Education and training in india issues and opinions presented at IIM I National Youth Symposia 2011 adjudged amongst national Top 5 Entry presented by Mr Abhimanyu Sukhwal & Team

1. EDUCATION AND TRAINING IN INDIA
Major issues and opinions
Submitted by:
Abhimanyu Sukhwal || Charles Carvalho || Neha Rayate || Sheena Pathak
Studying PGDM at

2. • Trying to force patients with one heart problem into one right treatment : Huge
mistake
• Rather than memorising facts, education must emphasise solving problems by
applying what is learnt. “When i hear – i forget, when i see – i remember, when i do
– i understand” Confucius
• The Focus shall not be „To identify the right answer‟ but rather „To identify the
right answers‟
• Students taught to look at the world with too narrow perspective. Emphasis must
be on being able to find out information from various sources & to make their best
use to arrive at optimum solution

3. NEWS : HIGHLIGHTING EDUCATION SCENARIO IN INDIA
• Plagiarism glare on 5 IIT’s
• Panel of IIT directors recommend IIT’s accord 70% weightage to board examination
scores in picking students
• “The young may be hungry for learning, but we may not have quality teachers to ignite
their minds. The social order must respect teachers..” ~ Kapil Sibal (HRD minister, GoI
in a speech given at the First Ministerial Plenary Forum on October 2009 at UNESCO
general conference
• 22 DEC, 2010 Noting that the gross enrolment ratio (GER) is "abysmally low" at about
just 11% for higher education in the country, a senior HRD Ministry official said. We
need 500 odd universities, 15,000 colleges, 10,000 technical institutions, 75,000
engineering colleges to reach the target..“

4. REFERENCES
• MHRD (HTTP://EDUCATION.NIC.IN/)
• CBSE (HTTP://CBSE.NIC.IN/)
• UGC (HTTP://WWW.UGC.AC.IN/)
• NCERT (HTTP://WWW.NCERT.NIC.IN/)
• DISTRICT INFORMATION SYSTEM FOR EDUCATION (DISE)
(WWW.DISE.IN)
• WORLD BANK ANALYSIS OF INDIAN EDUCATION SCENARIO
(HTTP://WWW.WORLDBANK.ORG.IN/WBSITE/EXTERNAL/COUNTRIE
S/SOUTHASIAEXT/INDIAEXTN)
• MINISTRY OF STATISTICS AND PROGRAMME IMPLEMENTATION
(MOSPI) (HTTP://WWW.MOSPI.GOV.IN)
• FICCI (Federation of Indian Chambers of Commerce and Industry)
• Ministry of Labor, Planning Commission
• ASSOCHAM ECO PULSE STUDY : Comparative Study of Emerging
Economies on „Quality of Education‟ Nov 2008
• World Economic Forum‟s Global Gender Gap Report 2008
• The Times Higher Education - QS World University Rankings
• Financial Times Global MBA Rankings 2008
• International Monetary Fund, World Economic Outlook Database,
October 2008

5. ISSUES : LEVELS OF EDUCATION PERSPECTIVE

6. ISSUES : LEVELS OF EDUCATION PERSPECTIVE

7. ISSUES : LEVELS OF EDUCATION PERSPECTIVE

8. ISSUES : LEVELS OF EDUCATION PERSPECTIVE
Gross enrolment ratio. Upper secondary. All programmes. Total

9. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

10. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

11. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

12. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

13. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

14. ISSUES: LEVELS OF EDUCATION PERSPECTIVE

15. VET (VOCATIONAL EDUCATION & TRAINING)

16. VET : STRUCTURE, SCOPE AND STATUS

17. STRENGTHENING VET

18. STRENGTHENING VET : ISSUES
• Huge emphasis on general education with lack of focus on VET :
Resulting in more engineers than diploma holders : widespread structural unemployment
(higher workforce required at lower level)
• Type of education was General in 97.8%, Technical in 1.9%, Vocational in 0.3% cases.
• MAIN ISSUES
• Antiquated Curricula, non-availability of courses in new and emerging areas
• Inadequate infrastructure facilities and obsolete equipment, Financing issues
• System unable to attract quality teachers
• Inadequate state policies for training and retraining of faculty and staff
• Lack of flexibility and autonomy to the institutions
• Inadequate industry institute participation
• Lack of Research and development in technician education
• Employability and demand and supply matching
• Informal sector’s requirement
• Inadequate use of Technology
• Linkage to local demand
• Teacher’s training and retention

19. STRENGTHENING VET: ISSUES
• Reforming vocational education and training by:
- Expanding vocational training in high-growth sectors to overcome existing skills shortages
- Setting common standards for training
- Ensuring accountability and good use of resources
• Only 1 out of 10 young people has access to higher education, and this is predominantly among
the well-off : Tertiary education needs to be expanded, especially among low and middle-
income students
• Reforms in the governance structure of higher education, decentralization, and major
investments in faculty development required
• VET to be more flexible and inclusive for sustainable growth. Higher focus on VET ( Vocational
education and training ) to increase skills in service oriented occupations across masses. Need
to study and collaborate with leaders in VET to create a highly effective framework e.g.
Australian VET content is defined, developed and reviewed by one of the 11 industry skills
councils and not by govt. or training providers
• Govt. to promote PPP & industry and academia interaction to narrow the existing gap between
the demand & supply of the skilled

20. STRENGTHENING VET : SUGGESTIONS

21. MAJOR ISSUES CONFRONTING INDIAN
EDUCATION & TRAINING INDUSTRY
WHAT IS TAUGHT
WHO ARE TAUGHT
HOW ARE IMPARTED SKILLS MEASURED AND
GRADED

22. ISSUES : WHAT IS TAUGHT
• LACK OF EMPHASIS ON :-
• Spiritual, moral education
Too much energy in your country is spent on developing the mind instead of the heart –
Develop the heart ~ Tenzin Gyatso, XIV Dalai Lama
• Essential life skills education and training ( self knowledge , self management , critical
thinking, work skills , money and time management )
• Content up-gradation & collaboration : widening gap between Industry expectations and
academic coursework
• Innovation, practical work & creativity
• Skills enabling self-employment & entrepreneurship
• Mentoring, Career guidance and counseling
• International standard of coursework, stepwise up gradation required
• General tendency in the world of academics to look down upon on failure rather than encourage
failure. Edison failed so many times before inventing the light-bulb. This amply demonstrates
that failing is not bad in fact it is proof that we are open to learning and if people did not risk
failing most of the modern day inventions we take for granted wouldn’t exist !

23. ISSUES : WHAT IS TAUGHT

24. ISSUES : WHAT IS TAUGHT :: SUGGESTIONS
 Provide students full access to information ( as in “real life” ) and then train them on
evaluating and putting the right information to the best use
e.g. Longer duration open book tests: POM examination Pininfarina Case : an Italian car
design firm and coachbuilder. ( Developer of Ferrari, Fiat, Rolls Royce Alfa romeo ) to
structure major challenges faced, operations strategy and optimal solution
 Common Schooling system: Sharing resources across public and private schools
 Increase investment in education infra, a greater pie of GDP spending
 Greater benefits to Teachers to attract more talent into the profession
 Create a NBN (National broadband network) to enable high speed connectivity to maximize
utilization of WWW. Subsidize hardware, connectivity costs with special focus in rural & semi
urban zones
 Digitization of libraries and mass availability through centralized system
 Practical Education & training by on learning by cases, projects and practical industry
exposure
 Current learning taking place is not 'Learning with understanding' : Procedural or rote-based
and not one of 'Learning with Understanding' as students find it difficult to answer questions
that require a deeper understanding of the concept, can comparatively handle only
straightforward questions and not atypical ones. Inputs from educational research
organisations like Educational initiatives [EI] (IIM-A Alumni venture) are indispensable
 Spreading DIGITAL LITERACY

25. ISSUES : WHAT IS TAUGHT :: SUGGESTIONS ::
DIGITAL LITERACY

26. ISSUES: WHO ARE BEING TAUGHT
• Bureaucracy, Quota wars for admissions
• Meritorious students unable to get admissions due to financial constraints
• Job seekers facing problem of underemployment
• Socio-economic pressures: Make it difficult for students to attend regular classes
• Systemic pressures: Resulted in shortage of qualified teachers : Better scope of improvement
• Discrepancies in form of varying difficulty of teaching curricula across different geographic regions
e.g. Differing levels of education across central and state boards
• GER Statistics ( Source: UNESCO institute for Statistics )
Current (Dec 2010) GER for Higher education : 11% (Less than half of world average) Target: 30%
GER by 2020

27. ISSUES: WHO ARE BEING TAUGHT :: SUGGESTIONS
• Education collaboration network (ECN):
• Utilization of ICT for enabling distributed content creation and facilitate wide access
• Collaboration amongst teachers to make use of knowledge bank consisting of teaching aids,
supplementary material, assignments, examples etc. for participatory development of training
material
• Usage scenario: A teacher wanting to improve understanding of Newton’s laws goes to community
portal in his village. Benefits from ranked notes, videos, coursework, examples and makes his own
notes. Prints required material. His selections leads to updation in rankings of the material available
on ECN
• In longer term, teachers will become better teachers, material will improve and operational
efficiency will increase
• Admissions strictly on basis of merit , minimize quotas gradually
• Issues with discrepancy of level of educational course-work across regions and boards to be sorted out
by implementing measures like Common curriculum as initiated by MHRD
• Facilitate remote learning through innovative methodology like
• E-Learning: Learning through Video conferencing, Video chat etc.
• Self descriptive educational software

28. ISSUES: WHO ARE BEING TAUGHT :: SUGGESTIONS
• Major reasons for non-enrolment
• Parents not interested in education of
children 33%
• Education not considered necessary 22%
• Financial constraints 21%
• Major reasons for Discontinuance / drop-out
• Financial constraints 21%
• Child not interested in studies 20%
• Unable to cope up or failure in studies
10%
• Completed desired level or class 10%
• Parents not interested in studies 9%
(Source: NSS
The 64th Round survey (July 2007 - June 2008))

29. ISSUES: WHO ARE BEING TAUGHT :: SUGGESTIONS
A-View‟s Multi
display approach

30. ISSUES: HOW ARE SKILLS MEASURED AND GRADED
• Standardized tests encourage memorization skills entirely based on information recall
• Students are Proficient test takers but terrible thinkers
• Good memorization skills but bad problem solving, DI, analytical & reasoning skills
• 21st Century demands Innovation, Creativity and Collaboration. In today’s age recalling
information is no longer what sets apart great minds from the weak ones
• The student who can find the BEST information , and make most EFFECTIVE use of the same
will rise to the top. They will not be doing this in the standard ways but creative ones
• Suggestions : Need to devise ways to
• Test application based skills of students, bent of creativity and reasoning, problem solving
skills by ways like Scoring rubrics with detailed granular codes to capture different
answers
• Quantify performance based on finding the optimal solution to a problem
• If HUMAN RESOURCE ACCOUNTING is getting widely accepted in business, why not
EXTRA CURRICULAR SKILLS GRADING ?

31. NCERT ONLINE TEXTBOOK SYSTEM

32. NCERT ONLINE TEXTBOOK SYSTEM

33. NCERT ONLINE TEXTBOOK SYSTEM
AWARENESS is indispensable !! Good work needs to be
communicated for masses to make optimum utilization

34. THANK YOU
&
Q&A