Education Matrix of India

A
Report on
Education Matrix
Of India
The future lies in our hands...
Education Matrix of India SYBBA BMCC Students Initiative Page 1

Unit Title : Research Methodology
Unit Code : 306
Unit Level : Semester 3
Assignment No. : One
Assignment Type : Group
Assignment Title : Education Matrix of India
Issue Date : 27th July 2007
Submission Date : 29th Aug 2007
Assessor : Vaishali Mardhekar
Learning outcome achieved : Research and Critical Analysis
Submitted by : Group no 12 comprising of
 Vivek Srivastava,  Jayraj Raiyarela

 Anurag Jaju,  Vivek Agrawal
 Nandini Saha  Sarthak Dayama
Program Name : BBA

PREFACE
T his report is intended to anyone who is interested in

knowing about the Education Matrix of India, the
system followed over the years and the reforms required for
the next generation.
The existing educational policy on human development

caters for higher education in India. About 29 million people
of different age groups, enter the system every year. About 1.6
million make it in higher education, the balance 27.4 million
„drop off‟ at various stages. We need to change the policy to
benefit these 27.4 million.
In this report we have carried an extensive survey of the

students studying in the professional courses of University of
Pune of different age categories from different localities and
coming from different cities.
On the basis of their feedback we have formulated a system

of Continuous Evaluation Process for the Future of
Professional Courses in India.
This report presents the educational system followed in India

over the years and recommendations to improve them for the
next generation youth of India.
We have thoughtfully structured this report to serve as a book

for individual.

Acknowledgement
W ith a desire to see a good report

completed, many individuals made
important contributions to this report. They deserve many
heartfelt thanks, for without their help and guidance this
report would never have been completed.
We take this opportunity to pay our deepest

gratitude to our principal Shri A.B. Deshpande, our co-
ordinator Mrs. Bharti Uphadaya, and our professor Mrs.
Vaishali, Who gave us ample time so that we could come up
with such a report also their guidance revealed throughout
our study and their encouragement has seen us through this
report.

Contents 1
Chapter 1 Introduction__ 2
1. Education Matrix in India 3
2. Indian Education System 5
3. Amartya Sen on what ails in the Indian Education System 7
Chapter 2 Were do we stand today? 10
1. Statistical Information on Colleges and Universities in India 11

2. Relevant Education Policies 12
3. SWOT analysis for Industry-Government-Institution 14
4. Recommendations 16
Chapter 3 Case study on the Higher Education (Professional Courses) 18
1. Preamble 19
2. Questionnaire Copy 20
3. Our Findings 21
Chapter 4 The Concept of Continuous Evaluation 28
1. 5 pillars of Continuous Evaluation 30

2. Redesigning the Lectures 33
Chapter 5 Conclusions 35
1. Conclusion 36
2. Limitations 38
3. Recommendations for Further Studies 39
4. Bibliography 40

Chapter 1
Introduction

Education Matrix of India
Preamble
1. Rs 45,000 cr** per year is repatriated out of India for nearly 3,
00,000 Indian students studying abroad. [**Estimated figures].
These funds are enough to build 20 IIT‟s or 50 IIM‟s per
year!
2. Rs. 3,000 cr is the yearly budget of the University Grants

Commission, UGC in New Delhi.
3. Rs 3,000 cr** per year is spent by nearly 6, 00,000 students

trying to arrange and learn for the entrance examination into
the 7 IIT‟s and the first 20 top IIM‟s and Management
Institutes. Selection rate is hardly 1.2% against nearly 10%
in Ivy League colleges such as MIT, Harvard, and
Cambridge & Stanford.
4. Higher education is subsidised, while we still have 350 million

as per GOI and 650 million as per UNDP who are illiterate!
Even after 60 years of independence we still have not
taken the first step in the path of education. The present
definition of an „illiterate‟ as defined in India, needs to be
changed.
5. Why should we pay only $45, per month, as fees in the IIT‟s
and depend on the hand cuts of the GOI? When our youth
must pay $ 2000 to $3000 per month fees, in equivalent
Institutions in the USA and UK?
6. The drop out rate between the Classes 1st to the Classes 10
+ 2 is nearly 94% in India. The present system is designed
ONLY for the balance 6%. How are the balance 94%, who
drop out, supposed to manage?
7. The present system puts in too much emphasis for the

development of the IQ [only 5% of the brain is used] and not
enough into SQ and EQ.

8. We do not seem to be preparing our youth to face the
International challenge of an open economy. This will happen
in the next 2 to 3 years. One can find engineers, accountants,
lawyers, MBA‟s, graduates in Science, Commerce and Arts –
but no skilled manpower in the 2000 different enterprises to
run the Nation! People are available. Most of them are not
employable in India or outside!
9. Education and training is a life-long process and not meant to

stop at an age of 20 or 22! In the progressive countries of the
world, nearly 1 month per year is reserved for
training/retraining and re-education, right up to an age of 55 to
60. The advantages of Training have still not been
understood by the people of India.
10. Education is India is still considered as a social cause only.

Fortunately, the politicians have recognised Education as
a good and lucrative business, as many of them are
running a large number of Engineering and Medical
Colleges!
11. The problems of poor quality in education & training will not
go away by controls, but by de-controls. High Capitation fees
are there because of the number of seats available are much less
then the actual demand. Market forces, supply of demand
should balance the existence and growth Educational
Institutions.
12. Paradigm methods of funding new educational infrastructure

are not being considered. We need 30-years low-interest, tax-
free infrastructure-bonds for funding education.
13. In a developing nation like India, the higher you study, the
more the subsidy you get from the state. Why? Should B.Com,
B.Sc, B.A.etc be subsidized?

Indian Education System
M odern education in India is often criticized for being

based on rote learning. Emphasis is laid on passing
examinations with high percentage. Very few institutes
give importance to developing personality and creativity among
students. Recently, the country has seen a rise in instances of
student suicides due to low marks and failures, especially in
metropolitan cities, even though such cases are very rare.
The presence of a number of education boards (SSLC, ICSE,

CBSE, and IB) leads to non-uniformity. ICSE and CBSE boards
are sometimes favorably considered at the time of admission,
although it cannot be said with certainty that their syllabuses are
harder. A large number of SSLC (State board) students therefore
complain that their ICSE and CBSE counterparts are given an
advantage during college admissions, which are extremely
competitive and sought for. Most colleges though account for
these differences during admissions. The syllabi prescribed by the
various boards are accused of being archaic and some textbooks
(mostly ones written for the SSC) contain many errors.
The boards are recently trying to improve quality of education by

increasing percentage of practical and project marks. However,
critics say even this is memorized by students (or even plagiarized).
This is attributed to pressure from parents who are eager to see
high scores more than overall development.

Many people also criticize the caste, language and religion-based
reservations in education system. Many allege that very few of the
weaker castes get the benefit of reservations and that forged caste
certificates abound. Educational institutions also can seek religious
minority (non-Hindu) or linguistic minority status. In such institutions,
50% of the seats are reserved for students belonging to a particular
religion or having particular mother-tongue(s). For example, many
colleges run by the Jesuits and Salesians have 50% seats reserved
for Roman Catholics. In case of languages, an institution can
declare itself linguistic minority only in states in which the
language is not official language. For example, an engineering
college can declare itself as linguistic-minority (Hindi) institution in
the state of Maharashtra (where official state language is Marathi),
but not in Madhya Pradesh or Uttar Pradesh (where the official
state language is Hindi). These reservations are said to be a cause
of heartbreak among many. Many students with poor marks
manage to get admissions, while meritorious students are left out.
Critics say that such reservations may eventually create rifts in the
society.
The general corruption prevalent in India is also an issue in the

Education system. Engineering, medical and other lucrative seats
are sometimes sold for high prices and ridden with nepotism and
power-play.
Student politics is also a major issue, as many institutions are run

by politicians.
Ragging used to be a major problem in colleges, but tough rules

and regulations have curbed it. Some state governments have
made ragging a criminal offence.

Amartya Sen on what ails in the Indian Education System
A martya Sen is man of many parts -- Lamont University

Professor and Professor of Economics and Philosophy at
Harvard University, honorary doctorates from major
universities across the world, and author of books including The
Argumentative Indian (2005), and Identity and Violence: The Illusion of
Destiny (2006) besides research in philosophy, welfare economics
and the economics of peace and war.
He is the recipient of many awards including "Bharat Ratna" and

Nobel Prize in economics. He will be speaking at the Nasscom
Summit 2007 in Mumbai on February 7. In an email interview with
Leslie D'monte, he explains why he's not satisfied with the
current state of India education. Here are the excerpts:
What positives do you see in today's Indian education

system?
Positives? First, our higher education system is widespread, and

while the quality of it is very mixed, there are still a lot of people
getting reasonable higher education.
Second, in some fields, especially in technical education, the quality

of what is offered is indeed fairly high. Against these "positives"
stand the huge neglect of primary education and also secondary
education, and of course - as already mentioned - the highly
variable
quality of university education (some of it not worthy of that
name).
What are the major pitfalls?
The pitfalls of illiteracy include functional handicap, intellectual

deprivation, and social disadvantage. When large groups are
systematically neglected, like girls, especially from economic and
social underdog families, the social penalties are gigantic.

Is technology is gradually helping in taking education to the
masses?
The main causes of our uneven and highly unequal educational

system are not technological underdevelopment but political and
social neglect.
It is, of course, important for those who are masters of

contemporary technology to take deep interest in removing the
educational neglects that plague the country, but they have to look
for the diverse ways and means of helping, rather than sticking
only to their identities as "high technologists"!
Any sector that become as rapidly - and as convincingly -

prosperous owes something to the rest of the society as well, but
that is not the same thing as looking only to technology to solve all
problems.
Technology can certainly help the spreading of education, for

example in making the schooling of maths easier and faster, and
even in monitoring the attendance and accountability of teachers
and of school officials (I remember Ramadorai of Tata
Consultancy Services explaining to me the possibility of using
smarter technology in that work), or in making communication of
elementary maths easier, but it is not the lack of a
"technological magic bullet" that is holding everything up.
We need IIMs and IITs and we simultaneously need to

provide for primary and secondary education. What steps
should the government take to ensure that neither one is
promoted at the expense of the other?
The main "step" to take is to get on with it! The government has
to speed things up. However, the government is not the only
agency involved. Not only more money is needed in schooling -
not just through raising salaries of teachers and officials - but also
better organisation of teaching and better practices (not minimal
schooling with maximal private tuition!).

For this we need cooperation between many agencies:
governments (at different levels), teachers' unions, parent-teacher
committees, civil society in general.
We have gone into some of these issues in a few small reports of

the Pratichi Trust - a small Trust that I was privileged to set up in
1999 with the help of my Nobel money, one in India and one in
Bangladesh.
The Indian Trust is particularly involved in elementary schooling

and elementary health care (the Bangladesh Pratichi Trust has
tended to concentrate especially on gender equity, including the
training of young women journalists from rural background).
Aside from policy revisions we have suggested, the Indian Trust

organises regular parent-teacher meetings at the state level (so far
only in West Bengal though - we are still a small Trust), and we
have also started arranging collaborative meetings with the
teachers' unions to get their help in making the schools more
effective and with greater accountability. The government does, of
course, have a huge part to play, but other people and other
organisations also have responsibility.

Chapter 2
Where Do
We Stand
Today?

Statistical Information of Colleges and
Universities in India
I nformation presented here is collected from various sources

and might not be latest and up-to-date. Readers are advised to
check with the authorities concerned before using any part of
this information.
As on 31.3.2005, there were 342 Universities including 18 Central

Universities, 211 State Universities, 95 deemed Universities and 5
institutions established under State Legislation and 13 Institutes of
National Importance. There were 17625 colleges, of which 5386
have been recognized by the UGC under Section 2(f) and 12(B) of
the UGC Act.
The University Grants Commission (UGC); In 2004-05, an

estimated 104.81 lakh students were enrolled in the institutions of
Higher Education as against 99.54 lakh in the previous year and
the faculty strength was 4.71 lakh as compared to 4.57 lakh in the
previous year.

Relevant Educational Policies
This would be useful for all the Indian Population & especially the
94%, who do not make it past the 10+2 stage!
The importance of education & training is highlighted by the
comparison statement on six vital parameters, as detailed below:-
Parameters Indian Educational System Developed Country

Educational system
1 % Literacy 40% {UNDP} to 93 TO 99%

63% {as per GOI}
2 Enterprise Practically NIL in India, Pakistan, Educational System
Skills Bangladesh, Nepal & Burma changed to incorporate
Development, & this, from Class 1st to
ESD in schools No theme parks for ESD 12th
& ESD theme parks
for the youth
3 Vocational 1. Hardly 0.1 to 0.3% of the 1. About 3% to 5% of
Education & population take VET at any the population are
Training, given time. under training
Or VET 2. Local Certification not at any given time.
recognised outside India. 2. World Class and
3. Range of Courses not Internationally
enough. recognized around
the world.
3. Nearly 1800 courses
available
4 Drop out rate 90 to 94% 3 to 6%
up to 10+2
5 Unemployment 30 to 60% 4 to 10%
rate in country
6 Use of TV, Hardly used Extensively used.
Radio and
media for
education &
social causes
* ESD will pre-prepare the youth as to which area of work they should devote
their lives.
* Figure1: comparison of Indian education system compared to Developed countries

Introduction of ESD in schools and Colleges.
Enterprise Skills Development or ESD is practiced widely in most

countries of the world. South Asia is lagging behind.
The importance of ESD can be highlighted by understanding the

meaning of an enterprising person.
“An Enterprising person is one who recognizes his own
potential vis-à-vis the resources around him/her, and with an
original approach adds value to the resources to convert them
into products or services, for a profitable economic exchange.
Enterprising persons are required in all walks of society.”
Enterprise Education is required because:

 Enterprising young people are an asset to the Nation
 Through enterprise education, students and youth will develop
alternative options of economic careers
 Enterprise Education would enhance the personality of youth
 Enterprise Education would prepare the youth to face
economic uncertainties of life
 Enterprise Education would give youth a positive outlook of
life and a positive belief in themselves
Use of Media – TV & Radio, For Education & Social

Causes
In the last 60 years too much emphasis has been given to cinema
and serials on TV and Radio media; very little for Nation
Building, Social Causes & Education.
We should actively consider the use of at least one TV and one

Radio channel, exclusively for Education and Social causes, with in
the states

SWOT ANALYSIS
INDUSTRY-GOVERNMENT -INSTITUTION
STRENGTHS
 Highly educated , skilled ,young, capable & dynamic human
resources
 English speaking & analytical students
 World class business-social-spiritual –political leader, Professor,
scientist, Manager-Doctor-Engineer-Civil servants etc
 Very rich in Natural & Living resources
 Biodiversity & Traditional knowledge base
 Diversity vs. Ideas-Innovation-Integration
 Powerful spiritual strength (yoga-Ayurvada-Healing-therapy services)
 Geographical location (whole markets are shifting toward Asian
nations)
 India Strategic position at various platforms
 Big democracy, Big market & free media
 Range of emerging professional champions
 IT & Software superpower
WEAKNESSES
 Lack of trained & skill work force
 Small supply of specialize professional
 Lack of spirits of entrepreneurship, patriotisms and leadership skill
 Lack of effective & execution framework
 Lack of Indian management models
 Lack of transparency-Trust-Responsibility
 Lack of learning habits & Team work spirit
 Fear of sharing knowledge & taking risk
 Thinking win-lose lose-win look-outside
 Slow absorption of Innovation & change
 Lack of Indian management models
 Absence of greater technology impetus
 Unawareness: Quality-Standardization
 Lack of Emotional-Spiritual development
 Rush of getting high marks not Development
 Blindly respect anything taught by elders

THREATS (Internal & external)
 A feeling of unstable government
 Self centered political leadership
 Slow & Dysfunctional judiciary and corrupt law enforcers
 Regulation, protection and restriction
 Mechanistic -stable-Layered-complex system
 Corruption, Ignorance & Complacency
 High competitive & marketing forces
 To patent Indian intellectual property by outsider (unawareness about
own research)
 Fast change Internet-information technology& new Inventions-
Technology-Innovations
 Diversity vs. Imbalance- clashes
 Regional-Religion-caste-culture conflicts
 Migration of all branch to software job
 Job seeking mind sets, not job creator
 Unnecessary social pressure on students
 Excessive rich & powerful mindsets
OPPORTUNITIES
 Big potential market in education Sector & emerging new market
Segment in services (create it)
 General Agreement of trade on Services
 Research & Development capability
 Generate intellectual property
 Resource Building capacity
 Competition- cost – Quality service
 Collaboration : win-win thinking

 Hybrid solution–balancing & blending
 Tourism, health sector, food processing
 Rural economy development & social transformation (PURA model)
 Need modernization of infrastructure , Library and laboratory
 Internet institute network & e-Library
 Councilors and student advisors
Key:
India has lots of weakness but this is a space of thinking (new Ideas or new
perceptions), understand it as a space of opportunities and transform into
strength.

Recommendations
1. Higher education should be „de-licensed‟, AICTE should

become an „enabler‟ rather then a „controller‟ License Raj to
go, it is not serving any purpose, only a reason to stifle the
growth of all types of higher education in India and
discourage excellence. Quality is achieved only with
freedom.
2. All subsidies for higher education must be removed. These

funds should be recycled for Primary, Secondary, High school,
ESD and VET only.
3. Both ESD and VET promote higher levels of SQ and EQ.

Many students, who do higher studies, as they work,
understand how the world works. Here kids are doing higher
studies without understanding the environment, maturity is
not enough. Some time quality is poor, so is the confidence
level.
4. Foreign language besides English is a must. E.g. German,

Japnese, Korean, Chinese, Spanish etc.
5. Work experience is a must, not only summer training. At least

+2years after college for MBA and another +2 years after
Masters, for PhD.
6. Teachers and Professors must „shunt‟ between college and

enterprise. One cannot stay put only in one place. Stagnation
leads to Obsolescence!
7. Funding of all types of Higher Education needs a paradigm

shift of thinking. Privatise maximum. Allow for tax incentives
in educational infrastructure for the next 20 years. Best
teachers must be attracted to work in Educational Institutions.
Reservation of up to 35% of the seats can be kept for
Merit-cum-Poverty.

8. Education is a BIG Business any where in the world. About
$2500 billion** per year, nearly 6 times the size of the IT
and Software. If we can pick up only 10% of the world
business, it will increase out GDP by 50%! This can be
achieved in the next 10 to 15 years. Why should we allow
Australia, Singapore, Hong Kong, Malaysia or Dubai to take
away our business and jobs?
9. India is ideally suited to become a HUB for education for

Asian countries. Australia earns nearly $18 billion** per
year on foreign students. [This is nearly 40% of the entire
exports of India and nearly 200% of India‟s software exports]
10. Quality will improve only by deregulation and NOT by

regulation and controls. Let there be a 100 IIT‟s or a 100
IIM‟s. The good institutions do not have to advertise and
promise placements etc. The market knows best. Interactions
between Institutions and Industry-Enterprise must be
magnified 10 fold.
11. Indian Institutions must bench mark with the rest of the
world and NOT only with each other, in India! Foreign
accreditation is required to improve „Governance‟, ISO 9000
is not enough. Look at six sigma.
12. And lately, Think Globally but Act Local! This means, that we
should get all the Best Ideas from all over the World and
implement them to Indian conditions, for achieving the Best
Results for the people of India.

Chapter 3
Case Study
on Higher
Education
(Professional Courses)

Case study on Higher education
(Professional Courses)
Preamble
As per our recommendation, we believe that the higher education
system in India, needs a serious thought as more and more
individuals pass out each year in search of jobs, they have to join
substandard institutions. For eg almost 40,000 students in
Maharashtra pass out as engineers each year, but hardly 5% of
them get a relevant job where they can earn 1000$ per month.
Infact not only in Engineering courses even the professional

courses offered by different universities in India lack practical
knowledge and team work attitude in the students; who aspire to
be professional employees once they pass out. More of IQ is
involved in the studies. Even the class room environment doesn‟t
stimulate the students to get the professional feel.
Keeping in mind that the future of professional education in India

should be bright, we have undertaken a case study of students
enrolled in University of Pune under the Bachelor of Business
Administration (BBA) and Bachelor of Foreign Trade (BFT). The
questionnaires filled in by these students are from variety of
colleges in and around Pune, to maintain the dignity and the
reputation of the colleges the details of the students have been
withheld and not published in the report.
We have thoughtfully arranged the findings and there by published

our recommendation.

RESEARCH ON BETTER CLASS ROOM ENVIRONMENT
The names in this questionnaire will be kept confidential and not printed in our research
College: Grade A__ Grade B__ Grade C __ Identification No: ______________
What stimulated you to join BBA/BFT? _____________________________________
_____________________________________________________________________
What according to you are the parameters required for pursuing BBA/BFT?__________
_____________________________________________________________________
Do you really think BBA/BFT is a professional course? And why? _________________
_____________________________________________________________________
Are you satisfied with the student teacher ratio in your class? Yes ___ No ___
Are you satisfied by the teaching standards followed in your college? ____________
_____________________________________________________________________
Can you suggest some improvements?______________________________________
Do you have guest lectures/seminars from professional speakers to impart practical
knowledge and latest market trends? ________________________________________
_____________________________________________________________________
Do you like attending lectures regularly? Support your answer? ____________________
Comment on your class room environment___________________________________
How can you make it better? ______________________________________________
Our Findings
 The survey was conducted in colleges with NAAC
accreditation of A++ to B. The following figure shows what
the students feel about their colleges.
College Grading By Students
10% 10%
Grade A
Grade B
Grade C
80%
* Figure 1 shows the grades the students have awarded to their colleges.
 Around 85% students enrolled in BBA/BFT in University of

Pune are from out stations, and around 10% of them are
foreign students. Among these, students from south East Asia
are more compared to students from western countries.
What Stimulated students to join BBA/BFT

courses?
Series1
60%
20%
10% 5% 5%
Base for MBA Better then B.com Family Business Upcoming Family Persuasion
Professional
Course
 Figure 2 chart showing the reasons to join BBA/BFT courses

 According to students the parameters required for pursuing a
professional course is a little more then usual course;
PARAMETERS REQUIRED FOR

PURSUING PROFESSIONAL COURSE
Sound Financial Background 5

Practical Knowledge 5
Team Work Spirit 5
Time Management 10 Series1
Good Business Knowledge 15
Good Communication Skills 20
Commitment towards learning 40
* Figure 3 shows the parameters for pursuing a Professional Course
 We asked the students whether BBA/BFT is really a

professional course, this is what they said.
Is BBA/BFT Really A Professional

Course?
5% 5%
Yes
No
Can't Say
90%
* Figure 4 shows Doughnut chart which comprises of opinion of students

 These students supported their views with many reasons, the
majority of the reasons that form an opinion about the
course have been displayed in a chart below,
What students think about BBA/BFT as a

professional course?
Series1
Professional Approach 5%
Theoritical and Less Practical 5%
Cultivates Managerial Skills 15%
Base for MBA 20%
Scope for Specialisation 20%
Practical and Business Knowledge 35%
* Figure 5 shows the opinion of students in regards to its professionalism
 The students revealed their satisfaction with the Students-

Teacher ratio followed in their respective colleges.
Are Students Satisfied With The

Students-Teacher Ratio?
Yes No
60%
40%
* Figure 6 displays the satisfaction level among students for student-teacher ratio

 We asked students whether they were satisfied with the teaching
standards followed in their respective colleges, to which we got
mixed answers. So we have formulated them in the following
chart for a better understanding of the subject matter.
* Figure 7 displays the students‟ opinion on their teaching standards
 These students also had suggestions strongly recommended for their

colleges to improve their teaching standards on the following basis;
Suggestions By students for

Improving Teaching Standards
Series1
Regularity in Lectures 15
Better Classroom Environment 15
More Seminars, Guest Lectures 20
Better Infastructure 20
2 Way Interactive System 30
* Figure 8 shows the percentage of students suggesting improvements for

the teaching standards in their respective colleges.

 When we asked the students how often do they have guest
Lectures/Seminars from professional speakers, this is what they said,
Do You Have Guest Lectures/Seminars From

Professional Speakers?
Regualarly Frequently Rarely
35%
50%
15%
* Figure 9 a pie chart of how frequently students have guest lectures
 We asked the students how many of them liked attending lectures
Do You Like Attending Lectures

Regularly ?
Yes No
84%
16%
* Figure 10 shows how many students like attending lectures regularly

 Students also gave us reasons as to what affects their
attendance levels in the class room
Factors Which Affect Students

Attendances
Sake of Attendance Dull Classroom sessions Good Faculty
45% 25%
30%
* Figure 11 shows the factors which affect students from attending lectures
 We asked the students to comment on their classroom environment
Comments on Classroom Environment
Lack of Professionalism
Lack of Unity
Dull, lazy, Boring
Awful Series1
Average
Remarkable
0% 5% 10% 15% 20% 25%
* Figure 12 shows the comments of students on their classroom

environment

 Students have also given suggestions to make it better; the
majority of the suggestions have been clubbed and displayed.
Suggestions For Better Classroom

Environment
Series1
55%
15% 15% 15%
Interactive Sessions Upgrading Modern Facilities Better Faculty

Classroom
* Figure 13 shows suggestions for better classroom environment
O n the basis of students different opinions and suggestions and their

complaints we have formed a process of continuous evaluation
which will motivate students and the faculty to re-energise the
education pattern in professional courses. The concept is discussed in much
detail in Chapter 4 of this report.

Chapter 4
The Concept
of
Continuous
Evaluation

The Concept of
Continuous Evaluation

The Concept of Continuous Evaluation
This concept is designed for the higher education system to be

followed in Indian institutes and help students gain maximum
knowledge and groom them into better personality
The Concept is designed on 5 features which act as pillars for
academic success
1. Class Participation
2. Syndicate
3. Assignments
4. Group Presentation
5. Group Projects
Class Participation
It forms the backbone of the system of Continuous Emulation.
The students are expected to have gone through the pre-study
material and come prepared for discussion. We visualise that the
quantum and quality of learning through discussion would be
much superior to simple delivery of the course material in the
classroom. The process is intended to identify the following
aspects in a student:
a. Commitment to learning.
b. Regularity to attend classes.
c. Desire to studiously go through the study material and
research books, Internet etc, to gain significant knowledge.
d. Ability to present his point of view systematically/ logically.
e. Ability to take criticism.
f. Approach adopted to find solution to a given problem.
g. Communication Skills
Syndicate
It refers to the group of students who are assigned same tasks to
be performed. In our system the assignments are executed by
syndicates. This helps in inculcating the culture of team work. It

also helps those who are not as good in the subject as some of
their other colleagues are. The Syndicate accomplishes the
assignment under:
a. Initial discussion to identify the job description.
b. Completion of the assigned job within the allocated time
frame.
c. Integration of the inputs to a unified Syndicate solution.
Assignments
Each student is expected to submit two assignments per subject
during the semester. The System of assignment follows the
procedure given below.
a. A different assignment is given to different syndicate.
b. Each member of the Syndicate is expected to participate
equally to solve the given problem.
c. All students of the syndicate are expected to submit the
assignment individually. While they are expected to present
common solution, they have the opportunity to express
themselves as individuals and demonstrate their exceptional
ability. They may recommend deletion/modification/
addition to the syndicate solution.
d. Students may furnish additional data/ information
downloaded from the internet/other literature and put up
diverse views away from the syndicate solution.
e. Each student is required to make self and peer evaluation in
accordance with a format. This is a confidential document
between students submitting the assignment and the faculty
member.
Group Presentation
Most professional courses train their students in developing
presentation skills. All the members of the syndicate are
expected to share the presentation of the assignment executed
by them they shall be prepared to answer queries raised by the
students as well as faculty members. The students may correct
the error committed by them while submitting their assignment
at the presentation stage

Group Project
This is activity is also aimed at developing the culture of team
work. The team members shall get together to decide at the
share of the work. Each member of the team gathers the
desired data, which is integrated together to form the project.
The project report is to be evaluated for the following:

a. Statement of the problems/issues (correctness/quality)
b. Research on existing practices, if any, and their critical
analysis highlighting their advantages and defects.
c. Suggested solution, analysis, correctness practicability, use of
technology, and application of statistical tools.
d. Presentation, clarity of concept, quality of presentation,
(Slide/Power point presentation/ OHP Film) ability to
respond to queries, etc.
e. Recommendation.
The evaluation is made on the basis of the project report and
presentation.

Redesigning the Lecture
The idea is simple, the lecture is divided into two parts, first part is
where the faculty asks the students to be prepared with the new
topic to be discussed in the class by going through the pre-study
material, and also prepare a short presentation, as the lecture
begins, the faculty randomly selects any one individual or a
syndicate to present the presentation to the class.
Now how this system is different from the rest of the

systems?
As everyone in the class is ready with the material they have better
understanding of what is being discussed in the class room; not
only this, they can also understand whether the person presenting
the data in class is through with the material or not.. This leads to
better interaction among the student community and the teacher
can mark them accordingly, The student presenting the data, will
also have to answer the questions asked by the faculty and clear
the doubts of the fellow students, this will also showcase his ability
to interact, showcase ideas, take criticism, also presentation skills
and lastly communication skills.
After this discussion the faculty steps forward and evaluate the
performance of the student, also mention the areas where he has
to improve later explain the matter in much details and finish off
the lecture.
This type of system helps evaluate each and every student in class
at any given point of time on daily basis, now the faculty does not
has to waste a lot of time conducting presentations for internals.
These daily activities will act as a benchmark for their internals;
also they give a professional touch of updating the information on
daily basis among the students. It may give them the stimulation of
walking into a board room meeting where they have to be
equipped with all the knowledge and information where things
can‟t be compromised.

So to put it in much better way the benefits derived from this
system would be as under;
a. Better teaching standards

b. Creates better class room environment and cultivates
seriousness among students
c. Saves time for internal evaluation
d. It‟s a continuous process
e. Becomes easier for the faculty to teach as students come
prepared
f. Students gain knowledge to improve on various aspects

Chapter 5
Conclusion

Conclusion
E ducation builds the man so it builds the nation. Today we

claim to be the biggest human resources supplier for the
world, but are we concerned what quality of human capital
we are building and for whose needs? We supply bureaucrats to
the government, software engineers to the IT companies around
the world, highly paid managers to the multinationals, we supply
engineers and science graduates as researchers to the foreign
universities. What capital are we building for ourselves?
India aspires to be powerful, it wants to play a role in the

international community, for that to happen, its economy has to
grow multifold and for that to happen, it requires a huge force of
entrepreneurs who could transform it into a nation which
produces, from the one which only consumes. India needs a huge
force of innovators who could make it self reliant in all kinds of
sciences and technologies. India needs artists who could make its
culture the most popular in the world. A culture which is not only
saleable itself but also helps in selling India‟s products across the
world. In a nutshell, India needs Henry Fords, Bill Gates‟, Thomas
Alva Edisons and Michael Jacksons born and educated in India.
One may say we had few. Yes, we had. M. S. Swaminathan who

made India self reliant in food grains, Dhiru Bhai Ambani who
proved a common man can become a billionaire, Dr. Varghese
Kurien who is the father of Amul milk movement, Dr. A. P. J.
Abdul Kalam who dared to build missiles for India, Pundit
Ravishankar who is the ambassador of the Indian music to the
world. Such people though in small numbers, were always there.
But they are not the products of this education system. This
system did not teach them how to become innovators or
entrepreneurs or artists. Had it done so, they would have been
millions in numbers. These people were inspired themselves. To
some of them, their education may have given the technical know-
how (though it is hardly conceivable), but not the dream or the
inspiration needed. It is the education which should inspire one to

become something one really wants to. Education should make
you free, should make you experiment and it should make you ask
questions. Ultimately, it should make you realize what you are.
Youngsters in India, do not have the freedom of selecting their

career, it is said. They are forced to become engineers, doctors,
MBA‟s and IAS officers, it is said. Yes, agree. But that is not the
problem. The problem is, youngsters in India do not have the
vision to think beyond. Neither their parents, nor their
grandparents had that vision. This is where the root of the
problem is. Generations have gone through a system which sucks.
Now the beauty is even the law-makers and educators of today‟s
India are products of that age old system. That is why no less than
a revolution is needed in the education system in India.
That‟s the reason we carried on the survey in the prominent

colleges offering professional courses in the University of Pune;
which is termed as „The Oxford of East‟. The results were
alarming. Very few students were satisfied with the way the
courses are running; the students themselves believe that education
pattern needs to reform. As per their feedback to our
questionnaires we have formulated the system of Continuous
Evaluation, which is explained in chapter 4.
This concept is not new to the world; it‟s been practiced in some
of the prominent Universities and colleges in the developed
countries of the world today. The concept we designed is not
practiced on a wider scale in the Universities of India. This
concept works on a basic ideology of good students-teacher ratio.
As less number of students participates in a class more individual
attention can be paid then having 100 students with just one
teacher, who would hardly remember the names of each student.

Limitations of our Research
 The research initiated was limited to a particular city (Pune).
 The survey conducted was limited to the students‟

community and not the faculty and education panellists.
 The survey was restricted to the higher education only, we

couldn‟t furnish data from the various schools, and both
private and public as we didn‟t had the resources for the
huge logistics.
 We wanted to do a experimental research in the university of

Pune, followed with the practical application of the
“Concept of Continuous Evaluation.”
 Education System is a wider concept and our research is

limited to the Higher education system.
 We had to restrict our survey to only the Commerce Stream

Professional courses to get the gist of the education patterns
followed.
 The responses we got from the students were not

satisfactory.
 The research was a time consuming process, especially to

design a system which could be followed in every lecture of a
subject in both BBA as well as BFT.
 We also wanted to know the opinion of students, as well as

the teachers and the education experts on the ideology of the
concept, which couldn‟t be collected because of the
restricted time frame.

Recommendation for Further Studies
 The research can be initiated in urban as well as rural

areas of the country to collect opinions of the students,
teachers and educational experts.
 The data can be collected from the Primary Level to the

Higher Education level.
 We recommend that the “Concept of Continuous

Evaluation” be followed through out the education
system at an experimental stage to study the
difference in the attitude of students in the classroom
sessions.
 The experiment requires a healthy time of minimum 3

months to see the changes.
 For further information and feedback on this report you

may reach us at Sarthak.dayama@gmail.com or
thyvivek@gmail.com

Bibliography
 World Development Indicators published by The World
Bank.
 Business Today, dated 28th April 2002
 Business World, dated 10th June 2002
 Business India, dated 22nd July 2002
 International Year Book of Industrial Statistics,

Published by UNIDO
 Business Standard, 5th February 2007
 University Grants Commission, New Delhi
 All India Council for Technical Education (AICTE)
 Transforming India into an Economic Power and a

Developed Nation – Krishan Khanna
 Wikipedia Encyclopaedia.

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A

Education Matrix of India SYBBA BMCC Students Initiative Page 1

Unit Code : 306

Unit Level : Semester 3

Assignment No. : One

Assignment Type : Group

Assignment Title : Education Matrix of India

Issue Date : 27th July 2007

Submission Date : 29th Aug 2007

Assessor : Vaishali Mardhekar

Learning outcome achieved : Research and Critical Analysis

Submitted by : Group no 12 comprising of

 Vivek Srivastava,  Jayraj Raiyarela

Program Name : BBA

Education Matrix of India SYBBA BMCC Students Initiative Page 2

T his report is intended to anyone who is interested in

The existing educational policy on human development

In this report we have carried an extensive survey of the

On the basis of their feedback we have formulated a system

This report presents the educational system followed in India

We have thoughtfully structured this report to serve as a book

Education Matrix of India SYBBA BMCC Students Initiative Page 3

W ith a desire to see a good report

We take this opportunity to pay our deepest

Education Matrix of India SYBBA BMCC Students Initiative Page 4

Chapter 2 Were do we stand today? 10

1. Statistical Information on Colleges and Universities in India 11

Chapter 3 Case study on the Higher Education (Professional Courses) 18

Chapter 4 The Concept of Continuous Evaluation 28

1. 5 pillars of Continuous Evaluation 30

Education Matrix of India SYBBA BMCC Students Initiative Page 5

Education Matrix of India SYBBA BMCC Students Initiative Page 2

2. Rs. 3,000 cr is the yearly budget of the University Grants

3. Rs 3,000 cr** per year is spent by nearly 6, 00,000 students

4. Higher education is subsidised, while we still have 350 million

7. The present system puts in too much emphasis for the

Education Matrix of India SYBBA BMCC Students Initiative Page 3

9. Education and training is a life-long process and not meant to

10. Education is India is still considered as a social cause only.

12. Paradigm methods of funding new educational infrastructure

Education Matrix of India SYBBA BMCC Students Initiative Page 4

M odern education in India is often criticized for being

The presence of a number of education boards (SSLC, ICSE,

The boards are recently trying to improve quality of education by

Education Matrix of India SYBBA BMCC Students Initiative Page 5

The general corruption prevalent in India is also an issue in the

Student politics is also a major issue, as many institutions are run

Ragging used to be a major problem in colleges, but tough rules

Education Matrix of India SYBBA BMCC Students Initiative Page 6

A martya Sen is man of many parts -- Lamont University

He is the recipient of many awards including "Bharat Ratna" and

What positives do you see in today's Indian education

Positives? First, our higher education system is widespread, and

Second, in some fields, especially in technical education, the quality

The pitfalls of illiteracy include functional handicap, intellectual

Education Matrix of India SYBBA BMCC Students Initiative Page 7

The main causes of our uneven and highly unequal educational

It is, of course, important for those who are masters of

Any sector that become as rapidly - and as convincingly -

Technology can certainly help the spreading of education, for

We need IIMs and IITs and we simultaneously need to

Education Matrix of India SYBBA BMCC Students Initiative Page 8

We have gone into some of these issues in a few small reports of

The Indian Trust is particularly involved in elementary schooling

College: Grade A Grade B Grade C Identification No: ____________