1.

HIGHER EDUCATION IN INDIA : CHALLENGES

AND INTERVENTIONS
ABSTRACT
The world has seen a lot of changes in society in recent times, and education has
played a big role in these changes. Whether a country is developed or developing,
the progress of a nation depends on the quality of education it provides to its
people. In India, education has been around for a long time and has gone through
many changes. Today, India has the third largest higher education system in the
world. It has faced many challenges to provide good education to its citizens.
Education is very important for the development of a nation, so the government
of India is working hard to meet the country's educational needs. They have
introduced the National Education Policy 2020, which sets out the vision for the
new education system in India. India has the potential to become a developed
nation with a strong education system supported by the government's vision.

INTRODUCTION
The education system in India has a long history, dating back to ancient times.
During that period, there was a system called the "Gurukul System of Education."
In this system, students would live with their teacher, known as a guru, in the
same house and receive education from them. The guru would guide the students
in various subjects like religion, philosophy, and science. India has always been
known for its scholars and learners, even in ancient times. It had renowned
universities like Taxila, Nalanda, and Vikramshila, which were famous worldwide.
However, the education system in India has undergone significant changes over
time due to the country's invasion by foreign rulers. These rulers tried to
introduce their own systems of education.
LITERATURE REVIEW
The quality of higher education in a country reflects its future prospects and
current situation. In India, higher education has been expanding rapidly since its
independence. However, it's undeniable that many deserving students in the
country are not able to access higher education. As one of the fastest developing
nations in the world, it is the responsibility of the Indian government to provide
higher education to these deserving students. The government has recently
introduced the National Education Policy 2020, which has raised expectations for
the development of the education system in India once fully implemented.
Although there are challenges in higher education in India, there is great potential
to overcome them in the future. The unexplored areas of higher education in
India can create many opportunities for the younger generations of the country.
The government has taken various measures to improve the fairness, quality, and
accessibility of higher education, which is evident. Therefore, it is the duty of the
implementation agencies to ensure the policy is implemented for the benefit of
all stakeholders.
 2. THE ROLE OF ENGLISH EDUCATION IN THE
DEVELOPMENT OF MODERN INDIA:A HISTORICAL
AND SOCIO-CULTURAL ANALYSIS
ABSTRACT
This research examines how English education has played a crucial role in shaping
modern India, from the time of British rule to the present. It looks at the different
people, organizations, and policies that have influenced the growth of English
education in India, including British officials, Indian reformers, and the
government after independence. The study also explores the impact of English
education on Indian society and culture, and the beliefs and goals behind its
spread. It investigates how English education contributed to Indian nationalism
and the fight for independence, and assesses its continuing importance in post-
colonial India. Additionally, the research discusses the benefits of English
education for individuals and the country, such as improved job opportunities,
access to global knowledge, cultural exchange, better communication skills, and
increased self-confidence. However, it also emphasizes the need to preserve
regional languages and cultures. The findings of this research can help
policymakers make informed decisions about language and education in India,
and contribute to global discussions about the role of English education.

INTRODUCTION
The history of English education in India is closely connected to the colonial and
post-colonial periods of Indian history. The British East India Company started
schools in India in the late 18th century to train local administrators and clerks for
the British colonial government. Eventually, English education spread to other
parts of Indian society because it became clear that being proficient in English was
important for getting jobs, promotions, and other opportunities.English education
also played a significant role in the growth of Indian nationalism and the fight for
independence. Many Indian reformers and intellectuals saw English education as
a way to gain the knowledge and skills needed to challenge British rule and build a
modern, independent India. They believed that English education would allow
Indians to participate fully in the global economy, engage with Western science
and ideas, and assert their own cultural and political identities.

After India gained independence, English education remained important for the
country's development as a modern nation. The Indian government invested
heavily in education, including expanding the English-language education system.
English continued to be the language used in higher education, government, and
business, and Indian students sought opportunities to study in English-speaking
countries.

LITERATURE REVIEW
The role of English education in the development of modern India is a complex
topic that has been influenced by different historical, social, and political factors.
This research has looked at how English education in India has grown from the
time of British rule to the present day. It has studied the people, organizations,
and policies that have shaped English education, including British administrators,
Indian reformers, and post-independence governments.The research has also
explored how English education has affected Indian society and culture, including
its impact on language, religion, caste, and gender. It has also examined the ideas
and goals behind the spread of English education in India. Additionally, the
research has looked at the role of English education in the Indian independence
movement and its continued importance in modern India .
 3. Research on Academic Stress
amongst Higher Education
Students
ABSTRACT
Academic stress is a common problem that many students face during their time
in school or college. It refers to the mental strain students experience due to
pressure they put on themselves or feel from others in their educational
environment. This stress can drain their mental energy and resources.
Unfortunately, India has one of the highest rates of suicide in the world, and
academic stress and failure are contributing factors to this issue. Additionally,
depression is often untreated in India because it is not seen as important.
Shockingly, around 8% of suicides in India are among students.

To address this serious problem, the New National Education Policy aims to
reduce the burden of stress on students in higher education. The policy
recognizes the importance of understanding how academic stress affects students
and strives to alleviate it. By simplifying the language used, the policy intends to
make it easier for students to comprehend and navigate their educational
journey. It also focuses on providing a more holistic and well-rounded education,
promoting flexibility in curriculum choices, and encouraging creativity and critical
thinking. These changes aim to reduce the stress students face and create a
healthier and more supportive learning environment.

INTRODUCTION
STRESS
Academic stress is sometimes seen as a way to push students to work harder and
motivate themselves. However, these stressors can actually be harmful to their
mental health. Academic stress is a long-lasting feeling of being down or sad that
can cause students to experience various health problems, ranging from mild to
severe.

NEP
The New National Education Policy, released on July 29, 2020, puts the needs of
individual students first. Itsmain objective is to providesstudents with a high-
quality education that matches international standards. The policy also aims to
create a more flexible and adaptableeducation system that can meet the needs of
both students and the economy.This paper aims to explore how the New National
Education Policy will help students avoid extreme measures and instead feel
secure and take appropriate actions to become responsible individuals

Literature review
Academic stress is a state of mental pressure that students feel because of
studying and putting pressure on themselves in school or college. This stress can
make them feel drained and exhausted. It is caused by challenges, fear of failure,
and the high expectations they place on themselves. Sometimes, students even
think about ending their lives because they believe it's easier than dealing with
the stress and depression caused by the fear of failing.There are signs that
indicate a student might be at risk of suicide, such as severe depression, fear of
failing academically, pressure from their family, and low self-esteem. These signs
are often seen among students preparing for entrance exams like JEE and
NEET.The high levels of stress, heavy workload, and self-imposed expectations
can lead to a decline in students' performance. However, the new National
Education Policy (NEP) aims to reduce this stress by introducing a 4-year degree
program with internships and providing multiple opportunities for students to exit
their degree programs.To prevent academic stress, it's important to address the
indicators mentioned earlier and the NEP plays a significant role in making
changes to the education system to address these issues.
 4. DIGITAL EDUCATION: THE NEW ERA OF ONLINE
EDUCATION IN
INDIA
ABSTRACT
Technology can revolutionize education. It has already been proven during the
pandemic, when traditional classroom teaching was replaced by online learning.
The new education policy of 2020 has drafted some key points about online and
digital education, and has also discussed the opportunities and challenges of
digital education. Technology in education will become the new wings that will
allow the educational world to fly farther and faster.

The government has launched several initiatives such as DIKSHA, Vidyadaan,

SWAYAM, e Pathshala, and Shiksha Vani to promote digital education in India.
These initiatives will help teachers to become better online content creators, and
will help students to get used to this new mode of learning. Studies will also be
undertaken to pilot new ways of assessment using education technologies.

INTRODUCTION
Digital Education in India is the effective way of learning and grasping the
knowledge through the means of technology and digital devices. The existing
digital resources were leveraged to maintain continuity in students’ education
during the COVID-19 pandemic which had replaces the traditional way of
education. The concept of online classes and usage of laptops and mobile phones
has replaced the traditional way of teaching in classrooms and through books.
Technology in education sector will become the new wings that will allow the
educational world to fly farther and faster. Technology in learning has changed
the education sector, improved over time, and adding to the convenience in our
lives. The Government of India has announced several initiatives as part of its
education campaign with the aim of benefitting the students belonging to
different strata of society. The Ministry of Human Resource Development (MHRD)
initiated DIKSHA- Digital Infrastructure for Knowledge Sharing as part of PM
eVidya, under the Atma Nirbhar Bharat programme which is the “One Nation;
One digital platform” aiming to bring together the efforts of online, digital and on-
air educational modes towards education. It is a national platform for schools
across India, containing quizzes and courses for teachers and students so bringing
up the overall development of students as well as teachers.

LITERATURE REVIEW
New Education Policy 2020 has also focused on teachers where they will undergo
rigorous training in learner-centric pedagogy and on how to become high-quality
online content creators themselves using online teaching platforms and tools.
This policy is also student centric where students will get habitual about
acceptance of this new technologies using in digital education or e-learning. There
is a need to grow public digital infrastructure in the education sector that do not
become outdated with the rapid advances in technology aiming to be used by
multiple platforms and point solutions, to solve for India’s scale, diversity,
complexity, and device penetration.The series of pilot studies should be carried
out by appropriate agencies, such as the NETF, CIET, NIOS, IGNOU, IITs, NITs, etc.
which will parallelly evaluating the pros and cons of integrating education with
online education such as, student device addiction, most preferred formats of e-
content, etc. which will be using for continuous improvement. Studies will be
undertaken to pilot new ways of assessment using education technologies
focusing on 21st century skills.
 5. Offline vs. Online Education: Opportunities and
Challenges in Indian context
ABSTRACT
The Covid-19 pandemic has been the most serious health challenge since the end
of the Spanish flu in 1918. It has led to social distancing and travel restrictions,
which have caused significant changes in the education sector. Online education
has become very common, bringing new challenges for both students and
teachers.Offline education refers to the traditional classroom-based learning,
where teachers teach lessons in a specific order and assess students periodically.
Sometimes, it also includes the use of audio-visual and web-based resources.
Online education has gained popularity in recent years due to advancements in
technology and internet connectivity. It aims to make the learning process
interesting and interactive by supplementing traditional education.In countries
like India, where there is a large digital divide, offline education is more suitable.
Many students come from remote areas with limited access to the internet and
cannot afford smartphones or laptops. Offline education also offers a personal
touch, as learning extends beyond the classroom to interactions in places like
canteens, libraries, and playgrounds. Therefore, once the situation improves and
safety guidelines are in place, we should encourage traditional education
alongside online methods

INTRODUCTION
With the advancement of technology, the way education is delivered has
changed. Online education offers flexibility, but there are concerns about its
effectiveness compared to traditional face-to-face teaching. Many studies have
been conducted, but the results are mixed and inconclusive. Some suggest online
education leads to lower student performance, while others find no significant
difference between online and offline education. Some studies argue that online
education provides a better learning experience. However, most research is
conducted in western countries, which may not reflect the diverse conditions in
India. India has various factors like financial situations, access to education, and
network infrastructure that vary among the population. Online education is
becoming more popular due to reduced data rates and the Covid-19 pandemic.
There are opportunities and challenges associated with both online and offline
education, and this paper aims to discuss and compare the two modes and how
they can complement each other.

LITERATURE REVIEW
After considering the opportunities and challenges of online and offline
education, it is difficult to determine which is better because each has its own
advantages and disadvantages. Traditional offline education in classrooms cannot
be replaced entirely. Online education is useful for certain courses and can
enhance the learning process. However, once the Covid-19 situation improves, we
should prioritize offline education as the primary mode.
 6. E-LEARNING- SCOPE AND SIGNIFICANCE IN
HIGHER EDUCATION IN INDIA: A STUDY
ABSTRACT
This research paper explores the scope and significance of using e-learning in
higher education institutions (HEIs) in India. It highlights the role of information
and communication technology (ICT) in improving educational processes, such as
classroom communication, study material preparation, lecture delivery, and
evaluation. The study discusses the benefits and drawbacks of implementing e-
learning in HEIs, including multimedia material delivery, real-time interaction, and
distance learning. It reviews the contributions of various researchers and
institutions in this field and provides an intellectual background to the study.
Overall, the paper examines the role of e-learning in higher education, its impact,
and the implications of its adoption.

INTRODUCTION
E-learning has become a necessity in higher education institutions worldwide,
including in India. Over the past two decades, the growth of information and
communication technology (ICT) has played a significant role in education, leading
to increased use of ICT in teaching and learning. However, many institutions in
India face challenges in keeping up with the rapid transition in the education
system. Developed countries like the US and Europe have already embraced e-
learning to a large extent, while there is a digital divide between developed and
developing countries. India, being the fourth-largest demand for software services
and information technology, faces issues such as limited IT infrastructure,
including bandwidth deficiencies, expensive software, and slow servicing. These
challenges hinder the growth of information technology in India. To revolutionize
education in India, e-learning should be widely adopted in both rural and urban
areas of the country.

LITERATURE REVIEW
Modern researchers have conducted studies on the scope and significance of e-
learning, and they have different opinions regarding its benefits and limitations.
However, when implemented correctly, e-learning can be highly beneficial to a
large number of learners throughout the country. It is clear that e-learning has
been evolving since its inception and will continue to improve in the future. The
scope, significance, advantages, and disadvantages of e-learning will change over
time. Future research on e-learning will adapt to these changes and consider the
current trends in e-learning during their studies.
 7. HOME SCHOOLING INDIAN PERSPECTIVE
ABSTRACT
Homeschooling is a topic that has garnered significant interest but lacks
substantial research. Compared to other educational changes like the rise of
charter schools, homeschooling has received less attention despite its potential
impact on the educational system in both the short and long term. While there
are individuals who oppose homeschooling, many developing nations have
legalized and implemented it. In the context of India, homeschooling is not widely
practiced but has gained popularity in recent years. It is important to note that
homeschooling should not be confused with online education or e-learning.
Currently, the Right to Education (RTE) Act in India does not permit
homeschooling, suggesting the need for amendments to the legislation.

INTRODUCTION
Homeschooling is a growing social movement that allows parents to educate their
children at home instead of sending them to traditional schools. It brings the
school environment directly into the child's household, with parents taking on the
role of teachers. Homeschooling serves as an alternative to private and public
schools, chosen by families for various reasons such as concerns about the social
environment, academic quality, dissatisfaction with educational opportunities,
differing beliefs, and the perception of limited progress within the standard
school system.

LITERATURE REVIEW
With parents being more educated than before, there is a growing trend towards
homeschooling. Parents now have the capability to teach their children the values
and lessons taught in schools. Homeschooling is gaining acceptance among the
general public, especially with the increasing availability of services and
opportunities for homeschooling families. It involves educating children in a
school-like environment under the supervision of parents, who determine the
curriculum within the guidelines of educational boards. Although the government
has not provided clear regulations on homeschooling and does not promote it
constitutionally, they also do not intervene or take action against those who
choose to homeschool their children.
8. Online versus Offline Mode of Education –Is India
ready to meet the challenges of
Online Education in lockdown?
ABSTRACT
India, with its young population, faced challenges during the 2020 lockdown due
to the Covid-19 pandemic. Education was greatly affected, leading to a shift
towards online learning. A survey highlighted the importance of both online and
offline education, revealing the need for improved infrastructure before scaling
up online education. A blended approach, combining the strengths of both
modes, is necessary for effective learning in India.

INTRODUCTION
India has a rich history of education, with ancient universities like Nalanda and
Takshashila playing significant roles in the Indus Valley civilization. Education has
been highly valued since Vedic times, starting with Gurukuls and Ashrams.
Nalanda, located in Bihar, flourished as a Buddhist center of learning for 600 years
and attracted students from China, Persia, and Greece. It had a vast library with
numerous manuscripts. In 2010, India passed a bill to restore Nalanda as the
Modern Nalanda International University. Takshila, situated in present-day
Pakistan, was once a renowned educational center with over 10,500 students
studying various subjects.

LITERATURE REVIEW
During the lockdown, online education became the only viable method, and India
realized that education should not be halted even in such difficult times. We have
learned that we can overcome challenges and continue to grow effectively.
Teachers' efforts and students' dedication are crucial for their growth. However,
there are gaps in existing research, and it is important to involve students'
opinions and analyze the effectiveness of e-learning in improving their lives, not
just focusing on the technological aspects. With the right resources and guidance,
online education can be beneficial for higher studies. We can install applications
like Blue Light Filters and encourage activities like online yoga and eye exercises
to address health concerns. Online education is the future, and we need to adapt
to it. It is the best alternative during this pandemic. By making further
improvements to online education while considering the health of teachers and
students, we can overcome most of its negative effects.
9. HIGHER EDUCATION IN INDIA : CHALLENGES AND
REMEDIES
ABSTRACT
India's higher education faces challenges impeding its growth despite efforts to
improve it. The country ranks third globally in terms of student intake but lacks
critical mass. With a low gross enrollment ratio of 11%, compared to China, the
USA, and South Korea, India's quality of education needs assessment. This paper
aims to outline the challenges and propose remedies for enhancing higher
education in India.

INTRODUCTION
Higher education is crucial for India's inclusive and rapid growth. The Indian
system comprises numerous specialized institutions, employing 400,000 teachers
and educating 10 million students. With 25,951 colleges and 504 universities,
India ranks third globally in terms of student intake. It has excelled in professional
education, including renowned institutes like IITs and IIMs. India's skilled
workforce has propelled its knowledge-based industries, producing a large pool of
engineers and IT professionals. The country's expertise in these sectors surpasses
Germany and China by significant margins

LITERATURE REVIEW
India's higher education system faces challenges that demand appropriate policy
formation and implementation. Reforms are needed to unlock the potential of
the young workforce and harness knowledge, skills, and technology for economic
growth. The current system exhibits structural shortcomings and lacks
competitiveness on the global stage, except for a few institutions. Deep-rooted
problems stemming from historical and cultural factors hinder the progress of
Indian higher education. To achieve the goal of a 30% gross enrollment ratio by
2030, collaboration among policymakers, employers, and stakeholders is
essential. Without necessary improvements, the system will struggle, limiting
academic excellence and overall national development.
10. Language Policy in National Education Policies: A
Study of Perceptions about
Language and Medium of Instruction
ABSTRACT
The National Policy on Education (NPE) in India is a comprehensive policy aimed
at regulating and promoting education in the country. It emphasizes
multilingualism and global opportunities by teaching regional languages, English,
and foreign languages from primary to higher education. Policymakers perceive
English as the language of knowledge, science, and technology, while Indian
languages, especially Hindi and Sanskrit, receive special attention. The use of the
mother tongue as the medium of instruction is seen as a way to improve
education standards and bridge the knowledge gap between different groups of
people.

INTRODUCTION
English has become a global language with increasing significance in various
aspects of life. It is widely used in entertainment, news, and higher education. The
popularity of English-medium schooling is growing, driven by people's
preferences and the expanding opportunities in IT-related employment. A survey
in Andhra Pradesh showed that a majority of parents, 96.17%, chose English as
the medium of education for their children (The New Indian Express).

LITERATURE REVIEW
This literature review brings attention to the important points and perspectives
on the language issue in India's educational policy. It serves as a starting point for
further study and discussions. The success of the NPE 2020 in addressing
language-related concerns in education will depend on its implementation and
the ability of politicians, educators, and scholars to navigate the complex
landscape of linguistic diversity and socioeconomic equity in India.
 11. The Role of English Education in the
Development of Modern India: A Historical and
Sociocultural Analysis
The Great Britain English story in Indian Habitations:

- Dr.A.S. Kanna, Assistant professor, silver Jubilee government college, Kurnool,

under the cluster University, B. camp, Kurnool, India.

Jollu Rakesh, MA History, Central University of Tamil Nadu, Thiruvarur, Tamil

Nadu, India.

ABSTRACT
This research explores the role of English education in the development of
modern India, tracing its evolution from the colonial period to the present day.

Methodology

The methodology for a research study on the role of English education in the
development of modern India would depend on the specific research question
and approach being taken. However, here are some general methodologies that
could be applied:

Historical Research: A historical research approach would involve examining

primary and secondary sources related to the history of English education in India,
such as colonial reports, educational policies, newspapers, academic publications,
and personal accounts. This approach could provide insights into the historical
context and evolution of English education in India, and the key actors and events
that shaped it.

Content Analysis: A content analysis approach would involve analyzing

documents, such as textbooks, syllabi, and policy documents, to understand the
content and structure of English education in India, and to examine how it has
evolved over time. This approach could help to identify trends in language policy,
curriculum development, and the role of English education in shaping Indian
culture and identity.

Survey Research: A survey research approach would involve collecting data from
a sample of individuals or organizations involved in English education in India,
such as teachers, students, and policy makers. This approach could provide
insights into the current state of English education in India, including its impact on
individuals and the broader society, and could help to identify areas for
improvement.

INTRODUCTION
The history of English education in India is intimately tied to the colonial and
post-colonial periods of Indian history. The British East India Company established
its first schools in India in the late 18th century, with the goal of training local
administrators and clerks to serve the British colonial administration.

Objectives (Certainly

) The objectives of a research study typically refer to the specific goals or

outcomes that the study aims to achieve. In the case of a study on the historical
evolution of English education in India and its impact on Indian society and
culture, the objectives might include:

• To trace the development and expansion of English education in India, from its
early origins in the colonial period to its current state in post-colonial India.

• To identify the various actors, institutions, and policies that have influenced the
growth and evolution of English education in India, including colonial
administrators, Indian reformers, and post-colonial governments.

• To explore the social and cultural impacts of English education in India,

including its effects on language, religion, caste, and gender.

• To examine the educational philosophies and goals underlying the spread of

English education in India, and to assess the extent to which these goals have
been achieved.
To identify the various actors, institutions, and policies that have influenced the
growth and evolution of English education in India, including colonial
administrators, Indian reformers, and post-colonial governments.

To identify the various actors, institutions, and policies that have influenced the
growth and evolution of English education in India, a researcher could conduct a
comprehensive review of literature and historical documents on the topic. The
researcher could also conduct interviews and surveys with experts and
stakeholders in the field of education in India.

To explore the social and cultural impacts of English education in India, including
its effects on language, religion, caste, and gender.

To explore the social and cultural impacts of English education in India, a

researcher could examine a range of sources, including literature, historical
documents, and interviews with individuals who have been directly impacted by
English education in India.

One of the most significant impacts of English education in India has been on
language. English has become a dominant language of education, business, and
politics in India, and its widespread use has contributed to the decline of many
Indian languages. While English has been seen as a tool for social and economic
mobility, it has also been criticized for eroding India's linguistic diversity and
cultural heritage.

English education has also had a significant impact on religion in India. During the
colonial period, many Christian missionaries established English-medium schools,
which played a key role in the spread of Christianity in India. English education
has also been seen as a means of promoting secularism and modernity in India,
leading to tensions with more traditional religious and cultural values.
To understand the role of English education in the rise of Indian nationalism and
the struggle for independence, and to evaluate its ongoing significance in post-
colonial India.

To understand the role of English education in the rise of Indian nationalism and
the struggle for independence, a researcher could examine the historical and
cultural context of the Indian independence movement, and analyze the writings
and speeches of key figures in the movement, such as Mahatma Gandhi and
Jawaharlal Nehru.

During the colonial period, English education played a key role in shaping the
political consciousness and identity of Indian nationalists. English-medium schools
and universities provided a platform for Indian intellectuals and activists to
articulate their vision for an independent India, and to engage with global political
and intellectual currents. English education also played a key role in creating a
shared cultural and intellectual heritage that transcended regional and linguistic
differences, and helped to forge a sense of national identity among Indian
nationalists.

However, the role of English education in the Indian independence movement

was not without controversy. Some Indian nationalists saw English education as a
tool of colonial oppression, and called for a return to traditional Indian
educational models that emphasized indigenous knowledge and culture. Others
saw English education as a means of acquiring the skills and knowledge needed to
challenge British colonial rule, and to promote social and economic development
in post-independence India.

LITERATURE REVIEW
 The role of English education in the development of modern India is a complex
and multifaceted topic that has been shaped by a variety of historical, social, and
political factors. This research has traced the development and expansion of
English education in India from its early origins in the colonial period to its current
state in post-colonial India. It has identified the various actors, institutions, and
policies that have influenced the growth and evolution of English education in
India, including colonial administrators, Indian reformers, and postcolonial
governments.

The research has also explored the social and cultural impacts of English
education in India, including its effects on language, religion, caste, and
gender, and examined the educational philosophies and goals underlying the
spread of English education in India. Additionally, this research has evaluated
the role of English education in the rise of Indian nationalism and the struggle
for independence, as well as its ongoing significance in post-colonial India.

The advantages of English education for individuals and the country as a whole
have also been discussed, including improved employability, access to global
knowledge, increased cultural exchange, improved communication skills, and
increased self-confidence.

In conclusion, the historical evolution and ongoing development of English

education in India have had a profound impact on the country's society,
culture, and economy. While English education has many advantages, it is also
important to promote and preserve regional languages

12. Role of Education in the Empowerment of

Women in India: Barriers & Government
Initiatives
Sayantan Saha

University Research Scholar (URS) Dept of Pol Science ,University of Kalyani,

Former Guest Lecturer of Political Science, Bimal Chandra College of Law,
Kandi, Murshidabad, 742137

ABSTRACT
The paper examines the issue of women's access to education in India and
what action should our government take for the betterment of women's
education. All the countries of the world, especially the developing and
underdeveloped countries must take necessary steps to improve their
condition of female education; as women can play a vital role in the nation’s
education is important for girls because educated women tend to be more
informed about nutrition and health care, women education can help the
nation for the termination of poverty from the country and other crimes
toward the females

Keywords: Women Education, Government Policies, Equality, Women

empowerment, Democracy, Gender Discrimination.

INTRODUCTION

The Preamble, Fundamental Rights, and Duties sections of the Indian

Constitution convey a strong call for gender equality and women's rights, and
they also contain specific provisions for affirmative action. The Indian
Constitution explicitly states that gender equality is a fundamental value.
Women have the fundamental right to equal legal protection and to be free
from sex-based discrimination (Article 15). Women have faced societal
injustice and prejudice for a very long time. But as times have changed, they
have established a reputation for themselves. They have freed themselves
from the constraints of gender norms and are now free to pursue their
aspirations. Women may play a significant role in the development of a
country, so every country in the world, especially developing and undeveloped
nations, must take the necessary steps to improve the status of female
education.

Challenges to the Education of Girls

Despite government efforts to ensure that men and women in our society
have equal access to education, the literacy rate for women in India,
particularly in rural regions, continues to be extremely low. In rural India,
where there is weak local law and order and schools are far apart, women find
it unsafe to travel vast distances for education. Many households find it
financially unviable to educate the girl child, which has led to traditional
behaviors such female infanticide, dowry, and early marriage contributing to
the issue as well.

The Main Problems Facing Their Education Are:

Suitable Curriculum for the education of girls, Lack of social consciousness

among women, Unwillingness of lady teachers to serve in rural areas, financial
difficulties, Problem of transport, Lack of enthusiasm and interest of the
officials in charge of education etc. The importance of education for girls and
women (Reasons Why Education is So Important for Women)

1. Woman empowerment—-For the emancipation and empowerment of

women, education is a significant instrument. Women have been denied their
rights for a very long time. She can find a position in society by educating
herself.

2. Inclusive growth of a society—India aims for growth in every sector for all
social segments as a growing country, and education is a means of achieving
this goal.

3. Strengthening of democracy—-Women will become more aware through

education, which will improve their political engagement and, in turn,
strengthen democracy. They could mobilize to protect their rights.

4. Better living conditions—Education will increase a woman's employment

prospects. A woman with a higher level of education is more likely to find
better employment and a higher standard of life.

5. Reduction in infant mortality—A lady with greater education will likely

choose more wisely for the welfare of her family. According to studies, a
decrease in infant mortality will result from more women being literate.

6. Gender equality—-The gender wage gap in society can be reduced through

education. Co-education institutes will help children to give respect to female.

7. Social development—Many societal problems can be resolved with the help

of education for women. Education was proposed as a vehicle for social
development by the Kothari Commission in 1968. India can attain the goal of
social development by accelerating the education of women.

LITERATURE REVIEW
Women are crucial in advancing a country and directing it toward
development. Giving women access to education must be a top priority if we
want to see a bright future for them in our nation because they are vital
components of a vibrant humanity that are needed for national advancement.
Moving from a vulnerable position to use a power is empowerment. The most
effective means of changing society's position is women's education.
Additionally, education helps to lessen inequality and enhances a person's
standing within the family. In order to promote women's education at all levels
and to lessen gender prejudice in the dissemination of knowledge and
education, the state built schools, colleges, and universities that are solely for
female students. The idea of participating in government, panchayats, public
concerns, etc. to abolish gender discrimination is developed through
education.

13. Public Expenditure on the Education Sector in

India
Ashok Patil1 , S. V. Hanagodimath2 and Jai Prabhakar S. C.3

ABSTRACT
ANTROCOM Please cite this article as: Patil A., Hanagodimath S.V., Jai
Prabhakar S. C., Public Expenditure On the Education Sector in India -
Antrocom J. of Anthropology 18-2a (2022) pp. 151-157. Ashok Patil1 , S. V.
Hanagodimath2 and Jai Prabhakar S. C.3 1 Research Scholar, ICSSR Fellow,
Department of Studies in Anthropology, Karnatak University, Dharwad-
580003, Karnataka

INTRODUCTION
India is a land of wonders! The name and fame of Indian culture, prosperity,
faiths, moral values, ways of life, philosophies, art, and architecture, along
with its ancient educational practices, have spread far and wide across the
world. In India, the ancient education system was regarded as a source of
knowledge, traditions, and practices

Methodology

The study is mainly based on the secondary data sources collected from
various publications like RBI statistics, EPWRF-India time-series data, Statistical
Abstract of Karnataka, and Karnataka Human Development Report 2005
(2006). The data from 1990 to 2021 is considered for the study to know and
analyse the government’s expenditure on education in different states of
India. To eliminate the impact of price rises, the growth and the composition
of public expenditure have been considered at constant prices using 1993-94
as the base year (conversion of current prices to constant prices). By using the
GDP deflator method, the current expenditure items were converted into
constant (1993-94) prices. The GDP deflator is the ratio of nominal GDP to real
GDP. In other words, it is equal to nominal GDP divided by real GDP, and to get
the value in constant prices, we need to divide the value of current prices by
the GDP deflator (Hanagodimath, 2008).
Objective

The present study is mainly based on the objective of understanding the

government’s expenditure on the education sector in different states of India.
Also, to know the distribution of per capita expenditure on the education
sector in the state of Karnataka.

Results and Discussions

The present study uses data from 1990 to 2021 to understand and analyse the
government’s expenditure on education in different states of India. Graph 1
shows the total per-capita expenditure in the state of Karnataka. During the
year 1990–91, per-capita expenditure on education was 179.84 crore. The
trend gradually increased to 664.25 crores up to the year 2000-01. Later,
expenditure increased at a faster pace till the year 2009-10 (1500.46 cr).
Interestingly, expenditure increased very abruptly and reached its peak in the
year 2019–20. Graph 2 shows the per capita expenditure on education in
various states. The per capita expenditure was higher in states like Sikkim,
Goa, Mizoram, Arunachal Pradesh, Nagaland, Uttarakhand, and NCT Delhi,
whereas states like Bihar, Jharkhand, Telangana, and Madhya Pradesh have
been spending the least amount on the education sector.

LITERATURE REVIEW
Since India’s independence, the government has placed a greater emphasis on
education and educational sectors in order to uplift the people. In developing
countries like India, the analysis of public expenditure found that Karnataka’s
education per capita expenditure gradually increased, but after some years,
expenditure pacing changed and increased rapidly. The per capita expenditure
on education in states like Sikkim, Goa, Arunachal Pradesh, Nagaland,
Uttarakhand, and NCT Delhi has been higher compared to the lowest
expenditure states like Bihar, Jharkhand, Telangana, and Madhya Pradesh. The
study also found that the regional disparity among the states’ per capita
 education expenditure has been found, but the trend remains the same over
the years.

14. Language Policy in National Education Policies: A

Study of Perceptions about Language and Medium
of Instruction
J. Anthony Raja Selvan
Roll No: HP21LANG0100010

Under the supervisor of

Dr. Satish Kumar Nainala

Department of English A Dissertation submitted in partial fulfilment of the

requirements for the postgraduate degree

In M.A English Language and Literature

GITAM (Deemed to be University)

HYDERABAD – 502329 April – 2023

ABSTRACT
The National Policy on Education (NPE) in India is a comprehensive policy
designed by the Government of India to regulate and promote education in the
country. With an emphasis on multilingualism and enabling global opportunities,
the education policy in India the policy seeks to teach regional languages, English,
and foreign languages from primary education through to higher education

Keywords

National Policy on Education, English Language, Vernacular Languages, Indian

Languages, Medium of Instruction/education, Multilingualism.

English in India: A peek into History

The Importance of English in India Today, English is, without a doubt, a global
language. It has
more significance now than ever because of its widespread use in all walks of
human life. It has

become the language of entertainment as the population of India watching

English movies and
 other video series has increased. With the establishment and increased
viewership of news in

English, It has also become the language of news. With regard to education, it is a
well-known fact

that for many years English has been the language of higher education for a long
time. While

recently, a trend of moving schooling towards English has been seen as a result of
people's choices.

With the advent of IT, the scope for employment for people who get an education
in English has

increased, attracting people to opt for studies in English medium. English medium
has become the

choice of education for kids for their parents. A recent survey conducted by the
government of

Studies on Language in Education Policy in India

2.1 Introduction
The language issue in India's national education policy has generated a great deal of discussion and

debate among academics, decision-makers, and researchers from the times of the British to the

present day. The issue of language comprising the global language, i.e., English and other Indian

languages, including Hindi and other Indian languages and the question of the medium of

instruction has been analysed from various viewpoints and perspectives leading to various policy

outcomes. This survey of the literature focuses on the major issues of contention that have recently

surfaced and explore diverse viewpoints on the articulation of the status of various languages in

India's educational policy

3.2 Aims of the Study

The present project is conducted with the following aim to study/locate/Understand the perspectives of
Indian policymakers with reference to English, Indian languages and medium of instruction/ education.
The aim is elaborated as following to conduct the study

3.3 Objectives of the Study

Aim of the study is delineated into following objectives

1) To study the policymaker's perceptions about English and its status and teaching of the English
language in the successive national education policies

2) To study the policymaker’s perceptions about Indian Languages and their status and teaching of them
( with a focus on regional languages) in the successive national education policies 23

3) To track the official opinion on the medium of instruction emphasized in NPE’s.

4) To study the Language policy in the education context in National Education policies in the present
globalisation context

3.4 Rationale for the Study

To study the perceptions towards English, Indian languages and Medium of instruction/Education which
are key questions related to the articulation of language in National Education policy is taken up for the
following reasons

. 1) To understand the policy maker's perceptions about languages (English and Indian Languages) and
teaching of language in the successive national education policies.

2) To track the official opinion on the medium of instruction from the colonial time to the present with
an emphasis on NPE

3) To understand the language policy in the educational context of National Education Policies

3.5 Data
As the study is aimed at examining the Policy, the documents of consecutive National Education Policies
1968, 86 and 2020 form the data. The NEP policy documents form the primary data while the other
Education policy and language policy related literature form the secondary data supporting the
literature review. The NEP policy documents are analysed using the following tool for their articulation
on English, Indian languages and medium of Instruction.

LITERATURE REVIEW
 The perceptions about the English language, vernacular languages, and the
medium of instruction in the National Education Policy (NPE) documents of 1968,
1986, and 2020 demonstrate an evolving understanding of the importance of
linguistic diversity in India's education system. While all three policies
acknowledge the significance of the English language as a global language and a
means to access knowledge, the emphasis on vernacular languages and their role
in education have progressively increased over the years; the NPE documents
reflect an increasing awareness of the cognitive benefits of learning in one's
mother tongue, the significance of preserving India's linguistic and cultural
heritage, and the importance of fostering multilingualism for national integration
and global competitiveness.

15. Madrasah education under muslim rulers in

India
A study of mughal emperor

Syed MahbubulAlam Al Hasani

Deputy Director, Public Relation Department, Darul Ihsan University, Dhaka
Bangladesh Correspondence Author: Syed MahbubulAlam Al Hasani

Received 13 Jan 2022; Accepted 26 Feb 2022; Published 17 Mar 2022

ABSTRACT
This paper discovers some of the contributions of Muslim rulers to grow
Madrasah in ancient India. The paper aims to bring into light the important
involvement of the Muslim rulers from the early 7th century up to the great
Mughal Empire of Delhi. Muslim rulers were seen as great sponsors for Islamic
learning and education. In the medieval period, Islamic learning and education
were practiced and imparted in the Madrasah. Muslim rulers patronized
education wholeheartedly. Indian Muslim rulers were enough cordial to establish
Madrasah for knowledge and education. The current paper suggested that
Madrasah education in India was flourished under the patron of Mughal rules
with great enthusiasm.

Keywords: madrasah, muslim rulers, mughal emperor, muhammadbabur and

Bengal

INTRODUCTION
Muslim educational systems have been developed by Medieval Arab and Iranian
scholars and saints influenced on Muslims elsewhere they went to India. In West
Asia, the enlargement of traditional scholarship and classical Madrasah had
commenced while Iran took place and Turkish ruled the power in India jointly.
Therefore, Madrasah in India was seen as a leading center of Islamic learning.
Most of the Madrasahs were built and supported by Muslim rulers, Sufis, and
Merchants (Sikand, 2005) [27].

Origin of Madrasah in India

The Madrasah system was first introduced and founded by the Muslim Sufis,
merchants, and saints who came to India for preaching Islam and trade (Mahfouz,
2006). Madrasah first started from Khanqa (a place for spiritual worship) and then
Maktab (a place for teaching basic Quran recitation and Islamic rituals). Maktab
was the only school used to teach basic religious knowledge among the Muslim
society within that time (Adams, 1970) [3].

Madrasah before Mughal Empire

The Foundation of Madrasah was also grounded by Muslim rulers, who arrived in
India through conquering the many places of the Indian sub-continent beside
Muslim Sufis, merchants, and saints. They established Madrasah for Islamic and
scientific learning. This period started from the beginning of ancient India up to
the end of the 6th century before the Muslim rules were established in the Indian
sub-continent. (Hartmut, 2018) [14]. Indian sub-continent was full of natural
wealth and resources. Muslims from various classes and casts from various parts
of the world came to the Indian subcontinent for trade and commerce. They
established their Journal of Advanced Education and Sciences 2022; 2(1):13-18
ISSN NO: 2583-2360 Page | 14 colony in various places: Bengal, Gujrat, Agra,
Shine, Ajmer, Gaur, Pandua, and Delhi (Annemarie, 2006) [6] . The first Muslim
kingdom was established in Bengal by Muhammad bin Qasim, an Umayyad
general who came to India in 711 and captured a big part of the Indian sub-
continent. He built mosques and established Maktabs and Madrasah in every
place where he conquered during his time (Iqbal, 1981)

Mughal Empire

Mughal Empire was founded by Ẓahir-ud-Din Muhammad Babur, a Central Asian

ruler, who came to power of Delhi in 1526 by defeated Ibrahim Lodi at the First
Battle of Panipat (Ram, 2020) [23] . Muhammad Babur was descended from
Mongol ruler Genghis Khan from his mother's side and the Timurid dynasty from
his father's side.

Girls Madrasah and Schools

Females also enjoyed education during the Mughal period. They got their
education either at home or teacher's house nearby. Girls from royal families and
princesses received their education in special arrangements. However, besides
these, some rulers have paid attention to female education in general. Sultan of
Hinwar, Sultan Jalal ud-Din, paid his attention to girls' education (Jafri, 2021) [16] .
Ibn Batuta mentioned that there were more than 13 girls' schools in his capital
made by various notable rulers. One of them, Ghiyasud-Din Khilji (1463-1500),
was very enthusiastic about girls' education. For educating the female, he
established a Madrasah at Sarangpur of Malva. Akbar founded another girls''
school in Fatehpur Sikri to educate the ladies of his province.

LITERATURE REVIEW
An educational contribution by Muslim rulers did not shine and rich the Indian
culture alone but the other Muslim globe of education. The Muslims of India
expanded their religious spirit, the influence of education and knowledge by
funding and establishing Mosque, Maktab, and Madrasah. To gratify not only
religious, moral, ethical, spiritual but also the civic needs of the whole society,
Madrasah education was the only Journal of Advanced Education and Sciences
2022; 2(1):13-18 ISSN NO: 2583-2360 Page | 17 education system all over India.
Collective effort for spreading Islam and enthusiastic look forward to the getting
knowledge was an evaluative mission for putting a unique comment in medieval
India. Madrasah education opposed the only Education right for the elite society.
Instead of that, Madrasah opened its door for the people of different races and
classes on the land of India.

16. Higher Education during COVID-19Pandemic: A

Trail through Online Classrooms in India
Abstract
The COVID- 19 pandemic has affected all sectors and compelled them to shift
their functioning from offline to newer online modes and latest technologies.
Education is the most prominent area which has quickly responded in changing to
this need and initiated online teaching-learning models in school as well as higher
education. The mode of education has drastically changed, technology has
replaced the traditional classrooms settings and interaction between the teacher
and the pupil. The integration of online learning with education particularly higher
education, has both positive implications and the drawbacks. Online education
has become the need of an hour and the lockdown restrictions imposed have
provided space for its growth and acquiring spaces in education and other
spheres. Though, there were few programmes for online learning in higher
education and certain policies but the government has introduced many policies
for online higher education. There has also been a sizeable increase the number
of start-ups for online learning and e-platforms during the platforms. Some
pertinent issues like affordability, accessibility, infrastructure and acceptability
continue to be major problems in imparting education through online medium in
India. This chapter attempts to explain online learning in higher education during
the COVID- 19 and highlight the related issues like dependence on technology, a
necessity and not a choice, policies related to online higher education in India,
growth of start-ups, e-learning platforms and the problems related to online
learning in higher education in India.

17. An Overview on Higher Education in India

ABSTRACT
Education is a country's strength, and it has long been known that educational
institutions have a direct impact on a country's economic performance. A well-
educated populace is expected in a developing nation. India has the world's third
largest higher education sector, behind the United States and China. Since
independence, India has made tremendous educational progress as a developed
country .

KEYWORDS: Colleges, Multinational, Organisations , Right To Education Act,

Scientific Study Student Enrolment.

INTRODUCTION
Since independence, India's higher education system has witnessed a substantial
increase in the number of institutions and colleges. The 'Right to Education Act,'
which pushes for free and compulsory education for all children aged 6 to 14, has
ushered in a change in the country's educational system, with data indicating
considerable progress in schools over the last four years.

India's Higher Education Challenges:

Because of the many years of democracy in our educational system, we still

require several levels. We can't identify a single one of the world's top 100
colleges. Several regimes have come and gone over those six decades. They
attempted to improve the educational system by launching many educational
programs, but they were insufficient to establish a global example.

1.2. Higher Education Possibilities:

India is a large country with an estimated population of 150 million young people
between the ages of 18 and 23. The sheer size of India's higher education sector
offers tremendous potential for expansion. During 33,000 colleges and 659
universities now exist in India, which has expanded significantly over the past six
decades. In 2012, India had 21.4 million admissions, making it the world's third-
largest school network

1.3. Regulatory Changes:

Public-private partnerships are often encouraged in odd sectors such as rooms

and the like, and are utilized to enhance higher education in rural locations. The
government should provide specific incentives to private businesses and
organizations in order to carry out the Public Private Partnership's programs.
Higher education should be given a leadership role in reshaping and enhancing
the quality of higher education on a regular basis. The quality of education
provided by provincial, central, and private institutions should be enhanced, and
the UGC's quality assurance body's changes should be implemented.

1.4. Challenges in Higher Education:

In present scenario the challenges in higher education are:

1.4.1. Demand-Supply Gap:

According to the recent report of HRD ministry, presently about 12.4 percent of
students go for higher education from the country. If India were to increase that
figure of 12.4%to 30%, then it would need another 800 to one thousand
universities and over 40,000 colleges in the next 10years.

Quality Education: In the global market, the quantity and quality of highly
specialized human resources define their competency. Two-thirds of India's
colleges or universities, according to a previous government study, are below par.

1.4.2. Development and Research:

Higher education and research are mutually beneficial. According to available

government data India's spending on research and development in the area of
science and technology as a proportion of GDP was 0.8 percent in 2005-06. Israel
(5.12 %), Sweden (4.27 %), Japan (3.12 %), South Korea (2.96 %), the U.s. (2.78 %),
Germany (2.74 %), or France (2.74 percent) spent the most on science and
technology as a percentage of GDP (2.27 percent). China (1.54percent), Russia
(1.74 percent), the United Kingdom (1.88 percent), or Brazil (1.04 percent) have
all spent more than India.

1.5. Recommendation:

In order to face the difficulties ahead , we propose the following , based on the
current state of higher education in India :

The government should provide tax breaks and other financial incentives for the
establishment of higher education institutions.
Education provided by the private and business sectors.

Open universities should be encouraged to provide high-quality programs at a low

cost .

LITERATURE REVIEW
Gikandi Et Al Studied About Instructors must rethink fundamental issues such as
teaching, learning, and assessment in unconventional settings as online and
blended learning become increasingly common in higher education. An integrated
narrative review was utilized in this study, which includes systematic searching,
assessing, and writing of the literature to bring together key themes and findings
from research in this field.

 Education provided by the private and business sectors.

 The government should provide tax breaks and other financial incentives for the
establishment of higher education institutions.

In order to face the difficulties ahead, we propose the following, based on the
current state of higher education in India:

DISCUSSION
Education is a country's strength, and it has long been recognized that a country's
economic success is directly influenced by its educational institutions. After the
United States and China, India has the world's third biggest higher education
industry. India, as a developed nation, has been making significant educational
strides since independence. Although India's higher education industry has faced
many challenges, there are numerous possibilities to overcome these obstacles
and enhance the higher education system.
CONCLUSION
Learning is the process of molding and growing one's body, intellect, and
character. It connects the brain, heart, and intellect, allowing a person to develop
an all-encompassing personality that represents his or her finest qualities. Higher
education in India has advanced quickly since liberation in the past six decades,
yet it is not equally accessible to everyone. With yearly growth rates of more than
9%, India is presently one of the world's fastest growing nations.

18. Equitable Management Education in India

by Dr. Aruna Deshpande Associate Professor ADMI aruna@admi.mu.ac.in

ABSTRACT
Need and Importance of Management Education for Equitable and Prosperous
India.
Management education plays an eminent role to cope with the fast changing
business scenario in the world. Almost all organizations are giving a relook into
their whole gamut of activities and evaluating the impact and profitability of each
of them, further relating them to the infrastructural requirement proliferation of
activities or unrestricted diversification which was a product of digitisation.

Key Words: Management Education, Organisations, innovations, employability.

Introduction
‘What the world needs now is good entrepreneurs, good managers, and good
business leaders. I believe the best antidote to intolerance or the clash of
cultures or poor foreign policies, is to develop good managers, create new
businesses, innovate and generate value and weal that all levels of society.’
expressed by Santiago Iniguez , the dean of the Spanish Business School Instituto
de Empresa in his new book “The Learning Curve”.

Sociologists characterize 20th century society as a society with fundamentally

new characteristics compared with previous historical societies. It is a society of
organizations. Organizations have pervaded all parts of our lives. They range from
business organizations, to education, hospitals, semi-public and public
organizations, NPOs, and so on. They are the organs

Hence study of existing management education needs to be understood by

addressing the following issues:

 Should this be addressed and if so what are the priorities??

 How can management capabilities for innovation and entrepreneurship be
better embedded in existing programmes ?
 What would the benefits be of large-scale cooperation on these subject
(along the lines of “technology platforms”)?
 How could the subject of management research and education be included
in the business innovation?

Importance of Management Education:

 Management Education offer an intellectual and professional challenge as a
component in the managerial formation of future senior higher managers;
develop an understanding of the key concepts in the academic literature and in
the field of professional practice is relevant to higher management.

In strategic organizations, sector specific skills required are:

 Drive the workforce skill development in their sectors that improves

productivity, business growth, public service improvement and
employability;
 Build sector specific unrivalled intelligence and analysis of the skill needs
that leads to supply of skills addressing the changing and future
requirements;
 Forge strong links between employers and higher education institutions;
and
 Directly influence the planning and funding of education and training;

Share winning business cases to benchmark skill investment and the effective use
of Manpower for employability.

Professionalism in Masters Business Management and Diploma in Business

Management Education:

There are many reasons for the wide differences in the quality of management
education indifferent institutes globally. The main reason is the absence of a body
that can ensure that the standards set are practiced and retained by all
management institutes. In order install quality in management education in India,
the AICTE and MBA colleges / universities in the country should focus on the
following issues:-

• Quality of faculty

• Infrastructure development and Digitization of processes

• Accountability of management institutes

• Values and ethics

• Role of professional bodies (DTE, etc).

Adequacy of Qualified and Competent Faculty members, Infrastructural

Facilities and Updating of Curriculum

The institutes running Management courses must have experienced full time
faculty in main areas of management. Faculty must meet at least one of the three
criteria requirements, namely–consultancy experience, research experience in
management or knowledge of the latest management trends in terms socio-
technical systems and managerial techniques in the industry. The other aspects
considered are:-

- Infrastructure and facilities: These must include class rooms with multimedia
and projection facilities, computers and peripherals and a good library with
collection of books on all management subjects.

- Updating of Curriculum: The management courses and programmes being

conducted in the institutes must be in line with the current requirements of the
corporate world and other organizations.

- Lack of Industry orientation – the essence of the system still follows

examination based evaluation processes and not project based assessments;

- Rigidity – Since all educational institutions are under the ambit of UGC
regulations the process of re-evaluation of course content becomes non-flexible;

- Lack of industry experience of the teachers themselves;

Skills Imparted through the regular Management programs:

Recognizing the importance of research, several Indian committees have

recommended promoting a strong research culture in management institutions.
But, there has been a prevalent Indian mind-block against research in past years,
and many management teachers thought that teaching could be done without
research

Specific Business Skills required by Management Students entering Industry:

 The curriculum of regular MBA programmes today stresses on communication
skills, both written and verbal, which establishes desirable and qualified student
profiles that promote ready acceptance of students by colleagues in a range of
workplaces.

- Leadership Qualities:

- Analytical Power :

- Ethical Component:

- Dressing Sense :

- Language:

- Appearance:

- Manageability :

- Industry's View :

- Professional Commitment:

- Technology upgradation:

Conclusion:
In order to get back to sustainable growth, high performing organizations are
needed in all parts of society. Even though budgets are being cut, higher and
better outputs from organizations are required. While large businesses are eager
in cost cutting (including human resources), non-business organizations and the
public sector have not yet fully woken up to this new challenge.