Public Private Partnership
Presented by Desmond D´Monte from New Delhi
DM#934708
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Is Provided by both Public & Private Sector
Control and Funding comes from three levels:
-federal
-State
-local
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It falls under the control of both the
Union Government and the States:
- some responsibilities lie with the Union
- the states have autonomy for others.
Most universities in India are controlled
by the Union or the State Government.
Various articles of the Indian Constitution
provide for education as a fundamental right.
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India has made progress in terms of
increasing primary education attendance rate
and expanding literacy to approximately two
thirds of the population
 India's improved education system is often
cited as one of the main contributors to
the economic rise of India
 Much of the progress especially in Higher
Education and Scientific Research has been
credited to various public institutions
 The private education market in India is merely
5% although in terms of value is estimated to
be worth $40 billion in 2008 and will increase
to $68 billion by 2012
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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
-just 7% of the 15% make it to high school
• As of 2008- India's post-secondary institutions offer only
enough seats for 7% of India's college aspiring population
• 25% of teaching positions nationwide are vacant and 57%
of college professors lack either a Master's or PhD degree
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Present Education in India
Divided into different levels:
 Pre-primary level,
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Primary level,
Elementary education,
Secondary education,
Undergraduate level
Postgraduate level
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Primary Education
Government is the largest provider of
Education in the Country
 Indian government lays emphasis on Primary Education
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up to the age of fourteen years (referred to as Elementary
Education in India)
Has banned child labour in order to ensure that children do
not enter unsafe working conditions
However, both free education and ban on child labour are
difficult to enforce due to economic disparity and social
conditions
80% of all recognized schools at the Elementary Stage are
government run or supported
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Secondary Education

Is increasingly becoming an area of focus in developing countries.
Earlier universal elementary education was the focus.
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In terms of policy, SE is a concurrent item, within the purview of
both State and Central governments.
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Secondary Education includes two years of secondary (referred to
as SE) and two years of higher secondary education (referred to as
HSE)

2/3 of students enrolled in upper primary and ¼ students enrolled
in primary continue on into secondary school.
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The GER for girls is 14 % lower than that of boys indicating the
need for focusing on girls’ enrollment
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Three types of schools provide SE and HSE in the country:
Government funded, Private unaided and Private aided.
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Secondary Education

The aided schools are privately owned, where
teachers’ salaries and other recurring expenditures
are funded by State Governments
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Except for States where the aided sector is strong, the
government involvement in SE and HSE is significant

The range in the share of aided schools across States is 54 to
99 percent. The share of private schools in SE is 13 % and for
HSE 18 %.

An average 60 % of the students across States are successful in
obtaining certification in government schools, portraying the
critical need for improving educational quality.
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UNIVERSITY AND HIGHER
EDUCATION
Higher
Education
sector
has
witnessed
a
tremendous increase in its institutional capacity in
the years since Independence.
 Number of Universities/University-level institutions
has increased 18 times from 27 in 1950 to 504 in
2009.
 The sector boasts of:
42 Central universities
243 State universities,
53 State Private universities,
130 deemed universities,
33 Institutions of National Importance
(established
under Acts of Parliament)
5 Institutions
(established under various State legislations).
 The number of colleges has also registered
manifold increase with just 578 in 1950 growing to
more than 30,000 in 2011.
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University and Higher
Education
Higher Education is the shared responsibility of both
the Centre and the States.

The coordination and determination of standards in
institutions is the constitutional obligation of the
Central Government.

The Central Government provides grants to UGC
and establishes Central Universities in the country.
The Central Government is also responsible for
declaring educational institutions as “deemed-to-be
University” on the recommendation of the UGC.
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Drawbacks in Educational Practice
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The school system is characterized by an
inflexibility that makes it resistant to change
Learning has become an isolated activity, which
does not encourage children to link knowledge
with their lives in any organic or vital way
Schools promote a regime of thought that
discourages creative thinking and insights
What is presented and transmitted in the name of
learning in schools bypasses vital dimensions of
the human capacity to create new knowledge
The ‘future’ of the child has taken centre stage to
the near exclusion of the child’s ‘present’ which is
detrimental to well being of the child -the society
- the nation.
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The Social Context of Education
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Hierarchies of caste, economic status,
gender relations, cultural diversity and the
uneven economic development that
characterize Indian Society deeply
influence access to education and
participation of children in school.
There are sharp disparities between
different social and economic groups seen in school enrolment and completion
rates.
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RECOMMENDATIONS
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Major changes in the design of syllabi and
textbooks, ensuring that knowledge is
connected to life outside school
Change in the social ethos, which places
stress on children to become aggressively
competitive and exhibit precocity.
To make teaching a means of harnessing
the child’s creative nature
Organizing the school curriculum to provide
for holistic development of children.
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RECOMMENDATION
Key Challenges
Universalization of good quality basic
education:
 Almost two decades of basic education
programmes have expanded access to
schools in India. The number of out of school
children decreased from 25 million in 2003 to
an estimated 8.1 million in 2009. Most of
those still not enrolled are from marginalized
social groups. Two issues remain:
 Reaching some 8 million children not yet
enrolled
 Ensuring education is of good quality so it
improves learning levels and cognitive skills
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RECOMMENDATION
Key Challenges
Expanding and improving quality of secondary
education
 While more than 95 per cent of children attend
primary school, just 40 per cent of Indian
adolescent attend secondary school(grades 9-12)
 Curriculum and teaching practices need upgrading
to impart more relevant skills, such as:
-reasoning skills,
-problem solving,
-learning-to- learn,
-critical and independent thinking
 Public-private partnerships need to be expanded to
tap into the potential offered by the 60% of
secondary schools which are privately managed in
India.
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RECOMMENDATION
Key Challenges
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Reforming vocational education and training
-more and higher quality vocational education is
required to adequately prepare youth for current jobs.
This requires:
Expanding vocational training in high-growth sectors to
overcome existing skills shortages
Setting common standards for training and reforming
institutional governance for greater private sector
involvement so that training can dynamically adapt to
changing labor market demand.
Ensuring accountability and good use of resources.
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RECOMMENDATION
Key Challenges

Expanding and Improving Technical and
Tertiary Education:

India’s tertiary education system is one of the
largest in the world with over ten million
students. Nevertheless, only 1 out 10 young
people has access to higher education. This
predominates among the well-off.
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Tertiary education needs to be expanded,
especially among low and middle-income
students.
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RECOMMENTATION
Key Challenges
Vision for Teacher Education
 In-service education and training of teachers
 Examination Reforms:
 Paper setting, examining and reporting
 Assessment: varied modes of assessment
beyond the examination hall paper-pencil
test.
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RECOMMENDATION
Key Challenges : Textbooks
Children find text lessons difficult to
comprehend, with content that is dense or
at times trivial.
 The writing of textbooks requires a range
of capacities :
-academic and research inputs
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-understanding of children’s developmental levels
-effective skills of communication and design
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RECOMMENDATION
Key Challenges
Resource Centre Development
 The use of Educational
Technology in the classroom
 Tools and Laboratories
 Furniture norms must be related
to age and nature of activities.
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Presented by
Desmond D´Monte
Euneos Oy, euneos.fi
Yhteyshenkilö: Ilpo Halonen
[email protected]
tel +358503460015
Tekes Learning Solutions 28 March 2012
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