Connect with us

South Asia

Addressing the Depth and Breadth of Quality Issues in the Indian Education System

Swaleha Sindhi Ph.D.

Published

on

Interview with- National Scholar Prof. Swapan Kumar Majumdar

Prof. Swapan Kumar Mujumdar, is India’s renowned Academician, National Scholar and Management Expert who is currently the Director of the Institute of Management at the J.K Laxmipat University in Jaipur of Rajasthan State. He is an avid reader, critical thinker and a passionate teacher with thirty four years track record of success in teaching, consulting, research and academic administration of world class organizations.

Dr Majumdar is a national scholar, who has crossed many oceans to quench his thrust for knowledge and emerged as a transformational thought leader. He has several publications in national and international journals and has a varied area of research interests from Genomics of Executive Leadership; Macro and Micro Variables of Sustainable Development; E-Business Management; Digital Economy; Market-Economy, Demography, Geography, Growth, Globalization and Governance to Make in India vs Made for India and so on.

Dr. Swaleha Sindhi author with Modern Diplomacy & Dr. Adfar Shaha Delhi based Sociologist visited J.K Laxmipat University in Jaipur of India’s Rajasthan and had an in-depth interaction on the theme of ‘Education in India’ with Prof. Mujumdar.

Modern Diplomacy (MD): At the outset tell us briefly about yourself and your achievements Sir?

Prof. Swapan Kumar Majumdar (SKM): My basic qualification is M.Sc, B.Tech with MBA. I did my M.Sc. from the London School of Economics, UK, and M.Phil. from Imperial College of Science Technology, London, UK. I have a PhD in Business Management from IIT, Delhi. Basically I am a Professor of OMISS (Operations Management, Information Systems and Strategy), and a receipient of the Award for “Best Teacher of the Year 2010 in Operations Management” by juries of the 18th Dewang Mehta Business School Award on 24.11.2010 in recognition of leadership, development, innovation and industry interface of Business school. Being a member of academic and administrative audit committee of various Universities in India, I was Ex‐Chairman of academic council of Al Akhawayn University, Morocco. Being instrumental in creating centers at different universities and having mentored various nationally and internationally funded projects, I am also member of various scientific and professional societies in India and abroad.

(MD): India seems to have a remarkable achievement in economic domain which in turn has brought lot of changes in the education sector. However, these changes have not turned to be sufficient to solve the ever existing and ever changing educational problems in India. What is your take on it Sir?

(SKM): Quality and quantity are the two major problems of Indian education systems. India is the 2nd highest populous country of the world with 1.32 billion populations of which 27.9% are illiterate. In quantity, nearly 360 million Indians are illiterate, which is largest in the world, of which bulk of them live in 638000 villages rests are in towns and cities. As far as the quality is concerned, even after 68 years of independence, only two Indian institutes could find their place in to the top 200 list of world’s best universities and altogether 17 are in the list of world’s top 800 Universities according to World University Ranking 2015. Every year millions of Indians are graduating from 740+ (Wikipedia) Indian universities and nearly half of them (47%) are not employable. Both quality and quantity are being addressed.

(MD): Do you think that issues persist due to faulty Education Policies in India?

(SKM): The problem persisted due to lack of priority and commitment. Though Indian literacy rate has improved six times from meagerly 12% in 1947 to 72.1% in 2015, but much lower the world average literacy rate of 84%. It took 62 years to pass the Right to Education bill. There is no comprehensive national education policy. Education is a state subject. Standard and responsibility remained fragmented. Up gradation and up scaling of education standard hardly figured as the priority agenda of Indian state governments. The gap between education and employment are getting wider. At the same time demands for skilled people are increasing worldwide. These are the signs and evidences of faulty education policy.

(MD): What according to you are the challenges and constraints in meeting International standards in Indian education? What is your view on external objectives versus local realities?

(SKM): The key constraints are infrastructure, outdated syllabus, obsolete pedagogy, unqualified teachers, ineffective regulatory mechanisms and absence hunger to excel in education. The major challenges are improving access and quality at all levels, continuous upgradation of syllabus and retrofitting pedagogy, increasing funding at higher education, nurturing innovation, critical thinking and inculcating practice oriented higher order thinking and writing skills. The country need quality education at primary and secondary schools, where every child gets equal opportunity to maximize his or her full potential.

(MD): Some of the key systemic challenges (access, equity, quality) stem from the lack of public investment and a flawed regulatory structure resulting in the rapid and unregulated growth of private provision. Share your views on it?

(SKM): The root of all Key challenges is our national education policy. It took 62 years for GOI to enact Right to Education (RTE) Bill and incorporated education as fundamental right of every children and remained as state subject. Even after the constitutional amendment, our political leaders/representatives lacked the commitment to eradicate illiteracy and improve the facilities, accessibility and most importantly quality of education. They failed to perceive education as an important element of development process, a tool/ avenue to improve quality of life.

(MD): There has been an increasing dissonance in the government’s view of foreign institutions, do you think it is possible for India to build a world-class educational system and ensure that education remains a non-commercial activity that embodies national values and priorities?

(SKM): Yes, I do believe that it is possible for India to build unique world-class education system. When we coin the term “world-class’ we are raising to the standards and quality, such education which promotes and propagates higher order of thinking skills and has universal appeal and which is beyond the boundaries of national values and priorities, The second part of your question, especially about government’s dissonance towards the entry of foreign institutions, I feel that today’s education must have the depth and breadth. Foreign institutions will bring that diversity and as well as global competitiveness of our educational institutions and systems and which eventually will improve standard of our higher education. Finally, it is needless to say that higher education is not for the mass, but for the deserving class and all higher educational institutions compete for talents (students and teachers) and there is no way to eliminate commercial element in an endeavor wherever there is competition.

(MD): What are your recommendations to educational leaders and policy planners to arrive at plausible, meaningful solutions to help provide for quality education to the local population while at the same time meeting international standards?

(SKM): The five pillars: (1) Education is the key for ‘Human Development’, (2) Education is a ‘Fundamental Right’ of every Indian child, (3) ‘Learning Ability’ and innate talent (‘g’ factor) of individuals varies significantly widely, (4) Talent remain hidden unless uncovered and nourished and (5) Education is a ‘State Subject’. Indian education planners keep these five points in mind to frame a policy which should facilitate full exploitation of development potential of deserving individuals as well as take care of the diversity, preferences and competitiveness into account. and (A) India must provide high quality basic education for all up to 16 years (as Fundamental Right for Every Child); (B) beyond 16 years is based on competency and choice. Secondly, there is no parity between talent and pocket. Thirdly talents needs to be nurtured to bloom. As seed needs the soil, water and other supports for germination and growth. Similarly, a national education policy should provide opportunity for every citizen the basic support at the germination stage and multiple platforms for the growth phase to compete and choose a career or profession according his or ability. However, supports need resources. As the size of education problem is very large. This necessitates huge resources and funding. As a developing country, India alone cannot handle the problem. The best way forward is to go global, open up, and remove all the administrative obstacle. I am in favour of open international policy rather than being conservative and narrow nationalistic view of education. India should have a broad view of world-class education system. India needs thousands of high quality schools, hundreds of world-class higher educational institutions. Investment needs are in trillions. The solution is collaborate, coopt, coordinate and control the quality. We don’t have much time. We have to act fast. Set up as many as new institutions possible plus upgrade the existing institutions as well as open the doors for foreign institutions which will not only increase competition in higher education, but will also increase quality, diversity and employability.

(MD): Can we hope that this New Education Policy (NPE-2015) will shape the country’s education and employability ecosystem for coming several years?

(SKM): Certainly yes. Realization is the seed of change. Plan and propositions are the action plans for making things happen. When the seeds and the soils are ready, the only things that are required – execution followed by monitoring and controlling i.e. academic administration.

(MD): There is an increased emphasis on capacity building and long-term sustainability in the global economy. How can we achieve this?

(SKM): There is no other resource that ‘Human Capital’, which can provide sustainability in the global economy. Rest are all volatile. The attain sustainability, we need to build human capital develop talents and education is the root and the path of human development. Who so ever has neglected education remained as poor despite having rich natural resources.

(MD): Do you think that the education system in India is ready to set the tone of India’s competitiveness as a young demography in promoting ‘Make in India’ and ‘Digital India’ missions?

(SKM): This question has three components: (i) Readiness of Indian Education System to equip Indian youth to be competitive, (ii) Readiness of Indian Education System to comply with the ‘Make in India’ and (iii) Readiness of Indian Education System to comply with the ‘Digital India Mission’. Let me answer the last one first. Digital India Mission is transforming and integrating all disjointed component of economy in the digital format so that any-one from anywhere and any-time can access, interact and transact business. This provides transparency. It is mixed bag. Digital format increase the size of the market as well as increase competition. Size and location does not matter. What matters are competency and skills? Second part, ‘Make in India’, is an open invitation to global manufacturers to set their manufacturing facilities in India to make use of the facilities and skills and youth power of India. The underlined assumption is that there are large pool of skilled labour in India and the Global manufactures will be able make best use of these labour resources. Now the key question is: Is Indian yours are well equipped or skilled? Are Indian youths employable? Statistics and data reveals that vast majority of Indian youths are not employable. This answers the question that all is not well in Indian education system. Present Indian education system is not ready for mass skilling of the Indian youths. Indian education systems need to be revamped and retrofitted with the changing need of the globe and the mission of the country. Indian education system must be capable of producing graduates who are not only employable locally, but equally competent enough to meet the global completion and should be able to make their need felt at local as well as global arena.

(MD): What are your views on the existing system of Quality Assurance Systems in Educational Institutions?

(SKM): In my opinion, there is no set standard Quality Assurance Systems (QAS) in Educational Institutions across India. There are premier autonomous educational institutions like IIMs and IITs, NITs and renowned private universities. But as such there is no written QAS. The situation has become more complicated by mushroom growth of private players in Indian education systems. They are neither keen on quality nor standard. Many private players created huge infrastructure and buildings. But educational institutions are not built by buildings but by systems and dedicated teachers and talented students. Shortage of talented faculty and students and huge investment in infrastructure and marketing leaving very little attention for QAS. As a result large chunk of today’s graduates are not employable.

(MD): What according to you are the real reasons behind so many educational institutions seeking international accreditations?

(SKM): A Quality Assurance System is considered reliable when the measures are robust and exhaustive when it measures all the aspects/parameters of the process that determines quality of the process as well as the quality of the outcome. India has yet to come up with a QAS for educational institutions, which has wide acceptance in the international community. Conversely international accreditation systems has matured over the years and accepted by world organizations. Internationally accredited institutions have to measure their processes and systems and demonstrate the evidences of the quality of their processes and the outcomes. Evidences must demonstrate the robustness and strict compliance of the standard and provide the testimony of the goodness of the systems and procedures of the educational system. That is the reason many educational institutions, who wish to differentiate themselves from the rest to attract quality global students and faculty sought for international accreditation.

(MD): How can “Make in India Approach” incentivize the advancement of business in India?

(SKM): Technology is the driver of growth and manufacturing is the mother of product innovation and development. Until a country develop its competency in innovation and product development, it will remain at receivers end. Critical success factor of product leadership depends on the capacity building in key manufacturing. No one will give away their product know-how to a third party or country. The only way to get hold of the technology is to collaborate, coopt or facilitate manufacturer to set up their manufacturing units at your place. This will facilitate and incentivize technology diffusion and development. ‘Make in India Approach’ is a strategic approach to incentivize global manufacturer to setup their manufacturing plant in India. Statistics says that one manufacturing job create 8-10 associated jobs. Thus this will take India forward towards the goal of ‘global excellence’ in product leadership.

(MD): Thank You for giving your valuable time Sir.

Dr.Swaleha Sindhi is Assistant Professor in the Department of Educational Administration, the Maharaja Sayajirao University of Baroda, India. Dr. Sindhi is a frequent columnist on related topics, too. She is the Vice President of Indian Ocean Comparative Education Society (IOCES). Contact: swaleha sindhi[at]gmail.com

Continue Reading
Comments

South Asia

13th G-20 Summit: India’s Diplomacy Finest Hour

Published

on

The week leading up to the 13th G-20 Summit 2018 was one filled with chaos for the world’s mightiest economic and military superpowers. Great Britain was at loggerheads with the rest of EU and with its own Parliament over the Brexit deal. France was on the boil with protests over rising fuel and commodity prices. The United States of America and China had locked horns on who would cede ground in the ongoing trade war. Russia was again caught in conflict with Ukraine. Germany was in a fix on whether or not to impose sanctions on Russia over the Kerch Strait incident. Finally, Saudi Arabia was entering the summit knowing it would face diplomatic isolation over the ongoing yet to settle incident brutal murder of journalist Jamal Kashoggi.

At the summit, there was no success between the abovementioned countries to break the palpable tensions amongst them. The only diplomatic breakthrough and yet not a success was drawn between China and the United States wherein they decided to halt the tariff war for now. However, there no details are out on this halt and the devil is the details which is yet to be revealed. On the bilateral front, POTUS Trump did not meet Crown Prince MBS of Saudi Arabia or with Vladimir Putin.

While the above two paragraphs seem to portray a gloomy summit, one country made diplomatic strides in balancing and holding all the powers present at Buenos Aires together and achieved in bringing forth a very progressive Buenos Aires G-20 Leaders’ Declaration. I’m referring to the Republic of India. In a matter of 48 hours at the summit, under the stewardship of Prime Minister Narendra Damodardas Modi, India left a significant foot print. India was able to hold bilateral and trilateral meetings with very contrasting and contradicting groups without either of the groups gaining more prominence over the other.

India held the first ever Japan-America-India (JAI) trilateral meeting. The meeting of the three democracies discussed their converging interests to ensure security and stability in the Indo-Pacific region. Despite being a part of this group, India has made it clear that it sees Indo-Pacific as a geographic and not a strategic construct. While James Mattis proclaimed recently that the Indo-Pacific for the United States is from Hollywood to Bollywood, Mr. Modi long before this meeting had stated that for India, it stretches all the way from the East African Coast to the Western Coast of America. India stands by this firm position in order to maintain a friendly relationship with China which it has rebuilt since the Doklam stand off last year. India has now held 4 bilateral meetings between Xi Jinping and Modi. Even the Chinese side has acknowledged that there has been perceptible improvement in the Indo-China relations post the informal Wuhan summit between the two leaders. The JAI meeting can be termed as a victory for India as it did not receive any negative press from the prominent Chinese press.

Also, there was no signs of the QUAD group holding any meeting despite Australia’s presence at the meeting because China has always viewed this group suspiciously and believes that this groups interest is to contain them. India showed respect to China by not bringing this group together at Buenos Aires.

Next, India participated in the RIC meeting with Russia and China. This was the 2nd time that this group met in 12 years. This showed the seamless balance India has achieved in interacting with America in JAI and the Eurasian giants in the RIC meeting. Modi comfortably raised the issues of rising volatility in fuel prices in this meeting without any derailing voices it usually faces from Pakistan in the SCO meetings where theses three countries usually meet on such issues. The RIC meeting was necessary because unlike at JAI, over here Modi was able to highlight the necessity to reform multilateral institutions which have been unable to meet the expectations of the international community.

There was a BRICS meeting held on the sidelines of the summit too which was attended by heads of the four governments. They exchanged views on continued terrorist attacks and urged all nations to take a comprehensive approach on tackling terrorism including all the elements identified in the Johannesburg Declaration.

The G-20 declaration echoed a lot of pressing issues that were reiterated by Mr. Modi throughout the two days at various fora. His points on tackling international economic offenders; countering terrorism; tackling climate change; reformation of multilateral institutions; benefits of digitization; need for technological innovation in finance; sustainable food future; gender empowerment found its way in some form or the other into the declaration.

The Indian Diplomacy was at one of its finest hours and also its high points that it has never exhibited so far. In a matter of those 2 days, India showed that it has gained global salience. Whether it is the world’s most advanced democracies; world’s most progressive economies or world’s most powerful militaries—everyone today wants great relations with India. Modi was able to show that NAM is a relic in the Indian diplomatic archives and that we are able to work in contradicting and contrasting groups and yet maintain seamless balance in achieving our strategic interests and promote peaceful relations with all nations alike.

India is now gearing up for the G-20 summit in 2022 which it will host in the 75th year of its independence. India owes its gratitude to Italy which has forfeited its opportunity to host in 2022. Mr. Modi has sounded the bugle that we will be a New India in 2022. Although India may not have the indigenous military prowess or economic dominance like China or the United States, it has always used the good will it has achieved through its soft power to bring the world together. Mr. Modi and his diplomatic entourage deserve a salute for keeping this G-20 summit together.

Continue Reading

South Asia

India and Pakistan bid for NSG Membership

Adeela Ahmed

Published

on

48 years journey of India and Pakistan resulted in them getting the de-facto Nuclear Weapons Status. Since the last 20 years, both rivals have developed their arsenals in accordance with Credible Minimum Deterrence to meet the demands of nuclear strategy and security environment.

Henceforth, with the modification of global dynamics, India and Pakistan bid for the membership of Nuclear Suppliers Group. They aspire to enter into a legitimate Nuclear Regime to gain global recognition, power, prestige, and security.

India’s bid for NSG membership is backed with powerful states in disguise as Nuclear Weapon States, playing their Great Game to control the power politics of the Asia Pacific Region. India’s real motive is to have access to Nuclear technology from International markets, admission in the international arena of nuclear commerce, get more Uranium for Nuclear Reactors and fulfil their demand for thermonuclear weapons, Import Nuclear weapons (Russia-France), and easy to produce missile capabilities. The aggressive aims are undermining the guidelines of NSG and are a grave threat to regional stability.

In addition to that, India’s Strategic ambitions are eminent to its recent Strategic collaborations with France and Russia. It shows that their future plans are not just confined to the peaceful use of Nuclear Technology. Moreover, India is acquiring Igla-S system, Vshorad missiles, S-400 Triumf, Eurofighter Typhoon, LCA-Tejas MK 1A, Mig-21s, Su-30 MKI, Rafale, AK-103 assault rifles, Nuclear Submarines from different defence deals. The existence of India’s secret nuclear city Challakere highlights India’s ambitions to become a regional power. Their stance to match the nuclear arsenal of China and Pakistan is a big bluff.

India is using all its resources to avail the NSG membership. They are lobbying with close friendly states to work with other members to get India acknowledged in the NSG. India is also addressing concerns of some member countries over India’s non-NPT status. India is stressing that admission must be ‘merit-based’, and not ‘criteria-based’, as advocated by China, and that being a member of groupings like the Australia Group, Missile Technology Control Regime, and Wassenaar Arrangement, boosts its credentials.

Moreover, President Obama explicitly committed himself to facilitate India’s entry into the four components of the international export control regime, namely the MTCR, the Australia Group, the Wassenaar, and the NSG. India has recently been granted the STA-1 status and can avail new strategic opportunities under a 2+2 Framework which can open the doors of international nuclear commerce for India. It is an open threat to regional stability and violation of NPT Regime.

Alice Wells, the Principal Deputy Assistant Secretary of State for South Asia and Central Asia said that we moved ahead with an STA-1 authorization and we certainly believe that India meets all of the qualifications of the Nuclear Suppliers group and will endure to actively advocate on behalf of India’s membership.

Beijing backed a two-step approach which demanded that the NSG members first need to arrive at a set of principles for the admission of non-NPT states into the NSG and then move forward with the negotiations. Talks between the Indian and Chinese officials on the subject were “forward-looking”. Apart from China, there are others factor that are a hurdle for India to achieve NSG status, including India’s refusal to sign the CTBT and the Fissile Material Cut-Off Treaty.

NSG member nations are typically nuclear nations that come together as a global control regime for trade in nuclear materials, equipment, and technology. India’s bid for membership violates the rules and regulations of NSG.

If India does get the membership, it will not support Pakistan’s membership and it will sabotage Pakistan’s sovereignty. Pakistan wants global recognition, as the country’s defence policies will be in danger due to the US’ and India’s aggressive aims. The US exempts India from rules and regulations for civilian nuclear trade and facilitates it with a legal right for the sake of playing their own Great Game in the Asia Pacific Region. The Indian government has accelerated its diplomatic efforts to participate on the NSG’s high tables as a full-fledged member.

Out of the 48, 43 members are with India while China, Ireland, New Zealand, Austria have objections to exceptionalism and insistence on development of a uniform criteria for the entry of all non-NPT nuclear states. Hence, it is vital to strengthen the criteria and norm-based approach and revisit multilateral approaches to strengthen the Proliferation Regime. Moreover, criteria Based Approach will benefit Pakistan’s security concerns.

On contrary, Pakistan has defensive Nuclear Posture which had maintained Full Spectrum deterrence to counter Indian Cold Start Doctrine and Pakistan Nuclear policy is not aggressive/ offensive to obtain more fissile material for nuclear weapons. The reality of Nuclear South Asia is that whatsoever, the Nuclear Treaty, Group or Agreement have to be signed, India and Pakistan evaluate their Strategic calculations with each other to keep their National Security foremost.

Pakistan must strengthen its diplomatic lobbying skills to collaborate with others states to defend Pakistan so that it can get the MTCR, Wasanaar, Australia Group and NSG membership. Tasnim Aslam, head of the UN desk at the Foreign Office stated that “Pakistan has the expertise, manpower, infrastructure and the ability to supply NSG controlled items, goods, and services for a full range of nuclear applications for peaceful uses”.

Presently, there is a need for dialogue to discuss the issue. The role of the US and Russia in this regard cannot be negated and they should motivate regional states towards peace.  India’s policy of isolating Pakistan and its hostile attitude towards Pakistan is hazardous for South Asian Strategic Stability.

Continue Reading

South Asia

A pioneer Dalit campaigner

MD Staff

Published

on

Sannani Pariyar, photo: World Bank

Sannani Pariyar – Member, District Coordination Committee, Dhading, Nepal

Fifty-five year-old Sannani Pariyar initially became interested in politics during her school days. While her family was very poor, her parents knew the value of education and enrolled her in school. She was able to complete grade seven, the highest level her school offered. As her parents couldn’t afford to send her to school at the district headquarters her education temporarily stopped. She was able to commence Grade Eight only after three years when her village school was upgraded to higher levels.

However, when she was in grade nine, her family started to force her to get married. “I did not want to get married but I had no choice because I didn’t have an excuse for not getting married,” Sannani says, “All my friends had already gotten married and it was very difficult to get a good marriage proposal.” She finally succumbed to family pressure and got married and within a year, gave birth to her son. “I was preparing for my School Leaving Certificate (SLC) exam. But I had to give birth to my son just before, which forced me to quit the examination,” Sannani reveals.

She dedicated her time and energy into raising her son and later a daughter, but as her and her husband’s financial situation wasn’t good, she began to help her husband in his tailoring shop. Sannani reflects, “sometimes, I feel that these struggles teach you more and make you more determined as a person.”

That determination and courage led her to become involved actively in politics after her children were old enough to go to school. Sannani joined the All Nepal Women’s Association, a sister organization of Communist Party of Nepal-Unified Marxist Leninist (CPN-UML) as a member. Reigniting her thirst for education, Sannani decided to continue her studies, 18 years after her schooling stopped. She went to the school along with her daughter and both of them passed SLC with good marks.

After completing SLC, Sannini became involved in various organizations including People to People group, a local level group which works to end various kinds of caste-based discrimination and violence against women. She explains, “Being involved in these groups helped me connect with the community and to work with them very closely, which helped me eventually build trust and leadership.” She however believes that women and minority groups such as Dalits are given positions in political parties only to fulfil the quotas and aren’t provided with meaningful opportunities to participate. She said that there still a long way to go to changing the attitudes and mindsets of people, adding, “There is still a vast difference in what people at the decision-making level do and say. Breaking that barrier and putting an end to the discrimination will be my ultimate win.”

She submitted a nomination for chairperson in her ward in the 2017 local elections, but her party initially tried to discourage her from filing the candidacy for the position. She recalled, “They told me it would be very expensive to win the election. But I told them that it was not their problem, and that I would manage somehow.” She contested for the election after she got a loan from a cooperative, and ultimately won.

Promoting Gender and Social Inclusion in her municipality

Sannani has also become a member of the District Coordination Committee (DCC) in her district of Dhading. As an advocate for women’s rights and preventing violence against women, she has used her role as member in the DDC to support the drafting and approval of a Gender and Social Inclusion (GESI) policy for her municipality of Jwalamukhi. This policy is the first of its kind in the municipality and will be used by all the wards within Jwalamukhi. Sannani hopes that it inspires other municipalities to draft their own GESI policy. She has also been regularly advocating for the provision of a separate gender-responsive and GESI-related budget, and has been successful in lobbying for allocating a separate budget of NRs. 500,000 (US dollar 1= Nrs. 113) for the GESI programs in her municipality.

World Bank

Continue Reading

Latest

Trending

Copyright © 2018 Modern Diplomacy