So Here You Are! No Indian University in World`s Top 200 Universities! More Shocking, NO less than EIGHTY Five Percent Indian Graduates are UNEMPLOYABLE! Knowledge Economy and Topmost priority to IT sector has Undermined Higher Education and Research

So Here You Are! No Indian University in World`s Top 200 Universities! More Shocking, NO less than EIGHTY Five Percent Indian Graduates are UNEMPLOYABLE! Knowledge Economy and Topmost priority to IT sector has Undermined Higher Education and Research in India! The Brahaminical Merit theory stands NO WHERE!How Amusing is it in this Context that the government today unveiled the draft policy on information technology, 2011 that is aimed at creating a pool of extra 10 million skilled manpower by2020 and strengthening India's position as a global IT power!India will consider giving tax sops forinformation technology companies after the direct taxbill comes into affect, Federal Telecoms and Information Technology minister Kapil Sibal said on Friday.

Indian Holocaust My Father`s Life and Time - SEVEN HUNDRED THIRTY EIGHT

Palash Biswas

http://indianholocaustmyfatherslifeandtime.blogspot.com/


http://basantipurtimes.blogspot.com/


So Here You Are! No Indian University in World`s Top 200 Universities! More Shocking, NO less than EIGHTY Five Percent Indian Graduates are UNEMPLOYABLE! Knowledge Economy and Topmost priority to IT sector has Undermined Higher Education and Research in India! The Brahaminical Merit theory stands NO WHERE!How Amusing is it in this Context that the government today unveiled the draft policy on information technology, 2011 that is aimed at creating a pool of extra 10 million skilled manpower by2020 and strengthening India's position as a global IT power!India will consider giving tax sops forinformation technology companies after the direct taxbill comes into affect, Federal Telecoms and Information Technology minister Kapil Sibal said on Friday.

Kapil Sibal and Government of India Incs have Implemented the Post Modern Manusmriti Rule depriving the Majority Nunivasi Bahujan and 95 percnts Non Brahamin  Non Aryan Demography the RIGHT to Education! The SARBO SHIKSHA against Knowledge Economy base on Purchasing Capacity centred in Most Costly Education Hubs have killed the Opportunity of Education to the EXCLUDED ENSLAVED Communities making Reservation and Quota Irrelevant! The Knowledge Economy has also made Higher studies and Research, Universities and Traditional Education BLASTED!

Apart from being the toughest place to get into, the IITs are probably the most talked about technical institutes by the citizens in any country. The national obsession whole of India has with these temples of higher learning is not funny. Even MIT and Harvard don't enjoy this kind of reverence in the US. The reason is not hard to miss though. IITs represent hope for millions of middle and lower-middle class households in the country - hope for better money and hope for higher societal standing.
Most middle class Indians feel that education is the only way to get rich and earn respect ethically in this country and IITs symbolise the very culmination of this 'Indian dream'. The sentiment is so strong that it makes 15 year olds toil for years away from their family in places like Kota to prepare for an exam that lasts just a few hours!
Parents sacrifice their own aspirations and save money to send their children to expensive coaching institutes that prepare them for this tussle between lakhs for a few thousand seats.
And now when Narayana Murthy has openly questioned the quality of graduates from IITs, it is this very national obsession that has caused everybody to express an opinion on the issue (I guess with this blogpost, you can add my name to that list).
However what amuses me here is that coaching institutes and quota system have become the whipping boys of one and all. I beg to differ. Here's why:
1. Coaching classes: I work for a hedge fund and am a capitalist at heart. I see nothing wrong with commercialisation as the spirit of enterprise, the very foundation of any country's progress, is based on the possibility of profit making. Entrepreneurship and charity are almost an oxymoron according to me. These coaching classing are a direct consequence of the demand for that 'extra edge' in the super competitive exam.
And why do aspirants look for that advantage when the topics tested in IIT-JEE are taught in school?
They do because the curriculum of ICSE & CBSE isn't rigorous enough for IIT-JEE. So how are the coaching classes to blame here? They saw an underserved market here and are encashing on it. I fail to see anything wrong with that.
2. Quota system: This is a sensitive issue and one on which there is no clear consensus. No doubt the underprivileged deserve support but should the same come at the cost of compromising on the quality of the students being churned out? I think the answer is a resounding yes. The onus in this case lies on the infrastructure, both physical and human, of the institute to bring these students at par with the others.
The same can be achieved by means ranging from 'extra lectures' to 'remedial classes'.
Still, if a corporate has a problem with the quality of the students that get admission thorough quota system, then there is a simple solution to it - in-house training. The same would be cheaper than running behind fewer coveted students from 'General' category that would be more expensive to hire as they shall have multiple job offers at their doorstep.
So, if coaching institutes and quota system is not to be blamed, then what can be the reason for the alleged drop in quality for students? Well, in my humble opinion, it is the IIT aspirants themselves.
Ask any IIT aspirant the reason his/her motivation behind getting admission into an IIT, the answer is rarely 'to become a world class engineer' or 'to do cutting edge research'. Most of the responses are 'to get a well-paying job on graduation' or 'to get admission into a top-notch American University or MBA institute'.
Appallingly, the fact that an IITian commands a heavy dowry in some parts of India is another motivation for a few aspirants who are clearly messed up in their heads. The bottom line is that a degree from an IIT gives them three things that prove sufficient to succeed in the real world - the brand name of an elite institution on their CV, top notch analytical skills and an enviable alumni network. Frankly (and sadly), this is all these aspirants and their families care about.
Majority of the students from IITs use little or no part of the knowledge gained at the institute in their job upon graduation. Writing codes in software industry or preparing pitch books in investment banking clearly don't require the knowledge of Fluid Mechanics or Electrical Circuit Design. But these jobs pay big bucks and that's the end goal here for most IIT aspirants.
Hence, how can they be good engineers when they start out intending to use engineering degree from IIT just as a stepping stone to a successful career in some other field? Clearly the quality will suffer which sadly means that Murthy is right. However by hiring civil, mechanical and electrical engineers to write codes in his company, he can't deny that he is a part of the problem himself.
http://ibnlive.in.com/blogs/tanujkhosla/3024/62782/dip-in-quality-of-iitians-fault-lies-with-the-aspirants.html

1. Capturing India's Percolating Coffee Market - India Knowledge ...

2. knowledge.wharton.upenn.edu/india/article.cfm?articleid=4607

3. Capturing India's Percolating Coffee Market. Published: June 02, 2011 in India Knowledge@Wharton. The Café Coffee Day (CCD) location in Mumbai's ...

4. Trying for a Shot at India's Java Market

5. knowledgetoday.wharton.upenn.edu/.../trying-for-a-shot-at-indias-ja...

6. 2 Jun 2011 – Starbucks and Dunkin' Donuts are among the retailers trying ...

7. Show more results from upenn.edu

8. [PDF]

9. Emerging India as a World Class Leader in the Knowledge Industry:

10. www.zmk.uni-freiburg.de/.../Workshop/paper-ranganathan.pdf

11. File Format: PDF/Adobe Acrobat - Quick View

12. the globalization of products that cater to the global market. This ... The development of the knowledge economy of India as part of software development; and e. ...

13. India Report on Indian KPO market, Knowledge Process ...

14. www.india-reports.com/summary/KPO.aspx

15. A comprehensive report that analyses the capability of the Indian market to supply skilled professionals to meet the future demand of the Knowledge Process ...

16. Welcome to Nielsen - India

17. in.nielsen.com/

18. Our combined insights, experiences, knowledge, market intelligence and advanced ...5th September 2011 Indian Smartphone users now spend more time on ...

19. India Knowledge Services Outsourcing: NASSCOM -CRISIL Study ...

20. www.indiatechonline.com/india-knowledge-services-outsourcing-nas...

21. 24 Aug 2011 – Rising client adoption has positioned the Knowledge Services industry in India as a USD 2.0 billion market in FY2010, generating employment ...

22. indian share market day trading free share market tips day trading ...

23. www.daytradingshares.com/

24. share tips share market indian day trading free tips basics bse nse day trading ..."Share market trading and investing requires appropriate knowledge, so it is ...

25. Economics of knowledge* - Indian Academy of Sciences

26. www.ias.ac.in/currsci/jul25/articles14.htm

27. by RA Mashelkar

28. This is half of India's R&D budget! So these wars in the knowledge market will be quite expensive. The power of knowledge in the knowledge society is there for ...

29. Research > Investment > World Gold Council

30. www.gold.org/investment/research/

31. Thousands of investors subscribe to our free gold market analysis and insight. Gold Investment Digest ... India: heart of gold: strategic outlook · The ten year bull ...

32. Modern Indian Art: The Birth of a Market — HBS Working Knowledge

33. hbswk.hbs.edu/item/6180.html

34. 2 Aug 2010 – Before 1995, there was little market for 20th-century Indian fine art. That's when artists, auction houses, critics, and others defined a new ...

    Ads Quick market monitoring www.sify.com/stockwatch Create a Watchlist & Ticker Free No login required. Try Now! शेयर बाजार www.sharekhan-firststep.com स्टॉक मारकेट की एक्सपर्ट सलाह. Education in India www.internationalbusinessstrategies.com Market Size, Growth, Trends Buy 2011 Market Research Report Indian Market Information indian-market-information.ask.com Find The Best Results For Indian Market Information.Find It! Indian Markets www.moneycontrol.com/Indian+Markets Stock Market Price & Updates. Live Market News, Stock Trends & more. Indian Industry economictimes.indiatimes.com/Market ET Now Live Feeds, Live Market Commentary and More, Check Now! See your ad here »

    
    

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    Next

    
    
    
    The policy also targets exports worth $ 200 billion and a total revenue of $ 300 billion by 2020 from the IT and ITes industry, Communication and IT Minister Kapil Sibal said unveiling the draft policy. The shipment is worth $ 59 billion, while the revenue is $ 88 billion at present.
    
    India is trying to pass a bill in parliament to overhaul its archaic direct tax laws, a key reform aimed at simplifying procedures for investors and bring in more revenue by widening the tax net.
    
    "We will certainly try and do something," Sibal told reporters without giving details.
    
    A spurt in tax rates due to expiry of the Software Technology Parks of India ( STPI) scheme earlier this year has hurt margins and crimped profits at Indian IT firms.
    
    The downgrade by credit ratings agency Standard & Poor's in August had triggered concerns that the $ 60 billion software services industry - which gets more than 60 per cent revenues from the US market - would be hit.
    
    Major IT and BPO companies in the country are jittery amid fears of another economic slump in the US and a debt crisis in Europe, according to industry body Assocham.
    
    "The US and Europe account for over 80 per cent of India's $ 60 billion IT industry and macro-economic uncertainty in these parts of the world are bound to make the market gloomy," it further added.
    
    Besides, the industry is already reeling under high interest costs, high inflation and the stock market is also in a sombre mood, the study added.
    
    However, IT industry body Nasscom, exuded confidence that the sector will "sail through" the crisis. The Indian IT sector will not be impacted much by recessionary trends in Europe and the US as the industry is poised to grow on increasing domestic demand and by tapping new markets outside the West, Nassocm had said.
    
    "Our objective from this policy is to increase revenues of IT and ITeS (IT-enabled services)industry from $ 88 billion at present to $ 300 billion by 2020 and expand exports from $ 59 billion at present to $ 200 billion by 2020 and to create a pool of 10 million additional skilled manpower in ICT," he said.
    
    The Indian IT sector, which gets 80 per cent of its revenues from exports, employs over 2.5 million skilled people, he added.
    
    The draft is available for comments from public and various stakeholders for a month on the websites of the Department of Information Technology and the Department of Telecommunications.
    
    The draft aims to provide fiscal benefits to small and medium enterprises (SMEs) and start-up ventures in the key industrial verticals for adoption of IT.
    
    "We are waiting for the Direct Taxes Code (DTC) to put in place, then we will make a framework to provide incentives to smaller and medium IT firms," Sibal said.
    
    The draft also focuses on gaining significant global market share in cloud-based technologies and services and mobile-based value added services.
    
    "A conducive policy environment and the concerted strategy is needed for the country to remain a global player on a long-term basis," he said.
    
    Further, it also calls for setting up centres of excellence in institutions of higher learning so as to produce at least 3,000 PhDs in ICT in specialised areas by 2020.
    
    The policy also formulates fiscal and other regulations to attract investments in the sector in tier II and III cities and to create employment opportunities across the country.
    
    "As most of the IT companies are located in big cities like Bangalore, Pune, Hyderabad, and Mumbai, the policy will now look at expanding to tier II and tier III cities as well," Sibal added.
    
    India Inc has witnessed a significant decline in attrition level during July-September 2011 on the account of uncertain job market, says a study.
    
    "Attrition outlook had declined in our second quarter study. Major reason for decline is uncertainty in getting new job. The major reason for switching a job is dissatisfaction with supervisor or senior. It clearly shows employees are scared about their career in current crisis," MyHiringClub.com CEO Rajesh Kumar said.
    
    According to the study conducted by MyHiringClub.com, attrition rate in the second quarter of current fiscal declined by 18 per cent compared to the first quarter of FY'11.
    
    Among the 11 industries surveyed, the information technology (IT) and banking and financial services sector have witnessed double digit attrition rates among talented employees. However, both sectors have witnessed a decline in attrition compared to previous quarter.
    
    The IT and ITES sectors saw the highest attrition rate of 16 per cent in the second quarter of 2010-11, a fall from 23 per cent in the first quarter. Besides, the banking and financial services sector witnessed an attrition rate of 14 per cent as against 18 per cent in the preceding quarter.
    
    In addition, FMCG's attrition level stood at 9 per cent in the second quarter, followed by automobiles and manufacturing (7 per cent), healthcare (6 per cent).
    
    The main reason for switching a job is dissatisfaction with supervisors (32 per cent) and employers asking for resignation (13 per cent).
    
    Employees with experience of up to five years had the highest attrition rate of 46 per cent, while it was 31 per cent for those with 5-10 years of experience and 17 per cent in the 10-15 years' experience bracket.
    
    Interestingly, senior-level employees (experience more than 15 years) had a very low attrition rate of 6 per cent.
    
    "Job Junior level profiles stole the limelight from across all other hierarchical levels. This segment showed the highest attrition rate in every quarter. Companies are grappling with the key issue of holding on to their young employees," Kumar added.
    
    The survey was conducted among 1,1800 employees and 249 employers between May and June this year.
    
    In what could be a Diwali gift for exporters, the government is expected to announce sops, including interest subsidy, to cushion them from the slowdown in western markets.
    
    "There will be some new incentives for some labour intensive sectors like leather," an official said.
    
    Most likely, Commerce and Industry Minister Anand Sharma will announce the incentives on October 13, after the meeting of high-level Board of Trade, which is scheduled on October 11, the official added.
    
    "Incentives could be shuffled among different sectors. Those doing well may have to vacate some sops for the segments which need more support," the official said.
    
    However, the official did not disclose further details. The Directorate General of Foreign Trade (DGFT), an arm of the Commerce Ministry, has convened a meeting of all the export councils tomorrow.
    
    "In the backdrop of uncertain economic conditions in the US and Europe, we will ask for extending the benefits under Focus Product and Focus Market Scheme to markets like China, Indonesia and middle east nations," Federation of Indian Export Organisations (Fieo) President Ramu Deora said.
    
    Deora said labour intensive sectors like agri-commodities, carpets, leather and textile need support.
    
    Sharma has recently said the Finance Ministry has agreed for an interest subvention for the export credit and the Reserve Bank has been asked to notify it soon.
    
    Earlier this year, the government had announced fiscal incentives worth Rs 500 crore to exporters of select products. The sops were given under different schemes like 'Focus Market' and 'Focus Products'.
    
    In the Focus Market Scheme, exporters get duty credit of 3 per cent on the value of consignments. Whereas, under the Focus Product Scheme, the exporters avail duty credit of 5 per cent.
    
    The government had given similar sops worth Rs 600 crore in January 2010.
    
    The government intervened with a stimulus packages when exports plunged after October, 2008, under the impact of global financial woes.
    
    During the April-August period this fiscal, India's exports grew by 54.2 per cent to USD 134.5 billion. However, Commerce Secretary Rahul Khullar has said the high export growth rate would not be sustainable due to the uncertain economic conditions in Western markets.
    
    Government is working to announce aDiwali gift for exporters in the form of sops,includinginterest subsidy to cushion them from slowdown in the western markets.
    
    "After sectoral reviews, we will be announcing the incentives...you can expect definitely by the end of October or first week of November," Commerce and Industry Minister Anand Sharma said after presiding over a meeting of an industry-government task force on ways to revive the business confidence.
    
    He said the Finance Ministry has agreed for an interest subvention for the export credit and the Reserve Bank has been asked to notifiy it soon.It may be 2-3 per cent, sources said.
    
    Concerned over slowdown, lack of investment and rising cost of credit, Sharma agreed with the industry leaders that there should be a roll-back of the interest rates.
    
    The RBI has been tightening the monetary policy to fight inflation and has increased the benchmark short-term interest rates by over 3.50 percentage points since March 2010.
    
    "In my view, there has to be a rollback when it comes to cost of credit for the manufacturing industry. I have raised the issue with the Finance Minister. The cost of credit is making the Indian manufacturing expensive and globally uncompetitive. It would also affect in the long run our exports. These concerns have been fully registered," he said.
    
    Asked about reforms in the FDI policies, Sharma said the overseas investment in education sector is being delinked from real-estate. It will be announced in the new policy circular tomorrow.
    
    However, on much-awaited FDI in multi-brand retail, the minister gave no assurance except saying, "we will take the steps which are correct and appropriate".
    

    No Indian university in world's top 200 list

    Last updated on: September 8, 2011 18:06 IST
    

    Share

    this

    Ask

    Users

    Write a

    Comment

    Print this

    article

        Next

    BS Reporter
    In the QS ranking list of best global universities that was released early this week, Cambridge University, United Kingdom was ranked number one in the world for the year 2011-12. However, Indian universities like IIT-Bombay, Delhi and Madras do not even feature in the Top 200.
    The world's second-fastest growing economy does not have an educational institute in the top 200 global list this year.
    The Indian Institute of Technology (IIT), Bombay -- the only Indian varsity that found itself in the Top 200 Quacquarelli Symonds (QS) World University Rankings in 2010 at the number 187 spot -- dropped 38 places to 225. Similarly, IIT Delhi fell to number 218 from 202 in 2010 and IIT Madras dropped to 281 from last year's 262.
    The rankings by QS, a leading networking organisation in higher education, are based on employer reputation, academic reputation and research quality.
    The remaining Indian universities featuring in the rankings, including IIT Kanpur, IIT Kharagpur, IIT Roorkee, IIT Guwahati, University of Delhi, University of Calcutta, University of Pune and University of Mumbai, did not find a place in the Top 300 World University Rankings.
    Click NEXT to read more
    
    Image: IIT-Bombay was ranked 225 in the QS 2011-12 list of global universities
    
    

        Next

    Source:
    
    

    '85 percent graduates in India not employable'

    Last updated on: August 29, 2011 08:37 IST
    

    Share

    this

    Ask

    Users

    Write a

    Comment

    Print this

    article

        Next

    Divya Nair
    At a recent HR professional meet in the city, hiring managers and employers from leading firms in the country addressed the issue of growing unemployment in the country and discussed plausible solutions to solve the issue.
    According to a NASSCOM report, each year over 3 million graduates and post-graduates are added to the Indian workforce.
    Of these, only 25 percent of technical graduates and 10-15 percent of regular graduates are considered employable by the industry.
    What about the rest 75 percent of graduates? What makes them unemployable?
    According to Kapil Deorukhkar, Regional Manager at IndiaSkills, a skills training company, "Nearly 85 percent of graduates are not employable, while 75 percent of engineering graduates are not employable."
    Some of the reasons cited for the same are lack of focus and definite career path among graduates, undue emphasis on academic excellence, lack of industry-relevant curriculum and the like.
    At a meeting of eminent Human Resource delegates held at WeSchool in association with the National HRD Network in Mumbai early this month, several professionals and industry experts from various sectors addressed the issue and discussed some workable solutions to consider.
    We decode some of the solutions discussed at the meeting.
    Click NEXT to read more
    
    Image: 85 percent of graduates are not employable
    Photographs: Dominic Xavier
    

        Next

    http://www.rediff.com/getahead/slide-show/slide-show-1-career-85-percent-of-graduates-in-india-not-employable/20110829.htm
    
    A U.S. education focused trade mission will visit India from October 10 to October 15.
    
    
    
    Suresh Kumar, Assistant Secretary of Commerce and Director General of the U.S. and Foreign Commercial Service, will lead the mission, a U.S. Embassy press release said.
    
    This mission, organized in partnership with the U.S.-India Educational Foundation (USIEF), includes representatives from 21 U.S. institutions of higher education, who will meet with Indian partners and explore opportunities.
    
    "This trade mission reinforces the strong educational ties between India and the U.S., and advances the shared agenda underscored by the Obama-Singh 21st Century Knowledge Initiative," Kumar said.
    
    "The initiative promotes public-private partnerships between institutions of higher learning in both countries, helping foster economic growth and opportunity," Kumar added.
    
    The 21 U.S. schools on the mission, representing regionally accredited graduate programs, four-year undergraduate programs and state study consortia from more than fifteen states, are a cross-section of America's higher educational institutions.
    
    The mission will include student fairs and networking events in New Delhi, Chennai, and Mumbai, three of the top cities for recruiting Indian students to the United States.
    
    Simultaneous with the trade mission, the U.S.-India Higher Education Summit will be held on October 13, 2011 in Washington, chaired by Secretary of State Hillary Clinton and Minister of Human Resource Development Kapil Sibal.
    
    The Higher Education Summit will act as a forum for deepening linkages and cooperation and explore how government, universities, and business can collaborate to create innovative and sustained higher education partnerships between the U.S. and India.
    
    In 2010, Indian students constituted the second largest group of international students studying in the United States, with nearly 105,000 students.
    
    The United States, with over 4,000 accredited institutions of higher learning, can offer access to high quality education to students in a broad range of fields.
    
    The list of participating colleges/universities are as follows: Arizona State University; Ball State University; Columbus State University; Dickinson State University; Dowling College; Georgia Southern University; Hofstra University; LeTourneau University; Life University; Long Island University; Montana State University; Savannah College of Art and Design; Southern New Hampshire University; Stevens Institute of Technology; University of Houston - Clear Lake; University of Illinois at Springfield; University of Oregon; University of Pennsylvania; University of Southern California-Viterbi School of Engineering; West Virginia University and the University of the Incarnate Word.
    
    

    India-US Higher education summit on October 13

    
    The first ever India-US Higher Education Summit aimed at providing a platform for government and education leaders from both countries to outline their vision for 21st century education engagement will be held on October 13.
    The US Secretary of State Hillary Clinton and the Human Resources Development Minister Kapil Sibal would co-chair the summit, an official statement said today.
    "The US-India Higher Education Summit will provide a platform for government and education leaders from both countries to outline their vision for 21st century education engagement to a broad cross-section of academics, university presidents and administrators, non-governmental organizations and foundation executives, and association and private-sector leaders," the State Department said in a statement.
    An initiative of Secretary Clinton, the Summit will also highlight and emphasise the avenues through which the higher education communities in the US and India have engaged and can further engage in expanded cooperation.
    "The United States envisions a robust role for the US and Indian governments in promoting and encouraging the vibrancy and depth of the cooperation between our education sectors," the State Department said.
    Besides Clinton and Sibal, who will deliver the opening remarks, the Indian Ambassador to the US Nirupama Rao and former US Ambassador to India and President Emeritus of Colorado College Richard Celeste will deliver luncheon remarks.
    The Education Secretary Arne Duncan and Sibal will deliver closing remarks.
    On October 12, Deputy Secretary of State William Burns and Sibal will deliver remarks at an reception in honour of the Summit hosted by the US-India Business Council.
    Last week in her remarks at the Yale University, Rao had said the India-US relationship in Higher Education Sector is poised to reach a new level.
    "India-US cooperation in the field of education is today poised for major expansion. We in India see education as critical for achieving its goals to have inclusive growth and to realize the potential for taking the Indian economy to even higher growth trajectory," Rao said.
    "The Indian Government has announced major initiatives for massive expansion and upgradation of the education infrastructure, both in the primary education sector as also higher education," she said.
    "The Summit will bring together not just government officials but also academics and entrepreneurs who are engaged in this area and will provide a platform to develop a blueprint for furthering our horizons in this area," said the
    Indian Ambassador.
    

    *	Results Framework Document for the year 2011-12.
    *	Right of Children to Free And Compulsory Education Act, 2009.
    *	Secondary Education
    	National Foundation for  Teachers' Welfare -Teachers  Day, 2010 - Messages from Hon'ble President of India, Hon'ble Prime Minister of India , Hon'ble Minister of HRD and Minister of State (HRD) National Foundation for Teachers' Welfare - Teachers' Day Poster 2011.
    *	Higher Education
    *	International Conference on Women's Literacy for Inclusive and Sustainable Development
    	*	Provisional Programme of International Conference as on 08-10,September 2011.
    	*	Registration Form.
    	*	General Information note.
    *	Adult Education
    	*	Report of the Expert Committee on National Curriculum Framework for Adult Literacy.
    	*	Saakshar Bharat.
    	*	Draft Report of the Expert Committee on National Curriculum Framework for Adult Education.
    	An  Expert committee on National Curriculum Framework for Adult Education was constituted under the Chairpersonship of Dr. Shantha Sinha, Chairperson, National Commission for Protection of Child Rights. The Expert Committee, after extensive consultations with the stake holders, has submitted the draft report. Feedback on the draft report may be forwarded to e-mail IDmathanthony@gmail.com with a copy to sangwan.edu@nic.in
    	*	Report for Delivery Monitoring Unit (DMU) of PMO.
    	*	Proposals from Non-Governmental Organizations for Innovative Proposals in the field of Adult Education.
    	*	Scheme of Support to Voluntary Agencies for Adult Education and Skill Development.
    	*	Guidelines for Management, Planning and Operation of the State Resource Centre.
    	*	Scheme of Jan Shikshan Sansthan.
    	*	Clarification reg. submission of applications by NGOs for grant in aid under the scheme of Support to Voluntary Agencies for adult Education & Skill Development.
    	*	Proposals from Non-governmental Organisation for setting up State Resource Centres.
    *	Teacher Education
    *	Sarva Shiksha Abhiyan
    *	Mid-Day Meal Scheme
    *	Mahila Samakhya Scheme
    *	Grant Released/UC Details
    *	Minutes of the meeting of State Education Secretaries held on 28th January – 30th January, 2010 at Vigyan Bhawan, New Delhi
    *	Notification of Constitution (Eighty-sixth Amendment) Act 2002 and Right of Children to Free and Compulsory Education Act, 2009
    *	Results Framework For Department of School Education & Literacy (2009-2010).
    *	The Right of Children to Free And Compulsory Education Act, 2009.
    *	Model Rules Under the Right Of Children to Free and Compulsory Education Act, 2009.
    *	Minutes of the State Education Secretaries Conference held from 30th July to 1st August 2009.
    *	The Scheme for providing Quality Education in Madrassas  (SPQEM)"Hindi" .
    *	The Scheme for providing Quality Education in Madrassas  (SPQEM)"English" .
    *	Clarification for revised SPQEM (16th February, 2009).
    *	Scheme for Infrastructure Development for Minority institutions(IDMI) ("Hindi")
    *	Scheme for Infrastructure Development In Private Aided/Unaided Minority Institutes (Elementary Sec.).
    *	Chapter on Elementary Education (SSA & Girls Education) for the XIth Plan Working Group Report.
    *	NGO scheme/grants - Portal of Planning Commission.
    *	NGO Partnership System ( NGO-PS).
    *	Detailed Demand for Grants 2008-2009.

    
    http://education.nic.in/Elementary/elementary.asp
    

    1. IT policy to increase revenue to $300 billion: Sibal ‎ TwoCircles.net - 2 hours ago "IT is a key driver of an increasingly knowledge-based global economy, and given the current position, India is well positioned to enhance and leverage its ... Draft National Policy on Information Technology 2011 Released by ...‎ Press Information Bureau (press release) all 65 news articles » EPA:MLGIT - PINK:GITH

       * Moneycontrol.com

    2. Patil asks foreign firms to tap Indian investment potential ‎ Moneycontrol.com - 12 hours ago She said India is fortunate to be endowed with rich human capital and a strongknowledge base and has been successful in many frontier areas like space, ... President says India to join new anti-graft academy‎ TrustLaw all 37 news articles »

       * News24online

    3. Knowledge economy: Global best school buildings ‎ BBC News - 2 days ago Giant pencil-shaped entrance columns at Aadharshila Vatika in Delhi, India. The kindergarten has been praised for its child-friendly environment. ...

       * BBC News

    4. Africa: Building World Class Research Universities Is ... ‎ AllAfrica.com - 6 hours ago Washington — In a global economy that depends on sophisticated innovation andknowledge to drive growth and wealth, a new World Bank report on higher ...

       * The Age

    5. Trinidad and Tobago seeks India for IT support ‎ IBNLive.com - 4 days ago Port-of-Spain: Trinidad and Tobago is seeking assistance from India to ... the building of a knowledge-based economy is widespread access to affordable high... Govt looks to India for IT support‎ Trinidad Guardian all 4 news articles »

       * IBNLive.com

    6. "The Future of Brazil is the Natural Knowledge Economy" ‎ Inter Press Service - 3 days ago Unlike China and India, Brazil could plan for much more balanced development and a ... A naturalknowledge economy could set it apart from the rest. ...

    7. India's policy establishment neglects basic science and technology ... ‎ Economic Times - 3 days ago Today, the world has become dependent on technology, which increasingly drives the global economy. India itself is transitioning into a knowledge economy. ...

    8. Morgan Stanley Names Khattar India Capital Markets Head ‎ Bloomberg - Ruth David - 3 days ago ... to tap demand for investment banking services in Asia's third-largest economy. ... business inIndia, two people with knowledge of the matter said in May.PINK:MOAS - MS - AND

    9. India draws poverty battle lines ‎ Asia Times Online - Raja Murthy - 3 days ago MUMBAI - India's top governmental economic advisory body is .... as the sources of all knowledge for how this country's economy is to be run, ... Live on Rs 32 a day: Aruna Roy to Montek Ahluwalia‎ Times of India The claim that sparked a row‎ IBNLive.com (blog) INDIA: The affidavit of the Planning Commission in the Supreme ...‎ Asian Human Rights Commission News all 369 news articles »

       * India Today

    10. SA, India seek to build on strong bilateral trade relations ‎ Creamer Media's Engineering News - 18 hours ago ... after China and India, Africa was expected to be the next large economy. ... We also need to enhance our knowledge-sharing platform and skills transfer ...

    
    

    1. [PDF]

    2. India and the Knowledge Economy: Leveraging Strengths and ...

    3. info.worldbank.org/etools/docs/library/.../India_KE_Overview.pdf

    4. File Format: PDF/Adobe Acrobat - Quick View

    5. ranks of countries that are making a successful transition to the knowledge economy. Embracing the knowledge economy. The time is very opportune for India to ...

    6. Knowledge for Development - India and the Knowledge Economy ...

    7. web.worldbank.org › ... › Knowledge for Develo...

    8. 28 Jun 2005 – A World Bank report, India and the Knowledge Economy ...

    9. You've visited this page 3 times. Last visit: 24/03/10

    10. Show more results from worldbank.org

    11. [PDF]

    12. Knowledge Economy in India and the Growth of Knowledge ...

    13. crl.du.ac.in/ical09/papers/index_files/ical-22_210_446_1_RV.pdf

    14. File Format: PDF/Adobe Acrobat - Quick View

    15. by SM Shahid - Related articles

    16. India had gradually been building a knowledge economy, having ... depth study onIndia's position in the global knowledge economy. This work was included in ...

    17. Why India can be global knowledge economy leader

    18. www.rediff.com › Business › Columnists › Guest Column

    19. 11 Nov 2006 – My vision is that India will become a leader in the global knowledge economy by 2010. This will be the result of a highly focussed effort to ...

    20. Innovation and research to steer India's knowledge economy ...

    21. articles.timesofindia.indiatimes.com › Collections › Higher Education

    22. 15 Feb 2010 – In order to be part of the future world order India is working towards aknowledge economy. In keeping with its mission, the government has set ...

    23. [DOC]

    24. NATIONAL KNOWLEDGE ECONOMY IN INDIA

    25. ekh.unep.org/.../...

    26. File Format: Microsoft Word - Quick View

    27. NATIONAL KNOWLEDGE ECONOMY IN INDIA. The Concept. India's growing population of young people will give the country a demographic advantage over ...

    28. India - India and the Knowledge Economy: Leveraging Strengths ...

    29. www.worldbank.org.in › India › News & Events

    30. Institute delivered a very successful workshop in New Delhi on India and theKnowledge Economy: Leveraging Strengths and Opportunities, in partnership with ...

    31. Information Literacy and Emerging Knowledge Economy in India

    32. web.resourceshelf.com › ResourceBlog

    33. Information Literacy and Emerging Knowledge Economy in India. January 13, 2010 17:10. Authors: S.B. Ghos and Anup Kumar Das. Source: Information ...

    34. [PDF]

    35. Information Technology and India

    36. misbridge.mccombs.utexas.edu/knowledge/.../india_and_info_econo...

    37. File Format: PDF/Adobe Acrobat - Quick View

    38. by P Konana - 2001 - Cited by 7 - Related articles

    39. India as a Knowledge Economy: Aspirations versus Reality. Dr. Prabhudev Konana. Associate Professor of MIS. McCombs School of Business. The University of ...

    40. Knowledge Economy - UK in India

    41. ukinindia.fco.gov.uk/en/about-us/...india/KnowledgeEconomy/

    42. Knowledge economy is a cross-cutting effort to ensure coherent engagement withIndia.

        1

        2

        3

        4

        5

        6

        7

        8

        9

        10

        Next

        
        

        Knowledge economy

        From Wikipedia, the free encyclopedia

        *	This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed.(November 2008)

        
        

        Part of a series on

        Economic systems

        Ideological systems

        Anarchist · Capitalist Communist · Corporatist Fascist · Georgist Islamic · Laissez-faire Market socialist · (Neo-) Mercantilist Participatory Protectionist · Socialist Syndicalist

        Systems

        Closed (Autarky) · Digital Dual · Gift · Informal Market · Mixed · Natural Open · Planned · Robinson Crusoe Economy ·Subsistence Underground · Virtual

        Sectors

        State Sector · Private sector Voluntary sector · Nationalization Privatization · Municipalization Liberalization · Corporatization Deregulation · Socialization Collectivization · Common ownership Marketization · Expropriation Financialization

        Other types of economies

        Anglo-Saxon · Feudal Global · Hunter-gatherer Information Newly industrialized country Palace · Plantation Post-capitalist · Post-industrial Social market · Socialist market Token · Traditional Transition · Barter State capitalist · State-directed ·State monopoly capitalist

        Business and economics portal

        v · d · e

        
        The knowledge economy is a term that refers either to an economy of knowledge focused on the production and management of knowledge in the frame of economic constraints, or to aknowledge-based economy. In the second meaning, more frequently used, it refers to the use of knowledge technologies (such as knowledge engineering and knowledge management) to produce economic benefits as well as job creation. The phrase was popularized by Peter Drucker as the title of Chapter 12 in his book The Age of Discontinuity, And, with a footnote in the text, Drucker attributes the phrase to economist Fritz Machlup.[1]
        The essential difference is that in a knowledge economy, knowledge is a product, while in aknowledge-based economy, knowledge is a tool. This difference is not yet well distinguished in the subject matter literature. They both are strongly interdisciplinary, involving economists, computer scientists, engineers, mathematicians, librarians, geographers, chemists and physicists, as well as cognitivists, psychologists and sociologists.
        Various observers describe today's global economy as one in transition to a "knowledge economy," as an extension of an "information society." The transition requires that the rules and practices that determined success in the industrial economy need rewriting in an interconnected, globalized economy where knowledge resources such as know-how and expertise are as critical as other economic resources. According to analysts of the "knowledge economy," these rules need to be rewritten at the levels of firms and industries in terms of knowledge management and at the level of public policy as knowledge policy or knowledge-related policy.[citation needed]

        Contents  [hide] 1 Concepts 2 Definition 3 Evolution 4 Driving forces 5 Characteristics 6 Technology 6.1 Challenges for Developing Countries 7 See also 8 References 9 Bibliography 10 External links

    
    

    Concepts

    A key concept of the knowledge economy is that knowledge and education (often referred to as "human capital") can be treated as one of the following two:
    • A business product, as educational and innovative intellectual products and services can be exported for a high value return.
    • A productive asset
    
    It can be defined as
    " The concept that supports creation of knowledge by organizational employees and helps and encourages them to transfer and better utilize their knowledge that is in line with company/organization goals "
    The initial foundation for the Knowledge Economy was first introduced in 1966 in the book The Effective Executive by Peter Drucker. In this book, Drucker described the difference between the manual worker (page 2) and the knowledge worker. The manual worker, according to him, works with his hands and produces goods or services. In contrast, a knowledge worker (page 3) works with his or her head not hands, and produces ideas, knowledge, and information.
    The key problem in the formalization and modeling of knowledge economy, is a vague definition of knowledge, which is a rather relative concept. For example, it is not proper to consider information society as interchangeable with knowledge society. Information is usually not equivalent to knowledge. Their use, as well, depends on individual and group preferences (see the cognitive IPK model) – which are "economy-dependent".[2]
    

    Definition

    To participate in the knowledge economy trade[3] the World Bank provides four core requirements[4] in their Knowledge Assessment Methodology that a country must have. The World Bank defines the requirements as having sound institutional and economic regime, education system, and telecommunications infrastructure, and an Innovative System.[5][6]
    

    Evolution

    The knowledge economy is also seen as the latest stage of development in global economic restructuring. Thus far, the developed world has transitioned from an agricultural economy (pre-Industrial Age, largely the agrarian sector) to industrial economy (with the Industrial Age, largely the manufacturing sector) to post-industrial/mass production economy (mid-1900s, largely the service sector) to knowledge economy (late 1900s – 2000s, largely the technology/human capital sector). This latest stage has been marked by the upheavals in technological innovations and the globally competitive need for innovation with new products and processes that develop from the research community (i.e., R&D factors, universities, labs, educational institutes).
    In the knowledge economy, the specialized labor force is characterized as computer literate and well-trained in handling data, developing algorithms and simulated models, and innovating on processes and systems. Harvard Business School Professor, Michael Porter asserts that today's economy is far more dynamic and that comparative advantage is less relevant than competitive advantage which rests on "making more productive use of inputs, which requires continual innovation."[7] Consequently, the technical, STEM careers including computer scientists, engineers, chemists, biologists, mathematicians, and scientific inventors will see continuous demand in years to come. Additionally, well-situated clusters, which Michael Porter argues is vital in global economies, connect locally with linked industries, manufacturers, and other entities that are related by skills, technologies, and other common inputs. Hence, knowledge is the catalyst and connective tissue in modern economies.
    With earth's depleting natural resources, the need for green infrastructure, a logistics industry forced into just-in-time deliveries, growing global demand, regulatory policy governed by performance results, and a host of other items high priority is put on knowledge; and research becomes paramount. Knowledge provides the technical expertise, problem-solving, performance measurement and evaluation, and data management needed for the transboundary, interdisciplinary global scale of today's competition.[8]
    Worldwide examples of the knowledge economy taking place among many others include: Silicon Valley in California; aerospace and automotive engineering in Munich, Germany; biotechnology in Hyderabad, India; electronics and digital media in Seoul, South Korea;petrochemical and energy industry in Brazil.
    

    Driving forces

    Commentators suggest there are various interlocking driving forces, which are changing the rules of business and national competitiveness:
    • Globalization — markets and products are more global.
    • Information technology, which is related to next three:
    • Information/Knowledge Intensity — efficient production relies on information and know-how; over 70 per cent of workers in developed economies are information workers;[citation needed] many factory workers use their heads more than their hands.
    • New Media – New media increases the production and distribution of knowledge which in turn, results in collective intelligence. Existing knowledge becomes much easier to access as a result of networked data-bases which promote online interaction between users and producers.
    • Computer networking and Connectivity – developments such as the Internet bring the "global village" ever nearer.
    
    As a result, goods and services can be developed, bought, sold, and in many cases even delivered over electronic networks.
    As regards the applications of any new technology, this depends on how it meets economic demand. It can remain dormant or make a commercial breakthrough (see diffusion of innovation).
    

    Characteristics

    It can be argued that the knowledge economy differs from the traditional economy in several key respects:
    • The economics are not of scarcity, but rather of abundance. Unlike most resources that become depleted when used, information and knowledge can be shared, and actually grow through application.
    • The effect of location is either
    • diminished, in some economic activities: using appropriate technology and methods, virtual marketplaces and virtual organizations that offer benefits of speed, agility, round the clock operation and global reach can be created.
    • or, on the contrary, reinforced in some other economic fields, by the creation of business clusters around centres of knowledge, such as universities and research centres. However, clusters already existed in pre-knowledge economy times.
    • Laws, barriers, taxes and ways to measure are difficult to apply solely on a national basis. Knowledge and information "leak" to where demand is highest and the barriers are lowest.
    • Knowledge enhanced products or services can command price premiums over comparable products with low embedded knowledge or knowledge intensity.
    • Pricing and value depends heavily on context. Thus the same information or knowledge can have vastly different value to different people, or even to the same person at different times.
    • Knowledge when locked into systems or processes has higher inherent value than when it can "walk out of the door" in people's heads.
    • Human capital — competencies — are a key component of value in a knowledge-based company, yet few companies report competency levels in annual reports. In contrast, downsizing is often seen as a positive "cost cutting" measure.
    • Communication is increasingly being seen as fundamental to knowledge flows. Social structures, cultural context and other factors influencing social relations are therefore of fundamental importance to knowledge economies.
    
    These characteristics require new ideas and approaches from policy makers, managers and knowledge workers.
    The knowledge economy has manifold forms in which it may appear but there are predictions that the new economy will extend radically, creating a pattern in which even ideas will be recognised and identified as a commodity. This certainly is not the best time to make any hasty judgment on this contention, but considering the very nature of 'knowledge' itself, added to the fact that it is the thrust of this new form of economy, there certainly is a clear way forward for this notion, though the particulars (i.e. the quantum of the revolutionary approach and its applicability and commercial value),remain in the speculative realm, as of now.
    

    Technology

    The technology requirements for an Innovative System as described by the World Bank Institute must be able to disseminate a unified process by which a working method may converge scientific and technology solutions, and organizational solutions.[9] According to the World Bank Institute's definition, such innovation would further enable the World Bank Institute's vision outlined in their Millennium Development Goals.
    

    Challenges for Developing Countries

    The United Nations Commission on Science and Technology for Development report (UNCSTD, 1997)[10] concluded that for developing countries to successfully integrate ICTs and sustainable development in order to participate in the knowledge economy they need to intervene collectively and strategically. Such collective intervention suggested would be in the development of effective national ICT policies that support the new regulatory framework, promote the selected knowledge production, and use of ICTs and harness their organizational changes to be in line with the Millennium Development Goals. The report further suggests that developing countries to develop the required ICT strategies and policies for institutions and regulations taking into account the need to be responsive to the issues of convergence.
    

    See also

    Attention economy Cognitive-cultural economy Digital economy Information economy Intelligent city International Innovation Index Internet economy Know-How Trading Knowledge Economic Index Knowledge market Knowledge organization Knowledge management

    Knowledge policy Knowledge Revolution Knowledge tagging Knowledge value chain Learning economy Learning society Liverpool Knowledge Quarter The Long Tail Network economy Smart city Social information processing

    
    

    References

    1. ^ Peter Drucker, (1969). The Age of Discontinuity; Guidelines to Our Changing Society. Harper and Row, New York. ISBN 0-465-08984-4
    2. ^ Terry Flew (2008), New Media: An Introduction
    3. ^ Knowledge for Development - About
    4. ^ The Four Pillars of The Knowledge Economy
    5. ^ "Knowledge for Development".
    6. ^ Benchmarking countries in the knowledge economy: presentation of the Knowledge Assessment Methodology (KAM). Knowledge for development program, World Bank Institute, 2004, pg 4
    7. ^ Michael Porter, "Clusters and the New Economics of Competition." Harvard Business Review.
    8. ^ The Brookings Institution. MetroPolicy: Shaping A New Federal Partnership for a Metropolitan Nation Report. (2008)
    9. ^ IEEE TRANSACTIONS ON KNOWLEDGE AND DATA ENGINEERING, Automatic Fuzzy Ontology Generation for Semantic Web, VOL. 18, NO. 6, JUNE 2006
    10. ^ UNCSTD (1997). United Nations Commission on Science and Technology for Development, - Report of the Working Group on ICTs for Development prepared for the 3rd Session, 12 May, Geneva, Switzerland
    
    

    Bibliography

    • Arthur, W. B. (1996). Increasing Returns and the New World of Business. Harvard Business Review(July/August), 100–109.
    • Bell, D. (1974). The Coming of Post-Industrial Society: A Venture in Social Forecasting. London: Heinemann.
    • Drucker, P. (1969). The Age of Discontinuity; Guidelines to Our changing Society. New York: Harper and Row.
    • Drucker, P. (1993). Post-Capitalist Society. Oxford: Butterworth Heinemann.
    • Machlup, F. (1962). The Production and Distribution of Knowledge in the United States. Princeton: Princeton University Press.
    • Porter, M. E. Clusters and the New Economics of Competition. Harvard Business Review. (Nov-Dec 1998). 77-90.
    • Romer, P. M. (1986). Increasing Returns and Long-Run Growth. Journal of Political Economy, 94(5), 1002–1037.
    • Rooney, D., Hearn, G., Mandeville, T., & Joseph, R. (2003). Public Policy in Knowledge-Based Economies: Foundations and Frameworks. Cheltenham: Edward Elgar.
    • Rooney, D., Hearn, G., & Ninan, A. (2005). Handbook on the Knowledge Economy. Cheltenham: Edward Elgar.
    • The Brookings Institution. MetroPolicy: Shaping A New Federal Partnership for a Metropolitan Nation. Metropolitan Policy Program Report. (2008). 4-103.
    
    

    External links

    • Knowledge for Development Program, World Bank
    • Colloquium
    • IS-Driven Organizational Responsiveness in a Knowledge Economy
    • Public Service Modernization Act – Canada
    • MTI
    • EnterWeb
    • Legal and Regulatory Issues in the Information Economy (Wikibook)
    • BOOK: The Knowledge-Based Economy in Central and East European Countries
    • Recent book: Knowledge and innovation processes in Central and East European economies
    • The Work Foundation Knowledge Economy Programme
    • Knowledge Economy in Farsi/Persian
    • Pacioli Institute for a true and fair view of the knowledge-based economy
    
    Categories:
    • Information, knowledge, and uncertainty
    • Economies
    • Information Age
    • Business terms
    • Social information processing
    
    
    Chetan Bhagat takes on Narayana Murthy on IIT remark
    Chetan Bhagat, an IIT alumnus turned-celebrity writer, took umbrage at Infosys chairman emeritus N R Narayana Murthy's "sweeping" comments on the quality of engineers churned out by premier IITs.
    
    Slamming Murthy, Bhagat said today that such comments should not have come from a person who runs a "body shopping" company and calls it "hi-tech."
    
    "It is ironic when someone who runs a body shopping company and calls it hi-tech, makes sweeping comments on the quality of IIT students," said Bhagat in a tweet on the microblogging site Twitter.
    
    Taking up cudgels for the students from the country's centres of excellence, Bhagat referred to the contribution of IIT students in the making of Information Technology(IT) major Infosys.
    
    "IITians have made a great contribution in making Infosys what it is. Hope people remember that," said Bhagat, who did his Mechanical Engineering from IIT, Delhi.
    
    In Bhagat's view, Murthy should not have been so "sweepingly highanded."
    
    "Mr Murthy had a point, but wish he wasn't so sweepingly high handed. Fix the system. No point judging students," he said.
    
    Voicing his displeasure over the quality of engineers that pass out of the IITs, Murthy said the majority of these students fared poorly at jobs and global institutions of higher education.
    
    Addressing a gathering of hundreds of former IITians at a 'Pan IIT' summit in New York, Murthy said the quality of students entering Indian Institutes of Technology (IITs) has deteriorated over the years due to the coaching classes that prepare engineering aspirants.
    
    It is for the second time that Bhagat has reacted strongly when questions were raised about the IITs.
    
    When the outspoken Union Minister Jairam Ramesh kicked of a controversy with his remark that the faculty at the country's premier engineering institutes, the IITs, is not world class, Bhagat rebuffed him asking how many politicians in India were world class.
    
    Ramesh had however said that students of the IITs are world class.
    
    No negative marking in all-India MBBS exam: MCI expert panel
    An expert committee constituted to look into modalities of the proposed single entrance test for admission to all MBBS courses across India has recommended that there should be no negative marking in the exam.
    
    The committee set by the Medical Council of India(MCI) has also recommended that there should be objective type questions and a percentile score to determine the merit of all applicants in the proposed National Eligibility-cum-Entrance Test (NEET) for admission to MBBS courses from the next year.
    
    The recommendations have been submitted to theMCI and its Board of Governors will soon take a final call after consulting officials of the Health Ministry.
    
    If the expert panel's suggestion regarding negative marking is accepted, it will be for the first time that the centrally-conducted medical entrance test for undergraduate courses in India will not have such a system.
    
    Sources said that the suggestion of not having negative marking was rooted in concerns of low scores by applicants in the entrance exam, leading to MBBS seats going vacant in various medical colleges in the country due to lack of merit.
    
    Such concerns have primarily been voiced by north-eastern states which fear that their students may not match up to others in the all-India merit in the NEET.
    
    In this context, the MCI is also working on the possibility of lowering the cut-offs for MBBS admissions.
    
    At present, the proposed cut-off is 50 per cent for the general category students and 40 per cent for the reserved categories.
    
    When asked, Chairman of the MCI Board of Governors K K Talwar told PTI, "We do not want any seat to go vacant.
    
    "We are working to ensure that all MBBS seats are filled up. We are working out the modalities of the NEET exam and would soon notify the same."
    3 OCT, 2011, 03.02PM IST, PTI
    

    Poor quality of students entering IITs: N R Narayana Murthy, Chairman Emeritus, Infosys

    NEW YORK: Voicing his displeasure over the quality ofengineers that pass out of the IITs, Infosys chairman emeritus N R Narayana Murthy has said there is a need to overhaul the selection criteria for students seeking admission to the prestigious technology institutions.
    
    Addressing a gathering of hundreds of former IITians at a 'Pan IIT' summit here, Murthy said the quality of students entering Indian Institutes of Technology (IITs) has deteriorated over the years due to the coaching classes that prepare engineering aspirants.
    
    He said the majority of the students fare poorly at jobs and global institutions of higher education.
    
    "Thanks to the coaching classes today, the quality of students entering IITs has gone lower and lower," Murthy said, receiving a thundering applause from his audience.
    
    He said apart from the top 20 per cent of students who crack the tough IIT entrance examination and can "stand among the best anywhere in the world," quality of the remaining 80 per cent of students leave much to be desired.
    
    Coaching classes teach aspirants limited sets of problems, out of which a few are asked in the examinations.
    
    "They somehow get through the joint entrance examination. But their performance in IITs, at jobs or when they come for higher education in institutes in the US is not as good as it used to be.
    
    "This has to be corrected. A new method of selection of students to IITs has to be arrived at."
    
    Drawing a road map to put IITs among the top engineering institutes in the world, Murthy said it has to be ensured that IITs "transcend from being just teaching institutions to reasonably good research institutes" at par with Harvard and MIT in the next 10-20 years.
    
    "Few IITs have done well in producing PhDs but in reality when we compare ourselves to institutions in this country, we have a long way to go," he said.
    
    More emphasis has to be given to research at the undergraduate level and examinations should test independent thinking of students rather than their ability to solve problems.
    
    Murthy said in order to produce good research at IITs, the Indian government has to be persuaded to create institutions that fund research projects.
    
    In addition, faculty members should also be evaluated annually on their research performance by an independent committee, Murthy said adding that India must shift from the tenure system for its faculty to a five year contractual appointment system.
    
    The Infosys mentor also lamented the poor English speaking and social skills of a majority of IIT students, saying with Indian politicians "rooting against English", the task of getting good English speaking students at IITs gets more difficult.
    
    "An IITian has to be a global citizen and must understand where the globe is going," he added.
    
    Murthy also stressed the need to have the governing council of IITs made up of its alumni.
    
    The only way IITs can become better is if 80-90 per cent of members on their governing council are alumni.
    
    "Nobody is bothered about an institution more than its alumni. We must somehow persuade the government of India to let go of its control and make sure majority of the council members is the IIT alumni."
    
    Murthy urged IITians spread across the globe to work with their alma mater to ensure that IITs are among the top 10 engineering schools of the world.
    
    He said while only a couple of IITs feature in the top 50, there should be at least five IITs in the top 10 engineering schools in the world in the next 10-20 years, he added.
    
    IIT exam panel behind poor student quality: Anand Kumar, Super 30 founder
    PATNA: Anand Kumar, who founded Super 30, Bihar's widely acclaimed free coaching centre for Indian Institute of Technology ( IIT) aspirants, has blamed the institutes' entrance exam panel for the poor quality of students making the cut, a concern voiced by Infosys chairman emeritus N R Narayana Murthy.
    
    Anand Kumar said if poor quality students, as felt by Narayan Murthy, were able to get into the IITs, it was the responsibility of the joint entrance examination (JEE) committee.
    
    He said that students went to private coaching institutes simply because they don't find the school education system up to the mark for the JEE.
    
    "The IITs should frame questions in such a manner that the real talent reaches there. The IITs should try to bring in greater transparency and have a proper examination pattern," Kumar told IANS.
    
    "It is because of the lack of knowledge about the IITs' pattern that the students have to run around the coaching institutes to acquire that little bit extra, which makes the ultimate difference," he said.
    
    Anand Kumar, who welcomed the reforms announced by the IITs for the JEE, said that the students needed to be applauded, rather than criticised. It is their hard work that makes them crack arguably the toughest competition.
    
    "Once the students reach the IITs, it is the job of the teachers there to provide the environment where they grow. Blaming the coaching institutes will not solve the problem. It is the professors and the teachers to teach in a manner that brings the best out of the students, who are from different backgrounds and social classes." he said.
    
    He said it was a shame that in a country like India, Hindi is plays second fiddle to English. Just because students cannot speak English, his talent can be undermined.
    
    Addressing a gathering of hundreds of former IITians at a 'Pan IIT' summit in New York, Murthy said the quality of students entering IITs had deteriorated over the years due to the "coaching classes that prepare engineering aspirants".
    
    Anand Kumar's Super 30 has helped many poor students from Bihar to enter the prestigious IITs. He had set up Super 30 to prepare 30 students for the IIT-JEE in 2002, providing free boarding, lodging and coaching to the selected aspirants. In the last nine years, 236 students from Super 30 have made it to the IIT-JEE.
    
    Most of the successful candidates have been from the less privileged sections of society.
    
    Anand Kumar, who could not go to Cambridge University in the UK for higher studies due to extreme financial constraint after the death of his father, started the Ramanujam School of Mathematics in 1992 and founded the Super 30 a decade later.
    5 OCT, 2011, 02.13AM IST, DEVINA SENGUPTA,ET BUREAU
    

    NR Narayana Murthy's comment stirs up debate among academicians

    Chetan Bhagat slams Murthy's for IIT remark

    Infosys Ltd.

    BSE

    2507.05

    02.15%

    52.75

    Vol:205919 shares traded

    NSE

    2508.70

    02.52%

    61.75

    Vol:2307216 shares traded

    Prices|Financials|Company Info|Reports

    RELATED ARTICLES

    • 'N R Narayana Murthy's choice of words could have been gentler'
    • IIT exam panel behind poor student quality: Anand Kumar, Super 30 founder
    • Chetan Bhagat takes on Narayana Murthy on IIT remark
    • It's time to change pattern of questions in IIT-JEE: Anand Kumar
    • Poor quality of students entering IITs: N R Narayana Murthy, Chairman Emeritus, Infosys
    
    
    BANGALORE | NEW DELHI: Are coaching institutes to blame for poor quality of IIT students? Somewhat, says the industry, but blames other factors, like education system, too. An entry into the coveted Indian Institutes of Technology got a snub on Monday from the Infosyschairman emeritus NR Narayana Murthy. He said at a 'Pan IIT' summit in New York that the quality of students entering IITs has deteriorated over the years due to coaching classes that prepare engineering aspirants.
    
    The quality of students and their employability has been a cause of concern for the industry. "There has not been any change in the quality of students either for the better or worse. The same hiring and selection process is applied for all engineering colleges and the IIT students do not need any lesser time for training compared to a non-IITian and after training productivity is same as others," says Manjunath SR, senior director, human resources, NetApp India, The company takes 50-60 students from IIT s every year and has been doing this for the past four years.
    
    Ganesh Shermon, People Practice Head for KPMG, has seen a drop in the quality because now students are tested for admissions only on 2-3 subjects and on questions that can be cracked through sheer practice.Som Mittal, an IITian and Nasscom president, says, "Murthy's issue is perhaps about expectations.
    
    Even today IITs will probably be producing best in class, but are they at the same level as earlier?" Over the years both in terms of size and volume, IITs have expanded. The standards at IITs are very high. JEE was a great filter, but is today dominated by the coaching classes. "This is not criticism, but a time to look at what we need to do to maintain the standards in the future," Mittal adds.
    
    Some like Dhananjay Bansod, chief people officer of Deloitte, blame the education system. "I empathise with Murthy on the coaching bit, but the fault lies with the entire education system. Our education system is far slower to change compared to changing industry needs," says Bansod. Deloitte visits all top IITs including Delhi, Kanpur, Bombay and Madras for campus recruitment. The fault, according to him, lies in the selection process that tests quantitative skills. "You need both quantitative and qualitative skills to make it work at the workplace," he says. Every year more than half-a-million students sit for joint entrance examination for admission to IITs and only 10,000 get into IITs.
    
    IIT Kanpur Director Sanjay Dhande agrees things are amiss. "The IIT education model has to get more liberalised and the curriculum needs to get revised but in education the changes are slow. The core courses have to be far more liberal than what we are doing right now and it has to be more broadbased like a major and a minor subject all together," he says.
    
    The need to overhaul the admission process has already been announced and there is a task force a that will be looking to include the consistency in school boards examinations and have an aptitude test as well, says IIT Madras Director Bhaskar Ramamurthi. There has been a tendancy to ignore school board results that includes languages which will be changed.
    NR Narayana Murthy's comment stirs up debate among academicians
    Anand Kumar, Founder of Super 30 says our students are capable enough. IIT professors should be blamed and not coaching institutes.
    • IIT panel behind poor student quality: Kumar
    • Chetan Bhagat takes on NRN on IIT remark
    • NRN's choice of words could have been gentler
    • Indicted IIT chiefs of Patna, Kharagpur go scot-free
    • IITians Vinod Khosla, Bharat Desai among 400
    
    
    http://economictimes.indiatimes.com/news/news-by-industry/services/education/nr-narayana-murthys-comment-stirs-up-debate-among-academicians/articleshow/10237676.cms
    Indian IT firms like TCS, Infosys, Wipro to show sales growth, outlook uncertain
    
    DELHI/MUMBAI: Indian software services companies are set to report strong revenue growth when they kick off their quarterly earnings next week, but a slowing US economy and the debt crisis in Europe may crimp orders.
    
    While the sluggish global economy poses a risk to pricing and new orders, a weak rupee may help boost margins of market leaders Tata Consultancy Servicesand Infosys. India's showpiece $76 billion industry gets more than 90 per cent of its revenue from providing technology services to overseas clients and counts the United States and Europe as its biggest markets.
    
    "We expect the results to be decent, but the focus will be on their guidance to get a sense of whether clients are postponing spends or expecting price cuts," said Mohit Mirchandani, head of equity at Religare Portfolio Management, which holds IT stocks in its portfolio of around $250 million.
    
    Most of the clients of the companies, which manage computer networks and maintain IT operations for several Fortune 500 firms, usually set their annual budget for the next year by November.
    
    Infosys, India's No 2 software-services firm, will kick off earnings on Wednesday and some analysts expect the company will cut its 2011/12 dollar revenue growth target as demand tapers.
    
    In April-June, the company's new client additions were the lowest in at least four years and it had warned in July that it faced a volatile global economy that could slow client spending.
    
    'NO DRAMATIC SURPRISES'
    
    Tata Consultancy and Infosys are set to report earnings growth of 16.5 per cent and 8.9 per cent respectively for the three months ended September, thanks to a healthy deal pipeline.
    
    They would also gain from an 8.8 per cent drop in the rupee's value against the dollar during the quarter.
    
    Third-ranked Wipro, which reorganised its management earlier this year, is expected to see a marginal drop in earnings as salary increases and a $150 million acquisition it made in April pressure margins.
    
    Nasdaq-listed Infosys, whose clients include Goldman Sachs and BT Group, sees the grim economic situation in Europe as its biggest concern and is diversifying into fast-growing markets such as China, its executive co-chairman told Reuters last month.
    
    The CEO of larger rival Tata Consultancy has said overall spending in the United States and Europe would stay weak but there would be opportunities as customers embrace new technology.
    
    "We don't expect any dramatic surprises, but what one needs to watch out for is any reading of caution regarding demand going forward," said Harit Shah, IT sector analyst at Nirmal Bang Equities in Mumbai.
    
    "We may see a bit of delay in budgets for FY13," he said. Technology outsourcing and consulting company Accenture last week reported market-beating results and forecast a strong 2012, allaying fears of an industry-wide slowdown.
    
    Oracle Corp, the world's No 3 software maker, also forecast higher-than-expected earnings for its second quarter as well as robust software sales.
    
    But India's services sector contracted for the first time in more than two years in September as new business all but dried up and expectations weakened amid concern over a flagging world economy, a survey released this week showed.
    
    CURRENCY IMPACT
    
    JPMorgan expects Infosys' margins for the September quarter to increase about 200 basis points from the previous quarter, and TCS' by 50 basis points, due to rupee depreciation.
    
    The rupee, which had suffered its biggest quarterly fall in nearly three years, will however lead to mark-to-market losses on currency hedges taken by the companies.
    
    Investors will also watch hiring plans, seen as a key barometer for demand at these companies.
    
    Shares in Infosys, valued at nearly $30 billion, have lost about 26 per cent this year, TCS has shed 9 per cent and Wipro has lost more than 30 per cent.
    
    The sector index is down about 24 per cent year to date, and the broader market has dropped more than 21 per cent.
    
    Following are the September-quarter forecasts based on a Reuters poll of 13 brokerages for TCS and Infosys and 12 estimates for Wipro.
    
    Net profit (billion rupees) COMPANY MEAN % CHANGE Y/Y RANGE
    
    Tata Consultancy 24.77 16.5 23.81-26.42 Infosys 18.91 8.9 17.93-20.07 Wipro 12.76 -0.7 11.75-13.78
    
    Net sales (billion rupees) Tata Consultancy 117.05 26.0 115.91-118.59 Infosys 81.20 16.9 79.72-87.26 Wipro 89.28 15.5 88.02-91.19
    
    23 SEP, 2011, 05.08PM IST, PTI
    

    Rs 5,000 cr corpus for new incentive scheme for IT units

    CHANDIGARH: The proposed income taxreimbursement incentive scheme for IT units could have initial corpus of Rs 5,000 crore to promote investment in the sector, an official said here today.

    
    

    "The initial corpus of this (new incentive) scheme could be at least Rs 5,000 crore," Software Technology Park of India (STPI) Director General Omkar Rai told reporters.

    
    

    The reimbursement under the new scheme has been proposed to be 50 per cent of the tax paid by IT companies, which are engaged in exports, he said.

    
    

    STPI, operating under Ministry of Information Technology, has proposed to introduce new incentive scheme to avoid any adverse impact on growth of IT units because of discontinuation of earlier incentive scheme.

    
    

    The previous scheme got expired on March 31, 2011, under which 100 per cent tax exemption was available to STPI registered IT units for 10 years.

    
    

    "The idea behind having new incentive scheme for STPI units is to incentivise IT units in tier-II and tier III cities and this scheme is in lieu of previous STPI scheme which expired last fiscal," Rai said.

    
    

    STPI roped in consulting firm Deloitte Touche Tohmatsu to prepare a study report on new incentive scheme, aimed to provide boost to small IT companies.

    
    

    "We are hoping that the Government of India will consider this new scheme in next 4-5 months," he said.

    
    

    "Government of India feels that direct tax benefit should not be given (to companies) but they (Centre) are not opposed to the idea of reimbursement of taxes," he asserted.

    
    

    Though new incentive can be availed only if the IT company sets up unit in tier-II and tier III cities. However, STPI has included Bangalore and Pune in Tier II and tier-III cities classification because of large amount of exports recorded by the companies operating in two cities, he said.

    
    

    Currently, about 8,000 IT units are registered with STPI and out of which 6,000 units are engaged into exports with exports turnover -of over 2 lakh crore.

    
    
    29 SEP, 2011, 04.36PM IST, PTI
    

    India needs e-governance systems to check corruption: Kapil Sibal

    NEW DELHI: The government today said it is essential to institutionalise e-governance systemsthat will help reduce the human interface in the course of delivering public services and also check corruption.
    
    "It is very important to have a law in place to ensure that those who are corrupt are dealt with expeditiously and very strongly so that there is an element of deterrence for those who violate the law... But that law alone is not enough," Telecom MinisterKapil Sibal said at an Assocham event here.
    
    He added that this law should be facilitated through systems that reduce the human element in the delivery of public services.
    
    "We need to put systems in place though e-governance to ensure that there is elimination of human interface in the course of delivery of services," he said.
    
    The minister cited the example of income tax refunds, where sometimes officials demand money for giving a refund.
    
    "Many a time, examples are given in this country of income tax people who come to you and say, 'Do you want a refund?' and in the event you want a refund, 'You must pay me some percentage before I give you back the cheque'," the minister said.
    
    Removing this kind of human interface through technology can remove corruption, he asserted.
    
    If through e-governance "we are able to ensure that your tax refund is finalised.. and is delivered into your account in a bank by the I-T Department, then human interface is excluded. So the element of corruption is taken care of," he said.
    
    The Ministry of Communications and IT is working on an Electronic Services Delivery Bill that will ensure that all public services of the government are delivered to people electronically within five years of enactment of the Bill.
    
    "We are hopeful of presenting this Bill in the next session of Parliament," he said.
    
    The Department of Information Technology has already issued the final version of ESD Bill, 2011, after incorporating changes based on comments received from stakeholders.
    
    The final ESD Bill draft says it is applicable to the whole of India, except the state of Jammu and Kashmir. The Bill has provisions for imposing a penalty of up to Rs 25,000 on officials for violations of norms under the proposed ESD Act.
    4 OCT, 2011, 10.58AM IST, DEVINA SENGUPTA,ET BUREAU
    

    Companies like M&M, Wipro, KPMG, Mercer dangle custom-made perks to retain talent

    
    

    RELATED ARTICLES

    • Know the tax burden on your salary package
    • IT, ITeS firms pack more employees in confined work space to save on real estate costs
    • Companies to pay more, step up hiring in 2011: Survey
    • Double-digit pay hikes, robust hiring on the cards in India, says Mercer
    • 'Cos sweeten pay hikes to soften price pinch'
    
    

    BANGALORE India Inc has figured it out: In a dog-eat-dog job market, democracy in salary negotiations works best to draw and retain talent. Companies are asking employees across the board to choose benefits that suit their lifestyles so as to prevent dissatisfaction over perks staffers consider to be of no use, or worse, salarypinchers.

    
    

    The trend, which began in the IT industry, is now seen in infrastructure, banking and FMCG as well, saysSajan Poovayya, managing partner of Bangalore-based law firm Poovayya and Co. "A cross-pollination, where executives are roped in from across industries, forces companies to adopt the flexible pattern to make themselves attractive to the prospective employee," he adds.

    
    

    Benefits, which typically comprise 30-40% of salary, range from medical insurance to cafeteria facilities and the phone allowance. New hires are even being encouraged to get their own tax planner and negotiate perks. Companies are even asking consultancies like AON Hewitt, Mercer and KPMG to use statistical tools to determine permutations and combinations of benefits. The wage difference between companies across verticals is not much, and such packages are useful in attracting talent, says Poovayya.

    
    

    With attrition across sectors touching double-digits, retention through new forms of employee engagement has become integral. In 2010-11, attrition in telecom was at 20% to 23%; in ITeS, it ranged from 29% to 55%; in IT, it was at 24%; in manufacturing, at 13% and in FMCG, at 12%, according to Pune-based executive search firm Absolute HR International. In such a competitive hiring market, where supply is limited and every component of the salary becomes a bait, getting employees to structure their take-home makes them feel wanted.

    
    

    "By understanding employees' choices, we can address many of the questions organisations are struggling with, such as, what is the optimal reward structure for employees in order to maximise retention and preferences within appropriate cost structures," says Sandeep Chaudhary, regional practice leader, compensation consulting, AON Hewitt.

    
    

    The Mumbai-based consulting firm uses statistical tools like 'conjugal analysis' to provide different benefit structures. It is a methodology to understand what trade-offs people are willing to make, and identify what is most important to them. "There have been instances where employee realised that his/her tax saving potential is higher in Wipro compared with take-home salary, post-tax, in another company," says Samir Gadgil, compensation and benefits head for Wipro.

    
    

    Although Gadgil says it is difficult to directly link a benefit basket with retention, an increased take home can help in decision-making for the employee. Some years ago, the company began offering employees the 'Wipro Benefits Plan', with close to 10 options. It now includes benefits like New Pension System. "One can easily give up benefits for additional cash and likewise, forego a part of the pre-tax salary to utilise benefits defined in the scheme," says Gadgil.

    
    

    "Prospective employees do value this benefit and the fact that it is customised to their needs," says Gadgil. Consulting firm KPMG has even termed the service of benefits basket as a 'cafeteria option' for clients who want help in providing employees a multiple choice. The name given because like a cafeteria one can pick and order from a menu. Clients later rename it to make it more customised.

    http://economictimes.indiatimes.com/news/news-by-industry/jobs/companies-like-mm-wipro-kpmg-mercer-dangle-custom-made-perks-to-retain-talent/articleshow/10226406.cms
    
    7 OCT, 2011, 06.39AM IST, SHREYA BISWAS,ET BUREAU
    

    Delhi University hopes for a good placements season despite jitters on job market

    EDITORS PICK

    • Occupy Wall Street movement: Obama acknowledges protests as a sign of frustrations of US public
    • Bringing the Apple magic to TV remains an alluring challenge
    • Apple innovations include start of big-budget super bowl ads
    • Apple iPhone 4S: Still the hottest ticket around
    • Without Jobs, Apple's gap with rivals could narrow
    
    
    NEW DELHI: Delhi University (DU) is hoping to see a good placements season despite jitters on a softer job market. DU colleges, which kickstarted the process in August, a month earlier than usual to accommodate the transition to the semester system this year, are already seeing a queue of employers.
    
    In the first week, starting August 16, Shri Ram College of Commerce placed 70 students across five companies - Deloitte Consulting, Citibank, Grant Thornton, Bain Capability Centre and Verity Knowledge Solutions. Deloitte gave out the most number of offers, at 44, and a salary of Rs 4.5 lakh.
    
    This was followed by Grant Thornton (14) and Verity Knowledge Solutions (9). The highest package till date is from Citibank at Rs 10 lakh, which picked up two students, while Bain offered the second highest salary at Rs 8.5 lakh to six students.
    
    This is much higher than last year's first phase of placement between mid-September and the first week of October, when 44 students were placed. "We have not seen any slowdown in terms of job offers. In fact we expect the year to be better than last year based on the line-up of recruiters we see.
    
    Accordingly, we have also upped the minimum package from last year's Rs 2.5 lakh to Rs 3 lakh," says CS Sharma, faculty in-charge, placements, Shri Ram College of Commerce. The second placement week too, which started on September 27, has seen Ernst & Young, McKinsey Knowledge Centre, Essex Lake Group, Futures First and Google hire students.
    
    Companies that are expected to come to campus are Tecnova, ICRA, American Express. Till date, the college has placed around 90 students across profiles - management trainee (credit rating, consultancy), commodities and futures trading, online sales and marketing, analyst - risk advisory services, knowledge analyst, internal audit, investment bank analyst, graduate analyst (banking) and articleship. Deutsche Bank, which offered the highest salary of Rs 39 lakh last year, is also expected to come this year.
    The university's central placement cell, which caters to students from every college, has placed 52 students inIndian Air Force as flying officers and in its metereological department within two days of the process commencing.
    http://economictimes.indiatimes.com/news/news-by-industry/jobs/delhi-university-hopes-for-a-good-placements-season-despite-jitters-on-job-market/articleshow/10262755.cms
    
    7 OCT, 2011, 06.29AM IST,
    

    CAT biased in favour of engineers? Stagnant B-schools need reforms

    CAT biased in favour of engineers? Stagnant B-schools need reforms
    

    EDITORS PICK

    • Occupy Wall Street movement: Obama acknowledges protests as a sign of frustrations of US public
    • Bringing the Apple magic to TV remains an alluring challenge
    • Apple innovations include start of big-budget super bowl ads
    • Apple iPhone 4S: Still the hottest ticket around
    • Without Jobs, Apple's gap with rivals could narrow
    
    ICICI Bank Ltd.
    

    BSE

    824.30

    05.82%

    45.35

    Vol:663865 shares traded

    NSE
    824.45
    05.80%
    45.20
    Vol:6215157 shares traded
    Prices|Financials|Company Info|Reports
    
    

    By K RAMKUMAR

    
    

    During the past 50 years, we have never had an open and transparent debate on the state of our B-schools. The backlash from administrators, faculty and the alumnus is what daunts even a well-intentioned person. There are three areas which demand an urgent debate and a meaningful course correction, if B-schools are to be true to their primary stakeholders, the students. These are, selection process, curriculum and pedagogy, and quality of faculty. I am restricting myself to raising the issues and am not going to be prescriptive with solutions.

    
    

    COGNITIVE INTELLIGENCE OR BUSINESS INTELLIGENCE?

    
    

    Take a glance at the CAT or any B-school entrance test. There is serious confusion on what they are selecting the candidates for. If entrepreneurship and management is largely a general skill with a broad specialisation in knowledge, why is there a reliance on mind-bending quant? I am afraid, if CAT were to be administered to the successful 500 CEOs/entrepreneurs in India, the results may not be flattering. The same will be true of the faculty.

    
    

    When was the last time that any one tested and published reliability and validity data on these tests? The less said the better, about the English testing in CAT. Such an anachronistic and irrelevant approach has built a huge bias in selection. This system is designed for engineers, as is proven by 90% of any MBA class. It excludes very bright commerce, economics, science, sociology or psychology graduates. Are we to buy the logic that other than engineers, no one else has the intellect or skills required to be an entrepreneur or manager?

    
    

    The sham called GD, whether done for B-school selection or placement adds insult to injury. Fifteen people, shouting at each other on exotic topics and the evaluators scoring them whimsically, cannot be any indicator for checking out personality traits or social skills. Finally, an unplanned interview, reduced to a rambling chat, rounds off what most of us believe to be great meritocracy. Selection-related reform is the most important one. The moot point is: Can we overvalue cognitive ability but give less importance to other aspects such as judgment and social skills?

    
    

    A MESS CALLED CURRICULUM AND PEDAGOGY

    
    

    B-schools give, contemptuous treatment to operational areas such as distribution, supply chain, customer service, business analytics, selling skills and channel management, product/process/system design, managing performance of people, management accounting etc. You will find an obsessive fixation with exotics like marketing, advertising, corporate governanceand ethics, CSR, a variety of strategy and international prefixed courses, structured finance, derivatives, change management etc. The key issue is, only a small fraction, who join consulting firms, ever get to even sight these exotics. I have never seen more than 10 people in departments which purportedly do these exotics.

    
    

    Thousands work in the areas I have listed in the first set. Any conversation I have tried to have with the evangelists at the B-schools, leads to a dismissive remark from them, to the effect that they do not dabble in the despicable domain of skills. B-schools delude themselves in serving industry and the country, in building higher-order humans and intellectuals and dismiss any application oriented knowledge and skill as vocational education. The quality of case writing and teaching is abominable.

    Check out Brand Equity's Most Trusted Brands List 2011
    http://economictimes.indiatimes.com/news/news-by-industry/services/education/cat-biased-in-favour-of-engineers-stagnant-b-schools-need-reforms/articleshow/10262692.cms
    
    7 OCT, 2011, 07.02AM IST, MAHIMA PURI,ET BUREAU
    

    2.05 lakh candidates have registered for CAT this year compared to 2010

    EDITORS PICK

    • As time ran short, Steve Jobs managed his farewells
    • Apple iPhone 4S: Still the hottest ticket around
    • Steve Jobs was struck by the incongruity between India's condition and its airs of holiness
    • Steve Jobs: A meal in Himalayas cost him his crown
    • Steve Jobs: His love and his life
    
    
    NEW DELHI: The number of applicants who registered for the Common Admission Test or CAT, the gateway to the Indian Institutes of Management(IIMs), has remained almost stagnant this year.
    
    CAT convenor Janakiraman Moorthy told ET that about 2.05 lakh candidates have registered for CAT this year, compared to 2.04 lakh candidates in 2010. This reflects that the number of registered applicants has stabilised or remained stagnant.
    
    According to data provided by Prometric, the US-based agency that conducts the computerbased exam, CAT 2010 saw 2,04,267 candidates registering for the exam. Prof Moorthy said, "There were about 2.06 lakh vouchers sold this year, of which about 2.05 lakh candidates have registered.
    
    The number of CAT applicants seems to have stabilised. The good thing is that the number has not declined further." CAT registrations have been declining since 2009 when the new format of computer-based test was launched. About 2.41 lakh candidates registered for CAT in 2009, which fell to a little over 2.04 lakh in 2010.
    
    However, in 2008 the number of registrations was close to 2.76 lakh. On the stagnant numbers of aspirants, Moorthy said the current economic situation and the future expectations were impacting the numbers to a great extent.
    
    "For instance, those in the IT industry seem to be holding on to their jobs, rather than going for MBA studies. Once the economic outlook improves, we may see the number going up again," he added.
    
    Asked if students and professionals are losing interest in MBA studies, he said, "It seems there are more focused candidates that have been taking CAT in the past two years, compared with those who would attempt CAT just for the sake of it a few years ago."
    
    The number of applicants has not gone up, despite the fact that this year IIMs are offering more than 3,100 seats. Besides IIMs, six IITs, three NITs and other major B-schools would also consider CAT scores for admissions this year.
    http://economictimes.indiatimes.com/news/news-by-industry/services/education/2-05-lakh-candidates-have-registered-for-cat-this-year-compared-to-2010/articleshow/10262883.cms
    
    6 OCT, 2011, 02.29AM IST, RAJESH NAIDU,ET BUREAU
    

    Buyout of UK's Holidaybreak to help co tap students base in India, Japan, Australia, NZ and China for Cox & Kings

    Cox & Kings Ltd.
    

    BSE

    213.05

    03.72%

    07.65

    Vol:98530 shares traded

    NSE
    213.65
    03.81%
    07.85
    Vol:367230 shares traded
    Prices|Financials|Company Info|Reports
    

    RELATED ARTICLES

    • Cox&Kings gets Holidaybreak shareholders' nod for acquisition
    • Cox&Kings Q1 net up 52 pc at Rs 38 crore
    • Indian travel firms eye expansion, plan to grab a bigger foreign market share
    • Cox & Kings stock rise after company offers to acquire Holidaybreak
    • Cox & Kings stock jumps over 4 pc in morning trade on bourses
    
    
    The completion of acquisition of UK-based educationand travel company Holidaybreak has firmed the product offering of Cox & Kings India. With this acquisition, the company has entered into a new niche in products offering: education travel.
    
    Holidaybreak is a diversified company, which provides education and adventure travel, camping and hotels to students in school in the UK. For Cox & Kings India, this acquisition is strategic and would bear fruits in the long term. The company would cash in on the huge pie of customer in students of international schools (it is believed there are more than 100 IB schools), which have, of late, mushroomed in major Indian cities.
    
    Typically, the vacation period for Indian schools begins in April and continues till early June. In this period, Cox & Kings India can tap into the vast and growing students base in India, Japan, Australia, New Zealand and China for their educational travels in various destinations in Europe.
    
    Juxtaposed this with the period of vacation for students in the UK, which starts from July and continues till September in a year, ensure Cox & Kings India almost full-year booking and immense revenue visibility in coming quarters. As regards its adventure travels segment, Holidaybreak is present in over 150 destinations, where Cox & Kings India is also present. This also adds extra zing to the entire travel package of Cox & Kings India across geographies.
    
    The company acquired Holidaybreak for $518 million. Of this total deal value, the company paid $200 million through the proceeds of its initial public offering ( IPO), internal accruals and a bit from its global depository receipts (GDRs) of $65 million. The company plans to fund the remaining $300 million through a seven-year long-term financing (this includes a moratorium of two years) from Axis Bank.
    
    At present, Holidaybreak generates cash flow of $125 million from its operations. More so, the company can also monetise its stake (over 22%) in VHotels, which has won an arbitration case against Sidhhivinayak Realties, in which Oberoi Realty has a 50% stake. These would come in handy for Cox & Kings India to reduce its overall loan burden. In the past one year, the company's stock has shed 27% against the benchmark Sensex, which has fallen 22%.
    http://economictimes.indiatimes.com/news/news-by-industry/services/education/buyout-of-uks-holidaybreak-to-help-co-tap-students-base-in-india-japan-australia-nz-and-china-for-cox-kings/articleshow/10250496.cms
    Micro, small and medium enterprises ministry to focus on defence, pharma in 12th five-year plan
    The MSME Ministry proposes to provide incentives to emerging entrepreneurs in defence, robotics and biotech sectors during the 12th Five-Year plan, a senior government official said.
    
    "We have identified five to six new areas - nanotechnology, biotechnology, defence and homeland security, food processing, IT-related activities and pharma," Micro, Small and Medium Enterprises (MSME) Secretary Uday Kumar Varma said.
    
    The ministry has decided to facilitate the start-up MSMEs in these 'crucial' areas with a special fund package during the five-year (2012-2017) period. However, he didn't elaborate the details of the package. "...these sectors are of crucial importance.
    
    We will give a whole package... We are proposing in-principle, once Planning Commission agrees then details of the package can be worked out," the secretary said. Varma said the idea is to make Indian MSMEs attractive, competitive and encourage new entrepreneurs in these fields.
    
    6 OCT, 2011, 04.22AM IST, URMI A GOSWAMI,ET BUREAU
    

    UPA government working on converging rural schemes to improve quality of life

    Housing Development Finance Corporation Ltd.
    

    BSE

    645.10

    02.76%

    17.30

    Vol:230427 shares traded

    NSE
    645.40
    03.27%
    20.45
    Vol:3144918 shares traded
    Prices|Financials|Company Info|Reports
    

    RELATED ARTICLES

    • Ships of hope on the mighty Brahmaputra: Swaminathan S Anklesaria Aiyar
    • Assam to get $2.5 mn from UN body for rural hygiene
    • Rural schemes to be modified for Naxal-affected areas
    • World Bank extends $200-mn loan to Kerala
    • What's in a name? urban or rural?
    
    
    NEW DELHI: After guaranteeing rural employment, the UPA government is now attempting address basic quality of life issues in the rural area. In an effort to ensure better use of resources to improve the lives of the rural poor, the government is working on converging schemes that impact basic quality of life.
    
    The rural development and drinking water and sanitation ministries have prepared an "integrated habitat development scheme," which is a convergence of three existing schemes - rural housing, drinking water and total sanitation schemes. To cover as much ground as possible before the 2014 Lok Sabha elections , the scheme may be rolled out December 2012. The Centre is looking to bring in private partner HDFC for the scheme.
    
    The aim is to ensure integrated development of habitations. Drinking water and sanitation facilities are absolute essentials in any housing project, however, providing all three requirements seldom happens at the same in the rural areas. The ministry hopes that an intergrated programme will have a positive impact in improving the quality of life of villages as an entity. This in turn would have tangible health benefits.
    
    The integrated approach comes at a time when Indiaaccounts for 58% of all open defecations in the world. This has important and adverse health feedback. For the government, the proposal comes at a time when it is seeking to re-establish its credentials as the voice of the poor and marginalized.
    
    For maximum impact, it has been suggested that the village or habitation, a compact cluster of at least ten houses, be the unit for the scheme. In rolling out the programme, it is recommended that simultaneous sanctions be given to adjacent units, so as to ensure developing common infrastructure for sanitation and drinking water.
    
    The proposed houses would be permanent constructions of at least 300 square feet, with toilet facilities and a minimum of three consulting with HDFC for partnering the project.
    
    The ministry's proposal suggests that the gram panchayat executes, supervises and runs the project. However, it is not clear how the scheme would ensure that gram panchayats are actively involved and have a stake in the successful implementation of the scheme.
    
    Another aspect that is currently under discussion is working out the role of the private sector and the households. taps from the common water supply source, which should have 24 hours supply.
    
    State governments will provide their fund requirement. Since this proposed integrated is a convergence scheme, it would draw on funds provisioned for the existing schemes and the gap will be funded under this scheme. To ensure that no one district corners the scheme benefits, it has been suggested that not more than five projects can be taken up in a district. The ministry is understood to be consulting with HDFC for partnering the project.
    
    The ministry's proposal suggests that the gram panchayat executes, supervises and runs the project. However, it is not clear how the scheme would ensure that gram panchayats are actively involved and have a stake in the successful implementation of the scheme.
    
    Another aspect that is currently under discussion is working out the role of the private sector and the households.
    http://economictimes.indiatimes.com/news/economy/policy/upa-government-working-on-converging-rural-schemes-to-improve-quality-of-life/articleshow/10251230.cms
    

    Education in India

    From Wikipedia, the free encyclopedia

    *	It has been suggested that Private school (India and Sri Lanka) be merged into this article or section. (Discuss) Proposed since March 2010.

    
    

    *	This article is outdated. Please update this article to reflect recent events or newly available information. Please see the talk page for more information. (April 2010)

    
    

    *
    Indian Department of Education
    Ministry of Human Resource Development	Kapil Sibal
    National education budget (2011–2012)
    Budget	*52,057 crore (US$11.61 billion)
    General Details
    Primary Languages	Hindi, English, or State language
    System Type	Federal, state, private
    Established Compulsory Education	April 1, 2010
    Literacy (2011[1])
    Total	100%
    Male	100%
    Female	95%
    Enrollment ((N/A))
    Total	(N/A)
    Primary	(N/A)
    Secondary	(N/A)
    Post Secondary	(N/A)
    Attainment
    Secondary diploma	15%
    Post-secondary diploma	7%

    
    Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: federal, state, and local. Child education iscompulsory. The Nalanda University was the oldest university-system of education in the world[citation needed]. Western education became ingrained into Indian society with the establishment of the British Raj.
    Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government.
    India has made progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population.[2] India's improved education system is often cited as one of the main contributors to the economic rise of India.[3] Much of the progress especially in Higher education, Scientific research has been credited to various public institutions. The private education market in India is merely 5%[citation needed] although in terms of value is estimated to be worth $40 billion in 2008 and will increase to $68 billion by 2012[citation needed].
    However, India continues to face stern challenges. Despite growing investment in education, 25% of its population is still illiterate; only 15% of Indian students reach high school, and just 7% graduate.[4] As of 2008, India's post-secondary high schools offer only enough seats for 7% of India's college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master's or PhD degree.[5]
    As of 2011, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000,[6] plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education.[7]

    Contents  [hide] 1 History 1.1 Present education in India 2 Overview 2.1 Primary education 2.1.1 Private education 2.1.1.1 Measures to reduce private cost in education 2.1.2 Homeschooling 2.2 Secondary education 2.3 Higher education 2.4 Technical education 2.4.1 Eleventh Plan- Targets for Technical Education 2.5 Vocational Education 2.6 Open and Distance Learning 3 Literacy 4 Attainment 5 Women's education 6 Rural education 7 Issues 7.1 Funding and infrastructure 7.2 Curriculum issues 7.3 Controversy 8 Initiatives 9 Central government involvement 9.1 Budget 9.2 Public Expenditure on Education in India 9.3 Legislative framework 10 Recognition 10.1 Jindal Prize 11 See also 12 Notes 13 References 14 External links

    
    

    [edit]History

    Monastic orders of education under the supervision of a guru was a favored form of education for the nobility in ancient India.[8] The knowledge in these orders was often related to the tasks a section of the society had to perform.[9] The priest class, the Brahmins, were imparted knowledge of religion, philosophy, and other ancillary branches while the warrior class, the Kshatriya, were trained in the various aspects of warfare.[9] The business class, the Vaishya, were taught their trade and the working class of the Shudras was generally deprived of educational advantages.[9] The book of laws, the Manusmriti, and the treatise on statecraft the Arthashastra were among the influential works of this era which reflect the outlook and understanding of the world at the time.[9]
    Secular Buddhist institutions cropped up along with monasteries.[9] These institutions imparted practical education, e.g. medicine.[9] A number of urban learning centers became increasingly visible from the period between 200 BCE to 400 CE.[10] The important urban centers of learning were Taxila (in modern day Pakistan) and Nalanda, among others.[10] These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as Buddhist literature, logic, grammar, etc.[10]
    By the time of the visit of the Islamic scholar Alberuni (973–1048 CE), India already had a sophisticated system of mathematics.
    With the arrival of the British Raj in India the modern European education came to India. British Raj was reluctant to introduce mass education system as it was not their interest. The colonial educational policy was deliberately one of reducing indigenous culture and religion, an approach which became known as Macaulayism.[11] The system soon became solidified in India as a number of primary, secondary, and tertiary centers for education cropped up during the colonial era.[12] Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0.6% of the population in 1867 to over 3.5% of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education.[13] Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%.[14]
    Following independence in 1947, Maulana Azad, India's first education minister envisaged strong central government control over education throughout the country, with a uniform educational system.[15] However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government.[15] The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India.[16]
    The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986.[17] The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan,[18] India's initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. India's NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.[17] While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure.
    

    [edit]Present education in India

    India's education system is divided into different levels such as pre-primary level, primary level, elementary education, secondary education, undergraduate level and postgraduate level.[19]
    

    [edit]Overview

    Children lining up for school in Kochi.

    The National Council of Educational Research and Training (NCERT) is the apex body for curriculum related matters for school education in India.[20] The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies.[21] In India, the various curriculum bodies governing school education system are:
    • The state government boards, in which the majority of Indian children are enrolled.
    • The Central Board of Secondary Education (CBSE) board.
    • The Council for the Indian School Certificate Examinations (ICSE) board.
    • The National Institute of Open Schooling (NIOS) board.
    • International schools affiliated to the International Baccalaureate Programme and/or the Cambridge International Examinations.
    • Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband.
    • Autonomous schools like Woodstock School, Auroville, Patha Bhavan and Ananda Marga Gurukula.
    
    In addition, NUEPA (National University of Educational Planning and Administration)[22] and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation.[23]
    

    [edit]Primary education

    The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India.[24]) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions.[24] However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions.[24] 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country.[25]
    

    School children, Mumbai

    However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Education has also been made free[24] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.[26]
    There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system.[27]85% of the DERP was funded by the central government and the remaining 15 percent was funded by the states.[27] The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international programmes.[27]
    This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states.[27] Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme.[27] The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low.
    

    [edit]Private education

    According to current estimates, 80% of all schools are government schools[25] making the government the major provider of education. However, because of poor quality of public education, 27% of Indian children are privately educated.[28] According to some research, private schools often provide superior results at a fraction of the unit cost of government schools.[29][30][31] However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation[citation needed].
    In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama.[28] The pupil teacher ratios are much better in private schools (1:31 to 1:37 for government schools and more teachers in private schools are female[citation needed]. There is some disgreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (paratechers) is 54.91% in private, compared to 44.88% in government schools and only 2.32% teachers in unaided schools receive inservice training compared to 43.44% for government schools. The competition in the school market is intense, yet most schools make profit.[28]
    Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad's slums attend private schools.[31]
    Private schools are often operating illegally. A 2001 study found that it takes 14 different licenses from four different authorities to open a private school in New Delhi and could take years if done legally.[31] However, operation of unrecognized schools has been made illegal under the Right of Children to Free and Compulsory Education Act[26] which has also significantly simplified the process of obtaining recognition.
    

    [edit]Measures to reduce private cost in education

    In order to reduce drop-out rates, several initiatives have been taken up by the government in the recent past. A significant step in this regard has been delivery of free uniforms, textbooks, stationery to students belonging from families who are Below Poverty Line. Besides this, provision of free transport facilities, especially for children from rural households, has led to considerable increase in attendance. The government also plans to provide special incentives for girl children so that parents shed their apathy towards educating their girl child. As all the above measures have led to reduction of private cost on education for the parents, the retention rates in schools have seen a rise.[32]
    

    [edit]Homeschooling

    Homeschooling is legal in India, though it is the less explored option. The Indian Government's stance on the issue is that parents are free to teach their children at home, if they wish to and have the means. HRD Minister Kapil Sibal has stated that despite the RTE Act of 2009, if someone decides not to send his/her children to school, the government would not interfere.[33]
    

    [edit]Secondary education

    Older students

    The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system.[34] Secondary education covers children 14–18 which covers 88.5 million children according to the Census, 2001. However, enrolment figures show that only 31 million of these children were attending schools in 2001–02, which means that two-third of the population remained out of school.[35]
    A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing.[36] A significant new feature has been the extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan[37]
    A special Integrated Education for Disabled Children (IEDC) programme was started in 1974 with a focus on primary education.[20] but which was converted into Inclusive Education at Secondary Stage[38] Another notable special programme, the Kendriya Vidyalaya project, was started for the employees of the central government of India, who are distributed throughout the country. The government started the Kendriya Vidyalaya project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee's family has been transferred.[20]
    A multilingual web portal on Primary Education is available with rich multimedia content for children and forums to discuss on the Educational issues. India Development Gateway [39] is a nationwide initiative that seeks to facilitate rural empowerment through provision of responsive information, products and services in local languages.
    

    [edit]Higher education

    Main article: higher education in India
    See also: List of Indian institutions of higher education
    Our university system is, in many parts, in a state of disrepair...In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters... I am concerned that in many states university appointments, including that of vice-chancellors, have been politicised and have become subject to caste and communal considerations, there are complaints of favouritism and corruption.
    

    — Prime Minister Manmohan Singh in 2007[40]

    Indian Institute of Management,Ahmedabad.

    India's higher education system is the third largest in the world, after China and the United States.[41] The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state.[42] Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission.[43]
    As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 33 institutes which are of national importance.[42] Other institutions include 16000 colleges, including 1800 exclusive women's colleges, functioning under these universities and institutions.[42] The emphasis in the tertiary level of education lies on science and technology.[44] Indian educational institutions by 2004 consisted of a large number of technology institutes.[45] Distance learning is also a feature of the Indian higher education system.[45]
    Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of undergraduate education in engineering .[45] The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India.[46] However the IIT's have not had significant impact on fundamemtal scientific research and innovation. Several other institutes of fundamental research such as the Indian Association for the Cultivation of Science(IACS), Indian Institute of Science IISC), Tata Institute of Fundamental Research (TIFR), Harishchandra Research Institute (HRI), are acclaimed for their standard of research in basic sciences and mathematics. However, India has failed to produce world class universities like Harvard or Cambridge.[47]
    Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are running by big businessmen & Politicians. A recent Hindi movie Aarakshan blasted the crass commercialization of education in India and how inequality and caste system is even manifested in the business of higher education.[48] Many private colleges and universities do not fulfill the required criterion by the Government and central bodies ( UGC, AICTE, MCI, BCI etc.) and taking students for a ride. For example, Indian Institute of Planning and Management has been notified by the UGC that they have not right to award any degrees, however, this has not deterred IIPM to issue full-page advertisement with "MBA" written in large font, which may mislead students who do not understand the regulatory fine-prints and implications of pursuing an unrecognized degree.[49]Quality assurance mechanism has failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universities. [50] In this context of lack of solid quality assurance mechanism, institutions need to step-up and set higher standards of self-regulation. [51]
    Government of India is aware of the plight of higher education sector and has been trying to bring reforms, however, 15 bills are still awaiting discussion and approval in the Parliament. [52] One of the most talked about bill is Foreign Universities Bill, which is supposed to facilitate entry of foreign universities to establish campuses in India. The bill is still under discussion and even if it gets passed, its feasibility and effectiveness is questionable as it misses the context, diversity and segment of international foreign institutions interested in India. [53] One of the approaches to make internationalization of Indian higher education effective is to develop a coherent and comprehensive policy which aims at infusing excellence, bringing institutional diversity and aids in capacity building.[54]
    Three Indian universities were listed in the Times Higher Education list of the world's top 200 universities — Indian Institutes of Technology,Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006.[55] Six Indian Institutes of Technology and the Birla Institute of Technology and Science – Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek.[56] TheIndian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010[57]while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment.[58]
    

    [edit]Technical education

    Main (Administrative) Building, IIT Roorkee

    From the first Five Year Plan onwards India's emphasis was to develop a pool of scientifically inclined manpower.[59] India's National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament.[60]At the Central(federal) level, the Indian Institutes of Technology, the National Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance.[60]
    The Indian Institutes of Technology are among the nation's premier education facilities.[60] Since 2002, Several Regional Engineering Colleges(RECs) have been converted into National Institutes of Technology giving them Institutes of National Importance status.[60] The UGC has inter-university centres at a number of locations throughout India to promote common research, e.g. the Nuclear Science Centre at the Jawaharlal Nehru University, New Delhi.[61] Besides there are some British established colleges such as Harcourt Butler Technological Institute situated in Kanpur and King George Medical University situated in Lucknow which are important center of higher education.
    In addition to above institutes, efforts towards the enhancement of technical education are supplemented by a number of recognized Professional Engineering Societies such as
    1. Institution of Engineers (India)
    2. Institution of Chemical Engineering (India)
    3. Institution of Electronics and Tele-Communication Engineers (India)
    4. Indian Institute of Metals
    5. Institution of Industrial Engineers (India)
    6. Institute of Town Planners (India)
    7. Indian Institute of Architects
    
    that conduct Engineering/Technical Examinations at different levels(Degree and diploma) for working professionals desirous of improving their technical qualifications.
    

    [edit]Eleventh Plan- Targets for Technical Education

    In order to meet the growing demand for skilled man power in Indian economy, the intakes of technical education needs to grow at an estimated rate of 5% annually. In order to achieve this aim, the plan envisions the setting up of 8 new IITs, 7 new IIMs, 10 new NITs, 22 IIITs. This will widen the scope of Public Private Partnership. With adequate Central assistance, the quality standards along with intake capacity of 200 state engineering institutions will be enhanced.[62]
    The Eleventh Plan underlined the fact "The State Engineering Colleges suffer from severe deficiencies in academic infrastructure, equipment, faculty, and library facilities and other physical facilities......These institutions are supposed to be model for private sector institutions to benchmark their standards. If standards and norms are insisted upon for private institutions, the government cannot keep its institutions in unsatisfactory conditions."[63]
    

    [edit]Vocational Education

    JBG Tilak in his evaluation of the failure of vocational education remarks: "Vocational education, did not really take off, particularly in secondary schools. It had no inter-connectivity, neither with higher education nor with the industrial or the agricultural sector. Employment opportunities have not been particularly better for vocational education school graduates and as a result, economic rates of return to vocational education were generally less than those to secondary general education."[64] Education Commission of India envisaged in 1966 that 25 % of the students belonging to the secondary age bracket would accept a vocational stream by 1986. But the National Sample Survey Organisation data for 2004-05, indicates that only 5% of the population of age-group 19-24 years in India has attained some form of skills through vocational education, which definitely highlights a completely different scenario than what was envisioned. The Eleventh Plan aims at extending vocational education to cover 20,000 schools with an intake capacity of 25 lakhs by 2011-12. Following a more flexible approach, the Plan aims at designing the programmes in such a way that agility between vocational, general and technical education becomes easy. Eleventh Plan has visualised that emphasis will be laid on demand determined vocational education programmes in partnership with employees. Even after all these initiatives, it is possible to train only 5% of the population through the formal system. The remaining workforce- both skilled and semi-skilled may be trained through a variety of other delivery systems like open and distance learning systems, on the job training, part- time courses etc. Also, there is a strong possibility that strengthening computer literacy in the country will not only improve employability but also ensure security of existing jobs.[65]
    

    [edit]Open and Distance Learning

    At school level, National Institute of Open Schooling (NIOS) provides opportunities for continuing education to those who missed completing school education. 14 lakh students are enrolled at the secondary and higher secondary level through open and distance learning. At higher education level, Indira Gandhi National Open University (IGNOU) co-ordinates distance learning. It has a cumulative enrolment of about 15 lakhs, serviced through 53 regional centres and 1,400 study centres with 25,000 counsellors. The Distance Education Council (DEC), an authority of IGNOU is co-coordinating 13 State Open Universities and 119 institutions of correspondence courses in conventional universities. While distance education institutions have expanded at a very rapid rate, but most of these institutions need an up gradation in their standards and performance. There is a large proliferation of courses covered by distance mode without adequate infrastructure, both human and physical. There is a strong need to correct these imbalances. [66]
    

    [edit]Literacy

    Main article: Literacy in India
    According to the Census of 2011, "every person above the age of 7 years who can read and write in any language is said to be literate". According to this criterion, the 2011 survey holds the National Literacy Rate to be around 74%.[67] Government statistics of 2001 also hold that the rate of increase in literacy is more in rural areas than in urban areas.[67] Female literacy was at a national average of 65% whereas the male literacy was 82%.[67] Within the Indian states, Kerala has shown the highest literacy rates of 93% whereas Bihar averaged 63.8% literacy.[67] The 2001 statistics also indicated that the total number of 'absolute non-literates' in the country was 304 million.[67]
    

    [edit]Attainment

    School children in Tamil Nadu

    World Bank statistics found that fewer than 40 percent of adolescents in India attend secondary schools.[2] The Economist reports that half of 10-year-old rural children could not read at a basic level, over 60% were unable to do division, and half dropped out by the age 14.[29]
    An optimistic estimate is that only one in five job-seekers in India has ever had any sort ofvocational training.[68]
    Higher education
    As per Report of the Higher education in India, Issues Related to Expansion, Inclusiveness, Quality and Finance,[69] the access to higher education measured in term of gross enrolment ratio increased from 0.7% in 1950/51 to 1.4% in 1960–61. By 2006/7 the GER increased to about 11 percent. By 2012, (the end of 11th plan objective) is to increase it to 15%.
    

    [edit]Women's education

    Girls in Kalleda Rural School, Andhra Pradesh.

    See also: Women in India
    Women have a much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out.[70] According to a 1998 report by U.S. Department of Commerce, the chief barrier to female education in India are inadequate school facilities (such as sanitary facilities), shortage of female teachers and gender bias in curriculum (majority of the female characters being depicted as weak and helpless).[71] Conservative cultural attitudes, especially among Muslims, prevents some girls from attending school.[72]
    The number of literate women among the female population of India was between 2–6% from the British Raj onwards to the formation of the Republic of India in 1947.[73] Concerted efforts led to improvement from 15.3% in 1961 to 28.5% in 1981.[73] By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India.[74] Recently the Indian government has launchedSaakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level.
    Sita Anantha Raman outlines the progress of women's education in India:

    Since 1947 the Indian government has tried to provide incentives for girls' school attendance through programs for midday meals, free books, and uniforms. This welfare thrust raised primary enrollment between 1951 and 1981. In 1986 the National Policy on Education decided to restructure education in tune with the social framework of each state, and with larger national goals. It emphasized that education was necessary for democracy, and central to the improvement of women's condition. The new policy aimed at social change through revised texts, curricula, increased funding for schools, expansion in the numbers of schools, and policy improvements. Emphasis was placed on expanding girls' occupational centers and primary education; secondary and higher education; and rural and urban institutions. The report tried to connect problems like low school attendance with poverty, and the dependence on girls for housework and sibling day care. The National Literacy Mission also worked through female tutors in villages. Although the minimum marriage age is now eighteen for girls, many continue to be married much earlier. Therefore, at the secondary level, female dropout rates are high.[75]

    
    Sita Anantha Raman also maintains that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions.[75]
    The education of women in India plays a significant role in improving livings standards in the country. A higher women literacy rate improves the quality of life both at home and outside of home, by encouraging and promoting education of children, especially female children, and in reducing the infant mortality rate. Several studies have shown that a lower level of women literacy rates results in higher levels of fertility and infant mortality, poorer nutrition, lower earning potential and the lack of an ability to make decisions within a household.[76] Women's lower educational levels is also shown to adversely affect the health and living conditions of children. A survey that was conducted in India showed results which support the fact that infant mortality rate was inversely related to female literacy rate and educational level.[77] The survey also suggests a correlation between education and economic growth.
    In India, it was found that there is a large disparity between female literacy rates in different states.[78] For example, while Kerala actually has a female literacy rate of about 86 percent, Bihar and Uttar Pradesh have female literacy rates around 55-60 percent. These values are further correlated with health levels of the Indians, where it was found that Kerala was the state with the lowest infant mortality rate while Bihar and Uttar Pradesh are the states with the lowest life expectancies in India. Furthermore, the disparity of female literacy rates across rural and urban areas is also significant in India.[79] Out of the 24 states in India, 6 of them have female literacy rates of below 60 percent. The rural state Rajasthan has a female literacy rate of less than 12 percent.[80]
    

    [edit]Rural education

    A primary school in a village in Madhya Pradesh.

    Following independence, India viewed education as an effective tool for bringing social change through community development.[81] The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under national programme which could control education in up to 100 villages.[81] A Block Development Officer oversaw a geographical area of 150 square miles (390 km2) which could contain a population of as many as 70000 people.[81]
    Setty and Ross elaborate on the role of such programmes, themselves divided further intoindividual-based, community based, or the Individual-cum-community-based, in which microscopic levels of development are overseen at village level by an appointed worker:

    The community development programmes comprise agriculture, animal husbandry, cooperation, rural industries, rural engineering (consisting of minor irrigation, roads, buildings), health and sanitation including family welfare, family planning, women welfare, child care and nutrition, education including adult education, social education and literacy, youth welfare and community organisation. In each of these areas of development there are several programmes, schemes and activities which are additive, expanding and tapering off covering the total community, some segments, or specific target populations such as small and marginal farmers, artisans, women and in general people below the poverty line.[81]

    
    Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions.[82] A sizable network of rural education had been established by the time the Gandhigram Rural Institute was established and 5, 200 Community Development Blocks were established in India.[83] Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up.[83]
    

    Parayar School Children

    The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation.[83] However, in some cases lack of financing balanced the gains made by rural education institutes of India.[84] Some ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results.[84] Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small.
    

    [edit]Issues

    [edit]Funding and infrastructure

    Indian School-Girls

    One study found out that 25% of public sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 15% in Maharashtra to 30% in Bihar. Only 1 in nearly 3000 public school head teachers had ever dismissed a teacher for repeated absence.[85] A study on teachers by Kremer etc. found that 'only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India.'.[85]
    A study of 188 government-run primary schools found that 59% of the schools had no drinking water and 89% had no toilets.[86] 2003–04 data by National Institute of Educational Planning and Administration revealed that only 3.5% of primary schools in Bihar and Chhattisgarh had toilets for girls. In Madhya Pradesh, Maharashtra, Andhra Pradesh, Gujarat, Rajasthan and Himachal Pradesh, rates were 12–16%.[87]
    

    [edit]Curriculum issues

    Modern education in India is often criticized for being based on rote learning rather than problem solving. BusinessWeek criticizes the Indian curriculum, saying it revolves around rote learning[88] and ExpressIndia suggests that students are focused on cramming.[89]
    

    [edit]Controversy

    In January 2010, the Government of India decided to withdraw Deemed university status from as many as 44 rations were not being kept in mind by the management of these institutions and that "they were being run as family fiefdoms".[90]
    The University Grant Commission found 39 fake institutions operating in India.[91]
    Only 10% of manufacturers in India offer in-service training to their employees, compared with over 90% in China.[92]
    

    [edit]Initiatives

    Non-formal education center in Udaipur, Rajasthan. Educational program by Seva Mandir, an NGO working for the development of the rural and tribal population in Udaipur and Rajsamand districts of southern Rajasthan

    The madrasah of Jamia Masjid mosque inSrirangapatna.

    Elementary School in Chittoor. This school is part of the 'Paathshaala' project. The school currently educates 70 students.

    Following India's independence a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India, and in 1960 a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government.[93] An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes.[93] The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22.5 percent with the Scheduled Castes accounting for 17 percent and the Scheduled Tribes accounting for the remaining 7.5 percent.[93] Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as Dalit, a Marathi language terminology used by B. R. Ambedkar which literally means "oppressed".[93]
    The Scheduled Castes and Scheduled Tribes are provided for in many of India's educational programmes.[94] Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e.g. a reservation of 15% in Kendriya Vidyalaya for Scheduled Castes and another reservation of 7.5% in Kendriya Vidyalaya for Scheduled Tribes.[94] Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India.[94] The remote and far-flung regions of North East India are provided for under the Non Lapsible Central pool of Resources (NLCPR) since 1998–1999.[95] The NLCPR aims to provide funds for infrastructure development in these remote areas.[95]
    Women from remote, underdeveloped areas or from weaker social groups in Andra Pradesh,Assam, Bihar, Jharkhand, Karnataka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the Mahila Samakhya Scheme, initiated in 1989.[96] Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels.[96] The government allowed US$7.6 million) during 2007–08 to carry out this scheme over 83 districts including more than 21, 000 villages.[96]
    Currently there are 68 Bal Bhavans and 10 Bal Kendra affiliated to the National Bal Bhavan.[97]The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream.[97] A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums.[97]
    India's minorities, especially the ones considered 'educationally backward' by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE).[98] The government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992).[98] Both these schemes were started nationwide by 1994.[98] In 2004 the Indian parliament allowed an act which enabled minority education establishments to seek university affiliations if they passed the required norms.[98]
    In 1964, Bharat Heavy Electricals Limited, Trichy Chapter's Executive director R.S.Krishnan started R.S.Krishnan Higher Secondary School, Trichy based on the Central Board of Secondary Education syllabus mainly for BHEL employee's children.
    

    [edit]Central government involvement

    [edit]Budget

    As a part of the tenth Five year Plan (2002–2007), the central government of India outlined an expenditure of 65.6% of its total education budget of US$9.77 billion) i.e. US$6.41 billion) on elementary education; 9.9% i.e. US$964.48 million) on secondary education; 2.9% i.e. US$278.75 million) on adult education; 9.5% i.e. US$931.36 million) on higher education; 10.7% i.e. US$1.05 billion) on technical education; and the remaining 1.4% i.e. US$139.04 million) on miscellaneous education schemes.[99]
    According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), India has the lowest public expenditure on higher education per student in the world.[100]
    See also: Education in India Five Year Plan Expenditure.
    

    [edit]Public Expenditure on Education in India

    During the Financial Year 2011-12, the Central Government of India has allocated Rs 38,957 crores for the Department of School Education and Literacy which is the main department dealing with primary education in India. Within this allocation, major share of Rs 21,000 crores, is for the flagship program 'Sarva Siksha Abhiyan'. However, budgetary allocation of Rs 21,000 crores is considered very low in view of the officially appointed Anil Bordia Committee recommendation of Rs 35,659 for the year 2011-12. This higher allocation was required to implement the recent legislation 'Right of Children to Free and Compulsory Education Act, 2009. In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are; (a) To progressively increase expenditure on education to around 6 percent of GDP. (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes. (c) To ensure that no one is denied of education due to economic backwardness and poverty. (d) To make right to education a fundamental right for all children in the age group 6–14 years. (e) To universalize education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day Meal.
    However, even after five years of implementation of NCMP, not much progress has been seen on this front. Although the country targeted towards devoting 6% share of the GDP towards the educational sector, the performance has definitely fallen short of expectations. Expenditure on education has steadily risen from 0.64% of GDP in 1951-52 to 2.31% in 1970-71 and thereafter reached the peak of 4.26% in 2000-01. However, it declined to 3.49% in 2004-05. There is a definite need to step up again. As a proportion of total government expenditure, it has declined from around 11.1 per cent in 2000–2001 to around 9.98 per cent during UPA rule, even though ideally it should be around 20% of the total budget. A policy brief issued by [Network for Social Accountability (NSA)][101] titled "[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector][102]" provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. [As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 percent or around 12.5 times over the last decade].[103]
    

    [edit]Legislative framework

    Article 45, of the Constitution of India originally stated:

    "

    The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years.[15]

    "

    
    This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed.[104] However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.[104]
    Following initiatives by the Supreme Court of India during the 1990s the Ninety-third amendment bill suggested three separate amendments to the Indian constitution:[105]
    • The constitution of India was amended to include a new article, 21A, which read:

      "

      The State shall provide free and compulsory education to all children of the age of six to fourteen years in a such manner as the State may, by law, determine.[106]

      "

      • Article 45 was proposed to be substituted by the article which read:

        "

        Provision for early childhood care and education to children below the age of six years: The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years.[106]

        "

        • Another article, 51A, was to additionally have the clause:

          "

          ...a parent or guardian [shall] provide opportunities for education to his child or, as the case may be, [a] ward between the age of six to fourteen years.[106]

          "

          
          The bill was passed unanimously in the Lok Sabha, the lower house of the Indian parliament, on November 28, 2001.[107] It was later passed by the upper house—the Rajya Sabha—on May 14, 2002.[107] After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect.[107] Since then those between the age of 6–14 have a fundamental right to education.[108]
          Article 46 of the Constitution of India holds that:

          "

          The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation'.[67]

          "

          
          Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342.[67] Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes.[67]
          

          [edit]Recognition

          [edit]Jindal Prize

          Sitaram Jindal Foundation, India has instituted an award Jindal Prize in which 'Education with emphasis on moral upliftment' is one of the category out of five categories. Prize will be awarded to those individuals or organisations rendering significant service to education without any profit motive. Prizes of Rs. one crore in each category will be awarded annually.
          

          [edit]See also

          • National Curriculum Framework for Teacher Education
          • National Translation Mission
          • Two Million Minutes (documentary film)
          
          

          [edit]Notes

          1. ^ Estimate for India, from India, The Hindu
          2. ^ a b "Education in India". World Bank.
          3. ^ India achieves 27% decline in poverty, Press Trust of India viaSify.com, 2008-09-12
          4. ^ India still Asia's reluctant tiger, by Zareer Masani of BBC Radio 4, 27 February 2008
          5. ^ SPECIAL REPORT: THE EDUCATION RACE, by Newsweek, August 18–25, 2011 issue
          6. ^ "Science and Technology Education". Press Information Bureau. Retrieved 2009-08-08.
          7. ^ How To Save The World's Back Office, by Sramana Mitra ofForbes, 03.14.08
          8. ^ Blackwell, 90
          9. ^ a b c d e f Prabhu, 24
          10. ^ a b c Prabhu, 25
          11. ^ Kum. B. Nivedita, "The Destruction of the Indian System of Education," Adapted from a speech given to the Vivekananda Study Circle, IIT-Madras, January 1998.
          12. ^ Blackwell, 91–92
          13. ^ Ferguson, Niall (2003). Empire: How Britain made the Modern World. Penguin. p. 191. ISBN 0141007540.
          14. ^ "Literacy Scenario in India (1951–1991)". Retrieved December 29, 2009.
          15. ^ a b c Sripati and Thiruvengadam, 150
          16. ^ Sripati and Thiruvengadam, 150–151
          17. ^ a b India 2009: A Reference Annual (53rd edition), 208
          18. ^ ssa.nic.in
          19. ^ Present education in India
          20. ^ a b c India 2009: A Reference Annual (53rd edition), 233
          21. ^ India 2009: A Reference Annual (53rd edition), 230–234
          22. ^ www.nuepa.org
          23. ^ www.ncte-india.org
          24. ^ a b c d Blackwell, 93–94
          25. ^ a b http://www.dise.in/ar2005.html
          26. ^ a bhttp://education.nic.in/Elementary/free%20and%20compulsory.pdf
          27. ^ a b c d e India 2009: A Reference Annual (53rd edition), 215
          28. ^ a b c "Private Education in India can Benefit Poor People".
          29. ^ a b "A special report on India: Creaking, groaning: Infrastructure is India's biggest handicap". The Economist. 11 December 2008.
          30. ^ Geeta Gandhi Kingdon. "The progress of school education in India".
          31. ^ a b c Amit Varma (2007-01-15). "Why India Needs School Vouchers". Wall Street Journal.
          32. ^ DATT, SUNDHARAM (2010). INDIAN ECONOMY. S. CHAND.
          33. ^ "RTE: Homeschooling too is fine, says Sibal". Times of India. 2010.
          34. ^ India 2009: A Reference Annual (53rd edition), 231
          35. ^ Secondary Education. Education.nic.in. Retrieved on 2011-03-21.
          36. ^ Blackwell, 94–95
          37. ^ Microsoft Word – Framework_Final_RMSA.doc. (PDF) . Retrieved on 2011-03-21.
          38. ^ Secondary Education. Education.nic.in. Retrieved on 2011-03-21.
          39. ^ Primary Education — India Development Gateway. Indg.in (2010-09-10). Retrieved on 2011-03-21.
          40. ^ Prime Minister Manmohan Singh. "PM's address at the 150th Anniversary Function of University of Mumbai".
          41. ^ "India Country Summary of Higher Education". World Bank.
          42. ^ a b c India 2009: A Reference Annual (53rd edition), 237
          43. ^ "''Higher Education'', National Informatics Centre, Government of India". Education.nic.in. Retrieved 2010-09-01.
          44. ^ Blackwell, 95–96
          45. ^ a b c Blackwell, 96
          46. ^ Vrat, 230–231
          47. ^ India doesn't figure in world top-100 universities, Press Trust of India via timesofindia.com, 2010-09-12
          48. ^ "Will Indian Higher Education Get Freedom from Corruption?". DrEducation.com. 2011-08-22. Retrieved 2011-08-28.
          49. ^ "IIPM: Mocking at Quality of Indian Higher Education?". DrEducation.com. 2011-07-09. Retrieved 2011-08-28.
          50. ^ "University Business". Frontline. 2009-04-17. Retrieved 2011-08-28.
          51. ^ "Shouldering the Quality Responsibility". EDU Magazine. 2011-01. Retrieved 2011-08-28.
          52. ^ "Education faces lawmakers' test". livemint. 2011-08-04. Retrieved 2011-08-28.
          53. ^ "Foreign universities - a reality check". UniversityWorldNews.com. 2011-03-21. Retrieved 2011-08-28.
          54. ^ "Call for a national policy on internationalisation". EDU Magazine. 2011-08. Retrieved 2011-08-28.
          55. ^ "Times Higher Education". Times Higher Education. 2006-10-06. Retrieved 2010-09-01.
          56. ^ "Asia's Best Science and Technology Schools". Cgi.cnn.com. 2000-06-22. Retrieved 2010-09-01.
          57. ^ "MBA global Top 100 rankings – FT". ft.com. Retrieved 2009-03-04.
          58. ^ "Medical Meccas: An Oasis for India's Poorest | Newsweek Health for Life | Newsweek.com". Newsweek.com. Retrieved 2008-11-03.
          59. ^ "Infrastructure: S&T Education", Science and Technology in India, 30
          60. ^ a b c d "Infrastructure: S&T Education", Science and Technology in India, 31
          61. ^ "Infrastructure: S&T Education", Science and Technology in India, 32
          62. ^ DATT, SUNDHARAM (2010). INDIAN ECONOMY. S. CHAND.
          63. ^ Eleventh Five Year Plan. II. 2007-12. p. 30..
          64. ^ Tilak, JGB (2006). Education-a Saga of Spectacular Achievements and Conspicuous Failures, India Social Development Report. p. 36.
          65. ^ DATT, SUNDHARAM (2010). INDIAN ECONOMY. S. CHAND.
          66. ^ DATT, SUNDHARAM (2010). INDIAN ECONOMY. S. CHAND.
          67. ^ a b c d e f g h India 2009: A Reference Annual (53rd edition), 225
          68. ^ "A special report on India: An elephant, not a tiger". The Economist. 11 December 2008.
          69. ^ "12. Report of the HIGHER EDUCATION IN INDIA Issues Related to Expansion, Inclusiveness, Quality and Finance, May 2008". Ugc.ac.in. Retrieved 2010-09-01.
          70. ^ Kalyani Menon-Sen, A. K. Shiva Kumar (2001). "Women in India: How Free? How Equal?". United Nations. Archived from the original on 2006-09-11. Retrieved 2006-12-24.
          71. ^ Victoria A. Velkoff (October 1998). "Women of the World: Women's Education in India" (PDF). U.S. Department of Commerce. Retrieved 2006-12-25.
          72. ^ "In India, Can Schools Offer Path Out Of Poverty?". 2010-05-14. Retrieved 2010-06-23.
          73. ^ a b Raman, 235
          74. ^ Raman, 236
          75. ^ a b Raman, 238
          76. ^ . S. Chandrasekhar and A. Jayaraman, District Level Analysis of the Total Fertility Rate Using Indian Census Data (viewed on 9 Mar 2011), http://paa2004.princeton.edu/download.asp?submissionId=41578
          77. ^ Women Education in India, (viewed on 9 mar 2011),http://www.slideshare.net/siddharth4mba/women-education-in-india
          78. ^ Literacy Rate and Gender Gap in Sechduled Castes in India, (viewed on 9 Mar 2011),http://www.capabilityapproach.com/pubs/NavjeetKaur.pdf
          79. ^ Nutrition in India, Viewed on 11 Mar 2011,http://www.icosgroup.net/static/foodsec/text/accscnun_indiacasestudy.pdf
          80. ^ Landscaping Women's Empowerment through Learning and Education in India, A study, Viewed on 11 Mar 2011,http://dasra.org/n/forwebsite/factsheet/Landscaping_Women_Empowerment_Report.pdf
          81. ^ a b c d Setty and Ross, 120
          82. ^ Setty and Ross, 121
          83. ^ a b c Setty and Ross, 122
          84. ^ a b Setty and Ross, 125
          85. ^ a b 4–6 p.m. (2009-10-30). "Kremer etc. (2004), "Teacher Absence in India: A Snapshot", ''Journal of the European Economic Association''". Globetrotter.berkeley.edu. Retrieved 2010-09-01.
          86. ^ Basu, Kaushik (2004-11-29). "Combating India's truant teachers". BBC. Retrieved 2010-01-03.
          87. ^ Singh, Shivani (7 April 2005). "Education chess: Are govt schools any better now?". The Times of India.
          88. ^ "India". BusinessWeek.
          89. ^ "'Rote system of learning still rules the roost'". ExpressIndia. 2008.
          90. ^ "44 institutions to lose deemed university status – Economy and Politics". livemint.com. 2010-01-18. Retrieved 2010-09-01.
          91. ^ "22 universities across India fake: UGC". ExpressIndia.
          92. ^ "Country Strategy for India (CAS) 2009–2012". World Bank.
          93. ^ a b c d Elder, 227
          94. ^ a b c India 2009: A Reference Annual (53rd edition), 226–227
          95. ^ a b India 2009: A Reference Annual (53rd edition), 236–237
          96. ^ a b c India 2009: A Reference Annual (53rd edition), 216
          97. ^ a b c India 2009: A Reference Annual (53rd edition), 218
          98. ^ a b c d India 2009: A Reference Annual (53rd edition), 239
          99. ^ India 2009: A Reference Annual (53rd edition), 223
          100. ^ "Higher education spending: India at the bottom of BRIC". Rediff. 2005.
          101. ^ "Network for Social Accountability". NSA. 2009-12-28. Retrieved 2010-09-01.
          102. ^ "345 NSA Response to Education Sector Interventions in Union Budget-UPA Rule and the Education Sector by Siba Sankar Mohanty". Nsa.org.in. 2009-02-21. Retrieved 2010-09-01.
          103. ^ "309: How the Working Class has Performed in the Turbulent Years of Liberalisation-A Priliminary Study of Working Class Income and Expenditure Survey1999-2000 Page-1". Nsa.org.in. Retrieved 2010-09-01.
          104. ^ a b Sripati and Thiruvengadam, 149–50
          105. ^ Sripati and Thiruvengadam, 152–154
          106. ^ a b c Sripati and Thiruvengadam, 154
          107. ^ a b c Sripati and Thiruvengadam, 156
          108. ^ Sripati and Thiruvengadam, 149
          
          

          [edit]References

          • Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America: ABC-CLIO, Inc., ISBN 1-57607-348-3.
          • Elder, Joseph W. (2006), "Caste System", Encyclopedia of India (vol. 1) edited by Stanley Wolpert, 223–229, Thomson Gale: ISBN 0-684-31350-2.
          • "Infrastructure: S&T Education", Science and Technology in India edited by R.K. Suri and Kalapana Rajaram (2008), New Delhi: Spectrum, ISBN 81-7930-294-6.
          • India 2009: A Reference Annual (53rd edition), New Delhi: Additional Director General (ADG), Publications Division, Ministry of Information and Broadcasting, Government of India, ISBN 978-81-230-1557-6.
          • Prabhu, Joseph (2006), "Educational Institutions and Philosophies, Traditional and Modern", Encyclopedia of India (vol. 2) edited by Stanley Wolpert, 23–28, Thomson Gale: ISBN 0-684-31351-0.
          • Raman, S.A. (2006). "Women's Education", Encyclopedia of India (vol. 4), edited by Stanley Wolpert, 235–239, Thomson Gale: ISBN 0-684-31353-7.
          • Setty, E.D. and Ross, E.L. (1987), "A Case Study in Applied Education in Rural India", Community Development Journal, 22 (2): 120–129, Oxford University Press.
          • Sripati, V. and Thiruvengadam, A.K. (2004), "India: Constitutional Amendment Making The Right to Education a Fundamental Right",International Journal of Constitutional Law, 2 (1): 148–158, Oxford University Press.
          • Vrat, Prem (2006), "Indian Institutes of Technology", Encyclopedia of India (vol. 2) edited by Stanley Wolpert, 229–231, Thomson Gale:ISBN 0-684-31351-0.
          
          

          [edit]External links

          • Government official education website.
          • India Education
          • E-Learning Division of the Department of IT, Ministry of Communications & IT, Govt. of India
          • India International Education Fair Website.
          
          View page ratings
          Rate this page
          What's this?
          Trustworthy
          Objective
          Complete
          Well-written
          I am highly knowledgeable about this topic (optional)
          Submit ratings
          Categories:
          • Education in India
          • Social issues in India

          1. Education in India - Wikipedia, the free encyclopedia

          2. en.wikipedia.org/wiki/Education_in_India - Block all en.wikipedia.org results

          3. India's education system is divided into different levels such as pre-primary level, primary level, elementary education, secondary education, undergraduate ...

          4. History - Overview - Literacy - Attainment

          5. Education system in India

          6. studyadvisor.com/system/education-system-india

          7. The indian education system offers rich possibilities for locals and international students alike. Find out more about universities and schools in India here.

          8. India Education, Education In India

          9. www.mapsofindia.com › Education

          10. The present educational system of India is an implantation of British rulers. Wood's Dispatch of 1854 laid the foundation of present system of education in India. ...

          11. Education System of India: Its Functions, Drawbacks and Its ...

          12. theviewspaper.net/education-system-of-india-its-functions-drawbacks...

          13. Why is India still a developing country and what is stopping it from being a developed country? This particular question strikes me every time when I.

          14. 'India has exam system, not education system' - Times Of India

          15. articles.timesofindia.indiatimes.com › Collections › Higher Education

          16. 14 Apr 2011 – BANGALORE/MUMBAI: In the thick of the entrance exam season, a furious dispatch to the Prime Minister from his own scientific adviser has ...

          17. Education in India, India Education, Education System in India ...

          18. www.studyguideindia.com/Education-India/

          19. Education in India Get detail information on Education in India, Education System inIndia includes education as well as higher studies. Education in Andhra ...

          20. We need a revolution in the education system in India? « तिरछी ...

          21. hsonline.wordpress.com/.../we-need-a-revolution-in-the-education-sy...

          22. 31 Jul 2006 – That is why no less than a revolution is needed in the education systemin India. What do we expect from such a revolution? A revolution means ...

          23. Corruption in Education system in India

          24. azadindia.org/social-issues/education-system-in-india.html

          25. India's education system is mired in corruption and a high rate of teacher absenteeism in the country was a key factor for it according to the new global study. ...

          26. India Education, Education System India, Education in India

          27. www.indiaacademic.com/education.html - United States

          28. India Education - India Academic provide the detailed information about India Education,Education System India, India Education Historical Background, India ...

          29. [PDF]

          30. The Challenges for India's Education System

          31. www.chathamhouse.org/sites/default/files/.../bpindiaeducation.pdf

          32. File Format: PDF/Adobe Acrobat - Quick View

          33. by M Lall - 2005 - Cited by 12 - Related articles

          34. This paper, the first in an occasional series on India's education system, places the current issues ... seated problems within India's education system. While ...

          Searches related to Education System India

          essay education system india

          education system india good bad

          modern education system india

          education system 2009

          its functions

          education system in india mba

          present day education system india

          private education system in india

          Ads Watch: To Educate a Girl www.viewchange.org Watch this documentary about girls fighting for access to education Education System www.ask.com Search for Education System Find Education System See your ad here »

          
          

          1

          2

          3

          4

          5

          6

          7

          8

          9

          10

          Next

          
          
          
          Next Education to organize 'School Education Conclave' across India

          Friday, October 07, 2011

          
          

          *  Related News 12 New Awards bestowed upon Alpha G:Corp Friday, October 07, 2011 New Delhi: One of the most felicitated professional companies in the Indian real estate industry, Alpha G:Corp, its Management & Projects was recently conferred with 12 Awards at 3 different Awards functions. MRIU first North Indian University to introduce RFID Smart Degree Certificate Friday, October 07, 2011 Faridabad: Manav Rachna International University Faridabad introduced an RFID based Smart Degree Certificate for the 1st time in North India on its 1st convocation day recently at the campus. IBM to Provide Human Resource Services to Air Canada Thursday, October 06, 2011 ARMONK: IBM (NYSE: IBM) today announced that it has signed an agreement to provide human resource (HR) business process services to Air Canada (TSE: AC. IBM hosts roundtable discussion to address some of Nairobi's biggest urban challenges Thursday, October 06, 2011 Nairobi: Leaders from across public and private sector and civil society organizations came together in Nairobi today to discuss how advanced technologies can help the city to deal with some of the most pressing issues of urbanization – such as traffic congestion, parking, emergency response and the reliability of energy and water supplies. Full-scale test of Indian Ocean Tsunami Warning System to take place on 12 October Thursday, October 06, 2011 Paris: Almost seven years after the devastating tsunami of 2004, more than 20 nations* will participate on 12 October in a full-scale exercise to test the Indian Ocean Tsunami Warning and Mitigation System.  Press Releases • oxDGQaUwVUzw • Submit | View  E-poll  Article • RURAL AREA OF HIMACHAL GET SKILLED TRAINING PROGRAMME AFTER INDEPENDANCE • Tribal Village gets education facility after 62 years of independence due to Vedanta's intervention Submit | View

          Meerut: Next Education India Pvt. Ltd., India's fastest growing e-learning enterprise offering creative ICT solutions to present 'School Education Conclave': a series of nation-wide seminars, organized to highlight the role of ICT in revolutionizing the Indian education sector and to create awareness about the methodologies which can be used for implementing Continuous and Comprehensive Evaluation (CCE) guidelines. School Education Conclave will be held across India in cities such as Meerut, Delhi, Ludhiana, Dehradun and Jaipur. The first of the series is organized is organized in Meerut on 8th October 2011 at (Venue Name). Followed by Dehradun, Delhi, Ludhiana & Jaipur. Mr. Beas Dev Ralhan, CEO, Next Education said, "India needs to focus on strengthening access to and the quality of teacher nationwide, which would provide equal quality education   to all students including the rural areas. ICT tools will such as videos, television and using interactive 2D and 3D multimedia content that combine text, sound colorful, moving images can be used to provide challenging and authentic content that would engage students in the learning process. School Education Conclave is a step towards educating the schools and the student's community about the benefits of technology tools to improve access and the quality of teacher training. I am sure these seminars would be fruitful for the entire education fraternity." School Education Conclave aims to bring together evangelists from the education fraternity who will be sharing their knowledge, thoughts, views and experiences about the various topics regarding the new age education.

          
          http://indiaeducationdiary.in/Shownews.asp?newsid=10572
          

          Free and compulsory education to all children up to the age fourteen is constitutional commitment in India. The Parliament of India has recently passed Right to Education Act through which education has become fundamental right of all children of age group 6-14 year. The site - Education for All (EFA) in India presents up-to-date information regarding activities initiated in the field ofelementary education in India. It presents National Policy on Education (1986,NPE) & its Programme of Action (POA, 1994)as well as goals and objectives of Education for All  in India. A separate section is devoted on to District Primary Education Programme (DPEP) in terms of its framework, planning methodology adopted in developing District Primary Education Plans. Sarva Shiksha Abhiyan (SSA), launched in 2001is the most recent initiatives of the Government of India, which presents its guidelines, planning methodology, data on elementary education created under District Information System for Education(DISE), list of districts covered, addresses of state implementation societies and outcome of the research studies conducted onschool attendance, teachers absenteeism, out-of-school children, mid-day meal and many other aspects of elementary education in India. The site has got separate channel for Educational Management Information System (EMIS) and presents school, district and state report cards as well as elementary education in rural and urban India and DISE Flash Statistics and analysis of data in the form of Elementary Education in India: Progress towards UEE, Analytical Report for 2006-07 and previous years. In addition, district-specific information on key variables concerning all the aspects of universal elementary education (UEE) is also presented. The site presents recent activities towards Rastriya Madhyamik Shiksha Abhiyan(RMSA) which is the most recent initiative of Government of India to achieve the goal of universalisation of secondary education (USE). It has got separate channel for educational statistics and presents Selected Educational Statistics brought out by the Ministry of Human Resource Development (MHRD) for different years. In addition, the site also presents state and district-wise population (male, female & total, sex ratio, child sex ratio (o-6 year), density of population, population by religions, workers and non-workers and other such variables) and literacy rates (male, female & total, rural and urban areas and scheduled Castes and Scheduled Tribes) based on 2001 Census. It also presents book reviews, educational links, UNESCO-UIS software for educational planners and many important documents such as common school system, modules on district educational planning and projections and forecasting of population, enrolment and teachers all which are important for those interested in educational planning and administration. It has got a separate channel on educational planning covering training at district (DIET), block, cluster and national level. State Report Cards: 2008-09 DISE Flash Statistics: 2009-10 Requirement of Additional Teachers for Upper Primary Schools/Sections as per RTE (PDF) Requirement of Additional Teachers for Upper Primary Schools/Sections as per RTE (Excel) Education Development Index & Analysis: DISE 2009-10 Audio & Video Presentations Secondary Education Management Information System (SEMIS) Data Capture Format Selected Educational Statistics: 2007-08 Aligning SSA Norms with the RTE Act, 2009 Participation & Expenditure: 2007-08, NSSO, 64th Round Participation of Muslim Children in Elementary Education: 2008-09 Elementary Education in Rural India 2008-09 Elementary Education in Urban India 2008-09 DISE Flash Statistics: 2008-09 Review of EMIs in Cambodia, Iraq, Nepal and Southern-Sudan Model Rules for Right to Children Act (Draft) Elementary Education in India: Analytical Report (Last Seven Years) Elementary Education in India: District Report Cards (Last Eight Years) Elementary Education in India: State Report Cards (Last Eight Years) Elementary Education in India: Flash Statistics (Last FiveYears) DISE Analytical Tables: 2007-08 DISE Analytical Report: 2007-08 Brief Analysis of DISE Flash Statistics: 2008-09 State Report Cards: 2007-08 Additional DISE Raw Data Improvement in Infrastructure in Elementary /Schools Participation of Muslim Children in Elementary Education: 2008-09 Study on Out-of-School-Children (IMRB/Ed.CIL/TSG): 2009 Evaluation of Activity Based Learning of Tamil Nadu DISE 2007-08: District-specific Data on All Indicators Universities in the Twenty-First Century State Report Cards: 2007-08, Raw Data District Report Cards: 2007-08, Volume I & II 10th Joint Review Mission Report (July 20 to 31, 2009) Elementary Education in Rural India 2007-08 Elementary Education in Urban India 2007-08 DISE Flash Statistics: 2007-08 Analytical Report: 2006-07 District Report Cards: 2006-07 (Volume I) District Report Cards: 2006-07 (Volume II) Elementary Education in Rural India 2006-07 Elementary Education in Urban India 2006-07 President of India on Elementary Education A View Inside Primary Schools Special-Focus Districts Muslim concentrated Towns Districts having above 50 percent Out-of-school children Review of SSA Out of School Children Mid-day Meal: Noon-Meal Scheme DISE Flash Statistics & EDI: 2006-07 Latest Additional School Statistics: 2006-07 Scheme of Incentive to Girls for Secondary Education in India Selected Educational Statistics: 2005-06 State Report Cards: 2005-06 Study on School Attendance Analytical Report: 2005-06 Education in Parliament Achievement Surveys under SSA District Report Cards: 2005-06 (Volume I) District Report Cards: 2005-06 (Volume II) Student Flow at Primary Level Elementary Education in Rural & Urban India: 2005-06 Report of Common School System 11th Five Year Plan: Elementary Education & SSA DISE Flash Statistics & EDI Presentation on EDI Suggestive Framework for EDI Computation Elementary Education in India: Analytical Report 2004-05 Elementary Education in India: Analytical Report 2005 (Only Tables) Selected Educational Statistics: 2004-05 State Report Cards 2005 NPEGL Elementary Education in Rural India 2004-05 Elementary Education in Urban India 2004-05 District Report Cards 2004-05 (Volume I) District Report Cards 2004-05 (Volume II) Drop-out Rates based on DISE 2003-4 & 2004-05 Data Elementary Education in India: Analytical Report 2003-04 Major Findings of Analytical Report 2003-04 Elementary Education in Un-recognised Schools in India: A Case Study of Punjab Universalisation of Secondary Education: CABE Committee Report Right to Education Bill 2005 Elementary Education in India: State Report Cards 2003-04 Elementary Education in India: District Report Cards 2003-04 Elementary Education in India: District Report Cards 2002-03 Elementary Education in India: Where do we stand? Analytical Report 2002-03 Final District-specific Population & Literacy Data (Zip) District Report Cards 2003, Raw Data (Zip) Projected Population (5-18 Year) by RGI up to 2016 Age-specific Population: 6-11, 11-14 & 6-14 Year Population Modules for Quantitative Analysis of Educational Data Down Load: Software for Education Planning & Management Download PDF

          
          http://www.educationforallinindia.com/

          1. Education in India - Prayatna

          2. prayatna.typepad.com/education/
          3. Education in India: Past, Present and the Future. Ideas, Policies and Initiatives.

          4. Education in India, India Education

          5. www.mapsofindia.com/education/
          6. 4 Aug 2011 – Education in India- Get Information on Indian education system, colleges in india and Universities in India as well as admissions information to ...

          7. India - Education in India

          8. www.worldbank.org.in/.../INDIAEXTN/0,,contentMDK:21493265~...
          9. Education is one of the most powerful instruments for reducing poverty and inequality.Education is equally key to enhance India's competitiveness in the global ...

          10. Engineering College In India, Pharmacy College India, Management ...

          11. www.gyanvihar.org/
          12. Gyanvihar university is the top ranking management and engineering colleges along with pharmacy and biotech institutions, Hospitality colleges in India. It offers ...

          13. Education in India

          14. www.educationinindia.net/
          15. ... 21st century skills. It also includes the training of school administrators on effective ICT implementation. Visit www.intel.com/education/in for more information. ...

          16. Welcome to Central Board of Secondary Education

          17. cbse.nic.in/
          18. Describes the role of the board, examinations overseen, administrative setup.

              *	dilip mandal (rejectmaal on Blogger) shared this on Blogger - 19 Nov 2009

          19. IGNOU - The People's University

          20. www.ignou.ac.in/
          21. IGNOU, Honghe University ink pact for ICT enabled education · More... Gyandeep Centre of Excellence; |; Akashdeep; |; IT Mass Literacy Programme; |; Sign ...

              *	Hitendra Gupta (hellomithilaa on Blogger) shared this on Blogger - 22 Aug 2008

          
          Searches related to Education India
          distance education india
          next education india pvt ltd
          higher education india
          idp education india
          forex trading education india
          hp education india
          department of higher education india
          asia india education