Education in India
EDUCATION IN INDIA
India has an ancient tradition of education.The world’s first university was established in
Tashkila in 700 B.C. Indian mathematicians introduced the zero, the decimal system and the
method of multiplication.
PRIMARY EDUCATION
India has made huge progress in terms of increasing primary education attendance rate andexpanding literacy to approximately two thirds of the population..The National Council ofEducational Research and Training (NCERT) is the apex body for school education in India.
SECONDARY EDUCATION
The National Policy on Education (NPE), 1986, has provided for environment awarenes,science
and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system.Another feature of India’s secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.
Tertiary education
India’s higher education system is the third largest in the world, after China and the United States..Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education.
Women’s Education
Women have much lower literacy rate.The number of literate women among the female population of India was between 2-6% from the British Raj onwards to the formation of the Republic of India in 1947.the Indian government has tried to provide incentives for girls’ school attendance through programs for midday meals, free books, and uniforms.Private education Because of poor quality of public education, 27% of Indian children are privately educated.Private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and dramaMost teachers in private schools are female, graduates and reasonably experienced..
ONLINE DEGREES
Online degrees courses in business, education, information technology, real estate and even healthcare allow you to advance your career without disrupting your life. You can study at home, on your own time, at your own pace. A perfect choice for the working professional, online courses are practical, focused, and relevant to your career.Electroniclearningis a type of Technology supported education/learning (TSL) where the medium of instruction is through computer technology, particularly involving digital technologies..E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Goals of e-learning
E-Learning lessons are generally designed to guide students through information or to help
students perform in specific tasks. Information based e-Learning content communicatesinformation to the student
Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronousAsynchronous activities use technologies such as blogs, wikis, and discussion boards.Synchronous activities involve the exchange of ideas and information with one or more
participants during the same period of time.
Benefits of eLearning versus traditional classroom settings
eLearning allows people to avoid travel, thus reducing the overall carbon output.eLearningis
a more environmentally friendly solution. 2.Quality education, made affordable…3.Convenience and flexibility to learners:
ONLINE EDUCATION IN INDIA
online learning programs are gaining popularity day by day.In other words, online learning programs are premium education programs that are aimed to enhance the knowledge of students as well as individuals by using modern technologies and guidelines of skilled teachers.
Added Benefits of Online Learning Program In India
Online learning programs are different from traditional education systems and there is no need of a classroom and face-to-face interaction with teachers.
1 No need to actually live on campus or near the university
2. Great flexibility in the type of course you choose to study
3. A wide range of online programs to choose from.
Types of Degrees Available
1.Associate Degree
2.Bachelor’s Degree
3.Master’s Degree
4.Doctorate Degree
5.Degree Resources
ONLINE UNIVERSITY
we provide information on various career courses, important educational institutes like IITs, IIMs, JNU, DU and other MBA colleges.we have details on online education and different distance-learning courses andspreading numerous opportunities available to the Indian students already pursuing education in India…here some top 10 online university
1.Nalanda Open University (Patna Bihar)
2.All India Institute of Medical Sciences (Delhi Delhi)
3.Indira Gandhi National Open University (Delhi Delhi)
4.Guru Jambheshwar University (Hisar Haryana)
5.Maharshi Dayanand University (Rohtak Haryana )
6.Shri Mata Vaishno Devi University (Jammu Tawi Jammu & Kashmir)
7.Manipal Academy Of Higher Education (Manipal Karnataka)
8.University Of Mumbai (Mumbai Maharashtra )
9.Birla Institute Of Technology & Scinece (Pilani Rajasthan )
10.University Of Lucknow (Lucknow Uttar Pradesh).
Caffeinated Content
Revitalizing Secondary Education Schemes in India
Revitalizing secondary education
By Sadaket Malik
With the central government lobbing its ball to the state governments for the implementation of the several schemes for the revitalization of the system of the secondary education in the country, the schemes of the access, equity, Mahila Samakhya, and quality in the field of secondary education has lost its very essence. Basic issues of quality, equity and access to secondary education in India still unresolved besides the central legislations by the Ministry of Human Resource development Govt of India. The expert committees were formulated by the Govt. to gauge the system and suggest the measures to universalize the whole system. The central governments own figures indicate that many as two-thirds of those eligible for secondary education remain outside the school system today. A Central Advisory Board of Education (CABE) committee estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers. The CABE is the highest advisory body relating to policy making in education in India. Figures put out by the Ministry of Human Resource Development’s Department of School Education and Literacy indicate that as many as two-thirds of those eligible for secondary and senior secondary education remain outside the school system today. While noting that adequate number of elementary schools is to be found at a reasonable distance from habitations, the ministry admits in its website that this is not the case with regard to secondary schools and colleges. The gross enrolment rate for elementary education in 2003-04 was 85 percent, but for secondary education, the enrolment figure stood at 39 percent.
Pertinently, the CABE report also notes that the benefits of India’s reservation policy in higher education are unlikely to reach those it’s intended for in the absence of a strong secondary education system. A large majority of children and youth belonging to SC and ST community do not have access to secondary education; less than 10 percent of the girls among SCs and STs have access to the plus two stage. Without secondary or senior secondary education, benefits of reservation to SCs/STs will remain elusive,” the report says. These are questions that the CABE report tries to address. School systems, the report says, should strive for equality and social justice, transcending discrimination that may arise because of gender, economic disparity, societal norms on caste and community, location (urban area or rural), disabilities (physical and mental) and cultural or linguistic differences. However, these inequities seem bound to remain given the current circumstances, where the government involvement in secondary education is much less than what is expected of it. The Committee report says that almost 25 percent of the secondary schools today are private, unaided schools whose clientele comes only from the privileged sections of society. Expert opines that Private education has always played an important role we have different types of private secondary schools, such as private unrecognized, private recognized but unaided schools, and private, recognized and aided schools. In Kerala and West Bengal, it’s common to see private aided schools, which are schools run by private managements that receive government grants. Going by the Sixth All India Survey Data, the CABE report notes that private aided schools account for over 46 percent of all secondary school students. The overwhelming participation of the private sector in secondary education, however, in no way absolves the government of its many responsibilities. To improve access to secondary education, experts agree that the government should invest more money. Unfortunately, the Centre has baulked at involving itself even in primary education, more so when it has to be on a collision. course with private schools.
Similarly, though the CABE committee report advocates a common school system, the government seems to have already shown its disinterest.The CABE report was accepted in principle, but soon after, the Planning Commission diluted our recommendation that the typical secondary school should be like a Kendriya Vidyalaya. The Commission started saying that instead of Kendriya Vidyalaya norms, SSA norms could be extended to secondary schools. Such a move would result in parallel streams of education with poor quality being accepted as a part of secondary education. The CABE committee, incidentally, had worked out the expenditure that will be incurred if all secondary schools are managed like Kendriya Vidyalayas. The total costs in such a scenario do not exceed six percent of the GDP but that does not seem to have been enough to convince the government. The report does not mention how many additional schools will be needed to meet the future demand. However, it presents two estimates, one projection based on the 100 percent success of SSA and the other, the 75 percent success of the programme. In the case of the former, the report estimates that 88,562 additional classrooms will be required in 2007-08 and over 1.3 lakh additional teachers
A worrisome trend in government schools, undoubtedly a factor contributing to their poor performance, is the fact that almost 95 percent of the government grants go into paying staff salaries. There is no money for buying teaching learning materials, for cleaning or blackboards,” he explains. The ratio should be at least 80:20, with 20 percent of the grant being used for improving or creating infrastructure, he adds. To ensure that government schools are more efficiently managed, a committee comprising members from the neighborhood could be asked to take decisions concerning the school, suggests several experts of CABE Committee. Experts opines that there are several examples of successful private-public partnerships. “There have been initiatives like DPS Delhi Public School being given the responsibility to run two-three government schools in Gurgaon in Haryana In this way, the private schools can manage the schools for a while and use their expertise to train teachers.
The educationists have a consensus that the children are actually walking out because there is no quality education. Poor children can ill-afford to spend their time in classes that are taken badly, or in schools that have no infrastructure or teachers. Instead of looking for the reasons that are behind the problem, the government appears to be trying to implicate parents or children for the ‘drop-out’ rates. The CABE committee report has already set down comprehensive norms that secondary schools should follow, ranging from having one classroom for 30 students, ensuring safe drinking water facilities and separate toilets for girls and boys to computer labs. Experts also suggest granting free ships or scholarships to those from disadvantaged backgrounds to encourage enrolment in secondary and senior secondary schools. The CABE report notes that expansion of secondary education can be achieved by setting up new schools, upgrading existing elementary schools into high schools by providing more infrastructure and adding to the facilities in existing secondary schools to accommodate more students.
In view of this, the Central and the State/UT governments must jointly initiate planning to implement the agenda of universal and free secondary education in the first phase by the year 2015 and then extend it to senior secondary education in the second phase by the year 2020. The conventional expectation from secondary/senior secondary education lies in its role in creating the necessary base for generating technical person power, raising the potential of a society in contributing to the growth of knowledge and skills and thereby enhancing the nation’s capacity to face the challenge of global competitiveness.
The no of higher secondary schools has been raised to 50,273 with 1000112 teachers, and figure of secondary schools is 101,777 with 1082878 teachers. Official statistics reveal that the enrolment of secondary and higher secondary school level is 3.70 crore and the gross enrolment ratio is 39.91. The total dropout rate up to matric is 61.92 as on September 2004. The population of children in this age group has been estimated to be 88.5 million as per Census, 2001.Enrolment figures show that only 31 million of these children were attending schools in 2001-02,
However, Para 5.13 –5.15 of the National Policy on Education (NPE), 1986 (as modified in 1992) deal with Secondary Education. Para 5.13. of the NPE, inter alia states that access to Secondary Education will be widened with emphasis on enrolment of girls, SCs and STs, particularly in science, commerce and vocational streams. The disparity between boys’ and girls’ enrollment is particularly marked at the secondary stage. As per the latest data available, out of the total enrollment of 21.2 millions n 1991-92 (as on 30.9.91) at the secondary stage (Classes IX and above), the girls account for 7 millions only, i.e. mere 33 per cent of the total enrollment, whereas boy’s enrollment at this stage of education is 67 per cent of the total enrollment.
Nevertheless, a significant progress is also made in all spheres of secondary education. More than 84 per cent habitations in 1993-94 had a secondary school/section within a distance of 8 km as compared to 70 per cent within 5 km. The number of unserved habitations declined from 21 per cent in 1986-87 to 15 per cent in 1993-94. During 1950-51 to 1999-2000, number of secondary & higher secondary schools increased from 7 thousand to 117 thousand. The increase (16 times) is much more rapid than the corresponding increase in primary (3 times) and upper primary (14 times) schools. In the latest decade (1990 to 99), more than 37 thousand secondary & higher secondary schools were opened. The ratio of upper primary to secondary schools also improved from 1.83 in 1950-51 to 1.69 in 1999-2000.
Keeping in view the dismal statistics of secondary education in the country, Ministry of HRD launched several schemes, like scheme for strengthening of boarding and hostel facilities for girl students of secondary and higher secondary schools. The scheme is being implemented by NGOs and of the state governments. A one-time grant non recurring grant @Rs.1500/- per girl boarder for purchase of furniture (including beds)and utensils and provision of basic recreational aids, particularly material for sports and games, reading room equipments and books. And recurring Rs.5000/- per annum per girl boarder for food and salary of cook. Finally, The CABE Committee in June 2005 recommended that “there is no alternative acceptable to regular schooling of good quality to all the girls”. The Committee also felt that “incentives offered for promotion of girls education need to be revisited and measures taken need to be of such nature, force and magnitude that they are able to overcome the obstacles posed by factors such as poverty, domestic/sibling responsibilities, girl child labour, low preference to girl’s education, preference to marriage over the education of girl child, etc.” The key issues relating to secondary education highlighted in the Tenth Plan are: greater focus on improving access; reducing disparities by emphasizing the Common School System; renewal of curricula with emphasis on vocationalisation and employment-oriented courses; expansion and diversification of the Open Learning System; reorganization of teacher training and greater use of ICT. After merging several schemes like ET & CLASS scheme, a new Scheme called ICT Schools was launched for which the Annual Plan Outlay for 2006-07 was Rs. 67 crore. The intervention of the Central Government in Secondary Education has primarily been in two areas, (i) through apex level bodies and (ii) through various Centrally Sponsored Schemes. Central Government supports autonomous organizations like NCERT, CBSE, KVS and NVS and CTSA, the first named body for providing research and policy support to the Central and State Governments; CBSE for affiliating Secondary Schools and the remaining three for their own school systems. There are 929 Kendriya Vidyalayas (KVS) and 507 Navodaya Vidyalayas (NVS), and 69 Central Schools for Tibetans (CTSA). Scheme of Vocationalistion of Secondary Education at secondary level to enhance individual Employability. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2007 is a mission-mode exercise to universalize secondary education in which the centre is all set to universalize the secondary education till 2020.
The irony is that the arguments on the part of HRD ministry on community participation in implementing such schemes are not encouraging. Government should initiate evaluation mechanism and core commission to evaluate the progress of the schemes and policies to support the education sector by community mobilization to revitalize the schemes and put the policies into practice.
The author can be contacted at sadaketmalik@rediffmail.com
Forms of Domestic Violence and Development of Women Through Education
· India has world’s largest number of professionally qualified women.
· India has largest population of working women in the world.
· India has more number of doctors, surgeons, scientists, professors than the US.
What is Domestic Violence?
Domestic violence is controlling behaviour and includes all kinds of physical, sexual, economic, psychological and emotional abuse within all kinds of intimate relationships. The perpetrators of domestic violence or abuse are usually men and the victims or survivors are usually women and children that they know. It includes:
• Punching and slapping.
• Kicking and hair pulling.
• Biting and pinching.
• Pushing and shoving.
• Being forced to have ***.
• Being beaten or cut with other objects.
• Disrespect, neglect and emotional blackmail.
• Verbal abuse and swearing.
• Being prevented from going out or seeing people – being isolated.
FORMS OF DOMESTIC VIOLENCE
The following are the forms of Domestic Violence:
1. Physical Abuse
2. Sexual Abuse
3. Psychological Abuse
4. Emotional Abuse
5. Financial Abuse
1. Psysical Abuse:
Physical abuse is the most visible form of abuse and most likely (with sexual abuse) to give rise to criminal charges. Injuries include black eyes, cut lips, bruising, fractures, deafness, blindness, internal bleeding, missing teeth, persistent ill health, miscarriages, and injuries to a foetus and death. Injury sites are often concealed by clothing or hair. It can include slaps, shoves, pushing, being thrown across the room or down the stairs, kicking, stamping, strangulation, burns and scalds, being attacked with weapons such as knives, household objects, firearms etc internally as well as externally.
2. Sexual Abuse:
Sexual Abuse in an abusive relationship is another form of violence, control and degradation. It includes rape, sexual assaults (including with implements),enforced prostitution, enforced sexual practices including being forced to watch or engage in pornography.
3. Psychological Abuse:
Psychological abuse examples include “Jeckyll and Hyde” behaviour, preventing contact with friends and families, constant belittling and humiliating things being said, claims that children will be removed if anyone is told of abuse, controlling behaviours, deliberately enforcing dependency, constant statements that the victim is mentally ill etc.
4. Emotional Abuse:
Emotional abuse is an attack on victims’ personality and well being and is often described as worse than physical violence. It may be referred to as “mind-games”. It frequently amounts to the abuser assuming a tight and unhealthy control of all members of the family, which may become increasingly isolated in the community.
Examples include threats of violence to all members of family, constant criticism of the victim saying she is ugly, ignorant or worthless, using the children as ammunition, family life and mood being dictated by abuser (abuser-centric) continual questioning, humiliation in public, playing on community and cultural fears, threats to have the children removed, threats to kill or have deported, threat that the abuser will commit suicide, threats and actual violence to family pets etc.
5. Financial Abuse:
Financial Abuse is essentially the deprivation of and / or the control of money whether earned or benefits.
An abuser may refuse to pay bills or prevent the victim from having any control over the family finances. The abuser may steal money belonging to the victim or children. Essential services such as gas and electricity may be cut off. The mother may be forced to support the children solely on what she can earn without assistance or child benefit if this is claimed by the abuser. An abuser may deliberately spend money on himself or sell the woman’s possessions and family furniture.
CRIME AGAINST WOMEN IN INDIA
· One crime against women every three minutes
· One **** every 29 minutes
· One dowry death case every 77 minutes
· One case of cruelty by husband and relatives every nine minutes
· Once ******* every 4 hours
Source: National Crime Records Bureau
The main problems of Indian women:
· Malnutrition: India has exceptionally high rates of child malnutrition, because tradition in India requires that women eat last and least throughout their lives, even when pregnant and lactating. Malnourished women give birth to malnourished children, perpetuating the cycle.
· Poor Health: Females receive less health care than males. Many women die in childbirth of easily prevented complications. Working conditions and environmental pollution further impairs women’s health.
· Lack of education: Families are far less likely to educate girls than boys, and far more likely to pull them out of school, either to help out at home or from fear of violence.
· Overwork: Women work longer hours and their work is more arduous than men’s, yet their work is unrecognized. Men report that “women, like children, eat and do nothing.” Technological progress in agriculture has had a negative impact on women.
· Unskilled: In women’s primary employment sector – agriculture – extension services overlook women.
· Mistreatment: In recent years, there has been an alarming rise in atrocities against women in India, in terms of rapes, assaults and dowry-related murders. Fear of violence suppresses the aspirations of all women. Female infanticide and sex-selective abortions are additional forms of violence that reflect the devaluing of females in Indian society.
· Powerlessness: While women are guaranteed equality under the constitution, legal protection has little effect in the face of prevailing patriarchal traditions. Women lack power to decide who they will marry, and are often married off as children. Legal loopholes are used to deny women inheritance rights.
India has a long history of activism for women’s welfare and rights, which has increasingly focused on women’s economic rights. A range of government programs have been launched to increase economic opportunity for women, although there appear to be no existing programs to address the cultural and traditional discrimination against women that leads to her abject conditions.
GOVERNEMNT ROLE TO MINIMIZE DOMESTIC VIOLENCE IN INDIA
Overall, a crime against women is committed every three minutes in India, according to India’s National Crime Records Bureau. Despite the scale of the problem, there had been no specific legislation to deal with actual abuse or the threat of abuse at home. Domestic violence, under the new law, includes “actual abuse or the threat of abuse whether physical, sexual, emotional or economic,” a statement from the federal ministry of women and child development said.
“We have been trying for long to protect women from domestic violence. In India alone, around 70% of women are victim of these violent acts in one or the other form,” junior minister for women and child development Renuka Chowdhury told the Press Trust of India news agency. They say a bill alone will not help in preventing domestic abuse; what is needed is a change in mind sets.
In January 1992, the National Commission for Women (NCW), was set up as a statutory body under the National Commission for Women Act, 1990 ( Act No. 20 of 1990 of Govt.of India ) to review the constitutional and legal safeguards for women; recommend remedial legislative measures, facilitate redressal of grievances and advise the Government on all policy matters affecting women.
There are so many government and non-government organizations are working for the benefits of women. Both Central and State governments are continuing so many programmes for the development of women in the country.
DEVELOPMENT OF WOMEN THROUGH EDUCATION
You can tell the condition of a nation by looking at the status of its women.
- Jawaharlal Nehru
Female Literacy in India:
According to last census held in 2001, the percentage of female literacy in the country is 54.16%. The literacy rate in the country has increased from 18.33% in 1951 to 65.38% as per 2001 census. The female literacy rate has also increased from 8.86% in 1951 to 54.16%. It is noticed that the female literacy rate during the period 1991-2001 increased by 14.87% whereas male literacy rate rose by 11.72%. Hence the female literacy rate actually increased by 3.15% more compared to male literacy rate.
Factors Responsible for Poor Female Literacy Rate:
Historically, a variety of factors have been found to be responsible for poor female literate rate, viz.
· Gender based inequality.
· Social discrimination and economic exploitation.
· Occupation of girl child in domestic chores.
· Low enrolment of girls in schools.
· Low retention rate and high dropout rate.
The main strategies adopted by the Government for increasing female literacy in the country include:
1. National Literacy Mission for imparting functional literacy
2. Universalisation for Elementary Education
3. Non-Formal Education
History of Women’s Education in India: Although in the Vedic period women had access to education in India, they had gradually lost this right. However, in the British period there was revival of interest in women’s education in India. During this period, various socio religious movements led by eminent persons like Raja Ram Mohan Roy, Iswar Chandra Vidyasagar emphasized on women’s education in India. Mahatma Jyotiba Phule, Periyar and Baba Saheb Ambedkar were leaders of the lower castes in India who took various initiatives to make education available to the women of India. However women’s education got a fillip after the country got independence in 1947 and the government has taken various measures to provide education to all Indian women. As a result women’s literacy rate has grown over the three decades and the growth of female literacy has in fact been higher than that of male literacy rate. While in 1971 only 22% of Indian women were literate, by the end of 2001 54.16% female were literate. The growth of female literacy rate is 14.87% as compared to 11.72 % of that of male literacy rate.
Importance of Women’s Education in India: Women’s education in India plays a very important role in the overall development of the country. It not only helps in the development of half of the human resources, but in improving the quality of life at home and outside. Educated women not only tend to promote education of their girl children, but also can provide better guidance to all their children. Moreover educated women can also help in the reduction of infant mortality rate and growth of the population.
Obstacles: Gender discrimination still persists in India and lot more needs to be done in the field of women’s education in India. The gap in the male-female literacy rate is just a simple indicator. While the male literary rate is more than 75% according to the 2001 census, the female literacy rate is just 54.16%. Prevailing prejudices, low enrollment of girl child in the schools, engagements of girl children in domestic works and high drop out rate are major obstacles in the path of making all Indian women educated.
According to the Women and Child Development study, 45 percent of Indian women are slapped, kicked or beaten by their husbands. India also had the highest rate of violence during pregnancy. Of the women reporting violence, 50 percent were kicked, beaten or hit when pregnant. About 74.8 percent of the women who reported violence have attempted to commit *******. It shows the importance of education. Educated woman has more strength and power to face the challenges when compared to uneducated woman.
Kumud Sharma of the Centre for Women’s Development Studies in New Delhi traced the correlation between education and domestic violence to patriarchal attitudes. “Educated women are aware of their rights,” she said. “They are no longer willing to follow commands blindly. When they ask questions, it causes conflicts, which, in turn, leads to violence. In many Indian states, working women are asked to hand over their paycheck to the husband and have no control over their finances. So, if they stop doing so or start asserting their right, there is bound to be friction.”
It is necessary to establish some more colleges and universities in India. The number of Residential Schools for SC/ST and BC’s is not sufficient today. So, increase the number of these schools in the both rural and urban areas. Today’s children are tomorrow’s citizens. Take care about future generation. Then only India will become developed country in the future.
CONCLUSIONS
Now we are living in the modern and technological world. Women are also entering in all the fields like men for doing job. Educated women have better opportunity compared to uneducated women in the society. They are facing so many problems in the society. With the help of education and law and order it is easy to escape from those problems. So it is necessary to educate all types of women in the society. Education gives strength, wealth, health and power to the individual.
According to Swami Vivekandanda:
“We want that education by which character is formed, strength of mind increased and intellect is expanded, and by which one can stand on one’s own feet”.
The plight of women in medieval India and at the starting of modern India can be summed up in the words of great poet Rabindranath Tagore:
“O Lord Why has you not given woman the right to conquer her destiny?
Why does she have to wait head bowed,
By the roadside, Waiting with tired patience,
Hoping for a miracle in the morrow?”
References:
1. National Institute of Child Health and Human Development. (2001). The National Reading Panel: Reports of the Subgroups.
2. UNESCO Institute for Statistics: Literacy rates, youth (15-24) and adult (15+), by region and gender (September 2006 Assessment).
3. Child and Women Development Report, (2006), Ministry of Women and Child
Development, Government of India, New Delhi.
4. National Family Health Survey, (2006), Government of India, New Delhi.
5. National Crime Records Bureau, (2007), Government of India, New Delhi.
6. Census of India, (2001), Government of India, New Delhi.
.
*****
Management Education
Normal 0 “The object of education is to prepare the young to educate themselves throughout their lives.”
“The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”
Education is among the fastest growing service sectors of the economy. Education is one of the important public attributes of social and human development. Education has always been accorded an honored place in the Indian society. The development of education in India during the post independence period has been guided by the national goals and aspirations as embodied in the Indian constitution. Education being a powerful instrument of social, economic and political change, its broad principles and objectives are related to the long term national goals, the program of national development on which the country is engaged and complex short term problems it is called upon to solve. Prior to independence, the growth of institutions of higher education in India was very slow and diversification in the areas of the studies was very limited. After independence Education has become India’s “Super infrastructure”. It provides the strongest link between income aspirations and the realization of income goals. It can be controlled from with a household and without unreasonable dependence on the external environment and infrastructure. The congruence between internal economic goals of the nation is a pre-requisite for building viable and vital constituents that provide growth and education has accomplished a strong congruence between the internal aspirations of the household and the external objectives of the aggregate economy.
The focus of Commerce education was on building a strong foundation about the knowledge of business transactions and processes, primarily from the economics and accounting perspectives. In contrast, management education focused on building knowledge about overall business and its various functions, given its stakeholders and the market landscape. It was felt that one needed some disciplinary background, especially in science or commerce streams, or some work experience for effectively learning the management principles. Therefore, management education was intended for the graduate and executive levels, focused on nurturing future leaders who could lead the private and public sector organizations with a sense of social mission. The question surrounding the quality of Management education and its effect on Human Resource form the basis of the thesis.
In approaching this subject following hypothesis were laid down:
1. Quality of Management education is going down.
2. Due to mushrooming of B-Schools Admission procedure is becoming just
a formality.
3. Expectation of Industry is rising day by day from B-School students
Therefore, thesis asks the following questions:
First, what are the reasons for deterioration of quality of management education?
Second, what are the expectations of the corporate world from the B-Schools i.e. students?
Third, what should be the parameters to check the quality of management education?
In answer to the first question, the reasons are identified as being associated with the mushrooming of B-schools and growing demand of management personnel in the market, with the result leniency of government for encouraging more number of B-schools moreover certain loopholes in major government bodies giving affiliation and recognition
to these institutes as is discussed in Chapter 3.
In answer to the second question, regarding expectations of the corporate sector from Bschools it is argued that when it comes to recruitment or campus selection organization prefer students of those B-schools that produce quality students in terms of knowledge, physical skills as well as conceptual skills because every organization want to choose best out of the pool that too when they are having options more than they need. Ultimately country’s economy is generated by the organization having worth Human Resource and India being top in the list of populous nations having vast pool of Human Resource is no doubt having now quality Human Resource. Chapter 4 discusses how quality of education vis-à-vis management education affects Human Resource of a country.
In response to the third question, Chapter 6 surveys the different institutes in NCR,their admission procedure, faculty, placement which ultimately affects quality. .In this chapter we will also try to focus on quality tools . To achieve the objective of this study which is aimed to find a solution for a concrete social academic problem the thesis calls upon existing work from education studies, Quality management, recruitments of organizations , campus selection in B-schools. At this point, it must be stated that the thesis calls upon secondary sources also. Contacts were made with the various students studying in different B- schools of NCR. Management of these institutes was also contacted. However access was not possible in all institutes, in that case different faculties were contacted in -person. HR personnel’s of different organizations were also interviewed and in some cases questionnaires were got filled from the same. Research for the thesis also included an extensive literature search.
Every research work has its own set of limitations so has mine. I tried a lot to cope up with the limitations but still some of the limitations which I cannot neglect are as follows:-
1. There was one major hindrance in gathering the data because management of the institutes were not ready to reveal the real data so had to cross check and neglect the small variations.
2. Data gathered through questionnaires took time to get cross checked and at points
there were contradictions.
3. Companies chosen were not ready to reveal their recruitment sources. Most of the
time concerned persons kept me waiting thereon giving very less details. So, I had no choice but to work on the same data and it became very difficult for me to analyse the same.
4. Major limitation of this research is Quality tool six sigma as no institute is applying any tool as such so was not able to analyse that part. Instead I gave a model of Six sigma for management institutes.
5. A few of the parameters were not analysed because of the unavailability of the
data.
To address its research questions, the thesis is divided into seven chapters. The following describes the content of each. In order to trace the development of education in India vis-à-vis management education and its quality Chapter 1 examines the overview of education how it got transformed from “Gurukul” type to specialization focused. Its development after post independence and emergence of education as India’s super infrastructure. It also focuses governing/ managing bodies of higher education in India. Then, it also focuses social status of management education in India which discusses the pre independence education attitude of society. It also throws some light on shift in social status of business education during 1980. However, after analyzing emergence of management education in India Chapter 1 also gives an overview of quality of higher education as well as management education which went towards negative side with the growth of management institutes after 1990 i.e. liberalization after which various Multinational companies entered into India.
Chapter 2 discusses the six sigma as a tool of quality enhancement. It focuses on six sigma in detail, also that how it has generated profits for the organizations that have adapted it. In this chapter the complete process of six sigma and various terms associated with it have been it have been defined. As focus of my research is quality in management institutes so, chapter also discusses the role of six sigma in management education.
In order to have an in depth look into the management education and its quality chapter 3 gives us the description of quality in management education. In this chapter various parameters like admission , Faculty, infrastructure, placement etc have been discussed in detail and their affect on the quality of management education.
We are studying the quality of management education ultimately to know its affect on Human Resources which is the focus of Chapter 4 .It focuses on what B-schools are producing, how they are being absorbed in the corporates , what corporates are expecting out of a management graduate. It also discusses how MBA has its impact on employment and career. It also gives an overview of how business schools help in enhancing economy of a country. It also defines ‘FEM’.
As we know ‘Campus placement’ is one of the important sources of recruitment from where organizations directly take the new recruits. It not only reduces the cost of recruitment but also gives an organiastion an advantage of choosing from the good one as compared to choosing among the mixed pool of applicants. This is discussed in Chapter 5. It throws light on various organizations that go for campus placement.
Second last chapter i.e. Chapter 6 gives us a detailed insight about institutes (taken as sample) their criteria for admission, placement, their efficiency in placing their students. It also gives us a comparative analysis and aftermath of the campus recruitment of various organization. It is based on the data collected from various institutes and various oragnisations. It tells us the real stories of the various institutes and what actually organizations want from management graduates.
This chapter analyses faculty, placement also of various institutes. Effect on Human resources of various oraganisations ( taken as sample) and what they require. It also analyses the institutes focus as far as quality of management education is concerned. Chapter 7, the last chapter ultimately leads us to the Conclusion and suggestions. This chapter justifies the various hypothesis laid down for the research purpose which are quality related, admission related and expectation of the industry. This chapter’s main focus apart from hypothesis is “Six sigma model” which explains various areas as a quality enhancement points with the help of Fish-bone diagram. This part has been discussed under suggestions along with various other suggestions. Suggestions are followed by Bibliography. At the end various questionnaires have also been attached.
Kansieo.com
Higher Education in Wto Regime
1. Introduction
When there was no university elsewhere in the Europe; Takshasila, Vikramshila, Pallavi, and Nalanda were the centers of Global Education and attracting learners from all around the globe. The development of modern education in India started with the establishment of Hindu College in Calcutta in 1817. During British reign, Calcutta University was the first to confer the bachelor degree on women in 1883.
After independence various universities have been opened both by the government as well as private sector. The main motive behind opening these universities were not to earn profit but to serve the society by imparting higher education and conducting researches related to pure and social sciences. The fees charged from the students were minimum, hence these institutions were generating deficit so there was a need to go for the donations and aids to cover its fixed and running expenses. But gradually there was a drastic change in the scene .The education sector emerges as one of the most profitable business opportunity. The increase in the number of private schools and institutions supports the fact. Higher education is not an exception to this. Gradually most of the corporate entities have also entered into the picture.
2. Corporatisation of Higher Education
Now a days education sector is a trillion dollar industry. It is a service sector industry in the area of education as service with a huge global market in which students, teachers and non- teaching employee constitute resources for profit generation. So the concepts of marketing are also applicable. The organizations have to market their product and themselves in order to survive. In this industry the students are the customers, the teachers are the service providers and the institutions are organizers or marketers and teaching-learning process is no longer for the building of a nation but a business for profit making. Education at all levels, will continue to grow, because it cultivates the human mind and makes people important and useful in the all round development of a country, however for the corporate sector it will grow as a big service industry. Predatory and powerful MNCs are targeting public education, particularly higher education, for profit- making. Though predominantly a government supported service most governments are as consequences of neo-liberal economic reforms, withdrawing from it. The government of India through extensive privatization, commercialization and deregulation is encouraging this process.
3. Education under GATS umbrella
In 1996, the United States provided exports of education and training services had reached 8.2 billion dollars, and its trade surplus in education amounted to 7 billion dollars. Higher education was the fifth largest service exported by the US. Therefore, the pressure of the United States on WTO member countries in relation to trade in education service is clearly understandable.
The US, the European Union (EU), Japan and Canada are the main powers behind the GATS. Though WTO membership consists of nation states, the transnational corporations of these countries that sit on all the important “advisory” committees and determine detailed policy shape its agenda. While denying access to decent healthcare, education housing and long term care to millions of workers and their families the world over, the agreement will confer ever greater political power on these corporations as they control and dictate public policy.
GATS have two components: (i) the framework agreement containing 29 articles, and (ii) a number of Annexes, Ministerial decisions etc. as well as the schedules of commitments by each member government, which bind them to allow market access, and /or remove existing restrictions to market access. This agreement covers all services, including education
When the services are entirely provided by the government, they do not fall within the GATS rule. For a service to be out of the purview of the GATS rule it has to be entirely free. However, when the service have been provided either by the government partially or some prices are charged (as happens in education where some fees is charged) , or provided by the private providers , they shall fall under the GATS rule.
The informal WTO classification List (W/120) divides educational services into five parts: (a) Primary education (b) secondary education (c) higher education (d) adult education (e) other education.
The idea behind this is the creation of an open, global marketplace where services like education can be traded to the highest bidder. GATS cover the educational services of all the countries whose educational system are not exclusively provided by the public sector, or those educational systems that have commercial purposes. In India, we cannot get exemption in education from the application of GATS because education at all levels, particularly at higher education level is not entirely free (i.e. some fees has to be paid)
Corporate because of their huge financial resources are able to attract the best talent available in the country and hence they are providing the quality service to their customers (students). They have the access to the new sources of finances .In India also the issuing of shares by the schools and educational institution and its trading in the stock exchange will be a reality. Then the quality of the institute may be judged by looking at the share prices in the stock market and like any other business enterprises the wealth maximization will be the main goal of the institute and their entire effort will be to increase their market share and ultimately to increase the market capitalization. The government is reducing the grants given to the universities and colleges and these institutes are asked to arrange their own sources of finance .In that scenario those educational institution who will not be earning surplus will die like any other seek industrial unit. So it is the high time for those institutes to think for earning surplus and make themselves competitive for survival.
But when these institutions will be running on absolutely business principles for earning profit obviously the fees charged from the students will be higher. The application of some unethical and unfair practices for attracting the students and earning higher profit cannot be overlooked in that scenario.
4. Indian reality
In a country like India where a large section of our population is living below the poverty line, almost 35% of the population is still illiterate and we are talking about removing poverty and illiteracy, in that situation they will be the most mistreated people. So it is the government and its institutions, which will have to look at this aspect. Hence imparting higher education by charging high fees by the government run universities and college will not be desirable and the government has to look at the welfare aspect of its people. But before coming to any conclusion we have to consider the following two ground and hard realities in this respect: -
1. India being the member country of WTO, must abide by the decisions and regulations of WTO. So it cannot stop the foreign universities and institutes to operate in India, which are having ample financial, physical and intellectual resources and are running on absolutely business principles for earning profit.
2. The government of India is reducing the grants and aids given to the government universities and colleges and these institutes are called to mobilize resources from their internal sources as well as external sources. They are also asked by the UGC and NAAC to become more competitive.
So it is the time as well as the opportunity for our Government funded institutions/universities/colleges to make themselves competitive and to go for globalization. This can be only possible when they will stand on their own feet by earning surplus and are effectively and efficiently run. But at the same time we have to think for the weaker sections of the society who could not afford a high expenditure on the study.
Therefore it is very high time for educational institutes to build a business model, which will be able to compete with the foreign universities and also the weaker sections of the society will also be taken care of.
5. The model of Arvindo Eye Hospital, Madurai
The Arvindo Eye Hospital of Madurai has set an outstanding business model showing how an organisation can serve the society at large on one hand and can also earn profitable surplus on the other hand. At Arvindo Eye Hospital, economically poor people are provided treatment at free of cost and the patients who can afford are charged the requisite treatment charges. More than two-third of the patients treated in the hospital fall under the former economically unprivileged category and yet he hospital earns substantial profits. But a remarkable policy to be noticed is that the service provided to both categories of rich and poor patients are exactly same and no compromise of any sort is done with regard to the quality of treatment and service provided. The secret behind the success of the hospital is the volume of patients giving business and fact that hospital does not spend money on conspicuous consumptions. Promotion is through word of mouth and mass print media.
Similar model can be adopted by our government run and universities, whereby the required fees can be charged from students whose parents can afford the same, and concessions to be provided to the economically deprived students. With the globalization, liberation, privatization and economic growth more and more people are finding occupations in private sector leading to an increase in the purchasing power at the hands of the middle and upper class of the society who has become conscious of and can afford quality education at higher prices. This is a positive factor which the universities can cash upon and which further supports the above model.
Notes and References
1. Www.education. nic.in/htmlweb/iperposch.htm
3. Caffeinated Content for WordPress
Womens Higher Education in India
WOMENS EDUCATION
A STUDY OF FACTORS INFLUENCING WOMEN’S ENTRY INTO HIGHER EDUCATION.
INTRODUCTION
Inducement of social change as one of the fundamental functions of education has been spelt out in the report of the Indian Education Commission (1964-66) thus:
“The realization of the country’s aspirations involves changes in the knowledge, skills and values of the people as a whole. If this ‘change in a grand scale’ is to be achieved without a violent revolution there is one and only instrument that can be used – Education”.
EDUCATION :-
Education is the nourishment of the mind with knowledge this is practiced purposefully and productively.
Education disciplines the mind, sharpens the intellect and refines the spirit. It shapes and polishes a rough unknown diamond into a multifaceted kohinoor sparkling with scintillating brilliance. Its the development of integrated personality that unfolds itself to the highest wisdom. Its a continuous process.
The philosopher President Dr.Radhakrishnan (1948) said, “There cannot be educated people without educated women. If general education has to be limited to men or women, that opportunity should be given to women from them it would most surely be passed on to the next generation”.
HIGHER EDUCATION OF WOMEN :-
Higher education is defined as the education attained after the completion of 12 years of schooling. Higher education for women has gained a wider role and responsibility all over the world. Today, in the 21st century, we cannot afford to ignore the importance of higher education for women any longer. The reason for its need and urgency is that there is no biological difference in the systems of males and females. Unfortunately, this important task of higher education of women has remain neglected for centuries. Need for higher education among women assumes all the more importance or the 3rd world countries, where colonialism has remained a great force hindering education for the general masses and for the women in particular.
OBJECTIVES OF HIGHER EDUCATION FOR WOMEN:-
To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and various other professions, who will also be cultivated individuals in built with a sense of social purpose.
To strive to promote equality an social justice and to reduce social and cultural differences through diffusion of education.
NEED FOR HIGHER EDUCATION FOR WOMEN : MALE AND FEMALE :-
Higher Education may also be viewed in terms of the needs of its consumers. The term consumer is very wide and heterogeneous. It includes young and old of both sexes. Theoretically the need for Higher Education for both males and females is the same. But its sometime argued that males and females are different in their social and cultural needs.
The basic argument which is given for women Higher Education is not that Higher Education for women is different from that of men. Our main thrust is that in the field of Higher Education, women should also be equal partners. Our past experience shows that so far Higher Education has remained restricted only to men. It should now widen its horizon and include women also. The commission on the Higher Education for women, University of Madras in 1979 rightly observed: “for Women and men college education is necessary for character formation, ability to earn, creative self expression and personal development”.
MAIN FACTORS INFLUENCING WOMEN’S SUCCESS / FAILURE IN COMPLETING HIGHER EDUCATION :-
Success :
a) Women are strongly motivated to succeed in the education stream.
b) The merit basis of the education system permits females to excel.
c) Prejudice against women’s education has been reduced. Higher Education has come to be considered equivalent to a bride’s “dowry”.
d) Women’s universities promote women’s Higher Education.
e) Women’s expectations for education based employment are high.
f) Some Higher Education courses provide scholarship facilities for women.
g) Female students have been provided with residential facilities in some areas.
Failure :
a) Female students have difficulties in access to transport facilities in general.
b) Sexual harassment as well as occasional student violence hinder female students completion of higher education.
c) Marriage in many cases leads to early withdraw.
d) Gender stereotyping inhibits completion of studies.
e) Financial constraints can cause withdrawal from the education stream.
f) Part-time work to earn living interferes with studies.
SIGNIFICANCE OF PRESENT STUDY :-
The objective of the Indian Society as has been laid down in the constitution is to achieve a democratic, socialistic and egalitarian society. In such a society women are supposed to perform their roles at par with men. Their status structurally needs to be equal with men.
Broadly speaking, knowledge which is imparted through Higher Education provides skills to its practitioners. Our understanding is that by acquiring skills the women raise their status in comparison with men and also the status of the group to which they belong.
In order to understand the status of women, or for that matter to understand any social issues, it is necessary to combine at least 3 perspectives viz. the perspective from policy, the perspective from statistics and the perspective from culture.
· The present study is aimed at finding the various reasons for women seeking entry into higher education.
· It aims at looking at the reasons for seeking entry into higher education by women from the perspective of men, teachers, parents and the women themselves.
· It bring about an awareness among women as to the various avenues open to them in Higher Education and thus mark the beginning of a major process of empowering women.
· To find out the problems hindering the pursuit of Higher Education by women.
· Make suggestions for finding solutions to the above problems in a rational and free manner.
· To suggest ways of enhancing women’s entry into colleges, including professional course.
· To explore areas of Higher Education where women have not yet stepped in or are a monopoly of men.
· To suggest suitable measures to make higher education for women universal i.e. free of cost, time and distance effective.
PROMOTING HIGHER EDUCATION FOR WOMEN
The social context of educational policy has to be improved.
Family and personal counseling at the secondary education stage can be provided.
Higher education can be made skill oriented.
Nontraditional curricula for women can be established.
Recent declines in state support for non-traditional higher education has to be reversed.
Institutions can be made physically accessible i.e. Locate them near the potential clientele, improve transport system etc.
Higher Education Institutions have to be made more women-friendly i.e. Physical Changes, curricula changes, social changes.
Women’s representation on institutions decision-making bodies can be increased.
Equal opportunity commissions for higher education institutions should be established.
The number of women teachers in co-educational institutions of higher education should be increased.
Stipends, Scholarships and fellowships can be linked to affirmative action programmes.
Women need to be recruited into administrative training programmes for institutions of higher education.
A large role for women’s study centres can be provided.
Institutions of higher education should provide placement services.
Barriers to women’s career entry should be removed, example: employers should be sensitized to the value of flexitime, day-care centres etc.
Sexual harassment in the educational environment should be addressed.
A large number of female secondary education graduates usually are not able to enter university. To accommodate that population it would be benefited to strengthen the role of vocational training institutions. Post secondary vocational training institutions should take action to promote entry of women into vocational training lines traditionally considered male preserves.
Affirmative action quotas has to be provided to promote women’s admission into higher institutions, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.
Where quotas are provides for specific disadvantaged groups like disabled persons, people from remote or rural areas, members of indigenous minorities, a minimum share should be reserved for female members of those groups.
Distance education and open learning institutions and techniques should be promoted, particularly to extend higher education opportunities to women in rural and remote areas, which will take into account their needs.
SUGGESTIONS FOR FURTHER RESEARCH :-
The present study is limited only to women students seeking higher education up to undergraduate level in a few professional and non-professional colleges of Chennai city. The following suggestions are given for further investigation.
1. A similar study may be conducted among the postgraduate level or research level students.
2. A similar study may be undertaken throughout Tamil Nadu State.
3. A comparative study of factors influencing entry of women in higher education can be made between a developing and developed country.
4. A similar study may be attempted for various issues relating higher education of women.
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