Posted by Ninad on August 31, 2009 under All Posts | 
Delivery of public services has been traditionally regarded as the responsibility of the government and this also applies to delivery of education.
Over the past decade, a lot of changes have taken place in the model of public-private-partnership (PPP) for delivery of public services in India. Paying a toll to use an expressway is now accepted by every motorist. In many States, issuance of a driving license is done on a smart card by a private operator and a separate fee is paid. The process of scanning documents and issuance of a registration certificate for a property transaction is done by a private operator in many States.
The government has rolled out an ambitious Rs. 4000 cr. NEGP (National eGovernance Plan) and a major component of this plan is the participation by private players. Many private players have invested substantial sums of money and the citizen is willing to pay an additional amount for delivery of such services.
There are various public services in India which are now delivered on a PPP model. It has gone through a phase of skeptics doubting the relevance of this model to India and now gradual acceptance by Indian citizens seeing an improvement in the quality of public services delivered.
The problems which afflict the public education system in India are all too known – coverage is limited, services are poor and choice to students is low. In contrast, in the developed countries, there is a strong institutional capacity, extensive network and an established regulatory framework.
Traditionally, in India, other than schools by the government , there have also been schools built by trusts, religious bodies, NGOs and non-profit organizations.
The new Education Minister has been pushing the agenda on allowing private players in the school segment. He has rightly acknowledged that the problem of bridging the huge demand cannot be met by the government alone.
In a recent news item, it was reported that the broad contours to the new policy framework would be as follows:
- Government wants to mobilize nearly Rs. 10,000 crores (USD 2 bn) from the private sector to provide quality school education
- PPP model will be used to establish 2,500 Jawahar Kendriya Vidyalayas (KVs) throughout the country
- Government would support nearly 1000 students per school and would allow the schools to take another 1000 students on market determined fees
- Government would provide fees and other support to the tune of Rs. 1800 per month per student for initial 10 years
Setting up 2500 KVs with private participation in a short span may certainly sound ambitious. However, it is certainly a step in the right direction. With the huge challenges of unfulfilled demand for quality school education, there is really no option but to try the PPP model.
It is equally important that the regulations governing the PPP model are transparent and executed with minimum interventions. Schools should be allowed the freedom to operate and deliver a good quality education system within a broad framework designed by the government.
So, can the PPP model be a panacea to the education system in India?
The model is certainly worth trying and I believe that if it is implemented well, it can certainly improve the quality of education in India. Ultimately, delivering education to the masses is really the responsibility of the government. But that should not deter the government from choosing to partner with private players!
Posted by Ninad on August 24, 2009 under All Posts |
One of the fundamental concepts in the Right to Education Bill is the notion of “neighbourhood schools”.
This is not a new concept. It has been mooted before by the Kothari Commission in its report in the 1960s. The Commission had recommended a “common school system”, which would enable all sections of society to admit their children to a common school.
This was also reiterated by the National Knowledge Commission which submitted its report a couple of years ago.
So, what is really the concept of “neighbourhood school”? And how does it work?
Neighbourhood schools are obliged to grant admission to children from all sections of society living within specific districts. Such schools are to bring children from diverse social, economic and ethnic backgrounds together to help achieve larger desired objectives of integration and equity. Neighbourhood schools normally require active involvement of the local community and parents.
It is not uncommon in the US for parents to select a locality depending on the availability of a good neighborhood school (“public schools”). Most of these schools have high standards of quality education.
In fact, most of the developed countries have a well-funded school system founded on the principle of neighbourhood schools. Indeed, the quality of such schools in one of strong foundation of a good education system, which in turn is an important plank for development.
Many Scandinavian countries, Switzerland, South Korea and Cuba have achieved universal school education decades ago, with a good system of neighbourhood schools.
So, what will change now for India? How will neigbhourhood schools make an impact now?
It is expected that the definition of neighborhood schools in India would include schools within one kilometer in hilly areas and three kilometers in urban and other areas.
In many rural areas of India, there is only one school. Hence, people residing in those areas really have no choice. For them, that one school is really the neigbourhood school! Indeed, many of the remote rural areas don’t even have a school.
To really implement the Right to Education, the government will really need to spend enormous amounts of money. Where will the money come from? And will the State governments participate in this social responsibility?
The governments will certainly need to seek private participation to implement these policies. In fact, our Education Minister, Kapil Sibal has already announced that the government will come out with detailed guidelines on a PPP model for around 2500 schools across the country.
This is certainly a good idea. But, will it really help in reaching out to the really remote areas? And should the government rather pay more attention on the quality of education and not the quantity?
Posted by Ninad on August 17, 2009 under All Posts |
So, what is the implication of this Bill? Will it improve the quality and availability of education?
The Bill is a step in the right direction. Free and compulsory education should be available to all children. If we are unable to provide it even after 62 years of Independence, we are failing in our duty to the next generation.
Here are some of my specific views on the Bill:
- It covers children between 6-14 years. Why has it stopped at age 14? Shouldn’t it have covered a student until he/she completes Class X?
- The government will have to build a large number of schools to comply with the provisions of the law. Rather than increase the number of schools, shouldn’t it focus more on improving the quality of present schools?
- No screening during admission process even in private schools is fraught with many complications and there should be some method of exclusion. It is incorrect to apply one common rule to all schools and probably disrupt the existing ethos and culture
- Concept of neighborhood schools is good and workable, when there are enough number of schools. We are reeling under a tremendous overall shortage of good quality schools and hence, students are forced to travel some distance to avail of good quality education.
- Imposing 25% quota for disadvantaged students on private schools will simply create a backlash. Should private schools be forced to accept social inclusion when there isn’t any framework for them?
- Disallowing a teacher to engage in any private tuition is truly unfair. If teachers were paid well, they wouldn’t have resorted to tuitions in the first place. A more logical restriction could have been to restrict teachers from giving tuitions to the students of the school where they teach.
There are many more provisions which will have a deep impact on the education of future generations. Will this Bill have a salutary effect on the overall education industry or will it be the beginning of the end of the last bastion of good education – private schools?
Posted by Ninad on August 10, 2009 under All Posts |
The Rajya Sabha passed the Right of Children to Free and Compulsory Education Bill, 2009 on 20th July, 2009 and subsequently, the Lok Sabha passed the Bill by a voice vote on 4th August, 2009. This will become a law once assent is granted by the President.
Some of the important features of this Bill are:
- Free and compulsory education to all children of India in the 6 to 14 age group
- Every child aged 6 to 14, however poor, can demand schooling from a designated government officer for a prescribed neighbourhood school
- Within 3 years of the law’s enactment, at least one school must come up in the neighbourhood. If no private school comes up, government must set up a school
- 25 percent reservation for poor and disadvantaged children from neighbourhood in all private schools
- No screening procedure for child or parent during admission process
Capitation fee cannot be collected during admission
- No child admitted in a school can be held back or expelled till completion of elementary education (class eight)
- All schools (other than unaided schools) will have to form a school management committee comprising of parents and teachers for effective governance (50 per cent the members of this committee should be women)
- No teacher can engage in private tuition
Mahatma Gandhi had spoken about the need for universalisation of elementary education in 1937.
Article 21A was inserted by the Constitution (Eighty-sixth Amendment) Act, 2002 to provide for free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right. It has taken more than eight years for this to become a legislation.
The right to education is recognised as a human right by the United Nations. It is understood to establish an entitlement to free, compulsory primary education for all children, an obligation to develop secondary education accessible to all children, as well as equitable access to higher education, and a responsibility to provide basic education for individuals who have not completed primary education. In addition to these, access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality.
The right to education is enshrined in Article 26 of the Universal Declaration of Human Rights and Article 14 of the International Covenant on Economic, Social and Cultural Rights. The right to education has also been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education, 1st Protocol of ECHR and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women.
What is the impact of the Right to Education Bill passed by the Lok Sabha? Will it really help the cause of elementary education?
Read my views in the next BLOG…
Posted by Ninad on August 5, 2009 under All Posts |
One of the ways in which India’s soft power in education can be significantly enhanced is by becoming a global hub for higher education.
The US and the UK realized the importance of this and opened its doors to foreign students in the 20th century. Over the years, many of the universities in these countries have acquired a global reputation attracting students from around the world.
My elder son, Saahil, studies in an undergraduate program in the US. When I first visited the university, I was struck by the size and scale of the University and more importantly, by the diversity of students.
Other countries like Australia and Singapore have realized the importance of this and are trying to emulate the success of the US and the UK.
India has never actively promoted this. There are around 15,000 foreign students enrolled in colleges and universities in India. Malaysia has around 100,000 foreign students and China has set itself a target of 300,000 students by 2020.
India has some natural advantages to attract students.
- Cost: In the US and UK, annual tuition fees in a good university exceeds $30,000 per year. In India, it would be less than $ 10,000 per year. Add to that is the advantage of low cost of living and a student could save a substantial amount of money.
- English: In India, most of the universities teach in English and the entire ecosystem is capable of handling English speaking students
With these advantages, India can attract many students from emerging economies in Africa and Asia.
However, this will not happen easily.
Colleges and Universities will need to upgrade their present infrastructure, improve the quality of teaching, make their course curriculum more contemporary and also take pro-active steps to attract foreign students and make them comfortable on Indian campuses.
India has the potential to become a global education hub and also rival Bollywood with education as a soft power!
Posted by Ninad on August 3, 2009 under All Posts |
In International relations, soft power is not a new concept.
The word was coined by Harvard professor, Joseph Nye.
Nye argues that apart from the well-known conventional aspects of power like military power or political influence, a country’s appeal with regard to its softer aspects – culture, art, image, moral status etc. – can also have an impact and create goodwill or the exact opposite, in other countries.
The term “soft power” is now used commonly in International relations. This phrase was coined by Joseph Nye in a 1990 book, Bound to Lead: The Changing Nature of American Power. He further developed the concept in his 2004 book, Soft Power: The Means to Success in World Politics.
Many statesmen now use this term. For example, in 2007, Chinese President Hu Jintao told the 17th Communist Party Congress that China needed to increase its soft power; and the American Secretary of Defense, Robert Gates spoke of the need to enhance American soft power by “a dramatic increase in spending on the civilian instruments of national security — diplomacy, strategic communications, foreign assistance, civic action and economic reconstruction and development.”
India’s influence over the rest of the world through the popularity of Bollywood is one of the most touted soft powers.
However, education can create an enormous soft power for India.
In the US, there are Indians in almost all the good research labs. Indian doctors have made a name for themselves in many parts of the world. Many of the Indian immigrants to the US have been professionals – engineers, doctors, scientists, etc.
During Presidential elections in the US, the Indian community is targeted by the candidates, which is also a reflection of the clout that this community enjoys. Many members of this community are professional Indians.
If India is able to contribute more to this growing tribe of educated professionals, it will create yet another category of soft power.
Do you have any thoughts on how India can truly create soft power from its education industry?
