privatisation of education in india essay

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Essay on Privatization of Higher Education in India

August 3, 2019 by Sandeep

500+ Words Essay on Privatization of Higher Education

“Education is the most powerful weapon which can be used to change the world.” This beautiful thought had been voiced out by Nelson Mandela, and is so true in fact, that it still strikes a chord within us now.

The world cannot progress or change in any way unless the people make a step to do so, and they would not know what step to take or how to take it unless they were educated.

On the basis of size, India has the third largest higher educational system in the world, next to China and to United States. It has grown rapidly after achieving independence.

In terms of the number of educational institutes, India has an upper rank in the world. Even the Constitution of India , under various articles, commands that free and compulsory education be provided to children between the ages of 6 and 14 as a fundamental right.

The Education system in India consists of three phases as funding, philanthropic to public and then to private financing. The changing patterns have altered the regulations, equity, efficiency and quality of higher education. This has led to privatization of education on a large scale.

What is privatization of education?

In India, there are two types of schools – the government owned and aided ones, and the privately owned and managed schools. The government owned schools are not known to provide the standard of education and the excellent facilities available at and offered by the privately owned schools to the students.

Another drawback of the government owned schools is that most wards drop out after just a few years of education. One of the most important causes of this phenomenon is because of the paucity and lack of employment opportunities for the educated youth of India, especially from the rural areas.

Even after receiving a postgraduate degree, most youth must sit at home without a job. If this has to be the case, and the youth get only menial occupation opportunities in spite of being educated, then it is thought to be better to spend school time working instead in that sector and gaining some experience. Education is such a situation becomes more of a method of wasting time and is not given much importance.

Advantages of Privatizing Higher Education

Due to structural adjustment program going on globally, many countries are trying to explore alternative sources other than the public treasury for various development programmes. In the context of higher education, advocacy of private financing has become increasingly common.

It cannot be denied that most private institutes provide much better schooling facilities in comparison to the government owned institutes. In fact, most privately owned institutes specialize in a variety of boards, including ICSE (Indian Certificate of Secondary Education), CBSE (Central Board of Secondary Education), or even IGCSE (International General Certificate of Secondary Education).

Government schools as a rule specialize only in SSC (Secondary School Certificate). As a result, government owned schools focus on simplified portion, that too often rote learned whereas the latter focuses on practical applications, laboratory experiments and real life skills.

Another reason why government schools are not preferred over private institutes is because of the teachers employed. Most teachers at public schools are given a pittance of a salary and are hence, hardly motivated to work well. When teachers do not report to school, or even stay home from work often, students fail to show up too, learning by example, or simply wasting away their day.

On the other hand, since a lot of students drop out for reasons mentioned before, some teachers feel disillusioned and leave their jobs as well. This leaves the students who are actually willing to learn and motivated to get a true education, in the lurch. In this way, the whole process of education is devalued and reduced to nothing more than a farce.

Another major advantage that private institutes have is that it will end reservations and minority quota forever. At most government owned institutes, more than 50 % of the seats were for minority quota. This seems unfair in several ways.

Disadvantages of Privatizing Higher Education

Although there are a lot of pros to privatizing higher education, it has its fair share of cons too. Most of the higher education institutes in the country are already owned by private individuals. There are very few higher education institutes owned by government.

These private institutes charge inexplicably high amount of fees and only a few of them justify with the amount charged by providing quality education whereas in government institutes fess is low and there are limited number of seats.

Also, admissions in government institutes take place on merit basis but this is not so in private institutes, where admissions are often on the basis of donations to the school.

They are often more professional and profit driven than inclined to be a good place for studying. Privatization of education simply means that government is having less control over the higher education sector and letting the private organizations work with complete autonomy.

Although the quality of education can be more refined, however it still limits the check on these organizations, whose primary aim is not education but simply business that comes at the cost of high-end fees, commercialisation of education and even misuse of power. There is also financial unaccountability, as these centres can then become places for illicit trading of money.

The concept of privatization of higher education is completely against the constitution of India which promises to give everyone equal opportunities without any discrimination. This is true because of the scenario in private institutions where one handful of money buys better access to education.

Somehow, it gives the impression that a son of a farmer cannot dream high or rather, can only stay a farmer. Only the one with an affluent family backing him up and more connections can carve out their path in fields involving higher studies. It leaves the poor with nothing more than unfulfilled dreams. Hence, there will be a degradation in the quantity of graduates.

To quote Bill Gates, “Research shows that there is only half as much variation in student achievement between schools as there is among classrooms in the same school. If you want your child to get the best education possible, it is actually more important to get him assigned to a great teacher than to a great school.”

Education is a task which should consider all around development of alumni whereas private owned educational institutes are only concerned with high standards of behaviour more than moral, ethical, and emotional values. In the real world, there is a greater need for the ethically concerned ones in order to make ourselves comfortable.

Education is not a business as most of the privatized universities seem to practice. It should be all-inclusive, not exclusive. If one has the skills, he/she should be able to pursue their dreams no matter what status he or she belongs to.

Over the past six decades, India made considerable efforts in the field of higher education. Indian Institutes of Technology and Indian Institutes of Management have emerged as the institutes of excellence although they are government owned universities.

In order for the higher education of students to improve further, the best way would be for the public and private sector to work together.

Only then they will be able to take in more students and also obtain more funding from the government, which will make their facilities less expensive.

The important task in present scenario is to impart better and quality education. Children are the nation builders of the future and it is necessary to mould them into the good citizens. We need to provide them with the proper tools of education so that they can become the pillar of the nation’s growth.

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Privatisation of Education – Advantages and Disadvantages

Since the past few decades, Indian economy has undergone consequential policy alteration and introduces a new model of economic reforms, commonly known as LPG i.e. Liberalisation, Privatisation and Globalization. This set of reforms was brought in to help India grow better and communize with the other bigger economies of the world. Out of all, Privatisation has brought about breakneck changes in the educational sector, which has impacted our society in both positive and negatives ways. Privatisation has enabled the private parties such as individual organisations, religious institutions and other non government bodies to acquire the education industry and encourage them to accommodate to the growing demand of education across the country. There is no denying to the fact that privatisation has provided a whole new dimension to the education sector and also it has lifted our literacy rate from 48.2% in 1991 to 71.96% in 2015. Read this article to know about Privatisation of Education – Advantages and Disadvantages. Also find Schools in India both Private and Government.

Advantages of Privatisation of Education

Similarly, there are many things that privatisation has contributed positively to our society, which includes following:

Accessible Education: There is a massive increase in the number of schools and educational institutions across the country. Education is now easily accessible to those who can afford to pay the school fees.
Improved Infrastructure: Undoubtedly, private sector has made remarkable infrastructure changes and has replenished state of the art framework.
Advanced teaching: They have introduced modern techniques of teaching, which helps children in better learning and increase their performance. Various modern education technology includes tabs and other gadgets, classflow, etc
Liberty to choose institution: Increase in number of schools and colleges have provided parents with a variety of options to choose from.
Extracurricular activities: Every private school nowadays comes up with new and interesting activity ideas that help a child to learn new things and become active in all aspects.

Disadvantages of Privatisation of Education

Despite of many constructive contributions, there are many facets that have doomed our education sector.

Disparity in public and private schools : Private sector has raised the bars of their school standards too high that government schools are unable to match up to their benchmarks.
Pricey Fee Structures : Modern schools have set their school fees upscale that it is difficult for parents with meagre income to bear those and thus restricts their child’s admission to such schools.
More of a Business : The focus of private schools has shifted from providing education to earning money. This can be very well clarified from the higher donations demanded for admission of even a bright child by such institutions apart from the pricey fee structure.
Discrimination : In order to maintain a standard, these institutions strictly avoid admission of people from poor families (which is obvious from their high prices), and thus such children are deterred from procuring education from private schools of such standards.
Lack of trained teachers : Quality of education is a complex issue and is difficult to measure and it has not been certain of any specific method that can provide quality education. Some schools are unable to provide the standardised education due to lack of trained teachers. They are unable to provide the quality education on the uninterrupted basis.

Though privatisation have made considerable contributions and alternatives in education sector but it does uplift the burden of public schools and also do not comply with Human rights regulations. It is observed that it has intensified the sector by introducing complex infrastructure and modern techniques of teaching. It has raised a need to monitor the schools on the basis of equality, monetary demands and to maintain human rights regime.

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Education in India – A Detailed Analysis

Last updated on September 5, 2024 by ClearIAS Team

This article is a detailed analysis of the Education System of India.

The post covers various aspects of the problems faced by the Indian Education sector, the Constitutional provisions related to education, and the education policies adopted by modern India.

History of Education in India

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India has a rich tradition of imparting knowledge.

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The ‘gurukul’ was a type of education system in ancient India with shishya (students) living with the guru in the same house. Nalanda has the oldest university system of education in the world. Students from across the world were attracted to Indian knowledge systems.

Many branches of the knowledge system had their origin in India. Education was considered a higher virtue in ancient India.

However, the renaissance and scientific thinking as happened in Europe didn’t happen in India at that time.

The British who took control of the Indian affairs by that time had different priorities. Education in British India initially lagged a lot.

However, later, the British established the modern education system still followed in India. They replaced age-old systems of education in the country with English ways .

Still, the education system in India needs a lot of reforms.

Current Status of Education in India: Data from Census 2011

Literacy rate in India as per Census 2011: 74%.
Literacy rate: Male: 82.1%; Female: 65.5%
Kerala tops the rankings, followed by Delhi, Maharashtra, and Tamil Nadu.
Bihar is the lowest among states, followed by Arunachal Pradesh, Rajasthan, Jharkhand, etc., however, they are improving their position.
Bihar has a literacy rate of 63.8%, and that of women is 53.3%.
Literacy rates for both adults as well as youths have increased, still, the absolute number of illiterates in India is as much as India’s population was at the time of independence.
The gender gap in terms of literacy began to narrow first in 1991 and the pace has accelerated, however still lags far behind the global female literacy rate of 7% (UNESCO 2015).
There are large state variations in the gender gap.
However, during 2001 – 2011, the male literacy rate increased by 6 percentage points but female literacy increased by nearly 12 percentage points. Achievement in female literacy in Bihar is noteworthy: from 33% in 2001 to 53% in 2011.
Be that as it may, India is still lagging behind the world literacy rate of 86.3%(UNESCO 2015). A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.

Indian Education System: The Present Pyramidal Structure

The Indian education system can broadly be considered as a pyramidal structure:

Pre-primary level: 5-6 years of age.
Primary (elementary) level: 6-14 years of age. Elementary-level education is guaranteed by our constitution under Article 21 A . For this level, the government has introduced Sarva Shiksha Abhiyan (SSA) under the Right To Education(RTE) Act.
Secondary level: Age group between 14-18. For this level, the government has extended SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan .
Higher education: generally of three levels: UG→ PG→ MPhil/PhD. To cater to the requirements of higher education, the government has introduced Rashtriya Uchhattar Shiksha Abhiyan (RUSA).

Read: Examination System in India

Sustainable Development Goals (SDG) related to Education

Goal 4 of SDG : Education for all – ensures equitable, inclusive, and quality education along with the promotion of lifelong learning opportunities for all by 2030.

Provisions in the Indian Constitution related to Education

Under Article 45 in DPSP , it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by the 86th Constitutional Amendment Act of 2002 , making elementary education a fundamental right rather than a directive principle. Article 45 was amended to provide for early childhood care and education to children below the age of six years.
To implement Article 21A, the government legislated the RTE Act. Under this act, SSA – Sarva Shiksha Abhiyan – got a further impetus. SSA aims to provide Universalization of Elementary Education (UEE) in a time-bound manner.
SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing.

RTE Act 2009

86th Amendment Act 2002 introduced Article 21-A, which provides for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right.
The Right of Children to Free and Compulsory Education (RTE) Act was enacted to implement this fundamental right.

Provisions of the RTE Act

‘Compulsory education’ means an obligation of the government to provide free elementary education and ensure compulsory admission, attendance, and completion of elementary education.
Provision for a non-admitted child to be admitted to an age-appropriate class.
Rational deployment of teachers, ensuring that there is no urban-rural imbalance in their postings.
Prohibition of deployment of teachers for non-educational work, other than services like decennial census, elections, etc.
It prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fees (d) private tuition by teachers (e) running of schools without recognition.
Development of curriculum in consonance with the values enshrined in the constitution, ensuring all-around development of the child, building a system of child-friendly and child-centered learning.
To further inclusiveness, 25% reservation is provided for disadvantaged students in private schools.

Criticisms of the RTE Act

Even though the RTE + SSA have increased access to schools, resulting in a high enrollment rate, dropout rates increased in tandem. However, there is inadequate attention given to this scenario.
There is a fear of financial burden on the government for teacher recruitment and training.
The grey area of teacher transfer is also not helping the cause.
Since all state holidays are not relevant for all localities, such a calendar preparation by local authorities can increase attendance and can also encourage local panchayats to take ownership of schools.
RTE students in private schools are paying extra fees as the schools claim that the government fund provided for the same is not adequate.
Most private schools treat RTE as charity and demand that the onus of universalizing education should be on the government’s head rather than putting pressure on them.
70% of students are in government schools. So it must be fixed in priority, by providing infrastructure , teacher quality , and targeted learning for children from disadvantaged groups to provide an equitable education system.
Under the RTE Act, till class 8, students should not be failed in exams. This is called the No detention policy. It had reduced dropout rates.
There is growing criticism of the policy resulting in reducing the quality of elementary education. Hence the RTE Act was amended to scrap the policy.
RTE Act prioritized schooling of children only from the age of 6, thus ignoring pre-school education. Kothari Commission had recommended the establishment of a center for the development of pre-primary education in each district.
District Information System for Education (DISE) report states that 30% of primary and 15% of upper primary schools have higher PTRs.
According to the Economic Survey 2018-19, the PTR at the national level for primary schools is 23 and 27 for secondary schools. Thus PTR appears to be satisfactory, as there are sufficient teachers. However, the main issue is a balanced deployment of teachers based on student strength.
Even though the Student-Classroom ratio (SCR) improved in almost all of the States, there is disparity across the country.

Modern Education in India: The Evolution of the System through various policies

The British government had introduced modern education in India. From Macaulay’s minutes to Wood’s dispatch to several commissions like the Sadler Commission, 1904 Indian education policy, etc. built the foundation of the Indian education system during the colonial period.

Radhakrishnan committee

In 1948-49, the University Education Commission was constituted under Radhakrishnan . It molded the education system based on the needs of an independent India. The pre-Independent Indian education value system was catering to colonial masters. There was a need to replace Macaulayism with the Indian value system. ( Macaulayism is the policy of eliminating indigenous culture through the planned substitution of the alien culture of a colonizing power via the education system). Some of the values mentioned in the commission were:

Wisdom and Knowledge
Aims of the Social Order : the desired social order for which youths are being educated.
Love for higher values in life
Training for Leadership

The Independent Indian education system developed along the lines of this value framework. In the present times, where there are imminent threats of political ideologies hijacking the pedagogy of education and commercialization of education eroding value systems, it is appreciable to dust off the values promulgated by the commission. A recent controversial circular by the Central University of Kerala (CUK), directing that research topics for Ph.D. students must be by ‘national priorities’, and research in ‘irrelevant topics’ and ‘privilege areas’ must be discouraged, is a case in point.

Kothari commission

If the Radhakrishnan committee charted out the value system of the Indian education system, it was the Kothari Commission that provided the basic framework of the same. The commission provided for:

Standardization of educational system on 10+2+3 pattern.
Emphasized the need to make work experience and social/national service an integral part of education.
Linking of colleges to several schools in the neighborhood.
Equalization of opportunities to all and to achieve social and national integration .
Neighborhood school system without social or religious segregation and a s chool complex system integrating primary and secondary levels of education.
Establishment of Indian Education Service.
On-the-job training of the teaching staff and efforts to raise the status of the teachers to attract talents into the profession.
To raise expenditure on education from 2.9% of the GDP to 6% by 1985.

This committee report paved the way for the National Educational Policy 1968 which provided the base and roadmap for further development of the education system in India.

National Educational Policy 1968

The policy provided for “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
Increase public expenditure on education to 6% of GDP.
Provide for better training and qualification of teachers.
Three-language formula : state governments should implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi-speaking states. Hindi was encouraged uniformly to promote a common language for all Indians.

National Educational Policy 1985

The policy aimed at the removal of disparities and to equalize educational opportunities, especially for women, SC and ST.
Launching of “Operation Blackboard” to improve primary schools nationwide.
IGNOU, the Open University, was formed.
Adoption of the “rural university” model , based on the philosophy of Mahatma Gandhi, to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanium committee report

ECCE is inconsistent across states. So all government schools should have facilities for pre-primary education, which would facilitate pre-school education by the government instead of the private sector.
The policy of no detention should be upheld only till class five and not till class eight.
There is a steep rise in teacher shortage, absenteeism, and grievances.
Need to constitute an Autonomous Teacher Recruitment Board.
Four years integrated B.Ed. the course should be introduced.
There is an inadequate integration of information technology (IT) and the education sector.
The National Skills Qualification Framework should be scaled up.
The choice of vocational courses should be in line with local opportunities and resources .
Bringing formal certification for vocational education at par with conventional education certificates.
All India Education Service.
Existing separate laws governing individual regulators in higher education should be replaced by the said act.
The role of existing regulatory bodies like UGC and AICTE should be revised.
National Accreditation Board (NAB) subsuming the existing accreditation bodies.

Kasturirangan Report On School Education (Draft National Education Policy)

For restructuring the education system in India, the government is preparing to roll out a New Education Policy that will cater to Indian needs in the 4th Industrial Revolution by making use of its demographic dividend. Committee for Draft National Education Policy (chaired by Dr. K. Kasturirangan) submitted its report on May 31, 2019.

You can read about the National Education Policy 2020 in detail here .

School Education:

Low accessibility.
The curriculum doesn’t meet the developmental needs of children.
Lack of qualified and trained teachers.
Substandard pedagogy.
Currently, most early childhood education is delivered through anganwadis and private preschools. However, there has been less focus on the educational aspects of early childhood.
Guidelines for up to three-year-old children.
Educational framework for three to eight-year-old children.
This would be implemented by improving and expanding the Anganwadi system and co-locating anganwadis with primary schools.
Expanding the ambit of the Act to all children between the ages of three to 18 years, thus including early childhood education and secondary school education.
There should be no detention of children till class eight. Instead, schools must ensure that children are achieving age-appropriate learning levels.
The current structure of school education is to be restructured based on the development needs of students.
10+2+3 structure to be replaced by 5-3-3-4 design comprising: (i) five years of foundational stage (three years of pre-primary school and classes one and two), (ii) three years of preparatory stage (classes three to five), (iii) three years of middle stage (classes six to eight), and (iv) four years of secondary stage (classes nine to 12).
The current education system solely focuses on rote learning. The curriculum load should be reduced to its essential core content.
Force students to concentrate only on a few subjects.
Do not test learning in a formative manner.
Cause stress among students.
To track students’ progress throughout their school experience, State Census Examinations in classes three, five, and eight should be established.
Restructure the board examinations to test only the core concept. These board examinations will be on a range of subjects. The students can choose their subjects and the semester when they want to take these board exams. The in-school final examinations may be replaced by these board examinations.
Although establishing primary schools in every habitation has increased access to education, it has led to the development of very small schools making it operationally complex. Hence the multiple public schools should be brought together to form a school complex .
A complex will consist of one secondary school (classes nine to twelve) and all the public schools in its neighborhood that offer education from pre-primary to class eight.
These will also include anganwadis, vocational education facilities, and an adult education center.
Each school complex will be a semi-autonomous unit providing integrated education across all stages from early childhood to secondary education.
This will ensure that resources such as infrastructure and trained teachers can be efficiently shared across a school complex.
A steep rise in a teacher shortage, lack of professionally qualified teachers, and deployment of teachers for non-educational purposes have plagued the system.
Teachers should be deployed with a particular school complex for at least five to seven years.
They will not be allowed to participate in any non-teaching activities during school hours.
Existing B.Ed. the program will be replaced by a four-year integrated B.Ed. program that combines high-quality content, pedagogy, and practical training. An integrated continuous professional development will also be developed for all subjects.
Separating the regulation of schools from aspects such as policymaking, school operations, and academic development.
Independent State School Regulatory Authority for each state will prescribe basic uniform standards for public and private schools.
The Department of Education of the State will formulate policy and conduct monitoring and supervision.

Higher Education

According to the All India Survey on Higher Education , the Gross Enrolment Ratio (GER) in higher education in India has increased from 20.8% in 2011-12 to 25.8% in 2017-18. Lack of access is a major reason behind the low intake of higher education. The policy aims to increase GER to 50% by 2035.
Multiple regulators with overlapping mandates reduce the autonomy of higher educational institutions and create an environment of dependency and centralized decision-making.
The National Higher Education Regulatory Authority (NHERA) should replace the existing individual regulators in higher education. Thus the role of all professional councils such as AICTE would be limited to setting standards for professional practice. The role of the UGC will be limited to providing grants.
Separate the National Assessment and Accreditation Council (NAAC) from the UGC into an independent and autonomous body. It will function as the top-level accreditor and will issue licenses to different accreditation institutions. All existing higher education institutions should be accredited by 2030.
Replacing the current system of establishing higher educational institutions by Parliament or state legislatures. Instead, institutions can be set up through a Higher Education Institution Charter from NHERA.
Research universities focus equally on research and teaching.
Universities focus primarily on teaching.
Colleges focus only on teaching at undergraduate levels.
All such institutions will gradually move towards full autonomy.
Total investment in research and innovation in India has declined from 0.84% of GDP in 2008 to 0.69% in 2014. India also lags behind many nations in the number of researchers, patents, and publications.
NRF will act as an autonomous body for funding, mentoring, and building the capacity for quality research.
Undergraduate programs should be made interdisciplinary by redesigning their curriculum to include: a common core curriculum; and one/two area(s) of specialization.
Introduce four-year undergraduate programs in Liberal Arts.
By the next five years, five Indian Institutes of Liberal Arts must be set up as model multidisciplinary liberal arts institutions.
Poor service conditions and heavy teaching loads, augmented by a lack of autonomy and no clear career progression system, have resulted in low faculty motivation.
Introduction of a Continuous Professional Development program and permanent employment track system for faculty in all higher education institutions by 2030.
The student-teacher ratio of not more than 30:1 must be ensured.
All higher education institutions must have complete autonomy on curricular, pedagogical, and resource-related matters.

Read: Institutions of Eminence Scheme

Additional Key Focus Areas:

Additional key focus areas are (1) Technology in Education (2) Vocational Education (3) Adult Education and (4) the Promotion of Indian Languages.

Technology in Education

Improving the classroom process of teaching, learning, and evaluation
Aiding teacher training.
Improving access to education.
Improving the overall planning, administration, and management of the entire education system.
Electrification of all educational institutions paves the way for technology induction.
An autonomous body, the National Education Technology Forum, set up under the Mission, will facilitate decision-making on the use of technology.
Single online digital repository to make available copyright-free educational resources in multiple languages.

Vocational Education

Less than 5% of the workforce in the age group of 19-24 receives vocational education in India, in contrast to 52% in the USA, 75% in Germany and 96% in South Korea.
Vocational courses : All school students must receive vocational education in at least one vocation in grades 9 to 12.
Higher Education Institutions must offer vocational courses that are integrated into undergraduate education programs.
The draft Policy targets to offer vocational education to up to 50% of the total enrolment in higher education institutions by 2025, up from the present level of enrolment of below 10%.
National Committee for the Integration of Vocational Education for charting out plans for the above objectives.

Adult Education

As per Census 2011, India had a total of 26.5 crore adult non-literate (15 years and above).

Establishing an autonomous Central Institute of Adult Education as a constituent unit of NCERT. It will develop a National Curriculum Framework for adult education.
Adult Education Centers will be included within the school complexes.
Relevant courses are made available at the National Institute of Open Schooling.
National Adult Tutors Programme to build a cadre of adult education instructors and managers.

Read: New India Literacy Programme (NILP)

Education and Indian Languages

The medium of instruction must be the mother tongue until grade 5, and preferably until grade 8.
3 language formula be continued and flexibility in the implementation of the formula should be provided. Implementation of the formula needs to be strengthened, particularly in Hindi-speaking states. Schools in Hindi-speaking areas should also teach Indian languages from other parts of India for national integration.
To promote Indian languages, a National Institute for Pali, Persian, and Prakrit will be set up.
The mandate of the Commission for Scientific and Technical Terminology will be expanded to include all fields and disciplines to strengthen vocabulary in Indian languages.

Transforming Education

The policy talked about the synergistic functioning of India’s education system, to deliver equity and excellence at all levels, from vision to implementation, led by a new Rashtriya Shiksha Aayog.

Education Governance

Revitalize education governance by bringing in synergy and coordination among the different ministries, departments, and agencies.

Constitute the National Education Commission or Rashtriya Shiksha Aayog, as an apex body for education headed by the Prime Minister. It would be responsible for developing, implementing, evaluating, and revising the vision of education and overseeing the implementation and functioning of bodies including the National Council of Educational Research and Training (NCERT), National Higher Education Regulatory Authority, and National Research Foundation.
The Ministry of Human Resources and Development must be renamed the Ministry of Education to bring the focus back on education.

Financing Education

The Draft Policy reaffirmed the commitment to spending 6% of GDP as a public investment in education.
The draft Policy seeks to double the public investment in education from the current 10% of total public expenditure to 20% in the next 10 years. 5% will be utilized for higher education, 2% in school education, and 1.4% for early childhood care and education.
There should be optimal and timely utilization of funds through the institutional development plans and by plugging loopholes in the disbursement of funds.

Criticism of the New Education Policy of India

The New Education Policy lacks operational details.
It is not clear from where the funding will be sourced.
Enough importance is not given to innovation, startup culture or economic principles to be added to the curriculum.
One-size-fits for all states can’t be a solution as each state in India is diverse in its educational needs. Controversy on NEET has shown this.
With technological advancement and the democratization of knowledge, the policy should have focused more on how to teach rather than what to teach.
Economic Survey 2017-18 mentioned the perils of the distinction between research institutions and universities in higher education. The policy recommendation of three distinct higher education institutions of research universities, teaching universities, and teaching colleges will further augment the gap between research and universities.
The draft policy is silent on the Institutions of Eminence and agencies like the Higher Education Funding Agency.
The role of Rashtriya Shiksha Aayog should be defined clearly. What would be its role vis-a-vis existing regulators? Also, there are criticisms from some quarters that RSA will open the door to the politicization of education.
Earlier the 3-language formula proposed by the draft policy made Hindi compulsory in non-Hindi speaking states. However, after the furor, the proposal was removed.
Even though the policy talks about bringing “unrepresented groups” into school and focusing on educationally lagging “ special education zones” , it doesn’t comprehensively address the inequalities prevalent in the system. It misses methods to bridge the gaps between rich and poor children.
The policy proposes to remove the provision mandating that primary schools be within stipulated distance from students’ homes and common minimum infrastructure and facility standards that should be met by all schools. If a common minimum standard is not specified, it will create an environment where quality in some schools will fall further thus augmenting the inequalities between schools across the country.

India’s education history is rich with ambitious policies failing at the altar of inadequate implementation of the same. In the absence of a handholding mechanism for states to embark on the path-breaking reforms mentioned in the policy and that too in a short time, will be too much to ask.

Funding requirements and governance architecture pose major challenges in the implementation of the policy. Political commitment is required to increase funding. RTE Act expansion to include preschool should keep in mind the present infrastructure inadequacies and teacher vacancies.

Rashtriya Shiksha Aayog may face administrative problems and turf battles. Also, it will raise questions on the role of new bodies like the National Medical Council.

The recent controversy on 3 language formula shows the sensitivity of language education in India and care should be taken to appreciate the emotional overtures while implementing the same.

Politically acceptability, social desirability, technological feasibility, financial viability, administratively doability, and judicially tenability are 6 pillars that will impact the implementation of the policy.

Be that as it may, the new education policy aims to address the challenges of (i) access, (ii) equity, (iii) quality, (iv) affordability, and (v) accountability faced by the current education system. It aims to revitalize and equip the education system to meet the challenges of the 21st century and 4th industrial revolution rather than catering to 19th and 20th century needs of industrialization. Also, India is on the cusp of a demographic dividend, rather than entered into this phase. So the education system catering to these needs is not a luxury that we hope for but rather a dire need at this moment in Indian history.

The Problems associated with the Education System in India

HRD ministry: Over 1.4 million schools and 50,000 higher educational institutions are operating in India. Out of 907 universities, there are 399 state universities, 126 deemed-to-be universities, 48 central and 334 private universities.

Even after more than a hundred years of “ Gokhale’s Bill”1911, where universal primary education was originally mooted, India is yet to achieve this goal.
China had achieved it in the 1970s. As per Census 2011, over 26% of India’s population is still illiterate, compared to 4% in China. About 50% of India’s population has only primary education or less, compared to 38% in China. The 13% of the population with tertiary education at the upper end in India is comparable with China.
Progress has been made in respect of female participation up to secondary level and GER for girls has exceeded that of boys.
But the girl’s enrollment rate is lower than that of boys at the higher education level.
A gap is visible across social categories in terms of enrollment rate at the higher education level.
According to NSSO’s 71st round (2014), drop-out rates are very high for boys at the secondary school level. Reasons for the same are economic activities, lack of interest in education, and financial constraints.
The transition rate from secondary school to senior secondary and further to higher education is very low.

Despite these highly ambitious education policies and elaborate deliberations on the same, the outcomes are rather shaky. Major criticisms and shortcomings of these policies and their implementations are:

Half the population is crowded at the bottom, either illiterate or with only primary education. Meanwhile, a disproportionately large segment is at the upper end with tertiary education.
The 2015 Annual Status of Education Report (ASER) reflects this deteriorating quality. The report opines that deficits in foundational reading and arithmetic skills are cumulative, which leaves students grossly handicapped for further education .
India had fared poorly in the Programme for International Student Assessment (PISA) test in 2008, and 09.
Education policies in India are focused on inputs rather than on learning outcomes.
Teacher shortages.
Local politics.
Corruption in teacher appointment.
Defects in teacher training.
Socio-cultural factors like caste division, and cynical attitude towards the teaching profession.
There is no accountability, as there is a guaranteed lifetime job independent of performance.
From 1952-2012 , education expenditure as a percentage of total government expenditure increased from 7.92 to 11.7, and as a percentage of GDP increased from 0.64 to 3.31. But it has still not reached 6% of GDP, as was recommended by the Kothari Commission way back in 1964.
Expenditure by the government on elementary education is more than tertiary level, but expenditure per student is more in tertiary. So there is a need to increase expenditure in all segments.
All India survey on higher education has shown that in West Bengal Muslim students in universities are very low. Lack of education at the primary and secondary levels is said to be the main reason.
Even though Article 15(4),(5) provides reservations for SC, ST, and OBC in higher education institutions , the Economic Survey 2018-19 points out their inadequate representation in these institutions.
The suicide of Rohit Vemula, a Ph.D. scholar at the University of Hyderabad, in 2016 had brought forward the discrimination still existing in these institutions.
Also, the representation of teachers at these levels is skewed against the backward class in spite of reservations. Article 16(4) provides for reservations of backward class in jobs.
At the school level, poor children are primarily concentrated in government schools. The poor quality of government schools thus disproportionately affects these children and creates a vicious cycle of illiteracy.
At the higher education level, the situation is more critical. One reason for the introduction of the National Medical Commission Bill is to curb the exorbitant fees charged by medical colleges.
Youths coming out of the higher education system in India are not employable, as they lack relevant industry-level skills.
India’s long-standing neglect of primary and secondary education has limited access to quality basic education. No skill development program can succeed without an underlying foundation of basic education.
National Policy on Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results.
Budget 2019-20 stated that the government enables about 10 million youth to take up industry-relevant skill training through the Pradhan Mantri Kaushal Vikas Yojana (PMKVY). The Budget has also increased focus on ‘new-age skills’ like Artificial Intelligence (AI), Internet of Things (IoT), Big Data, 3D Printing, Virtual Reality, and Robotic.
Currently, B Tech courses in AI are offered mostly in premier institutions only.
The budget 2019-20 proposed the National Sports Education Board for the development of sportspersons under the Khelo India program (2017).

Now we will look at each rung of the education ladder in India.

Early childhood education

Early childhood education (ECE) is needed for cognitive development in the early stage.
Integrated Child Development Scheme (ICDS) has a component for providing ECE through Anganwadis . But lack of effective regulation in this sector is eroding the quality of ECE.
There is a National Early Childhood Care and Education Policy 2013 . However, the policy has not been properly implemented.
There are multiple service providers but there is no clarity in the types of services provided.
The sprawling of an unregulated private channel, both organized and unorganized, which is also spreading to rural areas, has led to inequitable access, uneven quality, and commercialization of ECE.
Both Anganwadis and private schools focus on reading, writing, and arithmetic rather than cognitive and conceptual development.
There is a decline in the quality and training of teachers.
S.R. Subramanian’s committee report has brought focus to the quality deterioration in this sector.

Primary level

There is an increasing trend of parents choosing private schools for the primary level. However, there is variable quality in private schools. Also, fees vary from school to school and are on the higher side.
Eschew rigid curricula and make them more cognitive and flexible. There should be a broader cognitive approach than rote learning.
There is a need for activity-based learning. Teachers should teach at the right level, rather than teaching for the average learner.
The government has launched Padhe Bharat Bade Bharat – targeting early reading and writing. The twin-track approach of comprehension and math is the main focus.
There is a supply-side problem . The government is pumping funds through government schools thus increasing the number of schools and thus enrollment. However, quality and inclusiveness have dropped and dropout rates increased. These lead to poor learning outcomes.

School Complex

RTE and SSA have resulted in over-access but low-quality primary-level education. Now the aim should be to integrate these into school complexes, as mentioned by the Kasturirangan committee report, thus rationalizing the number of schools in an area.
The ‘Adarsh’ integrated school system of Rajasthan is an example of a school complex system . Here one school provides classes from l to XII under one principal. There is one such school in every gram panchayat.
This is an efficient way to solve teacher shortages and also to address the shortages of secondary schools. It can also address the problem of resource scarcity by integrating and rationalizing resources.
Inclusive learning can be furthered through school.
Also, these complexes can act as a pivot around which new reforms in education can be implemented.

Secondary level

ASER Rural 2017: In 2017, ASER changed the age group of the survey from primary level to secondary level. The report mentions the following:

Enrollment is low in this age group. There is a high digital divide at this level. Low quality also persists at this level. There is a high amount of absenteeism as well.
There is a need to expand RTE to cover the 14-18 age groups.
To realize the demographic dividend, skill education for these groups is necessary.

Economic Survey 2018-19 points out that Indian demography is changing and it requires more quality secondary education system rather than merely an increasing number of primary-level schools.

Private fees

The vagueness in the judgment regarding ‘reasonable surplus’ and ‘commercialization’ of education has watered down the outcome of the judgment.
There are state laws for capping fees. However, implementation problems and litigation make them ineffective.
CAG report mentioned misreporting and mismanagement by private schools. So laws should address this problem through stricter inspection, penalties, etc.

Higher education

There is an increasing number of higher education institutions but their quality is questionable, effectively making ‘islands of excellence amidst the sea of mediocrity. Increased accessibility to a low-quality higher education system has made democratization of mediocrity.

Raghuram Rajan, the ex-RBI governor, argued that India needs idea factories and universities by leveraging India’s inherent strengths like tolerance, diversity, etc. He said that there is a need for strong accreditation agencies and continuing education.

Problems of the higher education system in India

There is a dual problem of both quality and quantity. The gross enrollment ratio (GER) in higher education is only 24.5.
Even though education policy had an elitist bias in favor of higher education, the state of the same is much worse than the state of school education. Unlike school education, there is no national survey of the learning levels of college students.
The desired levels of research and internationalization of Indian campuses remain weak points.
Also, there is a low philanthropic investment in this sector. This creates an exclusive dependency on government funding by universities. This, in turn, reduces the autonomy and vision of these universities.
Privatization of higher education has not been led by philanthropy but the commercial interest that does not have a symbiotic relationship with the vision of universities.
These have led to inadequate human capacity, shoddy infrastructure, and weak institutions. Recommendations of the Narayana Murthy committee, on the role of the corporate sector in higher education, have not been implemented and thus channeling of CSR funds to higher education remains inadequate.
Banks and financial institutions are not giving adequate attention to this area. Giving PSL status to these institutions can be considered.
Indian higher education system is of a linear model with very little focus on specialization.
UGC and AICTE act more as controllers of education than facilitators.
Due to the mushrooming of colleges at a higher rate since the 1980s , there is a regulatory sprawl in higher education.
Poor governance , with mindless over-regulation , is widespread in this sector. Educational institutions responded to this with claims of academic and institutional autonomy for themselves, which was mostly a smokescreen for a culture of sloth in these institutions.
There is a concentration of powers, as these regulatory institutions control all aspects like accreditation, curriculum setting, professional standard-setting, funding, etc.
Compartmentalization and fragmentation of the knowledge system.
Disconnect with society.
Overemphasis on entrance tests.
Absence of innovation in learning methods.
Corrosion of autonomy of universities.
For long basic disciplines across the physical and social sciences and humanities were ignored.
However, the Economic Survey 2017-18 mentioned that there is an increase in Ph.D. enrolment in India in Science, Technology, Engineering, and Mathematics (STEM) due to efforts by the government to increase the number and quantum of fellowships. However, there are still fewer researchers in India in comparison to other countries.
Budget 2019-20 proposes ‘Study in India’ with a focus on bringing foreign students to higher educational institutions in India to make India a “hub of higher education.”
Higher education institutions are used as rewards for loyalists and channels of graft by political parties in power.
Indian higher education system is plagued by unregulated and shoddy coaching institutions. The coaching industry makes around Rs. 24000 crores a year in India. Proper regulation of the same is required.

Research and development (R&D)

Economic Survey 2017-18 stated: “To transform from net consumer to net producer of knowledge, India should invest in educating its youth in science and mathematics, reform the way R&D is conducted, engage the private sector and the Indian diaspora, and take a more mission-driven approach in areas such as dark matter, genomics, energy storage, agriculture, and mathematics and cyber-physical systems”.

Although Gross Expenditure on R&D (GERD) is consistently increasing, as a fraction of GDP it has been stagnant between 0.6-0.7 percent of GDP over the past two decades.
The universities play a relatively small role in the research activities in India. There is a disconnection between research institutes and universities. This results in the compartmentalization of research activities and teaching into two separate silos.
The separation of research from teaching leads to a situation where universities have students but need additional faculty support, while research institutes have qualified faculty but are starved of young students.
India was, at one point, spending more on R&D as a percentage of GDP than countries like China – but currently, India under-spends on R&D.
Doubling of R&D spending is necessary and much of the increase should come from the private sector and universities.

The need of the hour

It is imperative to improve math and cognitive skills at the school level to make a difference at a higher level.
There is a need to expand R&D in India and to go beyond paper presentations and patents to a broader contribution of providing value for society.
There is also a need to encourage Investigator-led Research for funding science research. Science and Engineering Research Board (SERB) 2008, a statutory body of DST, is a step in the right direction.
50:50 partnerships with SERB for industry-relevant research under the Ucchatar Avishkar Yojana (UAY) is the right way to go forward.
It would strengthen state universities and provide knowledge in areas specific to a state.
National Research Foundation, to fund, coordinate, and promote research at the college level, is proposed by the Kasturirangan report. It is reiterated in Budget 2019-20 : NRF will ensure the overall research ecosystem in the country is strengthened with a focus on areas relevant to national priorities without duplication of effort and expenditure. The funds available with all Ministries will be integrated into NRF.
Link national labs to universities and create new knowledge ecosystems. Together they can link up with the commercial sectors and help develop industrial clusters.
National Mission on Dark Matter
National Mission on Genomics
National Mission on Energy Storage Systems
National Mission on Mathematics
National Mission on Cyber-Physical Systems
National Mission on Agriculture
Ramanujan Fellowship Scheme.
Innovation in Science Pursuit for Inspired Research ( INSPIRE ) Faculty Scheme.
Ramalingaswami Re-entry Fellowship.
Visiting Advanced Joint Research Faculty Scheme ( VAJRA ).
Improve the culture of research thus ‘ ease of doing research’. There is a need for less hierarchical governance systems that encourage risk-taking and curiosity in the pursuit of excellence.
Greater public engagement of the science and research establishment is needed. A greater effort at science communication is needed.

Government initiatives on higher education

The government is trying to revitalize the Indian higher education system and for this many initiatives have been launched. Let’s discuss the importance of them.

National Testing Agency (NTA) 2017

NTA was set up for conducting entrance exams in higher educational institutions. It is based on the recommendations of the Ashok Mishra committee on IIT entrance 2015.
It will conduct JEE, NEET, National Eligibility Test (NET), Common Management Admission Test (CMAT), and Graduate Pharmacy Aptitude Test (GPAT).
It will provide diversity and plurality in higher education. It will also ensure independence and transparency in conducting the exams.
However, it should be ensured that the computer-based test should not lead to further exploitation of rural students.
NEET stands for National Eligibility cum Entrance Test . It is for admissions in medical courses by replacing a plethora of medical entrance tests with one national-level test.
Supreme Court had said that NEET should be the sole basis for admission to medical courses.
There is a controversy about whether urban and CBSE students will dominate NEET. The government should pay heed to this criticism.
In Tamil Nadu doctors serving in rural areas get weightage in PG admission. NEET will effectively dislodge this system.
This controversy brought forward the conflict between the fair and transparent system of admission to curb the commercialization of medical education and the socioeconomic goals of the state, which in the case of Tamil Nadu includes ensuring enough doctors for rural areas.
Controversy on NEET has brought the following question to the limelight: should uniformity be thrust upon a country with such vast disparity and diversity? The political leadership should iron out the differences and produce a suitable admission policy. This task should not be left to the judiciary.
Be that as it may, states can’t remain insulated from the need to upgrade their education standard.

RUSA: Rashtriya Uchchatar Shiksha Abhiyan 2013

About 94 % of students in higher education study in 369 State universities, whereas less than 6% of students study in 150 Centrally-funded institutions.
11th 5-year plan (2007-12) opined that the center’s bias towards premier central institutions had skewed funding for these institutions mainly and thus neglected state-level institutions.
State investment in higher education was declining. UGC’s system of direct release of funds to State institutions bypassing State governments also leads to a sense of alienation for the states.
RUSA tried to correct this bias. The scheme aims at financing state institutions concerning their governance and performance.
RUSA has shown the result in increasing the performance of state institutions and changing the way regulators function for the good. State Higher Education Council(SHEC) made medium-long-term state perspective plans.
Cabinet in 2018 decided to continue the scheme. A renewed focus by the center on RUSA will be a success only if it is impartially administered and states are willing to heed the advice of SHEC.

HECI: Higher Education Commission of India bill

On the recommendation of the Yashpal Committee 2010 for renovation and rejuvenation of higher education, the National Commission on Higher Education and Research bill was introduced but was not passed.
HECI was proposed to act as an overarching regulator of higher education by replacing UGC, which will maintain academic standards, approve new educational institutions, etc. but with no funding powers.
Draft Higher Education Commission of India (Repeal of University Grants Commission Act) Bill, 2018 was introduced in 2018. Budget 2019-20 proposed to bring a bill on HECI this year.
The draft bill had separated funding and placed it under MHRD. This was criticized for the fear of increasing political control and reducing the autonomy of universities.

IoE: Institutions of Eminence 2017

Around 2005, the Times Higher Education World University Rankings and the QS World University Rankings started, and in 2009 the Academic Ranking of World Universities started. From India, only the Indian Institute of Science was included in the top 500 every year. This prompted the government to introduce NIRF and IoE.
Under IoE, UGC was tasked to select 10 government universities and 10 private ones as IoE. These would be given autonomy in operations.
Selected government institutions would be provided with ₹1,000 crore over five years.
The IoE tag is expected to help them achieve the world’s top 500 higher education institutions in a decade and later into the top 100.
Institutes among the top 50 in the National Institute Ranking Framework rankings or in the top 500 in international ratings were eligible.
The model for the sector remains dependent on state patronage.
Entry into the global education race could now become an overriding concern when many systemic issues are plaguing the sector.
Funding only for public institutions is discriminatory.
Humanities institutions were neglected.
Transparency in the selection process, and the public sharing of benchmarks and guidelines. The furor over the selection of Jio Institute, even before it functioned, had attracted many eyeballs and criticisms.
Separate category to include sectoral institutions like IIM.

National Institutional Ranking Framework (NIRF) 2015

NIRF is a methodology adopted by the MHRD to rank higher education institutions in India.

NIRF is common for public and private institutions as well as state and central institutions. Comparison of state-level colleges with central and private colleges may lead to a vicious cycle of low funding, poor performance, and low ranks among state-level institutions because of the resource gap.
So performance index values should be normalized concerning investments and resources that have gone into that institution. Also should consider making another ranking system for state-level institutions.

HEFA: Higher Education Financing Agency 2018

Introduced in Budget 2018-19, HEFA is a joint venture of MHRD and Canara Bank

With an initial capital base of Rs 1,000 crores, it will act as a not-for-profit organization that will leverage funds from the market and supplement them with donations and CSR funds. These funds will be used to finance improvement in infrastructure in top institutions.
It has been tasked with raising ₹1 lakh crore to finance infrastructure improvements in higher education by 2022.

Foreign Education Providers Bill 2013

There is no account of programs delivered by foreign universities in India. Inadequate regulation has led to low-quality courses offered in this sector.
The foreign Institution bill was not been able to pass in Parliament. However,

EQUIP report has mentioned the revival of this bill.

There are many other schemes and initiatives like SWAYAM, which offers open online courses from Class IX to post-graduation free of cost, GIAN and IMPRINT which are primarily focused on elite institutes like IITs and IISc.

APAAR: One Nation One Student ID Card

The Automated Permanent Academic Account Registry (APAAR) is a transformative initiative introduced in alignment with the National Education Policy (NEP) of 2020 and the National Credit and Qualifications Framework (NCrF).

It aims to provide a unified and accessible academic experience for students across India by assigning a unique and permanent 12-digit ID to every student, consolidating their academic achievements in one place.

Other Major Issues connected with the Education sector in India

The Indian education sector is also affected by other issues like the politicization of campuses, gender parity problems, poor-quality standards, etc.

Politicization of campuses

JP movement had provided an impetus to the politicization of students.
In Indian higher education institutions, university politics has become a launchpad for political ambitions.
Though campus politics is vital for democracy, as it makes students better citizens, the negative side of the politicization of campuses has been visible across Indian campuses. Recent incidents at Kerala University are a case in point.
One of the most important problems of student politics in India is that it acts as an appendage to political parties without having an independent identity or autonomy.

Gender Parity

By parents → who send boys to private and girls to government schools. Economic Survey 2018-19: enrollment of girls is higher than that of boys in government schools but the pattern gets reversed in private schools. The gender gap in enrollment in private schools has consistently increased across age groups.
By teachers → who reinforced the belief that boys are quick learners.
Girls are eased out of school to work on home chores or get married.
Economic Survey 2018-19 opines that BBBP has been a success and proposes to extend the cause of Gender equality by coining the slogan of BADLAV (Beti Aapki Dhan Lakshmi Aur Vijay-Lakshmi) to enhance the contribution of women in the workforce and the economy.
For ranking states based on gender disparity, Digital Gender Atlas for Advancing Girl’s Education was launched by MHRD.
In higher education, gender disparities still prevail in enrollment.
Efforts by the Government through programs like Beti Padhao, and Beti Bachao, the GPI has improved substantially at the primary and secondary levels of enrolment.

Quality of education

Learning outcomes are not assessed in India as numerical outcomes. The 12th Five-Year Plan noted the need for measuring and improving learning outcomes.

Children of illiterate parents can’t supplement school studies at home and also can’t afford expensive tuition, leading to a vicious cycle of illiteracy.
From 2014 to 2018, there was a gradual improvement in both basic literacy and numeracy for Class III students but only a quarter of them are at grade level (ability to read and do basic operations like subtraction of Class II level).
The report also shows that 1 out of 4 children leaving Class VIII are without basic reading skills (ability to read at least a Class II level).

Government initiatives

Central Rules under the RTE Act were amended in February 2017 to include the defined class-wise and subject-wise learning outcomes.
Nationwide sub-program of SSA to improve comprehensive early reading, writing, and early mathematics programs for children in Classes I and II.

Teacher Training

Teachers play the most critical role in a student’s achievement.
The need is for better incentives for teachers, investments in teacher capacity through stronger training programs, and addressing the problems in the teaching-learning process.
However, teachers in India, especially in government schools, are considered a cog in the way to efficient governance. There is an inadequate focus on their motivation and skill updation.
NCERT study shows that there is no systematic incorporation of teacher feedback into designing pieces of training. Also, there is no mechanism to check whether this training is translated into classroom performance.
These results in de-professionalizing the teaching profession and curb a teacher’s “internal responsibility” — the sense of duty to the job.
World Development Report on Education (2018) opined that both teaching skills and motivation matter. Individually targeted continued training is important. In line with this, MHRD and the National Council for Teacher Education launched the National Teacher Platform, or Diksha in 2017 . It is a one-stop solution to address teacher competency gaps.
However, the current training through Diksha follows a one-size-fits-all approach. Even though the platform is designed to democratize both access to and creation of content by teachers, its real benefits are in the ability to provide continuous professional development which complements existing physical training.
This technology-enabled platform allows training to become a continuous activity rather than an annual event and also creates a feedback loop ensuring the effectiveness of the material.
Diksha has the potential to re-engineer in-service teacher training in India. It is important to create good content and also to ensure technology consumption by teachers, the role of headmasters in promoting teachers’ professional development, etc.

As India participates in the PISA in 2021, it is to be made sure that we recognize the importance of teachers and their role in education outcomes.

Private Schools vs Public Schools: The Big Debate in Education

At least 30% of students between the 6-14 age groups are in the private sector.

There is an increasing perception that the quality of teaching in private schools is better than that of public schools. Thus there is a clamour for increasing the number of private schools and simultaneously limiting public spending on government schools.
However, the claim on the quality of private schools is debatable as there is a wide disparity of the same among these schools.

Research paper by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London, offers insights into private-public school education in India:

The paper points out that between 2010-11 and 2015-16, the average enrolment in government schools declined from 122 to 108 students per school, while in private schools it rose from 202 to 208.
Nevertheless, according to the District Information System for Education (DISE), 65% of all school-going children, 113 million, get their education from government schools.
The study points out that the migration to private schools is due to the belief among parents that these schools offer better value for money in terms of quality.
IndiaSpend, in 2016, reported that despite the Rs 1.16 lakh crore spent on SSA, the quality of learning declined between 2009 and 2014. It also points out that less than one in five elementary school teachers in India are trained. Also, the contractual teachers, who are high in number in government schools, are likely to be less motivated and accountable.
Preference for private school tutoring is there.
The quality of schools varies between states. In 2016, in Kerala, the proportion of children enrolled in primary government schools increased from 40.6% in 2014 to 49.9% according to ASER 2016.
States with better-functioning government schools have more expensive private schools as there is no market for the ‘low-fee’ budget private schools. Around 80% of private schools in India are ‘low’ fee schools.
ASER 2016 has shown small improvements in learning outcomes in government schools.
Between 2010-11 and 2015-16, the number of private schools grew by 35% – to 0.30 million. On the other hand, the number of government schools grew only by 1%, to 1.04 million. The migration out of government schools has left many of these economically unviable.
Government teachers in India earn four times that of China but don’t perform as well. Up to 80% of India’s public expenditure on education is spent on teachers. There is a need to link teacher salaries to their accountability.
However, the salary of private teachers is very low compared to their government counterparts. This is due to the “bureaucratically-set high ‘minimum wage’, which is being influenced by strong unions of government school teachers.
Another reason for the low salary of private school teachers is that the private education sector offers salaries based on market factors of demand and supply. Since 10.5% of graduates are unemployed in India, there is a high supply of teachers.
Rather than merely increasing the budget outlay for education, the need is to revise the Education policy for better accountability and monitoring mechanisms.
Gandhi argued that a Public-private partnership (PPP) model may be the solution, with public sector funding and private resources for education, since reforming the present system may not be politically feasible.

Rather than debating about private versus public schools, the focus should be to enable the private sector to set up more schools under the scrutiny of regulatory authorities. There is no point in driving off the private initiative in schooling given the limited resources of the states. Private investment should be encouraged but made accountable for quality and conduct.

The above discussion showed the challenges of the Indian education system. A workforce that India wants to create in this digital age requires reforms in education at all levels. UNESCO’s Global Education Monitoring (GEM) Report 2016 opined that India is expected to achieve universal primary education in 2050. India is 50 years late in achieving its global education commitments. If the nation wants fundamental changes in the education system, it has to meet the 2030 SDG targets on education. There is an urgent requirement for greater evolution in education in India.

Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

EQUIP is a five-year vision plan on education, released by MHRD, by the Prime Minister’s decision to create a five-year vision plan for each Ministry.

The EQUIP project is crafted by ten expert groups led by experts within and outside the government:

Group 1: Strategies for expanding access
Group 2: Towards global best teaching/learning process
Group 3: Promoting Excellence
Group 4: Governance reforms
Group 5: Assessment, Accreditation, and Ranking Systems
Group 6: Promotion of research and innovation
Group 7: Employability and Entrepreneurship
Group 8: Using Technology for Better Reach
Group 9: Internationalisation
Group 10: Financing Higher Education

The groups have suggested initiatives to transform the education system completely. The goals set by the groups are:

Double GER in higher education and resolve the geographically and socially skewed access to higher education institutions.
Upgrade the quality of education to global standards.
Position at least 50 Indian institutions among the top 1000 global universities.
Introduce governance reforms in higher education for well-administered campuses.
Accreditation of all institutions as an assurance of quality.
Promote Research and Innovation ecosystems for positioning India in the top three countries in the world in matters of knowledge creation.
Double the employability of the students passing out of higher education.
Harness education technology for expanding the reach and improving pedagogy.
Promote India as a global study destination.
Achieve a quantum increase in investment in higher education.

We can see that each of the above goals has been known to us for a long time. The problem is its implementation. The political class and all other stakeholders should come together to achieve these goals. The plethora of government initiatives on higher education is a sure sign of the importance given by the political class in the reform of the education system of India. Let’s hope that a new dawn of Indian education is around the corner which will bring back the glory of ancient times when India was the centre of knowledge production.

As the Economic Survey 2016-17 points out, lack of health, malnourishment, etc. affects the cognitive ability of children. This will, in turn, have a detrimental effect on their future educational prospects. This leads to a vicious cycle of inter-generational illiteracy, poor health, and ultimately poverty. So education and health are complementary to each other and reforms in one sector should invariably be preceded and followed by reforms in other sectors. Human development as a whole can be considered as a wholesome development and we must appreciate the interlinkages of each section of human capital formation, be it health, education, digital literacy, skills, etc.

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Reader Interactions

November 27, 2019 at 10:33 pm

Wow what the largest matter of education is?. Very nice thank u sir

November 28, 2019 at 12:09 pm

Nice article but it is too long we need around 400 words which explains education in india,challenges,way forward only It is very hard to remember and segrate from given imp because all points look like imp please try to make it around 400 words only

The Real Person!

November 28, 2019 at 2:00 pm

@MKM – The aim was to cover almost everything about Education in India as a comprehensive post. The post covers: (a) History of Education in India (b) Current Status of Education in India: Data from Census 2011 (c) RTE Act (d) Various Educational Policies in the past (e) The New National Educational Policy (NEP) (f) The Problems associated with the Education System in India (g) Education Quality Upgradation and Inclusion Programme (EQUIP): How to transform Education in India?

Though ClearIAS prefers short and crisp articles, for important areas like Education, we felt a detailed write-up would be useful.

Thank you for your feedback. We will continue to create concise articles as well.

November 28, 2019 at 12:35 pm

Good Source thank you Team.

November 28, 2019 at 1:56 pm

November 28, 2019 at 2:41 pm

November 29, 2019 at 7:45 am

This is a very nice and comprehensive information on education.

November 29, 2019 at 2:21 pm

Such a nice article sir thank you..

December 16, 2019 at 5:31 pm

March 30, 2020 at 12:48 pm

Sir,a small corrrection regarding literacy rate ranking, Kerala (93%)tops its followed by Lakshadweep(92 %), Mizoram (91 %) , Tripura (87.7 %) and Goa (87.4 %) as 2nd, 3rd, 4th and 5th places repectively according to 2011 census.

June 16, 2020 at 12:20 am

Excellent Work

August 31, 2020 at 1:14 pm

Thank you vry much team.🤗 You provide excellent data ,analysis,facts,etc…evrything at one doc.

November 16, 2020 at 10:47 pm

Absolutely amazing stuff. Can’t believe.. Thanks from the bottom of my heart ❤️❤️

May 27, 2021 at 12:38 pm

Great article about Education very informative thanks for sharing

May 31, 2021 at 11:55 pm

Well and easy to understand…thank u for the team

September 12, 2021 at 10:37 am

Very good and such a broad information thank u 💖.. Lots of love

December 16, 2021 at 11:10 am

Need to update with current data eg how much percentage of school/ children get access of online education in pandemic Era COVID challanges others family support etc thank

January 28, 2022 at 10:32 am

Thank you so much for your birthday support

February 27, 2022 at 5:33 pm

good information

June 10, 2022 at 3:00 pm

Nice article very informative…traditional classroom study should be changed into a smart classroom online

July 14, 2022 at 8:55 pm

December 18, 2022 at 1:05 am

Absolute coverage article, Kindly keep it up for your determined spectators.

May 28, 2023 at 9:10 pm

desserstation on education/slums/miagration par hindi me pdf mil sakta hai

January 23, 2024 at 8:06 pm

The analysis provides a comprehensive overview of India’s education system, highlighting its pyramid structure and alignment with Sustainable Development Goals. Constitutional provisions like Article 21A and the RTE Act aim for universal education. However, the RTE Act faces criticism. To enhance educational outcomes, addressing these concerns and ensuring effective implementation are imperative. Schools in Pataudi Gurgaon focus on quality, inclusivity, and overcoming criticisms can lead Indian education to new heights. Thank You Samriddhi Sharma

February 7, 2024 at 7:44 pm

It’s crucial to delve into the challenges confronting the Indian education sector and understand the constitutional framework and policies guiding it. Exploring these aspects sheds light on the complexities and opportunities within the system. However, it’s equally important to consider how these discussions translate into action at the grassroots level, especially in local communities like Rajajinagar, Bangalore. How are schools in rajajinagar bangaloreaddressing these systemic issues and implementing reforms to ensure quality education for all students? This intersection of policy discourse and on-the-ground realities is where meaningful change happens.

March 8, 2024 at 6:22 am

Is there any data on how many states provide free education to girls till grade X and how many provide it till grade XII?

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DOI: 10.3126/IJSSM.V8I2.34563
Corpus ID: 235556568

Privatization of Education in India: A Critical View

Lusika Datta , Usashi Kundu De
Published 28 April 2021
Education, Economics, Political Science
International Journal of Social Sciences and Management

Tables from this paper

One Citation

Willingness of university students to continue using e-learning platforms after compelled adoption of technology: test of an extended utaut model, 18 references, impact of privatisation of education in indian society, the role of privatization of higher education in india, privatization in indian education.

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The Corridor to Privatization of Higher Educationin India

Effects of privatization on educational quality and quantity– comparison of government and private primary schools in assam with special reference to guwahati : a study, privatization of higher education in india, a study of working conditions of teachers in self financing courses in higher education institutions in mumbai, privatisation of education and the right to education, related papers.

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Privatization of Higher Education: A Study on Students’ Perspective

14 Pages Posted: 3 May 2020

Prof. Mahrukh Mirza

Khwaja Moinuddin Chishti Language University

Zaibun Nisa

Khwaja Moinuddin Chishti Language University; Khwaja Moinuddin Chishti Language University; Khwaja Moinuddin Chishti Language University

Date Written: April 6, 2020

Education is globally considered as an important investment in building human capital. Human capital is the means of all technical innovation and economic growth. Providing education to all is considered as primary duty of the government. But the government has diverted its focus from higher education to primary education and welcomed private sector to enter the higher education sector, which is termed as privatization of higher education. There is a wave of privatization of education in our country. The need of higher education system has been increasing rapidly in India. The government of India realized that public budgets cannot adequately fund higher education need of vast population. So, the government has taken measures such as, hike in student fees, student loans and privatization; in justification of availability and mobilization of resources to expand higher education. These measures have made higher education a lucrative business for industrialists. A large number of private institutions are encouraged to enter in education sector. On the one hand privatization of higher education made education assessable to the masses; on the other hand it brings fee hike, poor quality, exploitation of professionals etc. There are views for and against privatization of higher education in India. Though some have been criticizing the concept even before it has come to be defined and taken off the ground, others consider it very useful and need of the hour. As students are the most important stakeholders of education system. The present study is an attempt to analyse the attitude of college students towards privatization of higher education.

Keywords: Human Capital, Economic Growth, Higher Education, Privatization

JEL Classification: 123

Suggested Citation: Suggested Citation

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Privatisation of Higher Education In India: Hopes and Despairs

Related Papers

Dr. S Rehan Ahmad

Education is very important tool for everyone to succeed in life and get something different. It helps a lot in lessening the challenges of life difficult life. Knowledge gained throughout the education period enables each and every individual confident about their life. It opens various doors to the opportunities of achieving better prospects in life so promotes career growth. Many awareness programmes has been run by the government in enhance the value of education in rural areas. It brings feeling of equality among all people in the society and promotes growth and development of the country. In 21 st Century become as necessary as food, cloths and Shelter. There has been an upsurge in the demand for higher education after independence, resulting in a substantial expansion in the number of universities and colleges in the country. India has the second largest higher education system in the world. As per UGC Annual Report 2014-15, as on 31.03.2015, the number of Universities had gone up to 711 (46 Central, 329 State, 205 State Private, 128 Deemed to be Universities, three Institutions established under State Legislation) and 40760 colleges in the Higher Education sector. The Indian higher education has already entered a stage of massification and the Gross Enrolment Ratio in higher education in 2015-16 is 24.5 percent, which is 3.45 crore in absolute numbers. The current target is to increase Gross Enrolment Ratio to 25.2 percent in 2017-18 and further to 30 percent in 2020-21. The extant National Policy on Education (NPE) provides for a National System of Education which implies that, up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality. The Government is committed to provide equitable access to quality education to all, by enhancing access to public funded education across all levels ranging from elementary to higher education. This paper gives an overview of state of higher education system in India & highlights the need for private sector to step up in the field of higher education. Why Privatization is necessary in India. A detail information providing number of different types universities in different states of India. It is argued that privatization of higher education can be applied to improve the education system in all but with the regular control of some regulating authorities.

Dr.Ramesh Patel

Shivangi Kaushik

India has seen a spurt of private institution in the last decade owing to the neoliberal policies adopted by the government. The thrust of this paper lies in exploring how the higher education sector of the country is influenced by this mass scale privatization. My paper would argue that in the light of the Chilean mass protests against the privatization of education, it is important to take into account the views and beliefs of the students who are the major beneficiaries of any educational reform. My paper will also argue how privatization leads to social exclusion and also increased immiseration of the ones who avail it. The need for strengthening community schools would be argued so as to strengthen the knowledge base of the ones entering the higher education scenario. Education is one of the indispensable endowments that is supposed to be distributed amongst everyone in a country without any discrimination on the basis of religion, caste or creed. The state has the foremost responsibility of ensuring the equal redistribution of education amongst all its citizens. As such the government with its policies and implementation of pro people laws can ensure affordable education for all its citizens. There is also a need of the government to prioritize spending on education. For instance, according to World Bank India spends only 3.3% of its total GDP for funding and improving infrastructure in educational institutions both in the primary and higher educational sectors. Further the growth of private sector also tends to act as a support (financially and logistically) to help the problem of underfunding in the public institutions. It is important to evaluate India's spending capacity on higher education reforms as an analysis of the actual mix of public subsidies and non-government finances for education in a society I believe reflects the economic policies of the government, the traditions, and social policies of the given society. Talking about redistribution of education, it is to be noted that here the public nature of education is highlighted. In India, according to the All India Survey on Higher Education (AISHE), 2014-15 access of more than 80% of our total population to higher education remains restricted. This 80% also includes Dalit and tribal children who have been historically denied the opportunity of not only pursuing higher education but also primary education. With the increasing demands of a growing middle class and also as India drifts towards a more neoliberal form of governance and economy, it is seen that privatization has increased by heaps and bounds. This was seen after India adopted the LPG policies under which India opened up her economy which led to the erosion of the hold of the state over the entire education sector. Even though a lot of scholars supporting privatization argue that the existence of private institutions alongside the public institution enhances the performance of the latter. This I would argue is not a time tested argument as the ALSHE comparison of higher education (Graduation and Post graduation among public and private universities in Maharashtra, Tamil Nadu and West Bengal) tells us that private educational institutions do not contribute to employability of the children graduating from private institutions. Further the crisis of Privatization deepens as we see an economy of debt developing in the country. As more and more students are interested in pursuing professional courses from private institutions; they find it difficult to complete their education. Parents are forced to

Vibhuti Patel

Education is one of the dominant sectors of the Indian economy in terms of enrollment of children, employment of adults and investment of financial resources. While school education has a broad base, higher education suffers from a narrow base covering only about 7% of the relevant age group population. With the expansion of school education, the pressure on the higher education system to expand is expected to continue in India. In this context, two criteria of efficiency and mobilisation of resources are put forward in justification of privatisation of higher education. When higher education is left to the market forces, it results in ‘elitisation’ of a basic need; it puts higher education firmly out of reach of the millions of under-privileged of India who dream of going to the university one day.

Dr. SURESH BABU G.S

International Journal of Recent Scientific Research

APU - Biswajyoti Sarmah

Economic and Political Weekly

Simantini Mukherjee Krishnan

Privatisation of tertiary education in liberalising India has taken place in the presence of a centralised regulatory regime. This phenomenon does not conform to explanations that understand privatisation as a direct consequence of withdrawal of the state from higher education and challenges the idea that liberalisation has minimal impact on state funding of higher education. This article seeks to understand the phenomenon through a comparative analysis of the tertiary education sector in pre- and post-liberalisation Karnataka which turned into a site of patronage and social management. Privatisation became the means by which the regulatory state placated powerful local groups which stood to lose from the reform process.

Journal Article

Ujjwal Kumar Halder , Khabirul Alam

Higher education is a global phenomenon. Higher education system plays pivotal role for the country's overall development including industrial, social, economic, political, etc. Indian higher education system is the second largest in the world after USA. Privatization of higher education was initiated in 1991 with the initiation of the Liberalization, Privatization and Globalization (LPG) Policy. Privatization of higher education in India introduced new policies and programs to increase more employments, outcomes and income opportunities and achieve economic development at Regional, State wise, National and International levels. It has brought about a rapid change in the educational scenario of India. Privatization encourages the individual and society to establish schools, colleges and private universities to meet the growing demand for education. As a result, private educational institutions are growing day by day throughout the country. Privatization of higher education in India has positive and negative impacts on education and society. Hence, the prime objective of this paper is to present the emergence of privatization in present higher education in India and also to analyze the impact of privatization in higher education. Besides, in this paper, some suggestions for privatizing the higher education were prescribed.

santhosh reddy

This paper aims to analyse the impact of privatisation of education in the Indian society. The government of India introduced new economic policies namely globalisation, privatisation and liberalisation to increase employment, output and income opportunities and achieve economic development at international level. Privatisation has brought about rapid change in the educational scenario of India. It is seen that privatisation encourages the individuals and religious organisations to establish colleges and deemed universities to meet the growing demand for higher education. Consequently, higher educational institutions are found throughout the country. It not only increases the number of higher educational institutions but also increases the number of seats for highly demand courses such as engineering and medicine. Moreover, it decreases the distance between the educational institutions. It causes competition among them to fill the seats allotted by the affiliated universities and maximize socioeconomic benefits. However, it creates the gap between the demand and supply of higher education. It not only increases the cost but also decreases the quality of education. Thus, privatisation has positive and negative impact on education and society. Hence, the present study is an attempt to analyse the impact of privatisation on the growth and demand and supply of higher education and on society at micro level. Introduction Education is the most important and powerful tool invented by mankind to shape and mould himself for personal as well as social life. In short, it prepares the man for life. Moreover, it is the important source of employment, income and standard of living. So, everyone gives important to higher education. As a result, it has become one of the basic necessities of human life in the materialistic and knowledge society. Hence, the demand for higher education has increased especially after the independence of India. But the central and the state governments are unable to meet the increasing the demand for higher education due to financial constraints, non-availability of appropriate places and cost of higher education. Therefore, it encourages the individuals and organisation to establish colleges and deemed universities. As a result, the number of self-financed arts and science, engineering and medical colleges has increased on the one hand and increased the gap between the demand and supply of higher education. This is also because the afflicted colleges have applied for additional seats to meet the demand for certain courses. Thus, the increase in the number of colleges and demand for additional seats create a gap between the demand and supply of higher education in many higher educational institutions in India. Further, privatisation has positive and negative impact on higher education and society.

Lunamoni Das

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Bhagat Singh Jayanti 2024: 100, 250, 500 शब्दों में शहीद भगत सिंह पर निबंध कैसे लिखें?

Bhagat Singh Jayanti 2024 Essay in Hindi: शहीद भगत सिंह का नाम भारतीय स्वतंत्रता संग्राम में स्वर्ण अक्षरों में लिखा गया है। भारतीय स्वतंत्रता संग्राम के महान नायक भगत सिंह को शहीद-ए-आजम के नाम से भी जाना जाता है। उनका जीवन युवाओं के लिए प्रेरणास्रोत है। देश के प्रति प्राण न्योछावर करने वाले शहीद भगत सिंह का देश प्रेम अतुल्यनीय है।

स्कूली बच्चें शहीद भगत सिंह पर निबंध कैसे लिखें?

देश की आजादी के लिए भगत सिंह ने अपनी देशभक्ति का परिचय देते हुए भगत सिंह ने अंग्रेजी शासन को कई बार चुनौतियां दी और अंततः देश के लिए अपने प्राणों की आहुति दे दी। शहीद भगत सिंह एक राष्ट्रवादी और क्रांतिकारी युवा थे। उन्होंने अपने क्रांतिकारी आंदोलन से अंग्रेजों की नींव को हिला कर रख दिया था।

28 सितंबर को हम भारतीय स्वतंत्रता संग्राम के महान नायक शहीद भगत सिंह की जन्म जयंती मना रहे हैं। भगत सिंह का जीवन युवाओं के लिए प्रेरणादायक है। शहीद सरदार भगत सिंह जयंती के अवसर पर स्कूलों, कॉलेजों एवं संस्थानों में निबंध लेख प्रतियोगिता का आयोजन किया जाता है। यहां हमने बच्चों की सहायता के लिए 100, 250 और 500 शब्दों में भगत सिंह पर निबंध के कुछ प्रारूप प्रस्तुत किए हैं।

शहीद भगत सिंह पर निबंध कैसे लिखें | Bhagat Singh Essay in Hindi

इस लेख में मातृभूमि के लिए अपने प्राणों का बलिदान देने वाले भारत के महान स्वतंत्रता सैनानी सरदार भगत सिंह पर निबंध प्रारूप प्रस्तुत किये जा रहे हैं। स्कूल के बच्चों के लिए शहीद भगत सिंह पर 100, 250, 500 शब्दों में आसान निबंध प्रारूप नीचे दिये गये हैं-

100 शब्दों में शहीद भगत सिंह पर निबंध

शहीद भगत सिंह भारत के महान स्वतंत्रता सेनानी थे। भगत सिंह का जन्म 28 सितंबर 1907 को हुआ था। उन्होंने ब्रिटिश शासन के खिलाफ साहसिक लड़ाई लड़ी और अपने जीवन को देश की स्वतंत्रता के लिए समर्पित कर दिया। भगत सिंह का मानना था कि सशस्त्र क्रांति ही अंग्रेजों से मुक्ति का एकमात्र तरीका है। लाला लाजपत राय की मौत का बदला लेने के लिए भगत सिंह ने 17 दिसंबर, 1928 को ब्रिटिश पुलिस के अफ़सर जॉन सॉन्डर्स को गोली मारी थी।

उन्होंने असेंबली में बम फेंककर अंग्रेजों का ध्यान आकर्षित किया। भगत सिंह को ब्रिटिश सरकार ने ब्रिटेन के ख़िलाफ़ साज़िश रचने के आरोप में फ़ांसी सुनाई थी। भगत सिंह के साथ-साथ उनके दो साथियों सुखदेव और राजगुरु को भी फ़ांसी दे दी गई थी। भगत सिंह ने देश के लिए हंसते-हंसते फांसी का फंदा स्वीकार किया और 23 मार्च 1931 को शहीद हो गए।

250 शब्दों में शहीद भगत सिंह पर निबंध

शहीद भगत सिंह भारतीय स्वतंत्रता संग्राम के सबसे वीर और निडर स्वतंत्रता सेनानी थे। सरदार भगत सिंह का जन्म 28 सितंबर 1907 को पश्चिमी पंजाब के बंग गांव (अब के पाकिस्तान) में एक साधारण सिख परिवार हुआ था। उनके पिता का नाम सरदार किशन सिंह और माता का नाम विद्यावती कौर था। बचपन से ही भगत सिंह में देशभक्ति की भावना कूट-कूट कर भरी थी। जलियांवाला बाग हत्याकांड ने उन्हें गहरे रूप से प्रभावित किया और उन्होंने ब्रिटिश शासन के खिलाफ लड़ने और उनके अत्याचारों से देश को आजाद कराने का प्रण लिया।

कॉलेज के दिनों में ही भगत सिंह ने भारत की आजादी की ओर पहला कदम लिया और नौजवान भारत सभा की स्थापना की। बाद में भगत सिंह ने अपने साथियों के साथ मिलकर 'हिंदुस्तान सोशलिस्ट रिपब्लिकन एसोसिएशन' की स्थापना की और सशस्त्र क्रांति का मार्ग अपनाया। लाला लाजपत राय की मौत का बदला लेने के लिए उन्होंने ब्रिटिश पुलिस के अफ़सर जॉन सॉन्डर्स को गोली मारी। यह घटना 17 दिसंबर, 1928 को हुई थी। इसके बाद उन्होंने असेंबली में बम फेंका, ताकि अंग्रेजों को यह संदेश दिया जा सके कि भारतीयों का संघर्ष अभी जारी है।

भगत सिंह का मानना था कि विचारों की क्रांति सबसे शक्तिशाली होती है। फांसी के वक्त भी वह निडर और मुस्कुराते हुए रहें। 23 मार्च 1931 को उन्हें राजगुरु और सुखदेव के साथ फांसी दी गई। भगत सिंह का बलिदान आज भी हमें देशभक्ति और साहस की सीख देता है।

500 शब्दों में शहीद भगत सिंह पर निबंध

शहीद भगत सिंह का नाम भारत के स्वतंत्रता संग्राम के इतिहास में स्वर्णिम अक्षरों में लिखा गया है। भगत सिंह का जन्म 28 सितंबर 1907 को पश्चिमी पंजाब (अब के पाकिस्तान) के एक देशभक्त और साधारण से सिख परिवार में हुआ था। बचपन से ही भगत सिंह में देशभक्ति की भावना थी। उनके परिवार के सदस्य भी स्वतंत्रता आंदोलन में सक्रिय थे। इससे भगत सिंह को प्रेरणा मिली और उन्होंने भी देश को आजादी दिलाने के लिए क्रांति का मार्ग अपनाया।

सन् 1919 में जलियांवाला बाग हत्याकांड के समय भगत सिंह की उम्र महज 12 वर्ष थी। इस नरसंहार से भगत सिंह के भीतर अंग्रेजों के प्रति आक्रोश बढ़ गया। उन्होंने अंग्रेजी शासन के खिलाफ सशस्त्र क्रांति का मार्ग अपनाने का निर्णय लिया। वह हिंदुस्तान सोशलिस्ट रिपब्लिकन एसोसिएशन (HSRA) से जुड़ गए और अपने साथियों के साथ क्रांतिकारी गतिविधियों को अंजाम दिया।

1928 में लाला लाजपत राय की पुलिस पिटाई से मौत हो गई थी। इस घटना से भगत से बेहद आहत हुए। इसका बदला लेने के लिए भगत सिंह, राजगुरु और चंद्रशेखर आजाद ने 17 दिसंबर 1928 में लाहौर में ब्रिटिश पुलिस अधिकारी जॉन सांडर्स को गोली मार दी । यह घटना अंग्रेजों के लिए एक खुली चेतावनी थी कि भारतीय क्रांतिकारी अब शांत नहीं बैठेंगे और अपनी आजादा के लिए हर संभव कार्य करेंगे।

1929 में भगत सिंह और बटुकेश्वर दत्त ने दिल्ली की केंद्रीय असेंबली में बम फेंका। इसका उद्देश्य अंग्रेजों को यह बताना था कि भारतीय अब और दमन बर्दाश्त नहीं करेंगे। इस बम फेंकने के बाद दोनों ने खुद को गिरफ्तार करा लिया और न्यायालय में अपने विचार प्रस्तुत किए। भगत सिंह का मानना था कि "क्रांति" केवल हिंसा से नहीं, बल्कि विचारों से आती है।

भगत सिंह और उनके साथियों राजगुरु और सुखदेव को 23 मार्च 1931 को फांसी दी गई। उनकी फांसी के बाद पूरे देश में आक्रोश की लहर दौड़ गई। वह देश के युवाओं के लिए आदर्श बन गए। भगत सिंह का बलिदान भारतीय स्वतंत्रता संग्राम के इतिहास में अमर है और वह आज भी युवाओं के लिए प्रेरणा का स्रोत हैं। भगत सिंह ने देश के लिए अपना जीवन बलिदान कर दिया। लेकिन उनके विचार और देशभक्ति आज भी हमारे दिलों में जिंदा हैं।

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Essay on Privatization of Higher Education in India
This web page provides an essay on the pros and cons of privatization of higher education in India, with examples and arguments. It also discusses the role of government, private sector, and quality of education in the context of higher education.
Privatization of Education in India: A Critical View
Gaikwad MJ (2014) Privatization of higher education in India and its impact. Vidyawarta: Interdisciplinary Multilingual Referred Journal 8: 040-043. Kumar R (2017) Privatization in Indian education. International Journal of Physical Education, Sports and Health 4: 266268. Lal S and Kumar D (2019) The role of privatization of higher education in ...
PDF Privatization of School Education: Problems and Prospects
Privatization has grown tremendously in the field of education in India to meet the growing ... Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall ...
Privatization of Education in India: A Critical View
Privatization of higher education in India introduced new policies and programs to increase more employments, outcomes and income opportunities and achieve economic development at Regional, State ...
(PDF) The Emergence and Impact of Privatization of Higher Education
Privatization of advanced education in India adversely affects training and society also. Henceforth, the superb goal of this paper is to introduce the development of privatization in present ...
Privatization in higher education in India: A reflection of issues
The Private Universities Act has been implemented initially by the Himachal Pradesh, Haryana, Gujarat, and Madhya Pradesh states. Currently, 19 states have established private universities. The below figure gives a picture of private universities. Download: Download full-size image; Distribution of Private Universities in India.
Privatisation of Higher Education in India: Forms and Patterns
The phenomenon of privatisation of higher education, its forms and patterns in India, is discussed in this paper. The concept of education privatisation, its pattern and trend are discussed using evidence from secondary data. It is argued that privatisation in the education sector differs from the concept of privatisation in general due to the ...
Privatisation of Education
Learn how privatisation has impacted the education sector in India, both positively and negatively. Find out the advantages and disadvantages of private schools, such as accessibility, infrastructure, fees, discrimination and quality.
Privatization in education: trends and consequences
A paper that reviews the debates, arguments, and effects of privatization in education around the world. It explores the forms, rationales, and challenges of private involvement in education, and the need for democratic control and regulation.
PDF Higher Education in India: Privatization by Default
argument of this paper is that higher education in India is being de facto privatized on a massive scale.1 But this privatization is not a result of changing ideological commitments of the key actors—the state, the judiciary or India's propertied classes. Rather, this privatization has resulted from a breakdown of the state system.
PDF The Privatisation of Indian Education:
This essay will explore privatisation in the education sector. The analysis in this paper will try to. delve into: In the context of education, the term privatization relates to many different educational programs ... India's education model, and contemporary problems & solutions. e) How has privatisation emerged as a broader phenomenon in ...
Privatisation of Higher Education in India: Forms and Patterns
Related Papers. Privatisation of higher education in India: A positive step. ... Privatization of higher education in India introduced new policies and programs to increase more employments, outcomes and income opportunities and achieve economic development at Regional, State wise, National and International levels. It has brought about a rapid ...
PDF Privatization of Education: Advantages and Disadvantages
2. Objectives of Privatization of Education of India The objectives of privatization of education in India are below: 1 Providing quality education. 2 Promotion of technological advancement. 3 Achieving widespread private ownership in the society and reduce the burden of government. 4 Providing education in remote area and small urban area. 5 ...
PDF Privatization of Education in India: A Critical View
The paper traces the background and impact of privatization of education in India, especially in higher education. It analyses the policies, challenges and effects of private sector involvement in education system with secondary data and literature review.
Education in India
Learn about the history, status, policies, and challenges of the Indian education system. This article covers various aspects of education in India, from pre-primary to higher education, and the constitutional provisions and international goals related to education.
PDF Emerging Trends of Privatization of Education in India
Privatization of education in India introduced new policies and programs to increase employment, outcome and income opportunities and achieve economic development at National and International level. It has brought about a rapid change in the educational scenario of India. Privatization encourages the individual and society to establish school ...
Privatization of Higher Education in India: A Big Threat
As a result, private educational institutions are growing day by day throughout the country. Privatization of higher education in India has positive and negative impacts on education and society. Hence, the prime objective of this paper is to present the emergence of privatization in present higher education in India and also to analyze the ...
Impact of Privatization in The Indian Education Sector
Positive Impact of Privatisation in the Indian Education Sector. In an over-populated country like India, privatization has helped reduce the gap between resources and made education accessible to all. A provider of education is a government responsibility, and a primary goal is to build a skillful population; without the availability of ...
Privatization of Education in India: A Critical View
It also seeks to analyse the present condition of higher education with special reference to privatization of education in India. The paper follows analytical description as methodology through secondary data. ... Search 220,714,169 papers from all fields of science. Search. Sign In Create Free Account. DOI: 10.3126/IJSSM.V8I2.34563; Corpus ID ...
Privatization of Higher Education: A Study on Students ...
The need of higher education system has been increasing rapidly in India. The government of India realized that public budgets cannot adequately fund higher education need of vast population. So, the government has taken measures such as, hike in student fees, student loans and privatization; in justification of availability and mobilization of ...
Privatisation of Higher Education In India: Hopes and Despairs
Privatisation of tertiary education in liberalising India has taken place in the presence of a centralised regulatory regime. This phenomenon does not conform to explanations that understand privatisation as a direct consequence of withdrawal of the state from higher education and challenges the idea that liberalisation has minimal impact on state funding of higher education.
Full article: Measuring privatisation in education: methodological
Embracing both these forms of privatisation allows us to capture a more diverse range of privatisation practices, including those where private actors are directly involved in public education services (for example, public money to private schools, education service contracts to private companies) and instances where public institutions behave ...
The Privatization of education in developing countries ...
EVIDENCE AND POLICY IMPLICATIONS Francesc Pedró, Gabrielle Leroux Megumi Watanabe Section of Education Policy Division for Policies and Lifelong Learning Systems UNESCO Education Sector 022 0 2 w or ki ng p ap er s on e du ca ti on p ol ic y UNESCO WORKING PAPERS ON EDUCATION POLICY UNESCO WORKING PAPERS ON EDUCATION POLICY Published in 2015 ...
Bhagat Singh Jayanti 2024: 100, 250, 500 शब्दों में शहीद भगत सिंह पर
भगत सिंह जयंती 2024 के लिए स्कूली बच्चों के लिए भगत सिंह पर निबंध लिखना है? यहां हिंदी में 100, 150 और 200 शब्दों में भगत सिंह पर निबंध प्रस्तुत हैं। Bhagat Singh Jayanti 2024: Easy Essay ...