EDIFY

By-Team madeit9 (CREDI1080);

Members-Manuj Dixit (Team Leader),Shrutika Yeola,Sonali Mittal, Ruchil Kothari.

INTRODUCTION
Edify, as the name suggests deals with the modifications to be brought in education
system for its improvement. In our opinion every problem regarding better
education to people has been solved whether at small scale or large scale. In our
paper we are going to highlight some programs that are running and are more
beneficial for education and its betterment and we are also going to suggest our
own solutions to the problem that we have encountered in education system. The
paper is divided into sections which are arranged to the ideas enlisted in the
problem statement already.
1. Vocational Education
IntroductionEvery handicraft has to be taught not merely mechanically as is done today, but
scientifically. This is to say, the child should learn the why and wherefore of every
process. - Gandhis Philosophy of Education.
The objective of this note is to assess and describe the need for introducing
Vocational education at higher and tertiary levels and for establishing a Vocational
University. The note also summarizes the present Indian and International
Vocational Education scenario and its problems. The note also puts up
recommendation for policies with the need for implementation at State and
National Level and suggests possible models to introduce Vocational Education at
the higher / tertiary levels. Traditional knowledge refers to the knowledge,
innovations and practices of indigenous and local communities around the world.
Developed from experience gained over the centuries and adapted to the local
culture and environment, traditional knowledge is transmitted orally from
generation to generation. It tends to be collectively owned and takes the form of

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stories, songs, folklore, proverbs, cultural values, beliefs, rituals, community laws,
local language, and agricultural practices, including the development of plant
species and animal breeds.
Measures->
Vocational Courses need to diversify in following fields:
Agriculture: Poultry Production, Fisheries/Fish Processing, Dairying,
Sericulture etc.
Business and Commerce: Banking, Marketing and Salesmanship, Office
Secretary
Ship / Stenography, Co-operation, Export-Import Practices.
Engineering and Technology: Civil Construction/Maintenance, Mechanical
Servicing, Audio Visual Technician, Maintenance and Repair of Electrical
Domestic Appliances, Building and Road Construction.
Health and Paramedical: Medical Laboratory/ Technology Assistant, Health
Worker, Nursing, Health Sanitary Inspector Hospital Documentation,
Hospital Housekeeping, Ophthalmic Technology.
Home Science: Commercial Garment Designing and Making, Clothing for
the Family, Health Care and Beauty Culture, Bleaching Dyeing and Fabric
Painting, Knitting Technology, Institutional House Keeping .
Humanities Science and Education: Library and Information Science,
Instrumental Music (Percussion Tabla), Classical Dance (Kathak), Indian
Music (Hindustani Vocal Music), Photography, Commercial Art, Physical
Education, Bharat Natyam, Cotton Classifier.
This will open self-employment opportunities for weaker sections of societies and
make them preserve their art form which turns out to be the source of income.
Once the ides expands it can take the form of entrepreneurship leading various
lives and making a new face of world where the rare forms are cultivated.
Sources: Annual Report : (2008) Ministry of Human Resource Development,
Department of Education, India National Development Council Document.
India Skill Formation and Employment Assurance in the Unorganised Sector
(2009): National Commission for Enterprises in the Unorganised Sector.

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2. Institutional Development

Maintenance of partnership between Govt., Public & Private Sectors and the
Universities
The main governing body at the tertiary level is the University Grants
Commission, which helps coordinate between the centre and the state. Regulatory
authorities like UGC and AICTE have been trying to extirpate private universities
that run courses with no affiliation or recognition. Students from rural and semi
urban background often fall prey to them.
Under Department of Higher Education, MHRD, Government of India, following
schemes which integrate the role of government and universities to make students
learn according to working needs are running successfully:
National Scheme Of Apprenticeship Training
The basic objective of the Scheme is to fulfill/match, any gap, in so far
practical/hands on experience of fresh Graduate Engineers, Diploma holders and
10+2. Vocational pass-outs and also to enhance their technical skills for making
their suitability in job absorption as per the needs of the Industry.
Salient Features Hands on experience of fresh Graduate Engineers, Diploma holders and
10+2, as per the needs of industry.
Average stipend is about 3000/- per month.
Support for Distance Education & Web Based Learning (NPTEL)
The Programme was formally launched by the erstwhile Minister for Human
Resource Development, Late Shri Arjun Singh, on September 3, 2006 in IIT
Madras.

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Modification of curriculum to meet national objectives as well as industrial

needs.
Higher educational institutes could collaborate with companies, local enterprise
partnerships and chambers of commerce to develop long-term skills strategies for
each region.
Technology Development Mission
Started in 1993, the Technology Development Missions (TDM) started at all the
IITs and IISc with the objective of a concerted national effort towards technology
development with direct involvement and participation of industries.
Standardization to avoid regional disparities.
In educational development, the States like Kerala, Tamil Nadu, Punjab, and
Gujarat are in the forefront and others are far behind. Here is a table which shows
comparison between poverty and literacy rates.

This analysis reveals that in the overall performance in poverty reduction and
education development, there were regional disparities in India. Kerala, Gujrat,

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Tamil Nadu, Karnataka and West Bengal were in the top position in overall
ranking whereas Madhya Pradesh, Rajasthan, Bihar, Orissa and Uttar Pradesh
(BIMURAO States) were shared lowest positions as usual.
There is substantial evidence that education can reduce poverty. This connection
between education and poverty work through three mechanisms firstly, more
educated people earn more; secondly, more education improves economic growth
and thereby economic opportunities and incomes; and thirdly, education brings
social benefits that improves economic development. Poverty reduction and
education development are the prerequisite for inclusive growth which is being
emphasized by the Planning Commission. Therefore more technical and
management institutes must be laid in these states. Also the educational budget of
these states should become little bit more focused on higher education.
Sources-www.mhrd.gov.in, Government of India (2011): Faster, Sustainable and
More Inclusive Growth: An Approach to the 12th Five Year Plan, New Delhi,
Planning Commission of India.
3. Language Barriers

Language barriers are difficulties faced when people who have no language in
common attempt to communicate with each other. This result into Poor performance of tribal students in high school examsTribal students find difficult to compete with students of high school.
1. TEQIP (Technical education quality improvement program phase II) aims in
improving the academic performance of weak students through the equity action
plan.
2. Weak students includes those who lacked self-confidence due to inadequate
language, poor performance etc.
3. In this first weak students of engineering institutes are identified and then
several interventions, implemented to them by the institutions, are effectively
executed.

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4. Its important goal is to ensure that all students perform well academically and
secure good job in the line of education they have received.
Low % of tribal students in technical institutes1. Language barrier is main reason for the low performance of
2. MLE in Andhra Pradesh (having 35 tribal communities) and
3. They have included language and mathematics in course from the students as
school practices have predicted maintenance of these tribal practices as cognitive
and socio- economic burden.
Orissa (having 62 tribal communities) have effectively worked on this problem.
grade 1.
We suggest the following solutions for the problem:1. In school time at least 3 languages should be taught to students.
2. After 9th standard there should be a course of a particular language in which
student wants to study after 10th.
3. Govt. should make it compulsory for all colleges to include courses of Hindi &
English.
AnusaarakaThis is a system which makes text in one Indian language accessible in other
Indian language. In it the language load is taken by machine and text interpretation
is done by man.It is effective for students who wish to continue with their tribal
language and present the work in front of other non-tribal people.
Sources- http://www.npiu.nic.in, http://sanskrit.uohyd.ernet.in,
4. Talent Management
Talent managementTalent management is the process of attracting highly skilled candidates and
retaining talent to meet the business objectives.
Standardisation of Teaching practices in the institutions-

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 Traditional skills of teaching are falling out of fashion. Students dont learn
the things , they are just mugging them to pass the exam.
Standardized testing determines everything, and aptitude of students is not
recognized outside this format.
To improve teaching facilities we suggest following changes in education system Teachers should give practical examples for most of the concepts so that
students become more practical.
Teachers should make a class interactive so that students can overcome on
their introvert nature.
Instead of having reservation in education we should have better government
schools.
Government should give more attention on quality of teachers in schools.
Ratio of no. of teachers to no. of students of a particular standard should lie
between 1:30 and 1:35, so that teacher can pay attention on each student.
Teaching as a rewarding career to attract quality-

In a report by National Council for Teachers Education (NCTE), it was estimated

that India needs 1.2million school teachers if it to fulfil the Right to Education Act
requirement of 1:30 teacher student ratio across the country.
This is because of less attraction of people towards teaching. To increase then
number of teachers we are suggesting following ideas The salary of a normal teacher in India is far below from a person working
for a descent company. So, by increasing salary of a teacher we can increase
number of teachers in India.
By increasing employment we can increase number of teachers.
TFI is doing that to an extent. It is a non-profit organisation that selects college
graduates and professionals to teach in low-income schools for two years. It gives
training to fellows so that they can become good teachers. Thus this organisation is
helping in improvement of our education system.

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Source - www.teachforindia.org/about-us/what-we-do.
5. Finance and Infrastructure
Problem->
One of the factors why the capacity utilization is low in upcoming/new
institutions/colleges (both in private and public sectors) is their inability to provide
necessary physical infrastructure to run the institutions. The infrastructure facilities
desirable to rank the institutions of better quality include real estate, state of the art
class rooms, library, hostels, furniture, sports facilities, transport, commercial
buildings, etc. We need to ensure apolitical private sector participation in the
establishment of colleges for providing quality physical infrastructure.
Measures->
The Government is making efforts to improve the education system in terms of
various parameters like GER, quality, investments, infrastructure, etc. But we need
to recognize the constraints for the Government to make a big turnaround with
huge investments in education.
I believe that the collaborative efforts between universities/colleges and corporates
would help in organizing joint research and development, students getting
exposure to industrial activities in terms of internships, corporate training during
vacations and issuing of certificates by corporates for attending internship/training
etc. and, thus, facilitating in image building and branding of institutions and
making the students more job-worthy.
Though infrastructure investment targets are ambitious, much of it can be financed
domestically. The Working Sub-Group on Infrastructure (WSGI) (2012-17) has
estimated that such high rates of infrastructure investment constitute over one-third
of India's financial savings and could entail as much as 21 per cent of the
incremental financial savings being directed to infrastructure. The WSGI (201217) has opined that it is not just the adequacy of domestic financial savings that
matters. These savings have to be intermediated into infrastructure to achieve these
targets.
Infrastructure investment was financed largely by budgetary allocations and
through the internal resources of public sector enterprises engaged in

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infrastructure. Infrastructure spending picked up substantially with an important

role played by the private sector during the Eleventh Five Year Plan.
Infrastructure spending relied upon the financial system significantly during this
period. Most of the debt financing came from banks, NBFCs, ECB, mutual funds,
private equity funds, venture capital funds,and microfinance institutions, followed
by insurance companies.

Commercial Banks
Commercial banks stepped up lending to infrastructure companies largely by
unwinding their excess investments in government securities.
Non-Banking Finance Companies (NBFCs)

The WSGI (2012-17) has observed that the increased credit demand for power,
telecom, and road sectors allows NBFCs to increase their lending sharply towards
infrastructure projects. The key Infrastructure Finance Companies (IFC) are Power
Finance Corporation (PFC), Rural Electrification Corporation Limited (REC), The
Infrastructure Development Finance Company Limited (IDFC), India
Infrastructure Finance Company Limited (IIFCL), L&T infra, and Industrial
Finance Corporation of India (IFCI).
Public Private Relationship
I believe that private sector has started playing a distinctive role in improving the
education system in India. In this context, it is useful to explore the possibility of
public private partnership (PPP) model in education. This is not only going to
reduce the burden of the Government in incurring high cost of providing basic
infrastructure facilities but also lead to construction of state of the art buildings,
labs,libraries, hostels etc.
Source: http://www.rbi.org.in/scripts/BS_SpeechesView.aspx?Id=588
6. Small Scale Model

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The state of Uttarakhand is divided into two regionsKumaun and Garhwal. The
state has 13 districts (four more have been declared recently) which are further
split into sub divisions and development blocks. Since its inception, the state has
shown growth in all the fields. But, this growth seems to confine only in the plains,
the hilly regions being still deprived of development. The major lacuna felt was the
prevailing inequality in geographical distribution and settlement. Industries in
Uttarakhand have created about 2.8lakhs jobs but these are in plains and hence,
most of the growth due to industrialization is confined to the plains only.
At the same time, the hill districts of Uttarakhand have tremendous potential. The
vast natural resources add to the states attractiveness as an investment destination,
especially for tourism and agriculture and forest based industries.
Uttarakhand is the first state in the country to have created Tourist Development
Board by legislation .Also it is the first one to be called an Organic State.
Tourism is thought to be the principal source of revenue in the state of
Uttarakhand.
There is a shortage of quality institutions and teachers to impart
training to the new generation and to upgrade the skills required for
foreign tourism.
The level of education is quite good but there are a large number of
unemployed educated youth in the hills. There is an immediate need to
improve the communication skills of personnel in the hospitality
industry.
There is a similar requirement for organizing local training of personnel
employed at front offices, housekeeping, food production, restaurant
services, travel agencies, etc. These training programmes can be
organized by hospitality and management institutes.
Skills in English and other languages should be given high priority, also
IT education must be made compulsory. In a nut shell it could be
concluded that there is a need to develop human resources and hold capacity
building training programmes.
The problems of inadequate information about best crops and best practices
that are faced by farmers are crucial to the development of horticulture. The
planning for horticultural development has to include a continuous process
of scientific market analysis that will determine the most remunerative crop
or group of crops for a particular region. The institutions for the
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dissemination of knowledge about these crops and the scientific methods

of horticulture have to be strengthened. More agriculture institutions
must be laid down.
We propose following changes to take place in overall education system: At 10+2 educational level, children must be taught every optional
subject and excelling in each of them must not be compulsory.
The choice of higher education must be made by performance of
students in particular optional field.
Computer and basic technical knowledge should be made compulsory
at all stages.
Sources-www.euttaranchal.com,
http://www.ecotourism.org/textfiles/eagles.txt , Uttaranchal year book,2009,
Winsor Publication, Dehradun

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