Privatization of Education: The Emerging Trends in India

India’s distinctiveness rests on its great foundations, which were built by her ancient sages who relentlessly sought after the highest integral knowledge and perfection. It is as a result of this that India’s culture has sustained even through periods of decline since antiquity. Our culture has always stood for universality and common fraternity of the entire human race, and our aspirations are reflected in the educational field which is based on the highest ideals of universal peace, unity and harmony. We maintain that education is a liberating force as also an evolutionary force. Education is a dialogue between the past, present and the future, so that coming generations receive the accumulated lessons of the heritage and carry it forward. Contemporary problems of environment, universal peace and international co-operation have added new dimensions and it becomes imperative for us to promote through education harmonious relationship between the individual, environment and cosmos. Despite serious handicaps of means and resources, the country has built up during the last 60 years a very large system of education and has created a vast body of men and women equipped with a high order of scientific and technological abilities, robust humanist and philosophical thought and creativity. India has been able to construct one of the largest systems of higher education in the world and we aim to equip our young people so as to enable them to shoulder their responsibilities both as Indians and as citizens of the world.

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.

The strong endorsement of neo-liberal policies by successive Indian governments has severely affected the education sector. Not just the funding cut but also growing privatization has significantly affected the quality of and access to education. The logic of the competitive market and one’s ability to pay determines the access to education; education is increasingly treated as a commodity rather than a social good.

2018

India has world's third largest higher educational system, next to China and United States. The mission of higher education is to achieve access, equality, justice, quality, employability, inclusiveness and create a knowledge society/economy. The deteriorating administration, unproductive practice, corruption and fund unavailability leads to break down of indigenous educational system. To tackle with the problem of unavailability of funds, instead of setting up new institutions, which require huge investments, priority of the government is to expand the capacity of existing institutions and to open the new educational institutions in higher education in private sector only. There are three forms of privatization of higher education institutes- Government self financing institutes, Government aided private self financing institutes and completely private higher education institutes. The need to privatize higher education is explained in this paper. The impact of privatization in ...

Journal of emerging technologies and innovative research, 2020

The main motive of education is toEducation is to prepare an individual for life, make himable physically, and intellectually, emotionally and spiritually to deal with the challenges of life with courage, audacity, enable him to take the right decisions, and broadening their perspectives. The main objective of education is to give direction to the individual to live his life in a useful and in a meaningful way. The major problem prevailing in the education system in the present time is the variation in the quality of education;the quality of education tends to be the reflection of the prosperity. For a person to prosper in the society, education is considered imperative. The central purpose of this research paper is to understand the current issues and challenges in the Indian education system, the main areas that have been highlighted are, 1Expenditure on education 2. Gross enrolment pattern 3. Capacity utilisation 4. Infrastructure facilities 5. PPP model 6. Student-teacher ratio ...

2010

Box 2.1 The Six "Education fo r all" goals 46 Box 2.2 Budget 2008 allocations for Education 56 Box 4.1 Exem plar Source : new s articles on schools adopting program m es Box 5.1 News article : HRD m inistry pushing for strict norm s for international schools Box 5.2 News article : Bill to regulate international schools m ay be delayed Box 5.3 NCTE (D eterm ination o f m inim um qualifications for recruitm ent of te ach ers in schools) Regulations, 2001 Box 6.1 Exem plar Source : Perceived Differences with CBSE XI LIST OF APPENDICES APPENDIX DESCRIPTION PAGE N UM BER Vidyalaya Vidyalayas" secondary and senior secondary schools with over 10 million students. Kendriya Vidyalayas (Central Schools) aim to promote national integration and a sense o f" Indianness" Lakh A lakh is a unit in the Indian numbering system, widely used both in official and other contexts in India. One lakh is equal to a hundred thousand, i.e. (10s and is written as 1,00,000). Lok Sabha The Lower House of Parliament with 522 members Lol Letter of Intent = interested schools form submitted by prospective schools wishing to implement IB programmes MinHRD The Ministry of Human Resource Development provides the policy framework, financial support and guidelines for the education sector. There are 2 departments MHRD 1. Department of School Education and Literacy and the 2. Department of Higher Education IBMYP The IB Middle Years Programme (MYP) is a programme of international education designed for students aged 11 to 16. NCAER The National Council for Applied Economic Research is India's economic research institution, specialising in policy research, surveys and economic forecasts NAAC The University Grants Committee established the National Assessment and Accreditation Council in 1994. NAAC is responsible for performance evaluation, assessment and accreditation of Indian Universities and Colleges. NCERT National Council of Educational Research and Training established 1961; as an autonomous resource organization to assist and advise Central and State governments in the implementation of education policies, to bring about qualitative changes in school education and teacher preparation. NCHER National Commission for Higher Education and Research NCTE The National Council for Teacher Education, with its Secretariat in the Department of Teacher Education of NCERT, an advisory body for Central and State Governments on all matters pertaining to teacher education. NIE The National Institute of Education, Delhi is the administrative nerve centre of the NCERT, responsible for educational research, development of textbooks and other material in-service training of teachers NIOS The National Institute of Open Schooling introduced by the Min HRD provides opportunities for continuing education up to Standard X NKC The National Knowledge Commission, a high-level advisory body established with the objective of transforming India into a knowledge society.

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.

The post-colonial era in India witnessed a radical change in the field of education, especially in the higher education system. In the last two decades, the inclusive concern of the central government towards higher education resulted in the form of various central universities all over India. But only the infrastructural appearance of large and splendid buildings is not enough for the acute and coherent educational system. The qualities of education, the academic culture that promotes productivity, the true cognizance of the fertile brains and the exploration of the youth within their moribund social phenomena, where they are getting exacerbated, are some of the key issues which are still in negligence as they are kept in the ethical category. But, in fact, these issues coalesce into some recondite situations which divert the universities and other higher institutions from their real goals.Undoubtedly, now students from villages and remote areas are also aware of getting higher education but the question is – Are they really getting education as it should be or are they just being served a coagulated form of study in the lack of donnish faculties? The answers of these questions, indeed, denounce the true spirit of higher education. This paper also includes some retrospective concerns towards higher education and some of the upcoming ones. Perhaps, these concerns will sort out the restrains, the higher education system is facing now a days. Key Words: Academic Culture, implicit indentation, Efficient Faculty, Good Governance, NPE.

India has emerged as a global leader and a strong nation. Education is the key to the task of nation building as well as to provide requisite knowledge and skills required for sustained growth of the economy and to ensure overall progress. According to the Census Data 2011, India is overpopulated with a population of 121,01,93,422 which means India today is a powerhouse of talent of 121,01,93,422 plus. In order to convert the population from a challenge to an opportunity, the area that requires immediate attention is education and training. An academic revolution has taken place in higher education particularly in the past half century marked by a paradigm shift in scope and opportunity. Over the years higher education system has become an enterprise having much of business orientation with all its exposure to fierce competition at different levels of stakeholders. Indian education system considered as one of the largest of its kind in the world also faces/encounters enormous challenges in the new millennium. These challenges are diversified and manifold stretching from contemporary curriculum development, quality assurance and accreditation and ethical value propositions to policy planning and governance. In a technology driven society knowledge rewrites the fate of a nation and so does higher education. One of the major reasons for India’s performance for being not that encouraging was due to suboptimal investment on higher education in the recent past. With unprecedented growth of knowledge typically in the area of information and communication followed by globalization shrinking the world into a global village, competitiveness has become a decisive force of growth. This necessitates massive investment on higher education so that availability of internationally acceptable highly skilled manpower can be ensured. But, this drive for internationalization of higher education is a highly ticklish and delicate move and should not be accomplished at the cost of identity of the nation as rightly quoted “Internationalisation of higher education is one of the ways a country responds to the impact of globalization yet, at the same time respects the individuality of the nation (Knight and Dewitt, 1997)”. As a part of India’s integration into the world economy the role played by potential foreign participants need a special mention. The impact of potential entrants on Indian higher education system can be felt in most of the functional areas like access, equity and quality. Moreover, in view of the inherent lapses in the regulatory structure of the system, unregulated foreign participation may lead to unfair and exploitative practices; to mention a few high capitation fees, misrepresentation of courses and corruption in admission process which may further accentuate the functional and ideological differences. Thus, in order to ensure excellence and reasonable match between demand for and supply of globally acceptable labour, striking balance has to be restored between accessibility to world-class educational system and model exemplifying national value ethics and standards.