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2. Excellence in Education. Education signifies life-making, man-making and character-building assimilation of ideas (Vivekananda). Education, which fosters capabilities such as spirit of enquiry, creativity, entrepreneurial and moral leadership central to nation-building in a democracy (
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Out of approximately 211 million children in the age group 6-14 years on nearly 84.91 % are enrolled in schools.
Net primary school enrolment/attendance only 77% (UNICEF-India-Statistics (2004)
Less than 7 per cent of the children ever pass the 10th standard public examination. (Report of the Committee on India Vision 2020, Planning Commission, 2002)
Only 53 per cent of all habitations have a primary school
On an average, an upper primary school is 3 km away in 22 percent of habitations
More than 50 percent of the girls in the country do not enroll in schools
Contd….
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When working outside the family, children put in an average of 21 hours of labour per week, at the cost of education
60 million children are thought to be child labourers
More than 35 million children in the 6-14 age group are out of school
Only 45.8 percent girls complete education in rural areas as compared to 66.3 percent boys. In urban areas, 66.3 percent girls complete education as opposed to 80.3 percent boys
Of the seven lakh rural schools, only one in six have toilets
35% of our population are still illiterate
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Social development of any country presupposes that education should provide trained, qualified manpower in all the sector.
Education thus is the basic ingredient for having healthy and skilled manpower for industrial development
Hence our vision of India-2020 has to be on the belief that human resources are the most important determinant of overall development.
Are we equipped for meeting these requirements and challenges?
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14. 14 Rural Integration through Education Effective utilization of technology in education
Issues of educational quality, equity, and access among small, rural schools and communities in achieving the strategic goals of
improving learner outcomes and improving the education profession,
Involving of local teachers,
improving the adequacy and continuity of public resources,
mobilizing community support for children and schools, and
emphasizing the transition from school to livelihood, i.e. Vocational education and training
15. 15 Society-Industry-Academia Relationship: Creating Future Human Capital Need for higher level of involvement of the industry since ( formulation of relevance and employable curricula)
Industry Associations to encourage and promote industry to mark their projects, after testing quality aspects, to the academia which can deliver quality at low cost.
Develop a data-base of facilities available in the university/ Institutions of higher learning, industry and R&D institutions.
Involvement of industry in the curriculum development and also implementation of the curriculum.
Faculty exchange and participation in industry and vice-versa in university and specialised institutions.
16. 16 Participation of executives who have Ph.D., involve them in research and development both in industry as well as universities.
The industry should utilize the human resource and infrastructure available in the universities for problem solving, testing, certification etc.
Conducting advanced programmes in technical, management and other need-based areas, tackling contemporary issues of mutually beneficial nature.
Setting up a business development cell on partnership.
Promote entrepreneurship in education system.
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18. 18 A suitable institutional set-up that offers checks and allows guided institutional extensions and growth ? Total Operational, Academic and Financial Autonomy Common students support service, will reduce investment of individual institution in creating extra infrastructure (i.e common Hostel, playground, central Library, Computer lab, common facilities) Institutions not bound by condition of getting affiliated to a state univ. (not bound by territorial jurisdiction norm, free to seek affiliation anywhere in the country)
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The policy of reservation should be one time and no further reservation to that category any more
Allow institutions to increase the intake to accommodate more disadvantaged students and also to fill vacant seats in the reservation category
If sufficient students are not available in the reserved category within the cut off date for admission , the institution should be allowed to fill those seats from other category based on merit and accordingly intimate the concerned authority/regulatory body.
23. 23 Foreign Participation
A clear policy frame work for the foreign universities coming to India for investment to open campus, for offering degree or diploma programme, for establishing of fee for the programme etc
The programmes offered in India should be accredited in their parent country
Uniform guidelines for domestic and foreign educational institutions
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25. 25 EPSI’s Initiative
Developing the “India Education Report” as policy recommendation towards a long overdue integrated policy
Restructuring Regulatory Acts to adopt roles of a facilitator in the domestic and global context
Independent Accreditation Agency with the support of the Business Chambers to facilitate Quality enhancement of educational programmes besides alignment with sectoral requirements.
Vocational Knowledge Centre to facilitate employment oriented educational programmes.
Education Development Bank of India to
Co-ordinated financial support to economically backward sections.
Financial loans to Education Providers for Infrastructure Development.
Establishing Incubators with Industry support and involvement for Research and Development for futuristic products.
Regulating financial support to NGOs with accountability.
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