Education-1

 

The present education system of India is considered to be a gift of the British rule. Lord Macaulay gave birth to this system. Even though this education system is good, even today the education system is riddled with corruption. Physical and spiritual development of students is not possible due to this education system.

In ancient times, education was very important. Civilization, culture and education first emerged in India. In ancient times, the place of learning was the Gurukul in the forest away from the cities and villages. Rishi Muni used to run the Gurukul. In ancient times, students practiced celibacy and completed their complete education only by sitting at the feet of their guru. India became independent on August 1, 1947. As the British education system was not compatible with our education system, the leaders of that time started thinking about how to implement a modern education system. Gandhi ji said about education that education means development of all physical, mental and moral powers in children. 

Many committees were formed to improve the education system.  The committee drew up an elaborate scheme, which would cover 50% education in three years. Secondary education was created. Attempts were made to solve the problem of the university itself. Later Basic Education Committee was established to promote basic education in India. The recommendations of the All India Education Committee made primary education compulsory for boys.  A new education system has been created keeping employment in front. We often see that people study in universities and colleges, but they are not interested in studies. Such people create indiscipline and chaos in the society. We will benefit from the new education policy that such students will stay till 10th and will not be able to take admission in college.

Defects in Indian Education System

Many problems can be found in the Indian education system which hinders the proper growth and development of an individual. One of the major controversies and problems in the Indian education system is the marking and grading system. A student's intelligence is judged from a three-hour paper, not practical ability.  Another point is that practical education is not given importance. Our education system encourages students to be bookworms and does not prepare them to face the real problems and challenges of life.

The Indian Education System is one of the oldest education systems in the world. Several centuries ago, the students studied at Gurukul ashrams and stayed with the teachers until the teacher has taught them everything he had to. Today, every other lane has an educational institute. As a result, the quality of education provided has deteriorated or it is not treated as standard for modern education system in the world. On the other hand, the premier institutes like IITs and IIMs are a mark of excellence and are famous around the world. The race for grades has often left sports and other extra-curricular activities out of the priority list. Education system is the back bone of the economy, which many of us are not aware about. The future of many developing countries lie in the hands of their education system and that is also how we predict the future of a country's economy.  Education policy in India has always been in the hands of private agencies while in other developed countries, their Government has full control over the Education system. Education system in India is much criticized for its lack of facility and faculty, for provision of placement units and for preparing the students to face the world with practical knowledge of how things work. However, it is also worth noting that our student exchange programs are still popular with students coming from all across the world to study at our universities.  

Indian education system emphasizes competitive spirit from early stages. Competition teaches students to unleash their full potential. There is a ranking system since school that makes the students strive for performing good. It develops the brain in earlier stages and boosts their thinking power. It teaches to analyse our strengths and weaknesses consistently.  In Indian educational system, we have tests that conducted every month to find out how much have we learned. Many students hate it, but there is a positive sense also. Tests help us understand chapters in depth, memorize them and retrieve it when needed. In other words, we develop a habit of learning by our self, we learn how to priorities topics and the way to remember them. We do this for many years constantly and by the end of our school life, we are master at grasping concepts quickly.

Academics are so important to students that the need for students to be involved in sports and arts activities is neglected. Regular examinations are conducted and students are examined at every stage. This creates intense tension among the students. As they progress to higher grades, students' stress levels continue to increase.  Indian schools and colleges supposed to stop giving so much importance to students' grades and grades and instead focus on skill development. Cognitive, problem solving, analytical and creative thinking skills of students should be enhanced. To do this, they need to engage in various academic as well as extra-curricular activities including engaging in boring class sessions.

Practical knowledge is essential to develop a deep understanding of any subject. However, our Indian education system is mainly focused on theoretical knowledge. That needs to change. Students should be provided with practical experience for better understanding and application. Without Practical knowledge, the education in the colleges and schools become a bookish knowledge and Industrialist does not prefer for employment of degree holder with bookish knowledge.

The curriculum of our schools and colleges has been the same for decades. It is time to change this with the changing times so that students learn more important things for their time. For example, computers should be made a core subject in schools so that students learn to work efficiently from the very beginning. Also, there must be classes to develop excellent communication skills as this is the need of the hour.

There is a real need for a change in the Indian instructional framework that will help produce more intelligent people. The Indian training framework is said to be largely flawed. It does more harm than good to young personalities. Sports, arts and other activities should also be given importance to ensure all-round development of students.

The education system in our country has to be seen beyond academics. Sports, arts and other activities should also be given importance to ensure all-round development of students.

In 2030 Agenda for Sustainable Development Goal 4 (SDG4) adopted by India in 2015.  It includes the 'Global Agenda for Education', which aims to achieve "Inclusive Hope for All" by 2030.  To facilitate quality education and promote post-secondary learning opportunities for students.

The world is changing rapidly in terms of knowledge. Like Big Data, Mean Learning, Kri Shatram Bushdhammatta.  Accelerated development in the fields of science and technology has led to many jobs around the world  Machines will replace humans.

Education has been observed as the crucial development tool. The system of education in India has become a great movement, both in terms of resources allocated and the number of persons involved, these include, teachers, students and the administrators. During the post-independence period, there was expansion in education in India at all levels. Depending upon the levels of control and the patterns of management; educational institutions in India can be divided into four categories: government institutions, where funding and management is the responsibility of the government, government aided or grant receiving institutions, which are funded by the government and managed by private enterprises, private institutions that are recognized by the government but do not receive grants from the government and completely private institutions that are neither funded nor recognized by the public authorities.

Management, engineering, medicine, technology, science, there are number of other fields in education such as, mathematics, English, Hindi, arts, education, political science, history, geography, hotel management, business administration and so forth that contributes in enriching the aptitude, capabilities and proficiency amongst the individuals, so that they are able to accomplish their desired goals and objectives. In educational institutions, the subject that people select are usually on the basis of their interest, hence, in order to understand the subject in an efficient manner and to make use of it in employment opportunities, a person should be diligent, resourceful, creative and ingenious. It entirely depends upon the individual how he understands his field and works towards it. Teachers and instructors can guide the learners towards the right direction, but the learners themselves have to follow the right path through dedication and hard work.

The southern state has maintained its top position when it comes to literacy percentage. Literacy rate in Kerala is 96.2 percent. Literacy Five states of Maharashtra, however, could not make it to the top states. Maharashtra ranks sixth with a total literacy of 84.6 percent. Andhra Pradesh is at the bottom of the list with 66.4 percent literacy. The national average of the country is 79.7 percent.  This information has come out from the survey report conducted by the National Statistics Office from July 2017 to June 2018. The report examined literacy among persons above the age of seven. There is a difference in literacy percentage between urban and rural areas. In Kerala, the difference is as small as 1.9 points. On the other hand in Telangana this difference is 23.45 points. Nationally, the literacy rate among males is 86.5 percent, while among females it is 72.1 percent. This difference in literacy percentage between men and women is minimal in developed states. Kerala has a literacy rate of 97.4% for males and 95.2% for females. In Delhi this ratio is 93.7 and 82.4 respectively. Male and female literacy rates in Maharashtra are 92.7 and 78.9 percent respectively. The disparity is even greater in Rajasthan with 80.8 per cent among males and 59.1 per cent among females.  

Higher professional education is in the hands of the private sector, where purchasing power is becoming more important than quality to get admission. This shows how much the process of commoditization of education is getting stronger.  At the beginning of the new millennium, the demographic dividend was widely discussed in the country. The discussion, which pointed to the benefits of growing youth population rather than the burden of growing population, had created a somewhat positive sentiment towards population. While the average age in countries like Japan and Italy is moving past six and in other advanced countries it is also moving past forty, in India it is in the early twenties.  This means that the number of youth in India is more. It was said that if these youths were given the right skills and given good education, they would be in demand worldwide as trained manpower and thereby increase India's productivity. There is definitely truth in this statement. That is why in the last two decades, emphasis has been placed on expanding the scope of higher education. However, this expansion took place largely through the private sector.

Vocational education, which offers better career opportunities, was privatized on a large scale during this period. Most of the states in the country recognized private universities, that too during this period. It was also during this period that they were privatized, breaking the concept of the Some University for the study and research of specific subjects. During this period distance education increased and the private sector also got involved. As a result of all these, the number of people pursuing higher education increased. It went up to 25 percent in the last decade and a half.  At present, about 3.57 crore youth are pursuing higher education in the country. Among them, the proportion of boys is 1.9 crore, while the proportion of girls is 1.67 crore. In terms of percentages, 25.2 percent of those in the age group 18 to 23 are in higher education. It is 26 percent for boys and 24.5 percent for girls. It is 21.1 percent for Scheduled Castes (SC) and 15.4 percent for Scheduled Tribes (ST). Scheduled Castes is 14.2 percent and the proportion of students belonging to Scheduled Tribes is 5.1 percent. The percentage of students belonging to Other Backward Classes (OBC) is 34.4 percent. The proportion of Muslim minority students is 4.9 percent, while the proportion of other minorities is 2.2 percent. This highlights the need to increase the proportion of higher education among the deprived, marginalized and backward castes, as well as minorities.

It is not possible to look at these numbers only from the point of view of academic scores. They have social importance. In the last few years, the demand for reservation is coming from many advanced castes across the country. At the same time, there is restlessness among other social elements. All of these are rooted in education and employment. The rate of higher education reached 25 percent, which means that 75 percent of the youth are still not in higher education. 

It is a logical fact that the expansion of higher education in India, which speaks the language of demographic dividend, is still not enough. In India with a population of more than 500 crores, the number of universities still hovers around 900. There are about 40k colleges and 11k institutes of higher education. 

All these figures seem low compared to developed countries.  America, which has a quarter of India's population, has over 2500 universities, while India's counterpart, China, has over 2000 universities. This shows how far India has to go. However, for that, the government will have to increase the expenditure on education.  As per chart prepared for expenditure allocation on education policy has been very poor or rather it has been on reducing trend.  The challenges before us are to increase the proportion of higher education among all sections of the society, to raise the quality of education, to develop skills and employability among the students and also to develop their attitude as independent citizens. It is not necessary to say how they are being paid.  The provision of Kothari Commission to spend six percent of the gross domestic product on education remains on paper even after fifty years. In the field of higher education, the expenditure incurred by the government has decreased comparatively. Education expansion has become a formula through privatization itself. Higher education in most all professional branches is in the private sector and the fees there are beyond the reach of the common man. This is what has created the market for higher education.

There is no different situation in primary and secondary education. Although the drop-out rate by 10th standard has decreased and the 10th pass rate has increased, the prevalence of English schools has increased. Most of these schools are in the private sector. The fees there are also not affordable for common people. Although the Right to Education Act is being implemented, some of its provisions are being implemented in different ways.  The state government's decision to close schools with low enrollment is also a violation of the right to education.  

Education in India is provided by private and government institutions. Education is imparted through various courses by central government, private institutions, local institutions, state government institutions. The education function in India is run under the auspices of the central government or the state government. According to the Constitution of India, education is a fundamental right of every individual. Universities in India are fully controlled by the central government or the state government. Improved education system will be helpful for India's economic progress. Government institutions have taken a big leap in higher education and research. The share of private educational institutions in the country is five percent, it is now worth 70 billion dollars.

In ancient times Gurukul system existed in India between 450 and 500 years ago. Education and education systems in India developed during the British rule. The British established quality education system in India by establishing colleges and universities. Colleges of Arts, Commerce, Science, Engineering, Agricultural Education were started. Primary, secondary, college education system came into existence. Educational and research institutes were established. 

Currently, Education System in India

The current education system in India is divided into six parts :

(1) Pre-Primary, 

(2) Primary, 

(3) Vidyalayan (Secondary), 

(4) Junior College (Higher Secondary), 

(5) Graduation, 

(6) Post Graduate.

(1) Curriculum is taken care by The National Council of Educational Research (NCERT) administers the school curriculum.

(2) State Education Board -

(3) Central Board of Secondary Education (CBSE)

(4) All India Secondary School Education (A.I.S.S.E.)

(5) All India Senior School Certificate Examination (CISCE)

The number of pre-primary schools in India is increasing day by day and there is a variety in them. There is also an increase in the number of children taking pre-primary education. Pre-primary education is needed for physical fitness, emotional growth, social well-being and mental preparation for primary education. Also, the aim is to reduce the dropout rate. Education of girls is more important in this.  

That is why the age of pre-primary education is 3 to 6 years. As per the National Policy 1986 and 1992 efforts are needed to improve this quality of education. Although it is necessary according to all education campaigns, it is still not given the importance it deserves at the national and state levels.

A uniform education system of primary education, school education and college education came into being in India in 1994. Primary education is provided till the age of 14 years. Education up to class seven and between six and 14 years is free. It is provided under the Act of 2009 and the Right to Education Act. Also, all Shiksha Abhiyan is provided through this scheme.

Under the Madhyamik Shiksha Abhiyan in India, children between the ages of 14 and 18 are given education. Now facilities for imparting science and technical education have been created. Kendriya Vidyalayas have also been started for the children of government employees. Education is also imparted through Kendriya Vidyalayas. 12th pass students are admitted to Arts, Commerce, Science, Engineering, Medical, Law, Agriculture branches for graduation. This system of education is run under the auspices of "University Grant Commission". There are total 20 central universities, 215 state level universities, 100 deemed universities, 33 national institutes in India.  

There are 16000 colleges under all these institutions, under which there are 1800 women's colleges. Open learning is also an important form of education. The best educational institution in India is IIT.  The institute is considered top notch for engineering.  

The Union Ministry of Education of the Union Government has published the All India Survey 2020-21 report on Higher Education. Since 2011, the Ministry has been releasing this survey on higher education. In this, the survey is conducted in all higher education institutions in India. The survey collects detailed information and statistics about student enrollment, information about teachers, infrastructure information, financial information, etc.

History of Indian Education - Approximately 15000 years ago. He was studying according to Gurukul system of education. They used to get training in various trades in traditional business. Teachers of Vedas, Upanishads, 18 Puranas, Sanskrit Mantras are called Maharshi. Weapon teachers were known as Guruvaryas. There were teachers of various arts but each had a place to teach a separate subject.  Like medicine, 14 arts, 64 types of studies, expert teachers and mentors prepared after many years of research used to train the students to make the future generation of the country more prosperous. He used to give all his knowledge to the students, he used to do new research, yoga practice, meditation practice, pranayama, from this the journey of the inner mind and experiencing various divine visions, from one generation to another, the journey of knowledge became an art of experience.

Mughal invasions, Christians, Portuguese, Dutch invasions took place, other ideas and cultures were invaded in the country's culture, so for the purpose of making it easier to rule here, they made a big attack on the education system of this culture and made a mentality of slavery. Also, conversions started, which destroyed the original educational property, the people who lived in slavery for thousands of years continued the Macaloni education system even after independence in 1947.

The National Punishment Policy came into force after 1966, there were many mistakes in it and by correcting them we came to the present comprehensive and consistent assessment system. Right of Children to Education Act 2012 has also had an impact in today's changing education system and efforts are being made to improve education for everyone and the quality of education. Even in private permanent unaided schools 25% children got the right to free education. There is school feeding scheme. It is given by government school. This year, in the new education policy, emphasis has been placed on quality and fun education. However, the opportunity to acquire knowledge and experience of basic culture is not getting as much as it should be and the mentality of parents and students is getting more and more to study for exams. 

More efforts will have to be made for this. There is a lot of awareness about the fundamental rights of children. Many educational facilities and schemes are currently being widely used. The education system in the future will continue to create scientists and researchers.  Since the knowledge of the universe is available at a click, researches will be done keeping in mind the creation of new useful needs using it, in space science, human habitation experiments will be done at the bottom of the sea water, 70 percent of the ocean is neglected, the dream of extracting mineral wealth from there will remain. Utility will also be revised on other planets. In the future, the educational system will increase the work in this type of education.

There was no ban on education in India. Being able to read and write is a recent concept of education. The many trades we have like agriculture, carpentry, blacksmithing, animal husbandry, pottery, weaving, pharmaceuticals etc. were easily handed down from one generation to another. In the modern world, especially after the industrial revolution, learning subjects such as mathematics, science, history and using this education to make various inventions and earn money started. Being able to read and write was a new definition of education. There was a harmony in school and university education. This is what we can call modern education.  When it comes to India, girls and women were not afforded this modern education. The people of the lower strata of the society did not realize the importance of this education. Therefore, that section of the Indian society was deprived of modern education.

This modern education was introduced to us before independence. Social reformers like Jyotiba Phule paved the way for girls' education. People from the grass roots of the society started to realize the importance of modern education. After independence, modern education spread rapidly in India. Moral character and virtue were important in the education and knowledge imparted in ancient times. It was expected that knowledge would make a person self-aware, virtuous, righteous, and capable of duty. The main feature of the ancient education system was that students should stay in an ashram in the presence of a guru. There was a routine.  

There were restrictions on discipline, restraint, diet, leisure, and dress. There were many subjects of study. There were many sciences and sixty-four arts such as Veda Vidya, Archery, Politics, Economics, Trade, etc. It was hoped that it could be used. Apart from that, the informal education of the students in the presence of the Guru became easy.  After the time of the ancient Vedopanishads, however, due to the advent of the caste system, a distinction was made between Vedic knowledge and practical knowledge. The Sanskrit language of education was reduced from common people's speech and practice, and it was taught as a profession by the professional education association. At the same time, there were restrictions on women's education.

When looking at the nature of education in ancient India, it has to be seen in four periods. The first was from the Vedic period to 1000 BC. The second was from 1000 BC to 200 BC. This was the period of dynastic dynasties. The third period is considered to be from 200 BC to 500 AD.

In the Middle Ages, Mughals invaded India. Due to many reasons, the people and the political power did not have the strength to face these foreign invasions. Therefore, the golden age of Gupta and other dynasties ended and the glory disappeared. Foreign invaders destroyed many things here. Therefore, during this period, the attitude of preserving Indian ancient knowledge, religion, traditions, customs as much as possible and a sense of insecurity was created in the society.

Due to this, child marriage, sati practice, non-immigration, opposition to foreign languages ​​became widespread and the development of Indian society was hampered by being stuck in the wall of traditional traditions. After that, the chaturvarna system of the Aryas was reflected in the caste system and ethnicity gained importance. Caste was decided. Not only this, education, work, profession were decided according to birth and caste.  Family, father's work and business were done by children. And because of this, education, learning, study, and art were narrowed. And the demand for education decreased and it was limited. The narrow definition of education as education, reading is education in traditional books. Since the number of religious scriptures is more in the traditional texts, the idea that it is the responsibility of the Brahmins who recite the pujas to preserve these texts has been perpetuated.  

Sanskrit study was done in the school. After that, there was a tradition of studying advanced studies by staying in the guru home of scholars who were great scholars, scholars of science, politics and jurisprudence. Such study centers were famous at that time in Kashi, Paithan, Yadharma Kshetri. The Maratha Kshatriya class was mainly agricultural and soldier. Those who were in higher positions like Sardars or Jagirdars used to provide independent education for their children but it was mainly military education.  However, no one cared about the education of the poor, Dalits, untouchables and girls. Initially, English schools were run by Christian missionaries and some schools were run by the government in the district. The walls of caste, religion and gender discrimination in employment were removed by legislation.  The Indians were introduced to the principles of liberalism, freedom, equality, etc. of the West, and the next independence movement was stimulated. Also, the side effects of English education were realized. And after that, the foundation of the new Indian, national education was laid.  Nowadays, many primary schools are open till the end of April. Now it is necessary to complete the course. Pre-primary or elementary school children have higher cognitive abilities than students of any other age. Keeping this in mind it is necessary to provide education that cultivates good values ​​without adding more courses. Nowadays people are getting educated but humanity, cleanliness and modesty are decreasing. That's why our country can't beat that much in human development index.  

Education plays an important role in the development of an individual and makes him a knowledgeable citizen. It enables talent to apply what is good and what is bad.  It is the Education that makes an individual self-reliant, helps to suppress social evils, and contributes towards the development of the society and nation as a whole. Education helps in unraveling the mystery of nature. It enables us to understand and improve the working of our society. It creates conditions for a better life. Education brings out the capabilities to fight injustice happening in society. Every individual has the right to Education.  

The Indian education system is quite an old education system that still exists. It has produced so many genius minds that are making India proud all over the world. However, while it is one of the oldest systems, it is still not that developed when compared to others, which are in fact newer. This is so as the other countries have gone through growth and advancement, but the Indian education system is still stuck in old age. It faces a lot of problems that need to be sorted to let it reach its full potential.

Indian Education is one of the largest and complex education systems in the world along with China. India is committed to providing basic Education to its citizens, the framework of which is defined in the National Policy of Education. Elementary Education is now compulsory in India. At the time of Independence, only 18% of India's population was literate. Now after so many decades since Independence, the number of literates has increased by fivefold, but not as much as improvised in other countries.  Private schools and colleges have been rapidly increasing in the country but the results produced by them are far beyond satisfactory. It has also been observed that the quality of teachers deteriorated with the passing of time. Our examination system is responsible for the wide skill gap. India is producing lakhs of engineers and professionals every year but only a fraction of this number is actually getting employed. This is because the Indian examination system focuses more on scoring good percentages rather than the actual continuous comprehensive evaluation.

Our Indian education system faces a lot of problems that do not let it prosper and help other children succeed in life. The biggest problem which it has to face is the poor grading system. It judges the intelligence of a student on the basis of academics which is in the form of exam papers. That is very unfair to students who are good in their overall performance but not that good at specific subjects.  Moreover, they only strive to get good marks not paying attention to understanding what is taught. In other words, this encourages getting good marks through mugging up and not actually grasping the concept efficiently.  Furthermore, we see how the Indian education system focuses on theory more. Only a little percentage is given for practical. This makes them run after the bookish knowledge and not actually applying it to the real world. This practice makes them perplexed when they go out in the real world due to lack of practical knowledge.

India has all the pretensions of emerging as a knowledge economy and yet the time is running out for it to catch the bus. Surely, we don’t require. Thomas Friedman to point out the gravity of the situation. After all, what we do today –by way of investment – will have a decisive influence fifteen years from now. For that is how long (even in these fast paced times).  it takes for changes in educational system to fructify. It is no secret that a genuine knowledge has a prerequisite of solid foundation provided by educational institutions characterized by relevance and excellence in training and research. This then must provide us with the parametric environment for what follows. The long queues in front of the colleges as well as the screaming headlines in the newspapers, starkly present the scarcity of capacity in the higher educational sector. The premium that the seats in better colleges for almost all the courses attract is common knowledge. Whilst there are supervisory mechanisms in place (de jure) we know that supervision many a time means additional side payments. As an aside, the only solution lies in self enforcing system design which in this case would clearly imply removal of structural and overall scarcities through increased capacities. The National Knowledge Commission report talks of setting up 50 National Universities (over a period) with augmented resources leading to capacity enhancement. There is the private universities’ bill which should help too. There is a scope for great enhancement of capacity in the PPP mode, for which the regulation has to be more welcoming if not friendly. Whilst there is a need to think out of box, there is no denying the fact that the traditional state funding mode will however continue to be of importance for at least some time to come. We must once and for all put an end to view that improvements are possible with just non-monetary means. This implies a self binding commitment on thepart of governments at all levels to provide the necessary financial resources. The currents expenditure on higher education that is pegged at around 0.88% of GDP must be doubled.  It is but natural the Government elected by the people and for the people, but it is failing to make provisions in the yearly budgets for education.  In this context, it may be noted that there ismuch that can be done by the institutions on their own in terms of raising resources.

Alumni represent a huge potential source, so also setting up of off shore campuses and attracting foreign students are other obvious sources. However, this will require some amendments in the existing provisions of the ‘Act’, also, experience suggests that such efforts are ‘rewarded’ by cut back in aid, instead of matching incentive grants being proffered. Such efforts in the past have been – post facto – subjected by the government, to severe restrictions on the use of monies so collected. Clearly there is a governance issue involved here. This apart, the required enabling (through regulatory changes) of private sector is a must for the purposes of raising supplementary resources. The private endowments which at one time were significant, have to be restored through incentive based legislation. At the same time the interference – as distinct from engagement – of the State in all aspects of education has to be significantly reduced, especially in the ‘operations’ and procedural aspects. This has been a major cause that led to the Universities being converted into patron saints of mediocrity!

The state must truly practice private enablement with ‘oversight from a distance’. Of course, the processes involved in the setting up in the national universities (or even investing in old ones!) are so long drawn and convoluted that with the given absorption capacity of the institutions it will be some time before the plan becomes a reality. Also, and more importantly, the paucity with regard to the attendant requirement of quality faculty (which we shall look at later) is so great that even with physical infrastructure the delivery will not be assured. This requires some bold and innovative thinking and application which requires a key governance initiative. The external agencies like the corporations and industries will have to play (be enabled to do so) a major role. In the interim, I would suggest that IT enabled distance learning mode as well as the platform for e-learning have to be exploited to the fullest extent. This will require huge organization and collaborative effort of the best minds. It is especially required to mention this here because these avenues (particularly the first mentioned) are pretty much have received step treatment and have been left to the whims and fancies of the second raters. This has created sections of milch cows that fraudulently extract money from the hapless students and give nothing in return. Just as in case of fundamental/ foundational courses so also in case of e-learning material creation, we have to identify first rate minds and incentivize them to get involved with the tasks in a time bound and target oriented fashion. Let me now turn to the extremely important aspect of flexibility in the system.

Teacher training apparatus and research ambience have to be created with serious and focused thought. This has to do with much more than finance. It has been one of the imponderables for me that teaching in higher education requires no additional qualification/ training except that Master’s degree. The other requirements such as NET/SET and M Phil/ PhD (of late) are so badly designed that there are no elements that testthe qualities – save basic knowledge – of the prospective teachers qua teachers. The onjob training programs (orientation and refresher courses) are little more than a farce andare in serious need of a complete overhaul. There is of course no denying the fact that much public resources and private efforts are expended in their conduct. The pay structures are an example of incorrect pricing that leads to ‘right’ kind of persons entering the profession. The quotas for jobs in academics should be dispensed with at higher levels or promotions at least. Of course to do this, the Government will have to sacrifice petty politics and indulge in visionary state craft.  The current regime of government babus who indulge in chickenery of organizing lectures of 48 (!) minutes and use every excuse to disallow filling up of vacancies is hardly conducive to creation of research environment. But this is the easiest way for the bureaucrats – who have very little idea about research ethos – to bring about expenditure management. Faith and angelic patience here are of essence. In the current context, with well paying jobs available to the ‘good’ students, it is difficult to attract students to research. Indeed, as Kaushik Basu recently pointed out, most students always went out in search of well paid careers, but what has changed of late unlike earlier times is that even the ‘best/ top’ students do not enter the research arena. This means that mostly, only the not so good come in to do research – because they have nothing else todo! Ambience apart, it is necessary to use innovative ways to rectify the situation. There search scholarships – not numbers but amounts – have to be seriously enhanced. Also, to attain threshold level groups, multi/ interdisciplinary centers of excellence have to be created. Such centers will be in keeping with the current ethos of research and will have the advantage of reaping economies of scale. Whilst this is a strategy that will find many positive receptors, it is clear that this is well beyond the scope of government alone. It is here that private sector – in an enlightened self interest mode – play a vital role. It has totake a center stage – it is already involved marginally – in providing endowments and apprentice scholarships. The centers of excellence –which require serious funds – will ultimately serve their own collective self interest in the long run. Of course the government will have to take the minimum steps required for creating an enabling environment and provide suitable fiscal incentives. The overall structure of human resources involved in education (including wage contracting) must be informed by concerns of meritocracy and embedded with incentive compatible systems. Finally, and to repeat, finance very crucial as it may be, is not all. Even more importantly, governance is perhaps the key. Governance here has to be related to there gulatory framework, as articulated, as well as the way it is put into practice. It also deals with the building of capacity and encouraging, enabling and empowering private players. So, a well designed and committed expenditure plan along with (most importantly) a bouquet of ingeniously designed enabling and empowering governance initiatives to achieve, efficiency in state institutions as well as maximum private participation in a flexible mode is the way to go. It is a moot point whether the state will continue to indulge in myopic rent seeking behavior or indeed will have the courage to letgo thereby demonstrating visionary play in the realm. Mumbai has an area of only about 437 square kilometers populated by over 12million people packed at an average density is 27000 persons per square kilometer. The growth is taking place in suburban areas with the population size in the main city having attained a plateau. The share of migration in the growth is to the tune of 36%, clearly indicating that Mumbai is still a major attractor for ‘outsiders’. Of the total population about 50 to 55% live in slums, encroaching on 3500 hectares of prime land. Mumbai isone of the great and certainly the largest cosmopolitan cities of India. It has aspirations to becoming one of the premier cities in the world. Mumbai represents the quintessential dream world with all its sweat and blood, its skyscrapers and slums, its education and industry, anonymity and glamorous city-lights it affords, but above all its spirit and resilient character is what makes it tick. In this piece we take as read the aspects of Mumbai in its varied dimensions – emphasizing its prowess – and go on to comment on the educational sector and what needs to be done, so as to transform Mumbai into a world class metro. In this, I have been informed by the position (so aptly put by Thomas Friedman in his World is Flat) that once the ‘wholesale reforms’ by way of prerequisite have been accomplished, what is important is to get urgently into the business of retail reform agenda concerned with the micro-design.

file:///C:/Users/Khan/Downloads/WP26.pdf

Here again we consider the various stakeholder

भारतातील शिक्षणाची स्थिती