Showing posts with label Indian Education. Show all posts
Showing posts with label Indian Education. Show all posts

Western way of thinking abt public schools

On my way to hotel I bought an english news paper Copenhagen post ( I guess only one in english) and tried to understand the city from a different angle. Main news that caught my attention was the following :

Copenhagen City council had 2011-budget of 872 billion kroners ( 79253355 crore ) and out of that budget they used 900 million less. So city council had a meeting to decide what to do with the remaining 900 million kroners and unanimous decision was to use that money for uplifting the infrastructure of government schools as that is area where the local government has priority.

When I was reading this news I was just wishing
  • How fortunate our Indian kids could have been if our politicians had the same feelings for our kids- specially the kids who go to public school. I myself went to public school and know the environment and attention we get there.Not sure if ever city council has given so much attention to publich school. Privatization of education has taken so much priority that nobody thinks about the public school. All the public school teachers who are good take private classes just because of apathy of 'local government'. God knows if this kind of trend will lead us to a point where we will be able to say that All indian kids have 'basic right of being educated upto high-school'. If so then we will be real knowledge capital of the world.
  • sense of responsibility should prevail over our political lords and they also raise themselves from party,religion,region and think genuinely about the development of city/country.

Wow ... Nordic countries are quite educated too

Nordic countries are always quite highly ranked when it comes to standard of living but that has to impact the way education is provided to the kids here. Recently I found out that two nordic countries in list of 10 most educated countries :

1. Canada
2. Israel
3. Japan
4. United States
5. New Zealand
6. South Korea
7. Norway
8. United Kingdom
9. Australia
10. Finland

Though I do not know much about Finland but reason for Norway to be part of such list :
- In Norway schools have no restrictions placed on kids and kids are allowed to do what they wish.
- Kids know that they will not be subject to endless hours of homework and memorization, so there is   no pressure on them what so ever.
- In Norway,if a student really enjoys reading, he or she might read book after book all day long.
- In Norway schools never promote the toppers alone rather emphasis is given to the overall development of the class and group study is encouraged and practiced in early classes which results in better understanding among kids.

I wish that India should learn from these countries and make sure that kids are not burdened with high parental expectations and enjoy the study. 

Serving the Nation - Chaitanya Gurukul Public School

I am very much touched with the feeling and efforts of Mr. Chandrakant Singh(36 years). He has proved that if somebody wants to serve the nation with heart, then means come automatically. The way he setup the Chaitanya Gurukul Public School( Gopalganj,Bihar) shows the zeal and patriotic spirit. He faced all the problems that a NRI typically think before starting anything in India. But his planning,vision and methodology showed that 'There is will there is way'....Great work by a REAL HERO.

Following are some points that seem to be important here :
1. Many times one or the other event force the INDIANS to do something but later they are stopped by one or the other things....but very few do................A role of mentor/guide(here Dr. Srinivasan Suryanarayan - Dean,IIT) plays an important role in such initiatives. And not
but not least -> Age does not matter...He is just 36.
2. Planning is important for any project - Here
Mr. Dean, suggested him to make a plan for revenue-generating, self-sustaining model instead of taking the charity route.This plan was sent to 3000 engineers but only 8 accepted.
Project : Establishment of Educational Institution as-Model School from class 1 to 12, Degree Engineering College and Research and Development at Chamanpura, Gopalganj
Investment(In Crores Rs.) : 30 ( as submitted to State Investment Promotion Board,Bihar)
Challenge : Project is located in a place "where there is no electric pole forget about electricity"
Response : 5000 students came for 500 seats(admission)
Phase-1 : in 2 years,CGT Public School started with investment of just 2 crore.
3. Money Matters : Even if we talk to NRIs Money is big issue...so project had/has some of the following investment points :
- This money invested by others will go as fixed deposit in SBI Bank.
- This money will not be used but we need to show the gov that they have FD on the name of trust. That was the reason they were taking loan from individual investors than bank.
- FD paper will be with investors and money will be locked for Minimum 1 year. At the end of the maturity investors get FD rate + 2% (for investment below 10 lacs) . For investment of 10 lacs or more they get FD rate + 3%.
3. Quality Control : use of technology in maintaining service/process quality. Examples:
- Use of latest technology through Skype, video conferencing and Internet.
- Apart from regular inhouse teachers,
8 of Singh's associates, sitting in various corners of the world, have joined hands to teach children right from Class I to Class VII, through video-conferencing.

Best of luck to Mr.
Chandrakant Singh and all others involved in such nationalistic cause.

Missing teachers may be the weakest link in emerging India's unfolding story.



Indians are known for their eductaion in the whole world and India 's best education is because of its teachers. It is so unfortunate to know that India is short of 1.2 million teachers; 42 million children aged between 6-14 do not go to school; roughly 16% of all villages do not have primary schooling facilities and 17% schools have just one teacher. UP doesn't have a single teacher in more than 1,000 primary schools and roughly 15% teaching posts lie vacant in schools across Maharashtra. This figure rises to 42% in Jharkhand. Only Kerala , with an average of six teachers per primary school, is the exception to the rule.


The big picture is bleak. India's average student to teacher ratio is 1:42, a high figure by international standards.

In Bihar, the ratio is as high as 1:83. Though student enrolment has gone up in recent years, the dropout rate has kept pace. In 2005, PM Vajpayee said that he was pained to note that "only 47 out of 100 children enrolled in class I reach class VIII, putting the dropout rate at 52.79 %." He blamed the "unacceptably high" rate on "lack of adequate facilities and large-scale absenteeism of teachers." In five years, this hasn't changed. The reason — lack of qualified teachers — remains unchanged as well.

But, some experts are hopeful of change. "The Sarva Shiksha Abhiyan has supported recruitment of more than 12 lakh teachers in the states. Out of those more than 10.5 lakh teachers have already been recruited. However, due to inadequate rationalisation of teachers , many teachers prefer to work in urban areas. Hence there is a shortage of teachers in rural areas ," says Urmila Sarkar, chief of education, Unicef.


There are other problems too. "The pupil-teacher ratio remains high in rural areas. This becomes acute in far flung areas where the basic facilities are not available for the teachers to stay in with families. Also there are issues related to absenteeism of teachers which affects the quality of teaching learning processes. However with the notification of the the Right of Education Act RTE), the scenario is expected to change in a good way in the rural areas," says the Unicef expert.


But, India's missing teachers are a problem considering the government faces the challenge of implementing the RTE Act, "Across the world, the best minds opt for teaching profession but this is not happening in India. So we need to give them more incentives ," says the minister.


Missing teachers are a a big problem. But poorly-trained teachers could be an even bigger one. At a recent Technology, Entertainment and Design global conference, Microsoft founder Bill Gates emphasized the importance of a good teacher. "How much variation is there between teachers, the very best and the bottom quartile. How much variation is there within a school or between schools? And the answer is that these variations are absolutely unbelievable. A top quartile teacher will increase the performance of their class – based on test scores — by 10% in a single year," he said.


Gates was, of course, speaking of the US. But there are lessons for India. The government has just begun the process of filling 1.2 million teaching vacancies and promised it will spend Rs 2,31,000 crore on education in the next five years. It may be a while before any of this shows results. Till then, its missing teachers may be the weakest link in emerging India's unfolding story.

Nobel prize and Indians...

US -> 333 (far better than the second most intellectually advanced nation)
UK -> 128
India -> 7 (including 1 foreigner, Mother Teresa, and 4 of our Nobel winners worked abroad)
In a hundred years from now, how many Indians will get the Nobel? As of now, one Indian is mentioned as a probable winner: V Ramachandran, the neuroscientist (The Tell-Tale Brain, Phantoms of the Brain). Like other great Indian minds, he hones his skills in the US. So did S Chandrasekhar, the physicist, and Venkatesh Ramakrishnan, the two other recent science Nobel winners.
We lack infrastructural facilities in most of the areas like :


  • Education : Deteriorating condition in the primary school system in India, suggesting that future winners are not being created.
  • Sports :Jamaica and Trinidad, which now produces the fastest runners in the world, where at least four or five of them can run below 10 seconds for 100 metres, a feat that will take an Indian at least two decades to achieve. It is national shame of having over one billion people and so bad performance in Olympic.
  • Business : We have many billionaires, but hardly one global brand.


The barefoot economist : Jean Dreze

There are three types of economists:


  • Academics who bury themselves in research reports,

  • activists who campaign hard.

  • And Jean Dreze kind of ...Can you give him type ?
  • Call Jean Dreze at Allahabad's Gobind Ballabh Pant Social Sciences Institute and chances are receptionists will not know who he is. Email the well known economist by his name and you will get the same result. That is because the Belgian-born, naturalised Indian's email user name is "jaandaraaz," the popular mispronunciation of his French name.

    His email is only symbolic of the Indian identity Dreze adopted seven years ago. Since he came to India three decades ago, India's development issues have consumed Dreze in a way that not only has he done academic research on hunger, famine and its failing primary education system but also stepped out of academia in to being an activist and campaigner for these issues.

    Dreze has cycled through several states, staged dharnas and mounted public interest litigations in a role that blurs the boundaries between academia and activism and stops at nothing to push the agenda of development.That Dreze is not your regular economist who buries himself in mountains of paper has been evident many times. Ganga Bhai, a tribal man from Chhattisgarh's heavily forested Surguja district, realised this in their first meeting.

    The two were riding on a motorcycle through slushy, thick forest, having gone to research the area's starvation deaths in 1993. It was dark and raining, and they had lost their way. Eventually their bike skid and they fell. Dreze got up and asked Ganga Bhai to ride the bike himself so it would be easier to maneuver while he ran alongside. Dreze ran for about two kilometres in ankle-deep water before they found shelter in a potter's house.

    Over the last couple of decades, Dreze has crisscrossed between being an academic who drafted the National Rural Employment Guarantee Act (NREGA) and his activist role to ensure these policies work.

    In the process, he has become a one-of-a-kind academic activist to campaign for, write, critique and fix India's welfare policies.

    Dreze, 50, first came to India with his well-known economist father, Jacques Dreze. He had studied mathematical economics at the University of Essex but then moved to India for his Ph.D at the Indian Statistical Institute and with Nicholas Stern, the celebrated British economist known for writing the Stern Report on climate change.

    And since he moved to Delhi, in 1979, Dreze started by living in a slum and fasting to know what the lives of people he wanted to research were like.

    Dreze became known and celebrated at the Delhi School of Economics campus, where he has taught for decades, for his skinny frame, straggly beard, reticent nature and limitless energy to step out of the school and immerse himself in his research and his subjects' lives.

    For instance, in a class on environment and development, Dreze talked about how he had noticed from his research in a village near Uttar Pradesh's Moradabad district that at sowing time, every farmer would wait for other farmers to sow to ensure that they timed their sowing perfectly. In this waiting game, Dreze found, sowing got delayed by two weeks and the soil dried up. Dreze had brought game theory by way of UP's farm problems to his classroom.

    He became known for his research, with Amartya Sen, on hunger and development and later for co-authoring a report on the state of primary education in India's poorest states, which showed that half of all Indians could not read or write and that many schools did not have roofs or toilets.

    By 2000 though, Dreze, who did not speak to Forbes India for this profile because he says he does not believe in singling out individual achievement over team effort, seems to have felt the shortcomings of a purely academic approach.

    "In seminar halls in Delhi, or for that matter in London or Harvard, one hears all kinds of weird ideas that would never pass muster in an Indian village," wrote Dreze in 2002 research paper called On Research and Action.

    This was after he had started working with Akal Sangharsh Samiti, a group of organisations working with drought affected people in Rajasthan.

    "I discovered… that my painstakingly accumulated academic baggage was not always useful as I had expected in this venture," Dreze says, while writing about his work with the Akal Sangharsh Samiti, in that same research paper.

    Even the "insights" of his well-known research on hunger and famine with Amartya Sen were "fairly obvious" to the affected people, Dreze realised.

    And on the National Advisory Council, a body of experts meant to ensure the UPA government's agenda was being met, Dreze the activist seems to have married Dreze the academc.

    Don't make IIT just an undergraduate degree-awarding factory

    Considering the fact that first four IITs were established in just 9 years (1950) when the Indian population was less than 439 Million(1961 stats) as compared to 1.15 Billion in mid july-2008, the HRD ministry’s decision of opening 8 more IITs is appreciating but India will fall behind in the race for technology leadership in world if we don’t see the things in world perspective, In my opinion we must consider the following points as well :

    • Are IITs top Top technology Post-Graduate institutes ? Till now IITs are best suited and celebrated brand for undergraduate education in world but they failed to establish world-class postgraduate programmes and world-class standards in research and innovation. I understand that many international brands like Intel, Motorola,Cisco are coming to the campus to established their labs but this is mostly for undergraduate courses. We should prioritize establishing an R&D factory environment in IITs so that we have more innovations and patent from India (rather than thru Indians in foreign Institutions/companies) . Attaining world-class standards in research and innovation - which has long gestation periods - requires a long-term strategy for science and technology leadership. This requires a new policy, in the spirit of the Sarkar committee report, will should be developed and executed for putting India on a time-bound trajectory for achieving technology leadership in world.
    • Hasty Implementation in not Good : It is true that recent eightfold increase in the undergraduate student population and aspirations of large numbers of students has put some pressure on government but it was surprising that one existing technical institute was elevated to an IIT and another one, with a very lacklustre academic record, is slated to become an IIT. This kind of decision should be avoided in future. We should always note that quality does not follow from quantity. In India and world, IITs are deemed as THE BEST technology institutes in world and we must not do anything to jeopardize that recognition.
    • Faculty :
        • In some IITs sometimes emphasis on qualifications rather than on experience resulted in a young PhD-dominated faculty but experienced should be given consideration as well. This is experience vs qualification paradox so faculty recruitment should be done vary carefully.
        • Salary package should be reviewed but not only this some non-monitory factures like sense of contribution, achievement, respect and greater job-satisfaction must be properly monitored so that IIT can compete with multinationals who are attracting the best faculties.
        • Long-term quality depends on traditions created by in-house research contributions.
        • World-class academic institutions like MIT,Bell lab,Oxford have outstanding engineering researchers and innovators as role models for new faculty members. Such role models are not available to young Indian faculty so the proper faculty-exchange programs should be incorporated so that natural motivation comes into IITs as well.
        • Director : Faculty are more inspired when they have a better leader to take care of them and lead them and institute. This requires visionary and motivated director who can create egalitarian atmosphere and creates a sense of ownership in all aspects of the institute. Government should create an external committees of highly accomplished and esteemed professionals who does this job for IITs( and politicians should NOT be ).
    • Curriculum :
      • Academic inbreeding and lack of faculty mobility converts such institutions into degree-awarding factories. In todays global , multipolar world technology evolving at ever increasing rates requires frequent curricular changes, but Indian academia( or political stalwarts ) is notorious for resisting change.This should be avoided. Prime ingredients for continuing reforms are faculty qualifications and quality and an environment that encourages ownership of the academic process. Once this ownership is maintained and instituted in faculty, human power will come into perspective and will change the world around.

      • In the short term, the current policy will produce more graduates, but of decreasing quality. In the long term, India will fall behind in the race for technology leadership.
      • IIT curriculum,academic and administrative cultures should not be compromised.
      • Politician/influential people should not treat this an opportunity to make profit or brand-association.

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