 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 ofthe latest techniques in warfare like usage of Gun-Powder & usage of Guns (Topkhana). Over a long period therewas no university system existing in the country or organised education system, for that matter. The Universitysystem regenerated only when the British restarted the system of Education which is prevalent today as modernEducation system.

Even though Indias Ancient Education system Guru-Shishya Parampara has declined but it can still be seen inaction in certain sectors. It dominates segments like Spiritual Education, Yoga/Physical & Mental training &Relaxation, Traditional Song (Sangeet), Music (Instruments training) & Dance (Nritya) education, In thetraditional Song, Music & Dance space, though Indias formal education sector has tried to make deep in-roads(we have University awarding degrees & even Doctorate research, however People have continued to preferGuru-Shishya model where one teacher continues to work diligently over the student throughout his/herEducation period & imparts him with skills, with information on how to approach the art to develop further &identify 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 skills. The poor in Rural as well

as Urban areas prefer their children to be trained by these Ustad over the Formal Education system primarilybecause of costs but also because they see little value in the formal system to be able to impart Life or Earningskills. The elite in India scoff at the system as they see it as Exploitation of the child who is made to work on theShop floor during the process. The system though struggling with the jeers that the Teachers and elite throw atit (inspite of the fact that formal education has no solution for the students of this segment), however Ustadsystem has now also got to deal with Free Mid-day Meal scheme of the Government of India for the PrimaryEducation sector which is able to wean away the student due to the incentive of Meal. However, it has survivedand continues to Skill India with its offering (Ills of the system notwithstanding). Careful thought must go toabout this segment before deciding about Reforms. We may want to develop a strategy to reform this piece ofreform the informal education system to rid it of its ills, rather than reform the Education system to rid it from theGuru-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 everytemple, 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 wereattended by students that represented all classes of society. Pre-British educational institutions were maintainedby grants of revenue-free land by the state/ruling class. The East India Company, with its policy of maximizingland revenue, stopped this and thus starved the Indian education system of its financial resources which led tofurther De-generation of the Ancient Education system. When Royal British Government took governance ofIndia from East India Company, it de-recognized the old system and stopped any incentives for them or for thestudents 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 villageschools nor the tols or madrasas were the vital centres of learning. Thus Ancient Education system had failed tosurvive this body blow. Gandhi is said to have described the traditional educational system as a beautiful treethat was destroyed during British rule.




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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 Britishdidnt shut down Indian institutions enmasse but they did nothing to prevent them from degeneration whichultimately led to their extinction) and then a few colleges at different places were established by the Britishregime. In July 1854, Woods Despatch had proposed establishment of universities in India. Accordingly, Calcutta,Bombay and Madras Universities were established in the year 1857 which are felicitating their 150th year. Someof the renowned Educational institutes like St. Xavier's College, Sydenham College, Wilson College andElphinstone College have been established by the British in India. Quite a few well meaning Indian intellectualshad supported the British Education system which the regarded as more open & allowed for social mobility.Prominent among them was Raja Rammohan Roy, who wrote to the governor-general, Lord Amherst, requestingthat he not spend government funds on starting a Sanskrit College in Calcutta but rather employ "EuropeanGentlemen of talent and education to instruct the natives of India in Mathematics, Natural Philosophy, Chemistry,Anatomy and other useful sciences.

Detractors of British Education system argue that it was "To consolidate their hold on India, the British set uponestablishing an intermediary race of Indians, whom they could entrust with their work at the middle level echelonsand who could one day be convenient instruments to rule by proxy, or semi-proxy. They see British Education as

tool to shape these British clones. They demonize Macaulay as someone who had very little regard for Hinduculture and education: Mr. Macaulay is portrayed in poor light quoting epithets such as Hindus have a literatureof small intrinsic value, hardly reconcilable with morality and full of monstrous superstitions." credited to him.

Some reforms & development efforts were also witnessed in the Education sector in British India. In 1882 the firstIndian Education Commission under the Chairmanship of W W Hunter was established. The report dealt withindigenous education, primary education, secondary education and university education. In 1913 the EducationPolicy was developed by the then British Government, which proposed establishment of new universities withineach province. Accordingly, the Central Hindu College was converted to Banaras Hindu University in 1916 andMohammedan Anglo Oriental College into Aligarh Muslim University in 1920. Universities were also stared atMysore, Hyderabad and Patna. Indias first Medical College came up in Calicut in 1942-43. This was in responseto shortage of Doctors during the second World War for the British Soldiers. The Sergent Report of 1944 was an

effort to develop a national system of education in India, which suggested formation of University GrantsCommission.

Although in theory, British Education system was liberal, allowed for equal opportunities to everyone armed witha Degree & skills in English language. However, in practice the way the applied the policy, the elitist tendencieswere reinforced. Firstly, the Education system or Higher Education required a stay in Hostels as prominentcolleges were available in few cities. Besides, there were a host of other expenses like Tutorials, Books etc.which the poor couldnt afford. The British were also keen to preserve the position of the privileged to enlist theirsupport 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 andfailed to provide any ready reference point to the students except in some fields like some topics of the Naturalsciences, Mathematics etc. Secondly, the system put special emphasis of examination (especially writtenexamination) as a tool to judge merit of the student. Third, the system offered little choice to students in terms ofselection subjects of their aptitude. Lastly, the Score in the examination was almost the sole criterion for selectionof a candidate for job (along with knowledge of English). Thus, it started the great Indian race to cram subjects toscore well during examination. The interest & aptitude of the students stifled in the system. Also, the British




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Administrative system was still developing during that period. So little information was available to teachers toimpart 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 orto enhance their skills further. There is little evidence of indigenous research facilities as British were keen topush their industrial wares in India & thus were more interested to stifle Indian innovation rather than promotingit.Even with all its several flaws of the Education System prevalent today in India is that, it is an extension of theOld British Raj Education system with very little reform ushered into the same. Post Independence, we startedtaking decisions locally. However, our Administrators as well as most Strategic observers had little faith on ourculturally diverse society to be able to stick together. So, they kept the decision making process mostly underwraps away from public gaze. Thus Education system could not benefit from observation of the decision making& its implementation process. Neither was debate on Governance, policy & procedures brought forth in publicdomain. While relatively more promotion was given to promote Indias indigenous Values system & highlight itsRich history & common heritage, little information was provided on how it interacts with global schemes of things,how policies and procedures are being evolved & discuss suitability of those decisions for our toiling masses.Students who pass out have little idea over the direction that they should adopt to reach their Goals, the

behaviour, tendencies, requirements of organizations in their field of avocation; the policies & regulatorystructures as well as global & competitive structures shaping the industry; challenges, incentives & motivation ofvarious players in the industry etc. From the British period, students went abroad (generally to UK, which was thecentre of the World, then) to acquire (higher) Education since that provided them with greater sense of liberationby helping them to see ready reference points & policy making in action. The glimpses of this Education bias canbe seen in Indias Freedom struggle itself where those educated in Britain dominated the scene & commandedIndia post liberation, while those who educated in India are just small blips in the History of our Freedomstruggle. The bias in favour of foreign education continues till date even as Young India cries for Sweepingreforms 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 beforeLaw, Freedom of Speech, Freedom to pursue ones religion & Belief system etc. among Indians. Engineers

trained by the system helped build several Bridges, Dams, Roads, Railways & Maritime transportation. It helpedcreate a single administrative unit for the whole of India, which constituted of several Princely states, and ourBabus, which are product of the same Education system are still able to hold the country together in more orless the same way, British handed it over to them. The thriving Electoral Democracy, Free Press, IndependentJudiciary, a Professional Army among several institutions acclaimed for their excellence are all managed byproducts of the same Education System. Guess, it shall be wiser to instead dwell of the future course forEducation System in India; to focus on strategies to groom intellect for the future rather than debate the past.




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Running Central Universities , Central institutions of training and research, and institutions of nationalimportance, and

Coordination and determination of standards in institutions for higher, scientific and technical educationand research.

The Constitution (42nd Amendment) Act, 1976, shifted Education, in general, from the State List to theConcurrent List, thus giving both Central and State Governments jurisdiction over it, concurrently. The conceptof concurrency was fleshed out in para 3.13 (A Meaningful Partnership) of the National Policy on Education,1986, which reads as follows:-

3.13 The Constitutional Amendment of 1976, which includes Education in the Concurrent List, was a far-reaching step whose implications--substantive, financial and administrative--require a new sharing ofresponsibility between the Union Government and the States in respect of this vital area of national life. Whilethe role and responsibility of the States in regard to education will remain essentially unchanged, the UnionGovernment 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 studyand monitor the educational requirements of the country as a whole in regard to manpower for development, tocater to the needs of research and advanced study, to look after the international aspects of education, cultureand Human Resource Development and, in general, to promote excellence at all levels of the educationalpyramid throughout the country. Concurrency signifies a partnership, which is at once meaningful andchallenging; 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 self-government Panchayati Raj bodiesfor rural and Municipal bodies for urban areas, respectively were accorded Constitutional status, in 1993.Assignment of functions to these bodies is to be determined by laws enacted by individual State legislatures.However, the Eleventh and Twelfth Schedules of the Constitution provide illustrative lists of items whichmay, 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, for devolution to PanchayatiRaj bodies. Lets discuss governing system for Education in India.

The Constitution

The Constitution of India is the ultimate document which guides State policy in all sectors, including

Education. Details of provisions contained in the Constitution, which have a bearing on Education, have been listed

on this website under the caption Constitutional Provisions. Their more 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, (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, are the responsibility of the Union .


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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.

State Governments and Local Authorities are expected to provide facilities for instruction in the mother

tongue at the primary stage of education

Important Legislations

Next to the Constitution, State Policy is articulated through legislations. Some of the important

Central legislations having a bearing on the subjects allotted to the Department of Higher 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 EducationThere have so far been mainly two comprehensive statements of the National Policy on Education, viz. those of1968 and 1986. The former contained decisions of the Central Government on the recommendations of theNational Commission on Education, 1964-66. The latter was a result of the renewed priority assigned toEducation by the government of the Late Shri Rajiv Gandhi, who was Prime Minister during 1984-89. The 1986policy was reviewed 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 policy were modified in 1992.Thus, in all, the following three 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 formal EducationSystem. Its target group (children and young persons in the 6-24 years age group) numbered around 410 millionin 2005, or about 38% of the country's population. With this background of different Commissions and NationalPolicies, it would be worth glancing through post independence progress in expansion of education and itsquality in the country. Also it would be worth identifying the gaps so that remedies could be worked out for furtherimprovement


http://education.nic.in/Acts/ugc_act.pdfhttp://education.nic.in/Acts/ugc_act.pdfhttp://education.nic.in/Minority/mincomm.pdfhttp://education.nic.in/Minority/mincomm.pdfhttp://education.nic.in/Acts/ApprenticeAct1961.pdfhttp://www.education.nic.in/policy/npe-1968.pdfhttp://www.education.nic.in/cd50years/g/T/49/toc.htmhttp://www.education.nic.in/policy/npe86-mod92.pdfmailto:[email protected]:[email protected]:[email protected]:[email protected]://education.nic.in/Acts/ugc_act.pdfhttp://education.nic.in/Acts/ugc_act.pdfhttp://education.nic.in/Minority/mincomm.pdfhttp://education.nic.in/Minority/mincomm.pdfhttp://education.nic.in/Acts/ApprenticeAct1961.pdfhttp://www.education.nic.in/policy/npe-1968.pdfhttp://www.education.nic.in/cd50years/g/T/49/toc.htmhttp://www.education.nic.in/policy/npe86-mod92.pdfmailto:[email protected]:[email protected]:[email protected]:[email protected]


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Following are some indicators of the size of India's Education System (figures pertain to 2005-06, unlessotherwise stated):

Target Population(6-24 years age group)

(Estimate for 2005)

410 million

Total Enrolmentsin all Educational Institutions(School to University)

237 million

Number of Educational Institutions

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 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 Commission 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




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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 Secondary Education Commission constituted; gives Report

1956 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

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 New National Policy on Education (NPE) adopted




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1987-88 Many large centrally-assisted schemes like Operation Blackboard, Educational

Technology, Vocationalisation 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

National Literacy Mission launched

1992 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

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

Sixth IIT established at Guwahati

1995 Centrally-assisted Mid-Day Meal scheme launched in government and semi-government primaryschools all over the country, with central assistance by way of free foodgrains

1996 Fifth IIM established at Kozhikode

1998 Sixth IIM established at Indore

2001 Decennial Census yields Literacy rate (7+) of 65.4% (overall), 53.7% (female)

Sarva Shiksha Abhiyan (SSA) launched to universalize elementary education of

good quality all over the country

University of Roorkee converted into (the seventh)IIT

2002 Constitution amended to make Free and Compulsory Education, a Fundamental Right (yet to bebrought into force)




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2003 17 Regional Colleges of Engineering converted into National Institutes of Technology, fully

funded by the Central Government

2004 Education Cess levied for raising additional finance needed to fulfill Governments

commitment to universalize quality basic education Mid-Day Meal scheme revised to provide central assistance to meet cooking cost

as well

EDUSAT, a satellite dedicated to education, launched

2005 National Commission for Minority Educational Institutions established by Act of Parliament

2006 Two Indian Institutes of Science Education & Research (IISERs) established at Kolkata and

Pune, respectively

2007 Seventh Indian Institute of Management 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 establishing NIT Act.

Rashtriya Sanskrit Parishad Constituted

The Central Educational Institutions (Reservation in Admission) Ac Notified.

Important AchievementsQuantitative Expansion

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

1950:

S. No ItemFigure in1950-51

Figure in 2005-06(Unless otherwise

stated)

1 Literacy Rate 18.3% 64.8% (2001)

2 Female Literacy Rate 8.9% 53.7%

3 Schools 0.23 million 1.28 million

4 General Colleges 370 11698

5 Professional Colleges 208 7797




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6 Universities 27 350

7 Gross Enrolment Ratio in Elementary Education 32.1% 94.85%

8 Gender Parity Index at Elementary level 0.38 0.92

9 Public Expenditure on Education as % of GDP 1.5% 3.46%

* Source of above information: nicnet.

Structure of Education System in India

Structure of Formal Education System in India on its surface is almost congruent to Education system in mostother developed & developing countries in the World. A simplistic diagram of the model is shared below.

Scientists /Research Scholars

Doctoral Program

Specialists

Masters Program

Engineers/Technologist/Professionals

Engg./Med. Prof. Course Graduate

University Graduate




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Technician

Polytechnic 3 Yr. Diploma

Senior Secondary

Skilled Craftsmen

Apprenticeship 2-4 Yr. Certificate

ITI 1-2 Yr. Craftsmen DGET Certificate

Vocational Secondary

Secondary

Workers with-out any specific skills

Elementary

The vision of any educational system is to make youth self reliant, self-confident to achieve the goals. Moderneducation in India is often criticized for being based on rote learning (The same being extension of the system asnurtured 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 thestudents. The ability to develop those aptitudes to bankable & marketable skills is rudimentary, at best. Failure tofocus on Personality development and creativity& research aptitude among students is appalling. Negligibleguidance & counselling is provided to help student walk through the maze of education & training institute toreach his/her destination of opportunity or fixing a stable approach in profession.




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The measurements of success of education system are:

1. Students who pass out have advanced skills (which are marketable & bankable) and have the spirit toinnovate to solve requirements of the society.

2. They have courage for Research, Enterprise, Organisation abil ity, Competitive/Sportsman like aptitude,Character and Leadership.

3. They posses Intellectual curiosity & analytical skills to observe natural, social, cultural phenomenon todeduce new & relevant information to meet/solve industry requirements.

4. They have superior understanding of Local (Municipal & state regulations), National and Internationalregulations & standards that govern their trade/industry with understanding of how different playersinteract & negotiate.

5. Ability to decipher behaviour traits incentive & motivation of various players & how change in thesystem impacts various players.

6. Physical & Mental fitness, superior communications & negotiation skills & other requisite soft skills.

7. Overall ability of the student to make a positive impact to the 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 & historicalproblems, political and financial constraints. In the context of globalization, educational system should makesuitable changes which will enable the students to find/create their own place in future. The system is muchcentralized, so that the creativity of young minds is stifled. The problems in the Education system are basicallythe same that afflicts any other Department of Government of India. A chunk of people with vested interest,

political consideration, self aggrandizement and corruption manage to push themselves into occupying importantAdministrative positions. This is routine because present Political masters, just like British, want to run their ownagenda and therefore need support from condescending Babus. The Babus have little interest in progressingEducation but in conniving with Political Masters to forward their own Political & personal goals. To make thematter worse, several racketeers & people with enlightened Self interest, join in to profit from the manipulatedsystem. Scope for reforms is curtailed by creating a large dependency on the system, by issuing binding andlong term commitments & avoidance of public debates on issues by keeping whole affair secretive. A large armyof Rent seekers (de-motivated work force) then gathers around, which in order to protect their turf/jobs habituallyargue against any reforms, leading to further aggravation of problems for the public. Further problems arise assilos/independent bodies are created which start to Lord over specialised fields & navigate themselves asindependent ships aloof from any developments in the surroundings/governing ministry. New government orministers, in their endeavour for reforms end up creating new silos due to lack of intellectual merit, political &

personal interests, lack of will to reforms which may involve high decibel debates with political ramificationsand/or corruption (benefits that accrue from existing system).

A Brief but non-exhaustive list of various organizations/silos that are core part of our Education system arediscussed below for benefit of the readers to help gaze the complexity of the education system through which a




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child must negotiate in order to successfully qualify to enter the opportunities provided by the economy. Thepurpose is also to make the reader aware of the vast system so that one is able to negotiate with & through thiswas system in a more informative manner.

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 other institutions of higher education recognize the various 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 Board of 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 CouncilBamunimaidan, 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


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Alto Betim, Goa- 403 521

Phone: 0832-217584

Gujarat Gujarat Secondary Education Board

Sector 10-B, Gandhi Nagar - 382 043

Phone: 02712-20538

Haryana Haryana Board of Education

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)

Karnataka Karnataka Secondary Education Examination Board

6th Cross, Malleswaram, Bangalore 560 003

Phone: 080 3343391

Karnataka Board of the Pre-University Education

Technical Education Building, Palace Road, Bangalore-560 001

Phone: # 91-80 2265141

Kerala Kerala Board of Public Examinations

Pareeksha Bhawan, Poojappura

Thiruvannanthapuram-695 012

Phone: 0471-341171

Maharashtra Maharashtra State Board of Secondary and Higher Secondary

Education

Shivajinagar, Pune 411 010

Phone: 0212 326285, Fax: 0212 326466

Madhya Pradesh Madhya Pradesh Board of Secondary Education

Bhopal 462 011

Phone: 0755 551166, Fax: 0755 551499




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Manipur 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 Meghalaya Board of School Education

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 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 of Govt. Examinations

College Road, Madras 600 006

Phone: 044 8272088, Fax: 044 8278286

Tamil Nadu Board of Higher Secondary Education




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DPI Compound, College Road

Madras-600 006

Phone: 044 8278796

Tripura Tripura Board of Secondary Education

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

Phone: 0532 602367 (Allahabad), 0532 226136 (Lucknow)

West Bengal West Bengal Board of Secondary Education

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 itselfdoes 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)




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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. Apart from this, Government of India has also establishedsixteen central universities in the country, which are totally funded by the UGC.

Taking advantage of the great demand for higher education especially for professional courses, many dubious

institutes have also come up. 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 engineering & technology, architecture & town planning,

management, 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 theonly 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 management, animal

sciences, agricultural engineering, fisheries, agricultural extension, agricultural education, home science and

agricultural 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.


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The National Council For Teacher Education (NCTE):

It was established by an Act of Parliament and is responsible for planned and coordinated development for

teacher education system throughout the country. The Council regulates and maintains norms and standards in

teacher education system and gives recognition to institutions offering courses or training in teacher education.

Rehabilitation 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 disabilities Like MCI it also establishes reciprocity with

foreign universities/institutes in the matter of mutual recognition of qualifications 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 established as a statutory body with the aim of maintaining uniform standards of medical education in the

country at undergraduate and post-graduate 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 training of pharmacists. It

prescribes the syllabus, norms, etc., for the institutions and regulations for diploma course in pharmacy. It

registers Pharmacists.

Indian Nursing Council (INC):It is responsible for regulation and maintenance of a uniform standard of training for Nurses, Midwives, Auxilliary

Nurse-Midwives and Health Visitors. It prescribes the syllabus and regulations for various nursing courses. It

inspects Nursing Schools and Examination Centres to maintain uniformity and 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 statutory body responsible for laying down the minimum standards of education in Homoeopathy and

recognizing or derecognizing medical qualification. It advises Central Government in matters of connected with


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project opportunities amp challenges in education sector in india

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