Education, Research and Rehabilitation

Posts Tagged ‘Education In India’

Is a world of computing today. Whether for business or private computing is now an important part of our lives. However, excellence in computing and the application must be reached after great efforts. Computer training or computer training in India needs a thorough training process in which a particular person trained and ready, a finite part of an ongoing industry geworden. Computer computer education in India are generally divided into: Software Networking Courses and courses database hardware KurseSoft skills and other courses include software C + +, Java,. NET, Oracle, etc. are the networking and equipment during the program HCE HCNE, THC etc. HCSA, HCSP, include courses offered by Oracle Database 10g 2005, SQL Server 2008, etc. Soft skills and other courses are Smart Kidz , short term courses computer application etc.Laßt us well on the network and the program material in this article besprechen.Networking ProgrammDie and equipment is part of the IT professional is not limited to a single technology, business computing, a round of any computer technology or the technology. Industry professionals need to have the level of general knowledge on the computer. Networks and Hardware programsin India is in high demand because they offer a promising area for professionals. Jobs in the networking equipment and programs also offer attractive Gehälter.Kursinhalte networking equipment and programs in India are: Advanced networking and basic security equipment and server technology, the systems engineering on Microsoft technology, network technology and administration of Linux devices and laptop security technology wireless Administration Post completion of the training materials and networking program, the student has prepared his Working as: Network Technician System Administrator Executive Network Support Engineer Network Security Specialist Junior Network SpecialistStorage AnalystWeitere characteristics of computer training in India include a testing center Prometric, MCTS certifications, institutional facilities Alliances etc.Prometric tests PrüfungszentrumIT candidates such as Sun Store , Microsoft (SCJP, SCWCD, SCBCD, SCEA and SCJA) etc. in a particular authorized testing center Prometric. A testing center Prometric offers well-organized system of well-equipped laboratory and cool “distraction free test environment” which candidate is the best place is all exams online schreiben.MCTS India Course (Microsoft Certified Technology Specialist) MCTS India where he elite institutions. Benefits of MCTS in India are manifold. MCTS certifications are specific to the relevant IT skills of trainees on the features and functions of prosecution key technologies. Microsoft Certified Technology Specialist (MCTS) certification also benefits students with computer access to the MCP (Microsoft Certified Professional) Resources and Leistungen.Institutionelle Alliances-A plus benefits institution it establishes interconnections bring people and programs. Some distinctive advantages of institutional linkages include: the program supports the development of the partner institution faculty or alliances HochschuleDurch organic, it is good use of the programs are operated infrastructure institutional placement assistance to improve the reputation of Technology InstitutesModernste, experienced and certified teachers, world-class infrastructure and so factors other than IT training center to be accredited as a prestigious institute on the market.

The Asian Development Bank in January 2008 emphasized that education in India has lagged behind its rapid economic growth with only 12,000 training and vocational schools, compared to half a million in China. turbulence in the short term aside to (as now), India has entered an era of strong economic growth. As we enter the last quarter of fiscal 2008 for the fourth consecutive fiscal when India has grown by over 8%, there is a shortage of staff in India to further aggravate far. Just as growth has been multi-sectoral, and deficiencies of labor. There is a growing demand that increased government spending on education and do something else to motivate and encourage education. It is true for India, at uniform rate of growth, a higher level of R & D, may be combined with substantial investments in manpower to make a significant contribution. Part of the solution lies in establishing strong partnerships between the private sector and universities. They should be developed in consultation with the Government to ensure that courses like computer science are maintained and developed as a discipline in schools. In India, on the one hand, you have world-class institutions like IITs and IITM and secondly, mushrooms, we are looking for private institutions and universities, more training center, instead of arrive as centers of excellence have an innovative feature. University of lack of capacity has led to a lower proportion of young people aged 17-23 enrolled in higher education in India than in China, the Philippines and Malaysia. This could have an impact on the IT industry, if not immediately corrected. There are shortages of skilled labor in all sectors, from good carpenters and plumbers to factory workers, doctors and scientists. The banking sector, which employs 900,000 people, is expected to add 600,000 more over the past three four years. Similarly, the IT and ITES industry will need around 850,000 additional skilled manpower by 2010. And the retail industry is almost a second five million skilled workers by 2012. Not just jobs in India on the rise, is also in the developed world to a shortage of labor, which may lead to an increase of 40 million 2020th This deficit can be replaced by India, where unemployment and the number of educated people who are on the rise, the labor market are met. In short, the opportunities are huge in India, where our education system is preparing to take on this. labor shortages, both in quantitative and qualitative. India needs more universities. While Japan has 4,000 for his higher education and 127 million people in the U.S. universities for its 3650 301 000 000, India had only 348 universities for their first two billion people. The Economic Report of the Government of India on February 28, 2008 is out, they do not say more important than what it does. The investigation glosses over the UPA government, the failure of its Common Minimum Programme promises to keep increasing public spending on education to 6% of GDP. Public expenditure on education has slipped as a percentage of GDP, below the top 2. 9% by the NDA government in 2002-03 reached. For the first time the government acknowledged that the 86th Amendment of the Constitution – the humanity of education a fundamental right for all children aged 6-14 years has not been applied because it is just law on education has not been validated. The survey is also silent on the number of dropouts, learning outcomes and low rates of participation in higher education. These questions are part of the reality check that the survey provides. In the Union Budget 2008, the government has allocated Rs 34,400 crore for education. It also announced its decision to establish a Central University in each State so far discovered in the country. In addition to the three new institutes of technology proposed to create in Andhra Pradesh, Bihar and Rajasthan. are two schools of Planning and Architecture at Bhopal and Vijayawada will. The Government through the Sarva Shiksha is the flagship project of the department to reach the HRD useful and relevant elementary education for all children by 2010. This movement works. The number of children not enrolled in the age group 6-14 years has increased from 13 4 million in 2005-7. 06 million in March-end 2006. Within the EU budget for 2008, the Project received an allocation of Rs 13,100 crore in improving retention, moving the emphasis earlier on access and infrastructure would be spent. India needs’ curricular reforms. ” In today’s world where the technological know-how to develop with each passing day, educational institutions granted the freedom to engage with industry and change the curriculum and, if necessary. Educational institutions must learn what the industry needs. It is important to recognize that learning should continue after the formal training. Capgemini employs approximately 15,000 employees in India in six cities and acknowledges that the industry needs the training, they take after graduation left, all new recruits in a six-week intensive course before induction Development their business skills and operations. Provide specialized training on the job is the responsibility of industry and a developing economy is essential. In 2002, India launched Chhatisgarh State University to begin a private law for the promotion of private universities in the region. But as 100 private schools, or as blown apart with offices in Chhatisgarh but also conducted campus controller were lax rules so that most schools as diploma mills. The Supreme Court made the law in February 2005. This underscores why private investment in education will not solve the problem, a public-private partnership in education is necessary to combine the flexibility of private sector commitment to social responsibility in the public sector. The examples that come to mind including Cisco and Microsoft for the development of the academic program. These include the Imagine Cup competition run in universities around the world to promote entrepreneurship and innovation, in which regular students of Eastern Europe and Southeast Asia have surpassed their western counterparts, both in volume and quality of entries for the Global Education has been created similar to Infosys in Mysore to train its new recruits to 14 weeks. The key has been a central aspect of the national psyche, i. e. to address the reactive mind to take the young Indians and turn them into proactive problem solve. Infosys Global Education Centre operates on three Principles. Firstly, the company is in a campus and a campus, there is openness, openness to new ideas, meritocracy and many learning porous. Secondly, the activity of Infosys context. Third, to teach, what Infosys Business recruits all over so they understand what kind of decisions they make, what kind of crises they have to take. A private engineering college started with an authentic Indian tycoons Technology and Chairman of HCL Technologies, Shiv Nadar, was near the platform’s high-tech Chennai in 2003 approved by the National Accreditation Council. The school, like SSN College of Engineering is called, is affiliated with the nearby University Anna, formed in 1978 from the merger of several public and private universities. Anna University that the programs and grants degrees NHS students, but SSN is seeking the status of a university degree-granting permits for their own account. In the last ten years, Shiv Nadar has paid 37 million dollars in the NHS, to build facilities and Scholarship Fund. School study sends SSN of Advanced Software Engineering offers a graduate program, students selected in the United States at Carnegie Mellon University in Pittsburgh. It should be noted that Goldman Sachs a ‘university’, McKinsey has a “popular committee” the Paris Ministry of Manpower and a division for international talent. Many of today’s prices fail to originality in India taught. Students should not only be studying computer science for their content of basic programming. The course should provide students with the necessary skills so that they contribute significantly to the economy knowledge. Only a study in the interest of a good job is very superficial education. Students learn skills specific to employment, but they do not know how their skills can the knowledge economy of the world or even on the business model of company they want to work or work, can contribute as is the case. The initiatives, which are born of alliances between government and private sector cooperation in education provides students access to more technical players, and outlines the real world and therefore to facilitate the transition from college to employment. Companies may keep schools up to date change As technology evolves and customers’ needs and requirements, and they can fill gaps in expertise or equipment. These partnerships help businesses. graduate programs are valuable, but they also indicate the importance for companies assume greater responsibility for the development of business education is. But we must remember that these companies seek to support the training of their subordinates. For there to be training for everyone in a configuration as in India, the Government of cooperation and partnership is the key. It is feared that MNCs are outsourcing to India because Indians and efficient completion of tasks in a timely manner is good, without asking questions. UM confidence in our ability to improvise the existing products and come with quality products at low cost, the motivation appears to be over outsourcing work in India. Because pay scales are in India, many companies try to put the other low cost destinations like the Philippines and Vietnam to allow their units under contract. This forces workers to move to the Indian value chain to increase, they do not seem to be through training necessary. Originality is not just from courses in universities, but in the spirit of the whole nation. The whole country must adopt the concept of originality in thought “for India to become a true superpower. The concept of originality should be in the mind of every Indian law at the time, he began his education rooted to happen in India as a powerful economic force on the world stage. Note: Mr. Sunil KEWALRAMANI is an MBA from the Wharton Business School and is an international consultant funding for major foreign financial institutions, multinational corporations and customers on FDI and NRI issues of money management.

EDUCATION Women’s Study of factors affecting women’s access to higher education. INTRODUCTION The impetus for social change as a function of basic education was in the report of the Indian Education Commission (1964-66) as written, “The implementation of the country’s efforts, the development of knowledge skills and values of the population as a whole. If this “Great Change of style” is, without a violent revolution to be achieved, there is a single instrument that can be used – education. “EDUCATION: – Education is the food of the mind focused and practical knowledge productive. Training disciplines the mind, sharpens the mind and elevates the spirit. It forms a rough and polished diamonds in an unknown wine Kohinoor multifaceted sparkling luster. The development of integrated personality which takes place in the highest wisdom. This is an ongoing process. The philosopher President Radhakrishnan (1948) stated: “There can be trained people without educated women. If general education should be limited to men or women, the possibility should be given to women, most probably transmitted to the next generation. “Law on Higher Education of Women : – Higher education is defined as level of schooling after the completion of 12 years. Higher education for women has acquired a greater role and responsibility in the world. Today, in the 21 Century, we can not ignore the importance of higher education for older women. The reason for their necessity and urgency is that there is no difference in the biological systems of males and females. Unfortunately, this important task of higher education of women for centuries neglected. Need for higher education of women is all the more important or third world countries where colonialism has been a major force preventing education for the masses and especially for women. Objectives of higher education for women: – For an educated society with competent men and women in agriculture, arts, medicine, science and technology and various other professions, which is also incorporated in Individuals with a sense of social purpose can be cultivated. Thus, the promotion of equality is social justice, social and cultural differences tend to reduce the spread of education. Demand for higher education for women: men and women: – Higher education can also be considered in relation to the needs of consumers. The concept of consumer is very broad and heterogeneous. It includes young and old of both sexes. In theory, the need for higher education for men and women is the same. But ultimately the argument that men and women differ in their social and cultural needs are. The main argument that is given to women in higher education is not that higher education for women and men differently. Our main objective is that in the field of higher education, women should be equal partners. Our experience shows that to higher education remained reserved for men. It should now expanded its horizons and include women. The Commission on Higher Education for Women, University of Madras in 1979 rightly observed: “For women and men college education is necessary for the formation of character, skills, creation of self-realization and personal development. “WOMEN’S main factors influencing success or failure in the comprehensive higher education: Success: a) women are highly motivated for success in the academic stream. b) The basis of merit education system helps to beat women. c) The prejudices against female education has been reduced. Higher education has come to be regarded as equivalent to a wife “dot”. d) encourage universities, women women in higher education. e) expectations of women and the overall employment levels are high. f) Some universities offer scholarships for study facilities for women. g) students residential facilities in some areas has been provided. Error: a) students have difficulty in access to facilities in the general circulation. b) Sexual harassment and occasional violence hinder students student has completed higher education. c) Marriage, in many cases led to retire early. d) gender stereotypes inhibits completion of the course. e) financial constraints can cause disengagement from the education sector. win f) part-time study for their livelihood disturbing. Importance this study: – The objective of the Indian society is determined as in the Constitution to achieve a democratic, socialist and egalitarian. In such a society women in their role in the cause of equality with men. Their status must be structurally identical with men. Basically, knowledge is mediated by higher education, specialist competence of practitioners. Our understanding is that by increasing the skills of women, their status relative to men and also the status of the group they belong. To understand the situation of women, or indeed to understand all social problems, it is necessary to combine at least three perspectives VIZ. the policy perspective, the perspective and Statistical Perspective, Culture. • This study is to find the targeted number of reasons for women having access to higher education. œ It aims to see the grounds for the search for the entry into force higher education of women in terms of men, teachers, parents and the women themselves. • There is an awareness of women in the effect of different options available to them in higher education and thus the beginning of a great process of emancipation of women. · For issues that hinder the pursuit of higher education of women. · Make suggestions for finding solutions to the problems mentioned above in a reasonable and free. · To suggest ways to improve women’s entry into colleges, including vocational courses. · To explore the field of higher education, where women don ‘ have not taken over, or a male monopoly. · Proposed measures appropriate to higher education for women to find a universal effective without cost, time and distance. Promotion of education for higher WOMENThe social context of education must be improved. The family and personal counseling at the secondary level can be provided. Universities can be targeted skill is. nontraditional programs for women could be established. Recent declines in state support are for non-traditional higher education must be reversed. Institutions can be physically accessible to the research that is close to potential customers, improving the transportation system, etc. The universities should be more favorable for women to know the changes physical, program changes, societal changes. The representation of women can be raised in institutions, decision-making bodies. Commission of Equal Opportunities for higher education institutions must be created. should be the number of teachers in mixed schools of higher learning. Scholarships, grants and scholarships may be connected affirmative action programs. Women should be recruited into administrative training programs for universities. A major role for the study of women’s centers can be provided. Universities should work placement. Barriers to women’s entry posts should be deleted, for example: Employers must be aware of the value flexible schedules, childcare, harassment etc. sex in the school environment should be considered. A large number of women graduating from high school are generally not able to enter university. To take account of the population enjoys the role of vocational training would enhance institutions. Post-secondary vocational training must be maintained to promote measures for the entry of women in vocational education and traditional lines of men. Affirmative Action quotas available to the admission of women facilities where such rates are encouraging, should be reviewed regularly to ensure their relevance. Where are the ratings given to certain disadvantaged groups such as disabled people, people from rural or remote areas, where indigenous minorities, a minimum proportion of women in these groups can be reserved. open learning and distance education institutions and technology should be encouraged to develop, particularly in higher education opportunities for women in rural and remote taking into account their needs. Suggestions for Future Research: – This study is for women only limited students, college undergraduate college in a couple of professional and lay the city of Chennai. The following suggestions are given for further investigation. First A similar study can be conducted as part of post-graduate students in research. A second similar study can be conducted throughout the state of Tamil Nadu. A third comparative study Factors influencing entry of women in higher education can be made between developed and developing countries. 4th A similar study can be undertaken by women for various issues relating to higher education.

Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system.  Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.

The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed  that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state.  There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:

There are religious values which are very much essential for every one and must be included in the curriculum.

The religious values should not find place in the educational system. They may operate at the private sphere.

There are non-religious secular values and they must find space in the education.

There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.

In consequence to these positions, following questions arouse.

Whether value education should find place in the educational system?
If it is required, then what sort of values should be given preference in the curriculum?
What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?
Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?
If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?
Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?

Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out.  So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.

The necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. ‘An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence  of peace of mind and all kinds of physical and mental ailments have become common place” 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life.    The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.

Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education.  Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic  and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system.   When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.

After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers’ understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society.  A lot could be experimented at this sphere. For which the supreme value ‘integrity’ is expected from the educator.

It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.

If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.

Vocational Education in India

Shaheed Rajguru School of Utilized Sciences for Girls is another DU faculty that gives numerous profession programs and vocational programs that is probably not on the recognition radar but are excessive on employability quotient. Numerous profession and vocational courses provided by the college are uniquely designed in order to bridge the hole between the University and industry. The applied practical training imparted in our curriculum fills up the lacunae of the standard pure science courses.

The three year degree programmes provided by the faculty are B. Sc (Hons.) in Electronics, Instrumentation, Meals Expertise, Laptop Science and Biomedical Sciences. All these profession programs are inter- disciplinary and the scholars undergo eight weeks of business training in their second and third years.

This 12 months, the school has obtained around 15,000 purposes for numerous profession programs with the maximum being for Laptop Science, followed by Food Technology and Biomedical Science. Nonetheless, Electronics and Instrumentation supply equally good opportunities. The scholars of electronics are either working within the IT trade or studying at numerous universities including the IITs.

The students also have the a number of option of taking up the add-on the right track of CCNA ( Cisco Licensed Networking Affiliate), which is recognised worldwide and helps in placements. Though many college students move on to pursue a Ph.D, the faculty helps them in placements.

In the past, students have been placed with mainly IT firms like HCL, Sapient, Infosys, Tata Consultancy Companies, Siemens, Wipro, Motorola, LG Electronics, NTPC, Dabur, Nirulas, Kwality, Glaxo Smithkline, TERI, National Heart Institute, Jubiliant Organosys and Ranbaxy Laboratories, among others.

The beginning salaries provided to college students have been within the range of Rs 20,000 to Rs 40,000 per month.

Know your rights, Right of Children to Free and Compulsory Education Act, India

Have you left your children to basic education in India? Have you assessed the “law on the right of children to free and compulsory education and the right to education”, which came into force on 1 April 2010 in India? The law on the right to education is the first law in the world that puts the responsibility to ensure the enrollment, attendance and completion of basic education for children aged between 6 and 14 on the government. It is the responsibility of parents to send their children to school for basic education in the U.S. If not, how you will follow the legal course to solve problems arising from the “law on the right of children to free and compulsory education and the right to education”? Very few countries are serious about promoting right to basic education for their children and help their jurisdiction, if it did not protect the rights of children to education. Do you know why many poor children do not use the free education available since independence in India? Do you know why the number of poor children could not get a quality education? You know, all these issues have been corrected by accepting reimbursement for private school quality education for children? Being a student of the Post-Graduate Diploma in Human Rights, have attempted to summarize what is “The Law of children to free and compulsory education and the right to education in India”? On December 10, 1948, the United Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights in India and since he has accepted. Under Article 26 rights, children have the right to education. Education shall be free, at least at the base. Constitution of India also offers free education to children. The quality of education provided to children by public schools in India is still in question. Many Muslim children resist distant schools for education. The education of children in public schools remained riddled with absenteeism and poor management and appointments based on political expediency. Despite the lure of free food served in public schools, children prefer private schools for education. Poor children do not go to private schools for education and the high cost structure and education in local languages has been denied. Many poor children have been examining a fraud on their right to education. There is no free education or quality education. The kids know the highlights of the Act the right to education? Child’s Right to Education Act made education a fundamental right for all children aged 6 and 14 and specifies the minimum quality of education in public schools. It requires all private schools for basic education to reserve seats by 25% for children of poor parents (to be reimbursed by the State under the terms of public-private partnership). Child’s Right to Education Act also provides that no child shall be detained, expelled, or required to pass a State Council until the completion of basic education. There is also a provision of children’s right to education for the right to special training for school leavers to make them equal with students of similar age. Child’s Right to Education Act requires that investigations that will monitor all districts to identify children who need education, and establish facilities to provide it. Specialist education of children should be involved. “The law on children’s right to free and compulsory education and the right to education” is the first law in the world that puts the responsibility to ensure the enrollment, attendance and completion of government. It is the responsibility of parents to send their children to school in the most developed countries. The right of disabled children up to age 18 has also been made a fundamental right. A number of other provisions concerning the improvement of school infrastructure, teacher-student ratio and teachers are made to the law. State Children’s right to education Act provides a special organization, the National Council for the Protection of the Rights of the Child, an independent body to monitor the implementation of the law, and commissions to be established. Have you tried to find the right of children to the law of education? Have you ever tried to know that the right to basic education for children is covered your rights universal? Have you ever tried to know why poor children are denied education? I demand to know and support the right of children to free and compulsory education in the world?

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.

Revitalizing Secondary Education Schemes in India

Revitalizing secondary education

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.