GLOBAL GROUP OFINSTITUTE

DEPARTMENT OF MANAGEMNT

ASSIGNMENT 4

CORPORATE STRATEGY

Submitted To: Navdeep Kaur Submitted By: Nishant Thakur

MBA 4th Sem.

Roll No. 1811804

Q1:- Write a short note on Indian Education System.

The Indian education system is quite an old education system that still exists. It has produced
so many genius minds that are making India proud all over the world. However, while it is
one of the oldest systems, it is still not that developed when compared to others, which are in
fact newer. This is so as the other countries have gone through growth and advancement, but
the Indian education system is still stuck in old age. It faces a lot of problems that need to be
sorted to let it reach its full potential.

Problems with Indian Education System

Our Indian education system faces a lot of problems that do not let it prosper and help other
children succeed in life. The biggest problem which it has to face is the poor grading system.
It judges the intelligence of a student on the basis of academics which is in the form of exam
papers. That is very unfair to students who are good in their overall performance but not that
good at specific subjects.

Moreover, they only strive to get good marks not paying attention to understanding what is
taught. In other words, this encourages getting good marks through mugging up and not
actually grasping the concept efficiently.

Furthermore, we see how the Indian education system focuses on theory more. Only a little
percentage is given for practical. This makes them run after the bookish knowledge and not
actually applying it to the real world. This practice makes them perplexed when they go out
in the real world due to lack of practical knowledge.

Most importantly, the Indian education system does not emphasize enough on the importance
of sports and arts. Students are always asked to study all the time where they get no time for
other activities like sports and arts.

How Can We Improve Indian Education System?

As the Indian Education System is facing so many problems, we need to come up with
effective solutions so it improves and creates a brighter future for students. We can start by
focusing on the skill development of the students. The schools and colleges must not only
focus on the ranks and grades but on the analytical and creative skills of children.

In addition, subjects must not be merely taught theoretically but with practical. This will help
in a better understanding of the subject without them having to mug up the whole thing due to
lack of practical knowledge. Also, the syllabus must be updated with the changing times and
not follow the old age pattern.

Other than that, the government and private colleges must now increase the payroll of
teachers. As they clearly deserve more than what they offer. To save money, the schools hire
teachers who are not qualified enough. This creates a very bad classroom environment and
learning. They must be hired if they are fit for the job and not because they are working at a
lesser salary.

In conclusion, the Indian education system must change for the better. It must give the
students equal opportunities to shine better in the future. We need to let go of the old and
traditional ways and enhance the teaching standards so our youth can get create a better
world.

Q2:-Define Karma.

What is karma? Karma, as a word, has been used very loosely. If you are reading this page,
it’s likely that you are one amongst thousands who is truly seeking the right understanding of
this misunderstood word – "Karma".

You are possibly here to understand how our intentions, motives, desires and the emotional
drive with which we conduct our actions have an effect on our lives and how they are related
to the term “Karma”.

The karma meaning in Sanskrit is to perform a deed or action. It includes actions that we do,
not only through our body, but also through speech and mind.

 Some have referred to karma meaning an echo of the past and also say it creates the
future.
 Common acts like going to work, good deeds, charity, etc. also define karma in
general.
 However, Revered Dadashri, who has attained the knowledge of Self, gives a deeper
insight on what is karma and explains that those acts are actually fruits of karma
 bound in one’s previous life. Thus, whatever you see externally in the current life are
all the fruits of one’s inner intents of one’s past life.

Can We Change Our Karma?

Human beings, according to laws of nature, must pay for all their wrong actions, but when
they tune themselves to God through techniques of meditation and remember the perfect
image within them, then, realizing their divinity, they need not suffer for their past human
errors. But if they again become identified with their humanity by not forgiving others, then
they again subject themselves to be governed by the exacting law of karma. Karma can also
be changed by the intervention of a Self-realized master who is free from karma.

Mass Karma

Karma can also affect a group of people, such as a religion , country, or even a planet
depending on the karma of the majority of the group. A country can be conquered, or have
droughts or famine, because that was the overall karma of the group, even if a few did not
have that karma. If those who do not have that karma have strong magnetism for the opposite
occurrence, they might be spared.

Paramhansa Yogananda gives the example of a plane crash. If enough people on that plane
have the karma to crash, the plane will crash even if some do not have the karma to crash.
But if a person has strong enough magnetism to live, they might survive the crash or end up
not taking that flight.

How Do We Become Free of Karma?

Very few people realize how many of their actions and desires are generated by past karma.
They believe they are acting on free will, but instead they are acting out habits buried deep in
their subconscious mind from many past lifetimes.

The way out of this cycle is to renounce the false notion that one demonstrates freedom by
giving free reign to one’s desires. By attuning oneself with the infinite wisdom behind karmic
law, one accepts God and His guidance from within, rather than being guided by desire. The
more one lives guided from within, the greater one’s control over outer events in life. As long
as one is acting on divine guidance rather than ego, one accrues no more karma, and it is
eventually dissipated.

Q3:-Nishkam Karma

Nishkam Karma

According to the Bhagavad Gita, no being can escape karma by refraining from action.
Instead, one may practice nishkam karma, or action without desire. If one is not attached to
the consequences of his actions, then one will gradually and ultimately free oneself from the
bondage of karma. Otherwise one may attract what he desires in life even if it is disastrous.

Swami Kriyananda writes of the relationship between nishkam karma and karma yoga.
Karma yoga, which involves the redirection of all behaviors and energies upward toward
God, consists of the practice of non-attachment to the fruits of action. This type of action no
longer brings up karmic likes and dislikes, leading instead to yoga or union with divine
nature.

Early members of Ananda Village write about the importance of nishkam karma in their
lives. For example, Sadhana Devi Helin mentions the practice of conscientiousness in
members’ actions and their attitude of leaving the outcome in God’s hands. Similarly,
Ananda writes about the need to balance high ideals with practical realities without losing
touch with God.

Nishkam Karma in Bhagavad Gita

Nishkam Karma, gets an important place in the Bhagavad Gita, the central text of
Mahabharata, where Krishna advocates 'Nishkam Karma Yoga' (the Yoga of Selfless Action)
as the ideal path to realize the Truth. Allocated work done without expectations, motives, or
thinking about its outcomes tends to purify one's mind and gradually makes an individual fit
to see the value of reason and the benefits of renouncing the work itself. These concepts are
vividly described in the following verses:
  To action alone hast thou a right and never at all to its fruits; let not the fruits of action
be thy motive; neither let there be in thee any attachment to inaction.
- Verse 47, Chapter 2-Samkhya theory and Yoga practise, The Bhagavadgita
 "Fixed in yoga, do thy work, O Winner of wealth (Arjuna), abandoning attachment,
with an even mind in success and failure, for evenness of mind is called yoga"
- Verse 2.48
 "With the body, with the mind, with the intellect, even merely with the senses, the
Yogis perform action toward self-purification, having abandoned attachment. He who
is disciplined in Yoga, having abandoned the fruit of action, attains steady peace..."

Q4:-Write a note on Gurukul system of learning.

A gurukula or gurukulam (Sanskrit: गुरुकु ल, romanized: gurukula) was a type of education

system in ancient India with shishya ('students' or 'disciples') living near or with the guru, in
the same house. The guru-shishya tradition is a sacred one in Hinduism and appears in other
religious groups in India, such as Jainism, Buddhism and Sikhism. The word gurukula is a
combination of the Sanskrit words guru ('teacher' or 'master') and kula ('family' or 'home').
Before the arrival of British rule, they served as South Asia's primary educational system.
The term is also used today to refer to residential monasteries or schools operated by modern
gurus. The proper plural of the term is gurukulam, though gurukulas and gurukuls are also
used in English and some other Western languages.

The students learn from the guru and help the guru in his everyday life, including carrying
out of mundane daily household chores. However, some scholars suggest that the activities
are not mundane and very essential part of the education to inculcate self-discipline among
students. Typically, a guru does not receive or accept any fees from the shishya studying with
him as the relationship between a guru and the shishya is considered very sacred.

India has always boasted of a rich tradition in the area of learning and education since ancient
times. It is well known that people from other nations such as Europe, the Middle East, and
Portugal came to India to get a quality education. One of the famous educational systems
practised in India in the ancient times was The Gurukul System. You might wonder what
exactly a Gurukul system is. Let’s find out more about it.

What is a Gurukul System?

It was a residential schooling system whose origin dates back to around 5000 BC in the
Indian subcontinent. It was more prevalent during the Vedic age where students were taught
various subjects and about how to live a cultured and disciplined life. Gurukul was actually
the home of teacher or Acharya and was the centre of learning where pupils resided till their
education got complete. All were considered equal at the Gurukul and guru (teacher) as well
as shisya (student) resided in the same house or lived near to each other. This relationship
between guru and shishya was so sacred that no fee was taken from the students. However,
the student had to offer a gurudakshina which was a token of respect paid to the teacher. It
was mainly in the form of money or a special task that the student had to perform for the
teacher.

The importance of the Gurukul system in present times

The main focus of Gurukuls was on imparting learning to the students in a natural
surrounding where the shisyas lived with each other with brotherhood, humanity, love, and
discipline. The essential teachings were in subjects like language, science, mathematics
through group discussions, self-learning etc. Not only this, but the focus was also given on
arts, sports, crafts, singing that developed their intelligence and critical thinking. Activities
such as yoga, meditation, mantra chanting etc generated positivity and peace of mind and
made them fit. It was also mandatory to do daily chores on own with a motive to impart
practical skills in them. All these helped in the personality development and increased there
confidence, sense of discipline, intellect and mindfulness which is necessary even today to
face the world that lay ahead.

Flaws in the present education system

Unfortunately, the above concept has disappeared and the modern system of education
brought to India in the year 1835 by Lord Macauley is all about rat race to be ahead of others.
There is a total absence of personality development, creation of moral conscience and ethical
training. One of the biggest flaws about this education is that it is more commercial in nature
rather than an institutional concept that should impart holistic learning to the students. It
devotes very less time for physical activity and the development of other skill sets that can
assist a student to become a better human being.

Do we need a Gurukul system back in India?

Many people may consider the gurukul system to be quite unstructured and a bizarre concept.
The thought of living with a teacher, absence of a curriculum or a set routine can make
people wonder how exactly will a child learn anything? However, the modern-day
educationalist has taken a backward look and realized that there are many teaching
approaches from the Gurukul system that can be inculcated in the present-day educational
system. Here is a list to it that will also help us realize why the gurukul system in important.

 Modern infrastructure – Robust learning of the students can only take place when
focus on given on practical knowledge. But alas our present-day education just
believes in bookish knowledge and cramming which is not sufficient. The Gurukul
system focussed on applied knowledge that prepared the students in all fields of life.
In present times it can be done by creating a perfect combination of academics and
extracurricular activities along with teaching in the area of mindfulness and spiritual
awareness to make the students better individuals.
 Holistic education – The present day education mainly focuses on a rank based
system which is driven by animosity towards their peers. More fuel is added by the
over-ambitious parents who judge the knowledge of students only by academic
performance. The application of the Gurukul system instead can work on a value-
based system where focus can be given on the uniqueness of child so that they can
excel in their area of interest. This will also build a good character which is far away
from fierce competition and increased stress levels that usually leads to depression.
 The relation between teacher and student- The need of present times is to ensure that
teachers and students share a friendly relation and respect. This is as when the
children feel secure and have trust in the caregiver then they are most likely to
 emulate the same. This was present in the Gurukul system which can be inculcated
today through use of activities, training workshops to bond with the students.

Q5:-Explain the organisation framework & outcomes of Modern education system in India.

Organisation framework & outcomes of Modern education system in India.

The educational system is divided into four levels: pre-primary, compulsory (single structure
primary and lower secondary education), upper secondary and higher education. Adult
education is also available and art schools, mainly music schools.

The pre-primary school level is intended for children up to the age of six, at which
compulsory school begins. Education is compulsory for children for 10 years, from six to
sixteen years of age. The upper secondary level normally includes sixteen to nineteen-year
olds, but also older pupils. Anyone who has completed compulsory education, has had
equivalent basic education or has turned sixteen is entitled to enrol in upper secondary
education. Those who have the right to enrol in upper secondary school studies have the right
to study in upper secondary schools until the age of 18 as a minimum. Students at the higher
education level are generally required to have passed the matriculation examination, or its
equivalent. In line with legislation on adult and continuing education, public authorities as
well as private entities and organizations may provide this kind of education.

Pre-primary education is the first level of the Icelandic educational system. Pre-primary
schools in Iceland all operate in accordance with the Preschool Act (Act 90/2008) and follow
the National Curriculum Guide for Preschools 2011, issued by the Ministry of Education,
Science and Culture. Pre-primary schools are for all children in the age group of 1-6 years
old. Day care in private homes is an option for parents but is not considered to be part of the
educational system.

The legislation for compulsory schools, the Compulsory School Act (Act 91/2008) stipulates
mandatory education for children and adolescents between the ages of six and sixteen.  All
pupils are to attend school full-time and attendance is mandatory.

The municipalities are responsible for providing appropriate education as decreed by law.
The head teacher of compulsory school determines whether a pupil has concluded
compulsory school education and is responsible for the pupil’s graduation from compulsory
school. A pupil may graduate from compulsory school before completing the 10-year
compulsory education, provided that the pupil fulfils compulsory school requirements
according to description of learning outcomes in the National Curriculum Guide.

According to the Compulsory School Act, parents can teach their children at home, in part or
totally, but they must apply for such exemption from their municipality. Children who
receive instruction at home are exempt from compulsory schooling but must comply with
regular evaluation and monitoring and undergo the nationally coordinated examinations. If
the permission is granted, the municipality must make a contract with a compulsory school in
the municipality concerning advice, supervision and various services.  Home schooling is rare
in Iceland and to be able have your children in home schooling, parents must be qualified
with a licence to teach in compulsory schools.

Pupils have the right to have their special needs met regarding studies in inclusive
compulsory school, and regardless of their physical or mental attainment. According to the
Compulsory School Act, municipalities must ensure that specialist services are provided in
compulsory schools, determine the organisation of such services and conduce towards
providing the services within the compulsory school itself. Specialist services include support
for pupils and their families as well as support for compulsory school activities and its
personnel. A regulation on specialist services (Regulation no. 584/2010) describes what kind
of specialist services both for pre-primary schools and compulsory schools should be provide.

Upper secondary education is not compulsory in Iceland. However, the framework legislation
for the upper secondary school level (Act 92/2008) stipulates that anyone who has completed
compulsory education, or has had equivalent basic education, or has reached the age of 16, is
entitled to enrol in upper secondary school. Those who have the right to enrol in upper
secondary school, also have the right to study until the age of 18. The upper secondary level
normally includes the sixteen to nineteen-year-old students. All schools at that level are co-
educational. Although upper secondary education is generally divided into general and
vocational education, with some programmes of artistic study as well, it is mainly organised
in a single structure with a variety of options.

According to the Upper Secondary School Act of 2008, pupils with special needs shall be
provided with instruction and special study support. Specialised assistance and appropriate
facilities shall be provided as considered necessary by the educational ministry. Pupils with
special needs are to study side by side with other pupils, but in addition, many schools offer
special four years lines of study where most of the pupils with disabilities are provided with
education according to individual educational plans. All disabled students have the right to
attend upper secondary schools and the financial crisis has not affected this provision.

Higher education in Iceland is regulated by the Higher Education Institutions Act of 2006
(Act 63/2006). All higher education institutions are subject to the provisions of the Icelandic
word háskóli (e. university), according to the legislation, is used to refer both to those higher
education institutions which have several faculties, permanent research facilities and
undergraduate and graduate programmes, and institutions that do not have research
responsibilities. Consequently, there is no formal distinction between non-university and
university institutions in Icelandic, but by law, the Ministry of Education, Science and
Culture determines the title of each institution in foreign languages, i.e. whether it is to be
called a university or university college. The institutions accredited as háskóli may offer first
and second cycle studies in the fields of studies they are accredited for, but must apply
specially for accreditation for doctoral programmes.

Adult education is provided by public authorities, private institutions, companies and

organisations. Adult education and training is offered by institutions at the upper secondary
and higher education levels, including lifelong learning centres. Adult education may also be
provided for by municipality schools, private schools, companies or organizations. The
Education and Training Service Centre is a forum of the social partners for adult and
continuing education and training in co-operation with other education bodies and the
Ministry of Education, Science and Culture.

During the years 2011-2015, the Icelandic health and education ministries hosted a successful
education/work campaign named: “Education is a work process” (,,Nám er vinnandi vegur”)
2020 programme. The project was completed in 2015. The main objective of the project was
to open access to upper secondary schools for the unemployed and young people under the
age of 25, to strengthen vocational education and to increase co-operation between schools
and industry. The boundaries between the formal upper secondary school system and adult
education system were made more flexible and school guidance more accessible. The project
was considered to be generally successful and to have strengthened cooperation between
stakeholders and various ministries in an effort to lower unemployment and increase skill-
levels of younger people with no formal education. Through this project efforts were
furthermore made to register all information regarding early school leaving.

The current scenario of education system in India?

India holds an imperative place in the worldwide education industry. The nation has more
than

1.5million schools with more than 260 million students enrolled and around 751 universities
and 35,539 colleges. India has one of the biggest advanced education frameworks on the
planet.

Notwithstanding, there is still a ton of potential, for facilitate improvement in the education
framework.

The education sector in India is ready to witness significant development in the years to come
as India will have world’s biggest tertiary-age populace and second biggest graduate ability
pipeline internationally before the finishing of the year 2020. The education market in India
is right now esteemed at US$ 100 billion and is relied upon to almost twofold to US$ 180
billion by 2020.

The aggregate sum of Foreign Direct Investment (FDI) inflow into the education sector in
India remained at US$ 1.67 billion from April 2000 to December 2017, as indicated by
information discharged by Department Of Industrial Policy and Promotion(DIPP).

The education and training sector in India has seen some significant speculations and
improvements in the ongoing past. Some of them are:

1. The Indian Institute Of Technology, Delhi has been positioned 145 in the Global
University Employability Ranking 2017, in view of hiring by top organizations.
2. India has consented to a credit arrangement with World Bank under ‘Skill Acquisition
and Knowledge Awareness for Livelihood Promotion’ (SANKALP) project to
upgrade institutional systems for skills development.

 Singapore will open its first skill development centre in Assam, which will provide
vocational training to youth in the locale.
 1. Dabur India Ltd. has opened a skill development centre for ladies in Dhekidol village
in the province of Assam that will furnish rustic ladies with enhanced work and
independent work openings.

In this modern era, India advances privatization of education. Therefore, one who can pay
more will show signs of improvement in education when contrasted with regular individuals.
For instance, Indian education framework in rustic regions has a major issue of awful nature
of educators. Primary schools, secondary schools, colleges and universities recruit teaching
staff

which aren’t all that great contrasted with different nation’s education standards. In India, a
student is measured with his or her academic grades. Laboratory experiments, practical
assignments are a part of the curriculum but they don’t have much value in the education.
Talent cannot be measured by grades so we need to have a different measurement system
which can measure talent, skills and hidden potential within the students. It is a specific issue
with Indian engineer community; they pass out from all sort of stream like petrochemical,
mechanical, electrical, civil and so on and wind up working in different profiles and sectors.
Thus this effects other industries and applicants who have to suffer. There are ceaseless
issues in display of education framework in India. There is no enchantment recipe for
education system anyplace on the planet. There are constantly great and awful things in the
framework. We just can’t duplicate glue the western education culture and utilize it in India.

Prime Minister Mr. Narendra Modi propelled the Skill India activity – ‘Kaushal Bharat,
Kushal Bharat’. Under this initiative, the government has set itself an objective of preparing
400 million natives by 2022 that would empower them to discover occupations. The
initiatives propelled incorporate different projects like: Pradhan Mantri Kaushal Vikas
Yojana (PMKVY), National Policy for Skill Development and Entrepreneurship 2015, Skill
Loan Scheme, and the National Skill Development Mission.

Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is the flagship program under the Skill
India Initiative. The Union Government intends to set up expertise advancement focuses
crosswise over India with a speculation of Rs 12,000 crore (US$ 1.8 billion) to make
openings for work for 10 million people by 2020 under PMKVY program.
National Policy for Skill Development and Entrepreneurship 2015 is India’s initially
incorporated program to create aptitude and advance business enterprise at the same time.
The Union Government intends to give Rs 7,000 crore (US$ 1.05 billion) to states to spend
on expertise advancement, and in this way quicken the aggressive undertaking of skilling 500
million Indians by 2022, and energize making of a biological community of business
visionaries.

The National Skill Development Mission has made an expand skilling eco-framework and

bestowed preparing to 7.6 million youth since its dispatch in 2015 and the government
currently plans to set up 1,500 Multi Skill Training Institutes the nation over.

The education sector has considered a host of reforms and accelerated economic outlays in
recent years that could perchance transform the country into a knowledge haven. With human
asset progressively picking up noteworthiness in the general advancement of the nation,
improvement of education infrastructure is relied upon to remain the key concentration in the
present decade. In this situation, education framework investment in the education segment is
probably going to see an extensive increment in the present decade.

The Government of India has made a few strides including opening of IIT’s and IIM’s in new
areas and in addition distributing instructive stipends for research scholars in most
government

institutions. Moreover, with online methods of education being utilized by several

educational organizations, the advanced education sector in India is set for some significant
changes and improvements in the years to come.