Revisit India Education-Vision 2020

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    11

    NATIONAL CONFERENCE

    ON

    REVISIT INDIAN EDUCATION

    VISION-2020

    Sushma BerliaPresident, EPSI

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    Excellence in Education

    Education signifies life-making, man-making and character-

    building assimilation of ideas (Vivekananda)

    Education, which fosters capabilities such as spirit of

    enquiry, creativity, entrepreneurial and moral leadership

    central to nation-building in a democracy (Dr. APJ Abdul Kalam)

    Education to provide the skills for learning to know, learningto live together, learning to do and learning to be (UNESCO)

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    Education,Education, isis perceivedperceived toto aspireaspire toto thethe followingfollowing parametersparameters .

    Quantity: Education for the masses

    Quality: To meet the aspirations & perceptions in terms of

    content, delivery, outcome and relevance

    FlexibilityFlexibility:: ToTo meetmeet thethe challengeschallenges ofof obsolescenceobsolescence andand changechange

    For a Knowledge Based Society

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    Issues

    Access & Equity

    No Talented and deserving person be denied access to Education.

    An elaborate and well designed support scheme for the needy to makeeducation accessible to all would go a long way in meeting

    The principal of equity

    In providing skilled manpower needs of our country in an optimum

    manner

    Which would give thrust towards the socio-economic development

    of our country in the shortest possible frame

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    Quality Assurance

    Relevance

    For Quality assurance creation of multiple Independent

    Accreditation Agencies

    Autonomy with self regulation is important for quality assurance

    The type of education imparted should make the student employable

    Flexibility in programmes & courses

    Multiple entry and exit system, provision for lateral entry

    Industry participation in disigning of curriculum, teaching-learning

    process and research & development

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    Education in IndiaIndian education system largest in Common wealth countries and 2Indian education system largest in Common wealth countries and 2ndnd

    largest in the world next to USA.largest in the world next to USA.

    Tremendous Growth since Independence

    But still

    The gross enrolment ratio

    Classes (I-V) (6-11 years) 98.31 %

    Classes (VI-VIII) (11-14 years) 62.49 %

    Classes (I-VIII) (6-14 years) 84.91 %

    Classes (IX-XII) (14-18 years) 38.88 %

    The drop out rate

    Classes (I-V) (6-11 years) 31.36 %

    Classes (I-VIII) (1-14 years) 52.22 %

    Classes (I-X) (1-16 years) 62.68 %

    These high drop out rates from both primary and secondary

    school, combined with low enrolment rates at the higher levels

    deprive tens of millions of children of their full rights as

    citizens.

    Source:Source:Abstract of Selected Educational statistics 2003Abstract of Selected Educational statistics 2003--04, MHRD, Govt. of India04, MHRD, Govt. of India

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    Out of approximately 211 million children in the age group 6Out of approximately 211 million children in the age group 6--1414

    years on nearly 84.91 % are enrolled in schools.years on nearly 84.91 % are enrolled in schools.

    Net primary school enrolment/attendance only 77%Net primary school enrolment/attendance only 77% (UNICEF(UNICEF--IndiaIndia--StatisticsStatistics(2004)(2004)

    Less than 7 per cent of the children ever pass the 10th standardLess than 7 per cent of the children ever pass the 10th standardpublic examination.public examination. ((Report of the Committee on India Vision 2020, Planning Commission,Report of the Committee on India Vision 2020, Planning Commission,2002)2002)

    Only 53 per cent of all habitations have a primary schoolOnly 53 per cent of all habitations have a primary school

    On an average, an upper primary school is 3 km away in 22 percentOn an average, an upper primary school is 3 km away in 22 percentof habitationsof habitations

    More than 50 percent of the girls in the country do not enroll inMore than 50 percent of the girls in the country do not enroll inschoolsschools

    Contd.Contd.

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    When working outside the family, children put in an average of 21When working outside the family, children put in an average of 21

    hours of labour per week, at the cost of educationhours of labour per week, at the cost of education

    60 million children are thought to be child labourers60 million children are thought to be child labourers

    More than 35 million children in the 6More than 35 million children in the 6--14 age group are out of school14 age group are out of school

    Only 45.8 percent girls complete education in rural areas asOnly 45.8 percent girls complete education in rural areas ascompared to 66.3 percent boys. In urban areas, 66.3 percent girlscompared to 66.3 percent boys. In urban areas, 66.3 percent girlscomplete education as opposed to 80.3 percent boyscomplete education as opposed to 80.3 percent boys

    Of the seven lakh rural schools, only one in six have toiletsOf the seven lakh rural schools, only one in six have toilets

    35% of our population are still illiterate35% of our population are still illiterate

    (The statistical data has been compiled from figures provided by CRY, NGO Global March Against Child

    Labour, andUNICEF)

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    Access to Higher Education Only 6-7% of eligible population aged 18-23 years enters the higher

    education stream in India, whereas in

    USA : 89 %

    Australia: 80 %

    France: 50 %

    UK: 43 %

    China : 10.5%

    Hong Kong: 18 % Singapore: 21 %

    In developing countries like

    Indonasia: 11%

    Thiland: 19%

    Brazil : 12%

    Very large number of our youth in the relevant age group do not have let

    alone access to quality higher education.

    Contd

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    Educated Unemployed

    Unemployed in Rural Areas: 57%

    Unemployed in Urban Areas: 65%

    Source:(Employment & Unemployment situatin in India, Jan-June 2004, NSS, Govt. of India, 2005)

    - 300 millions unemployed of the total employable age

    - Only 45 millions have actually registered with employment

    exchange

    - Of all new employment generated

    Govt. 1%

    Orgnised Sector 2%

    Unorganised Sector 97%

    Source: www.wakeupcall.org (i Watch)

    - The unemployment rate of India's graduates are still

    17.2% than the overall unemployment rate of 10.1%.

    (2.5 million graduate every year) (Times of India, 22ndJune 2005)

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    A survey of about 200 countries (UNDP) in 2005 showed that

    development of any country depends :

    20 percent on its Natural resources,

    16 percent on its Infrastructure, and

    64 percent on its human resources and social factors

    UNDP Indicators for Development

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    Social development of any country presupposes that educationSocial development of any country presupposes that education

    should provide trained, qualified manpower in all the sector.should provide trained, qualified manpower in all the sector.

    Education thus is the basic ingredient for having healthy andEducation thus is the basic ingredient for having healthy andskilled manpower for industrial developmentskilled manpower for industrial development

    Hence our vision of IndiaHence our vision of India--2020 has to be on the belief that human2020 has to be on the belief that humanresources are the most important determinantofoverallresources are the most important determinantofoveralldevelopment.development.

    Are we equipped for meeting these requirements and challenges?Are we equipped for meeting these requirements and challenges?

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    The State Government has already been spending 20-30 percent of its

    revenue budget on education.

    Central government will have to assist the state government in

    achieving the goal of Primary and Secondary education.

    Current spending on education in India is even less then 4 % of GDP.

    Even with 6% of spending which the Centre concedes there will not be

    a modest improvement in the status of Higher Education

    Further such resources would be largely used for ensuring equity i.e.

    - Its priority in elementary and secondary education, and

    - For providing Access and Equity to poorer section of the society

    Therefore there is a need to evolve policy through which Private/non-governmental resources is mobilized. Hence Encourage Private

    Participation in all sectors of education especially Higher & Technical

    education.

    Availability of Resources

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    Rural IntegrationRural Integration throughthrough EducationEducation

    Effective utilization of technology in educationEffective utilization of technology in education

    Issues of educational quality, equity, and access among small, ruralIssues of educational quality, equity, and access among small, ruralschools and communities in achieving the strategic goals ofschools and communities in achieving the strategic goals of

    improvingimproving learnerlearner outcomesoutcomes andand improvingimproving thethe educationeducation profession,profession,

    InvolvingInvolving ofof locallocal teachers,teachers,

    improvingimproving thethe adequacyadequacy andand continuitycontinuity ofof publicpublic resources,resources,

    mobilizingmobilizing communitycommunity supportsupport forfor childrenchildren andand schools,schools, andand

    emphasizingemphasizing thethe transitiontransition fromfrom schoolschool toto livelihood,livelihood, ii..ee.. VocationalVocational educationeducationandand trainingtraining

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    SocietySociety--IndustryIndustry--Academia Relationship: Creating Future HumanAcademia Relationship: Creating Future Human

    CapitalCapital

    Need for higher level of involvement of the industry since ( formulationof relevance and employable curricula)

    Industry Associations to encourage and promote industry to mark theirprojects, after testing quality aspects, to the academia which candeliver quality at low cost.

    Develop a data-base of facilities available in the university/Institutions of higher learning, industry and R&D institutions.

    Involvement of industry in the curriculum development and alsoimplementation of the curriculum.

    Faculty exchange and participation in industry and vice-versa inuniversity and specialised institutions.

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    Participation of executives who have Ph.D., involve them inresearch and development both in industry as well asuniversities.

    The industry should utilize the human resource andinfrastructure available in the universities for problem solving,testing, certification etc.

    Conducting advanced programmes in technical, managementand other need-based areas, tackling contemporary issues ofmutually beneficial nature.

    Setting up a business development cell on partnership.

    Promote entrepreneurship in education system.

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    Establishment of Autonomous Educational Hubs

    (Center of Excellence) in Various States

    Domestic and Foreign universities/institutions to set up its owneducational setup, both independently and /or in collaboration

    With due care to their respective academic strengths, all State

    universities and other autonomous professional institutions shall

    take the lead in setting up their campuses

    Competitive environment and overall improvement to take place in

    the quality of Higher Education

    An innovative step without any fund from Govt. hence left to the

    Pvt. Sector to ensure that no possible resource gaps hinders its

    future growth

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    A suitable institutional set-up that offers checks and allows guided

    institutional extensions and growth

    Total Operational, Academic and Financial Autonomy

    Common students support service, will reduce investment ofindividual institution in creating extra infrastructure (i.e common

    Hostel, playground, central Library, Computer lab, common facilities)

    Institutions not bound by condition of getting affiliated to a state

    univ. (not bound by territorial jurisdiction norm, free to seek affiliationanywhere in the country)

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    Review of National Education Policy, 1986 which is not in tune and has

    diluted relevance in conjunction with the current economic and knowledgedevelopment scenario in the country also in perspective of global

    developments such as WTO agreement

    Review of Role and responsibilities of statutory agencies and their inability

    to establish relevance with the industry and to address the quality issuespertaining to higher education

    Need for higher level of two way communication between the academia and

    the government in investing in holistic development of relevant Education

    Suggestions and Recommendations

    Creation of a conducive and favourable climate/environment, which

    facilitates and encourages private investment and speedy establishment of

    Institutions and programmes

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    By establishing private universities, the state will be in a position to

    provide good quality education with least or no financial assistance

    from the government

    In the government funded universities, the state can promote more

    self financed courses, and encourage industry-based consultancy

    and research so that the government funded universities become self

    sufficient over a period of time

    Student Welfare - Establish Education Development Bank to give soft

    loans instead of charging low fee from universities and institutions

    on pre-defined criteria such as, on an understanding that once thestudents start paying Income Tax or they leave the country, these

    loans will become payable

    Integration of Higher Education Institutions, by integratinginstitutions imparting different discipline i.e Technical, Medical, Arts,

    Humanities etc into one rather than separately

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    Admission and Reservation

    Uniformity in overall reservation policy implementation across states

    within the overall percentage decided, the categories and the

    percentage within may be decided by the states

    The institute should have the right to directly admit the students in

    the general category as well as separately in the reserved category.

    The criteria of admission should be fully transparent and strictly

    based on merit. (some degree of merit within the reserved category

    also)

    (10% leverage in the merit for the reserved category). Theremerit may be 10% low then the lowest merit of the student admitted

    from the general category. But it should be mandatory for those

    students to qualify the minimum passing marks.

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    The policy of reservation should be one time and no further reservation to that category any more

    Allow institutions to increase the intake to accommodate moredisadvantaged students and also to fill vacant seats in the reservationcategory

    If sufficient students are not available in the reserved category withinthe cut off date for admission , the institution should be allowed to fillthose seats from other category based on merit and accordingly

    intimate the concerned authority/regulatory body.

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    Foreign Participation

    A clear policy frame work for the foreign universities coming to India forinvestment to open campus, for offering degree or diploma programme,for establishing of fee for the programme etc

    The programmes offered in India should be accredited in their parentcountry

    Uniform guidelines for domestic and foreign educational institutions

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    Promotion of Socially Relevant Education Programme

    The private sector, which promoted the rapid proliferation of

    computer training institutes throughout the country, should be

    encouraged to recognise the commercial potential of vocationaltraining in many other fields

    Vocational streams have to be developed and expanded to equiplarger numbers of high school students with occupation-related

    knowledge and skills

    Programme to introduce a career & market oriented skill

    enhancing add-on courses that have utility for job, self-

    employment and empowerment of the students

    Corporate sector adoption/participate in ITIs

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    EPSIs InitiativeEPSIs Initiative

    Developing the India Education Report as policy recommendationDeveloping the India Education Report as policy recommendation

    towards a long overdue integrated policytowards a long overdue integrated policy

    Restructuring Regulatory Acts to adopt roles of a facilitator in theRestructuring Regulatory Acts to adopt roles of a facilitator in thedomestic and global contextdomestic and global context

    Independent Accreditation Agency with the support of the BusinessIndependent Accreditation Agency with the support of the BusinessChambers to facilitate Quality enhancement of educationalChambers to facilitate Quality enhancement of educationalprogrammes besides alignment with sectoral requirements.programmes besides alignment with sectoral requirements.

    Vocational Knowledge Centre to facilitate employment orientedVocational Knowledge Centre to facilitate employment orientededucational programmes.educational programmes.

    Education Development Bank of India toEducation Development Bank of India to

    CoCo--ordinated financial support to economically backwardordinated financial support to economically backwardsections.sections.

    Financial loans to Education Providers for InfrastructureFinancial loans to Education Providers for InfrastructureDevelopment.Development.

    Establishing Incubators with Industry support and involvementEstablishing Incubators with Industry support and involvementfor Research and Development for futuristic products.for Research and Development for futuristic products.

    Regulating financial support to NGOs with accountability.Regulating financial support to NGOs with accountability.

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    Thank you.

    Active and transparent involvement and

    representation of all stake-holders nationwide,and integrated on a global basis

    Ifyour intensityofdesire is combined with the intensityof

    dedication, the desired goal will itselfsearch youout