Education, Skill Development impact on Economic Growth in India

Education is a process of facilitating learning – knowledge, skills, values, beliefs etc. So, education determines the country’s future as it is having all the powers to change everything. We have come across  so many philosophies like naturalism, realism, idealism, modern philosophies and philosophers like Jhon Dewey, Arbinto Gosh, Rabindranath Tagore, MK Gandhi who believed in traditional way of learning along with modern concepts and also Nehru had strong believe in Rationalism.

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Apart from these, we had older way of educational methodology like Gurukuls, where students have to stay and learn the mantras, Upanishad by storytelling, games, managing the battles, moral values, leadership skills etc taught by gurus. But the drawback of this methodology was it is only applicable for certain group of people like those who are from Shatriyas and other forward castes.

The difficulties and struggle were felt from the olden period onwards, but still we did not achieve 100% in that. It should reach all people irrespective of age, sex, economic status, religion, language, cultures etc. “Education for All” Initiative must be initiated soon. “A high rate of education is essential for countries to be able to achieve high levels of economic growth so that the developing countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries”.

Strong Review Argument  

Education contributes to economic growth by imparting basic attitudes, moral values and specific skills, which are necessary for variety of places. It contributes economic growth by improving health, reducing fertility, and political stability. Importance of educational system is to produce a literate, disciplined, flexible labour force via high-quality education. Musiban Adelunji et al (2005), the paper investigates the long run relationship between the education and growth in Nigeria by Johansen co-integration technique and the vector error correction methodology.

The results showed that long run relationships between enrolments in primary and tertiary level as well the average years of schooling with output of workers. The results revealed that a well-educated labour force possessed a positive and significant impact on economic growth through factors accumulation and on the evaluation of total factors productivity. P Aghion et al (2009) conducted a study on casual impact of education on Economic growth’s evidence from U.S. The hypothesis tested some investments in education raise growth. They find that exogenous shocks to research type education have positive effects in states fairly close to the technological frontier.

Denise Hawkes et al(2012) a meta analysis was done on relationship between education, skill and economic growth in low– income countries(LICs). Objective of the study was to address the impact of education, skill on economic growth to the direct effect on human capital investments on growth in LICs. The search based on 43 LICs, 3,842 unique studies were screened. The results showed that investing in education skills promotes economic growth in LICs correct in general. Also, some gaps like improper measurements in education and skills were found.

The principle finding suggests that those national and transnational organizations who have invested heavily in human capital development in LICs are likely to see a return on this investment in terms of economic growth.


What countries stand to gain? OECD (2015), the analysis shows that growth is directly and significantly related to the skills of the population. The key is to measure the skills properly. Skills are measured by the aggregate test scores on international mathematics and science tests. Concluded that population’s knowledge, capital, or collective cognitive skills, is by far the most important determinant of a country’s economic growth.

Hanushek and Woessmann (2008), a study conducted on the role of cognitive skills in educational development shows that school attainment alone has not guaranteed economic conditions and they assessed the International Achievement test across the countries. The findings in Singapore, Taiwan, and Korea showed scores above 555. But India is in between the score of 400-450 and the assessment of grades the school dropouts between grades 5 – 9 and never enrolled school are more in south Asia particularly in India.

The study concluded that cognitive skill of the population is powerfully related to individual earnings to the distribution, to economic growth and also much larger skill deficits are there in developing countries. The main objectives of this article was to assess the existing level of education and skill development that will help find solution to fill the gap between the existing and future education, skill development in India.

Present Educational System in India

The Indian educational system is producing more graduates every year. But the graduates havelack of basic communication and problem solving skills. Those are essential for even the elementary level jobs. Today’s education is seen only in earning money. Education is offered to earn good money and also the educational institutions have become more commercialised.

When we talk about present curriculum in India, it is out dated nearly 30 years old. Some institution sticks on an old curriculum. Few want the change and fight a long futile battle trying to change it. So there is a need of massive change in present and development of new curriculum along with administering the planned one. Vocational training should be mandatory alongside lots of practical work, as more importance has been given to theoretical classes rather than practical classes due to many issues like lack of facilities, lack of trainers etc.

The present day education system in India comprises of about 600,000 primary, 150,000 upperprimary, 70,000 secondary school and higher secondary schools. The network of institution of higher education includes more than 7000 colleges of general education about 1000 professional colleges and number of specialised institutions in industrial, scientific, technical, social sciences and research. There are 150 million students who are enrolled with an employment of about 4 million teachers.

Creating more schools and allowing hundreds of colleges and universities to mushroom is not going to solve the crisis of education and economic growth in India. Parents are spending more money for education, even though not getting standard education and struggling to find employment of their choice. There are millions of students who are the victims of unrealistic, pointless, mindless rat race. The mind numbing competition is not only crushing the creativity and originality of millions of Indian students but also drives students to commit suicide.

Significance of Education, Skill and its Impacts on Employability 

Education is the backbone of each family that too women’s education is very essential. Nowadays, the value of education is just earning a degree without a goal, why this happens? The reason islack of reinforcement, loss of hope on employment. “Nation does not need pointless, goalless youngsters, instead need mindful, talented, skilful youth to compromise the dynamic society and improve the status of our country among others”. So the government has the responsibility to bring the hope and set stage for the youngsters of India.

Each individual has to think and answer these questions like where we stand? What we have? Where has to go? What is our life time goal? How to bring the status in the society? This is not only for the people and also for the nation. The Nation also should set the goals on what we have? What must be taken initiative to improve the economic growth? What are all the sectors that need attention to improve the economic growth? So select that kind of areas and plan the strategies to implement the methodology which should contain need based education and skill development and plan for periodic monitoring.

Education alone is not needed. For proper execution, skill is necessary. In India, importance of skill is an unattended aspect except in few areas like Medicine, Engineering etc that too not everywhere. What about other areas of studies? The graduates are still struggling in communication, lack of boldness to present the presentations. India is composed by demographic dividend with multiple languages, cultures, religion etc. So teaching in common language is not possible like other countries, if we do it, other issues crop up.


Skill Learning

Having knowledge alone is not adequate to bring the changes, the need of skill to execute properly is important. Now the new ministry introduced “Skill India Mission” for the youth to meet their domestic demands and also for the betterment of economic growth of our nation. Through this mission, Jobless, school dropouts, graduated, uneducated, and women will be given training based on their knowledge and ability which will certify them to get the jobs. For the students it will be starting from the school to provide communication skill, entrepreneurship, problem-solving skills, etc.

The skill India mission has been introduced all over the India. It is not only for the schools, “SKILL FOR ALL” irrespective their education, sex, age etc. The central government has many vocational and professional skill-based training programmes. Apart from the courses the mission is planning to reach the rural India also. So the main aim of the mission is reach the outreach population. Training will be given to carpenters, black smith, masons, nurses, cobblers, welders, tailors, weavers etc. Importance will be given to the area where the government can improve the economic growth like real estate, construction, jewellery designing, tourism, banking, transportation, gem industry, textile etc. It will improve the individual earnings and which directly influence economic growth of the nation.


The mission also plans to bring the courses for specific age groups on language and communication skills, personality development skills, behavioural skills, life and positive thinking skills, including job and employability skills which will be conducted by group discussion, games, brainstorming, simulation, practical experiences and case studies etc. This will be managed by academic institutions, public and private sectors, Nongovernmental organizations etc.

Quality of schooling institutions and Economic Growth

Micro economic evidence of productivity increasing the effects of education and skills, it is naturally extending the view to the macroeconomic perspective of long run economic growth of countries. It is same like education earning relationships. There are three mechanisms through which the education may affect economic growth.

First, education increases the human capital inherent in the labour force, which increases labour productivity and transitional growth towards equilibrium level of outputs. Secondly, education may increase the innovation capacity of the economy and the knowledge on new technologies, products, processes, promotes growth. Thirdly, education may facilitate the diffusion and transmission of knowledge needed to understand the process new information and to implement successfully new technologies devised by others, which again promotes economic growth.

Problems and Policies

Today, problems of identification are too high in India. For example, concentrating on teacher’s salaries, class size, and institution benefits etc., secondary schooling literacy rates are low. Thereare encounter sporadic or nonexistent assessment of student education which is are important issues.

The shift of focus of focus from year of schooling to cognitive skills has important policy implications because policies that extend schooling may be very different from best policies to improve skills. The policy conundrum is that student achievement has been relatively impervious to a number of interventions that has been tried by countries around the world.

1. Improve and revise the health and nutrition policy which directly influences children’s ability to concentrate and leads to gain in basic achievements.

2. Create awareness about people involvement for support their children and provide path todevelop their skills.

3. Strongly need to change the structural changes in curriculum and school institutions.

4. Recover school resources and skill-based education.

5. Improve incentives for student’s performance and strong accountability system that accurately measures a student’s performance.

6. Local autonomy that allows schools to make appropriate educational choices and competition in schools, so that parents can enter into determining the incentives that schools fare.

7. The student autonomy also considered because parents should not impose to select the path.

Cognitive skills have powerful effects on individual earnings on the distribution of income and on economic growth. Changes in curriculum structure and measurements of tools which assess cognitive skill are needed to bring the better impact on economic growth, because economic growth is strongly influenced by the skills of labour force in India.

By A Mahendran

RGNIYD- Sriperumbudur, Tamil Nadu.


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KV Pattom best government school in the country

THIRUVANANTHAPURAM: Kendriya Vidyalaya, Pattom, here has been adjudged the best government day school in the country in the Education World India School Rankings 2015. The hitherto unranked school, trumped last year’s list topper KV-IIT Madras in the category.

A number of schools from the state figured in the top ten list in various categories.

Education World has been publishing the annual Education World India School Rankings with C fore, a Delhi-based market research and opinion polls agency for the past seven years.

Kendriya Vidyalaya Pattom
Kendriya Vidyalaya Pattom

“The objective of the annual EW India School Rankings is to track and proclaim the country’s best schools as role models for the entire community of educators, and inspire top-ranked schools themselves to improve from good to great,” said Dilip Thakore, founder-editor of EducationWorld.

The awards will be presented at a function scheduled to be held on September 25 in New Delhi. In the last four months 120 field personnel of C fore interviewed 11,660 people including parents, principals, teachers and students in 27 cities and persuaded them to rate schools in their region on a ten-point scale across 14 parameters of educational excellence. They rate and rank over 800 of India’s high-profile schools.

Established in 1964, Kendriya Vidyalaya Pattom is amongst the oldest KVs and has been widely accepted as one of the best schools in the country. The school recently celebrated its golden jubilee and was in the news for getting the top rank in CBSE class XII 2015 examination.

“The award hasn’t come really as a surprise as the who is who in the alumni list of the school stand proof to the meritorious service the school has done to the country,” said principal of Pattom K V S Ajayakumar. “Top rated on the parameters of competence and commitment of teachers and sports education, and rated highly on parental involvement and value for money, KV Pattom has beat other government schools by a comfortable margin,” he added.


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International Literacy Day: Here are some of the greatest Indian educators

downloadSeptember 8 is celebrated as International Literacy Day every year since 1965, when it was first proclaimed by UNESCO.

There were several pioneers who strove to make bring quality education in the country. Let’s take a look at some of the greatest educators in India.

Sir Syed Ahmad Khan

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Sir Syed Ahmad Khan

It may be blasphemy in today’s times to name Sir Syed Ahmad Khan as one of India’s greatest educators, but one cannot ignore his contribution to the education of Muslims in the Indian subcontinent. The Aligarh Muslim University, founded by Sir Syed Ahmad Khan is ranked among the top universities in India. Khan saw the need of modern education amongst Muslims, and started a movement to create awareness about education amongst fellow Islamists. He first started a school in Muradabad and then followed it up with many more. Muhammedan Anglo Oriental College was founded in 1875 in Aligarh, and Sir Syed Ahmad Khan wanted it to become a Muslim university on par with Cambridge. He literally started a movement called the Aligarh Movement and stirred up an educational revolution amongst Muslims.

Karmaveer Bhaurao Patil

Karmaveer Bhaurao Patil
Karmaveer Bhaurao Patil

While Mahatma Jyotirao Phule and his wife Savitribai can be credited for the spread of mass education in Maharashtra, Bhaurao Patil took this legacy forward by setting up schools and colleges throughout the state from 1920 onwards. He was the pioneer of the ‘earn while you learn’ system in Maharashtra and set up numerous hostels and boarding houses for needy kids. Patil’s contribution seems larger when we consider the caste system predominant in Maharashtra and he insisted that his institutions will be open to all. His wife Laxmibai was equally supportive in his cause and reportedly offered him all her ornaments, including her mangalsutra, to ensure there was no paucity of funds for his schools. Patil turned the Rayat Shikshan Sanstha into a mass movement as he sought contributions as little as a few paise from the rayat i.e. the common people.

Savitribai Phule

Savitribai Phule
Savitribai Phule

It may be a sweet dilemma – is her contribution to women’s education greater than her husband Mahatma Jyotirao Phule, who was one of the greatest social reformers in Maharashtra? Savitribai followed up with every cause that her husband took up and surpassed him. While Jyotirao took up the women’s cause, she made him open schools for girls, unheard of in the middle of the 19th century. People threw cow dung at them in conservative Pune, as the couple opened the first school for women. Jyotirao supported widow remarriage, adopted a boy from a widowed Brahmin lady who was going to commit suicide and opened a care home for orphans. Savitribai took care of the kids like her own. Her death too was in tune with her life. As she took bubonic plague victims from Pune to her son’s clinic, she contracted the disease herself and died. Today, Pune University is named after her.

Dr RM Alagappa Chettiar

Dr RM Alagappa Chettiar
Dr RM Alagappa Chettiar

Born in Kottaiyur in the Sivaganga district, Dr RM Alagappa Chettiyar was a model teacher who was friends with Dr Sarvepalli Radhakrishnan, the former President of India. He strongly believed in education and donated generously for the cause. Dr RM Alagappa Chettiyar is said to have revolutionised education in Karaikaudi. The Alagappa Arts College was started at Karaikudi thanks to his donation in 1947 and 11 educational institutions were built subsequently in the Alagappa name thanks to his foundation and donations. These include the Alagappa College of Technology Campus (Anna University) and Alagappa Chettiar Government College of Engineering & Technology (ACCET), Karaikudi.



Dr Mrs YG Parthasarathy

Dr Mrs YG Parthasarathy
Dr Mrs YG Parthasarathy

In 1958, a group of housewives, including a former journalist Mrs YG Parthasarathy from the Nungambakkam Ladies Recreation Club, came together to set up the Padma Seshadri Bala Bhavan School (PSBB) in Nungambakan, Chennai. Today, the group of institutions headed by Padmashri Awardee Dr Mrs YGP (as she is popularly known) has branches in Chennai, Coimbatore, Bengaluru and Hyderabad. The PSBB Group schools were ranked first in the south zone in the Day Schools category by a survey conducted by Education World in 2011. 90-year-old Mrs YGP still looks after the schools.

Dr Tonse Madhav Ananth Pai

Dr Tonse Madhav Ananth Pai
Dr Tonse Madhav Ananth Pai

Manipal in Karnataka flourished into a university city thanks to educationist and banker Padma Shri Dr Tonse Madhav Ananth Pai or Dr TMA Pai. Born in 1898, Dr TMA Pai was the first person in India to start a private, self-financing medical college that offered the MBBS course. Before he passed away in 1979, DR TMA Pai went on to set up numerous other institutions in Manipal like Kasturba Medical College (1953), Manipal Institute of Technology (1957), Manipal College of Dental Sciences, Manipal College of Pharmaceutical Sciences and the Kasturba Medical College, Mangalore.




K Kamaraj

K Kamaraj
K Kamaraj

This politician from Tamil Nadu was hailed as a ‘kingmaker’. In 1954, Kamaraj became Chief Minister and made significant changes to the education system in the state. He removed the family vocation-based Hereditary Education Policy and opened new schools in rural areas to provide access to education for students there.

As Chief Minister, he made sure every village and panchayat had at least one school and introduced free and compulsory education till 11th standard. The Midday Meal Scheme that provides one meal a day to students in government schools in Tamil Nadu today, was introduced by him. Education in the state rose from 7% to 37% post the education reforms he introduced. A lesser known fact is that it was thanks to his efforts and that of Governor Medhi, that IIT Madras was established in 1959.



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International Literacy Day: How far has India come since Independence?

Right to education is one of the important mandates for the Narendra Modi-led government. Under the Right to Free and Compulsory Education (RTE) Act, 2009, all Indian private unaided primary schools have been mandated to reserve 25% free seats for children belonging to weaker sections and disadvantaged groups. In particular, Section 12 (1)(c) of the RTE  Act stipulates that the 25% reservation be implemented while admitting students  to Class 1. According to the mandate, No child from class one to eight can be detained in the same class; all of them have to be promoted. Representational image

September 8 is celebrated as International Literacy Day every year since 1965, when it was first proclaimed by UNESCO. While millions are yet to come under the literacy bracket, and the government battles for a digitised, literate, and a financially-able India, let’s take a look at how far the country has come in terms of literacy rate since independence.

Crude literacy rate

India’s crude literacy rate, calculated by taking the entire population in consideration, i.e. including persons of ages 0-4 years or 0-6 years too, has grown consistently since 1901, continuing the growth streak post Independence too – overall, in males and females. The improvement in crude literacy rate has been phenomenal (48.22 percentage points) in post-independent India. The corresponding increase in case of males has been of 46.32 percentage points and among females it is of 49.69 percentage points.  


Overall literacy rate

Since 1951, overall literacy rate has gone up from a mere 18.33% to 74.04%. On an average, literacy rates have went up by atleast 9-10% every decade. With the highest jump seen from 1991 to 2001 – a 12.62% climb. It is important to note that in 1951, 1961 and 1971 censuses, ages 5 and above were considered for the literacy ratio calculation, while after that – in 1981, 1991, 2001, and 2011 – ages seven and above were considered for the calculation.

Literacy in males

The rate of literacy in makes grew from 1951’s 27.16% to a whooping 82.14% in 2011.

Literacy in females

Literacy among women rose from a puny 8.86% in 1951 to 65.46% in 2011. Gender gap

The gap in the number of literate Indian males and females was 18.30% in 1951. What is interesting is that it stayed well above 20%, averaging near 24.4%, between 1961 and 2001, dropping 4.91% to 16.68% from 2001 to 2011.  

2012-13 (provisional)

40% of the literate population took Arts, Humanities and Social Sciences at the under graduate level in 2012-13, as against 16.34 takers for Engineering & Technology, 14.53% for Commerce, and only 4.11% for IT & Computer-related fields.

(All data from National Commission on Population)  

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Funding education dreams and making money

Education loan in India is still a modern concept, opted for by students with proven academic record

With rising cost of higher education, loans are becoming a key source of funding for those who want to get into top-notch institutes in India and abroad. Higher education is a Rs 80,000 crore market. And education loans for them is a Rs 13,000 crore space that’s growing at a fast clip. While the majority of courses opted by aspirants are the usual MBA and medicine degrees, students are increasingly showing propensity to try out new vistas.

Education loan in India, unlike abroad, is still a very modern concept and is opted for by students who have a proven academic track record. These students are very confident of paying back the loan once they are employed after completing their course in India or abroad.

Indian students are the second largest group of international students in the worldwide higher education market today. Combined with this, the rising costs of higher education and the Indian rupee’s slump in global markets have resulted in expanding the demand for education loans for especially foreign studies.

Rising cost of higher education in INDIA

Specialised players

All the public and private sector banks are providing education loans. A few education loan specialists have also emerged — Avanse promoted by Dewan Housing Finance (DHFL) and Credila promoted by HDFC. Among the banks, State Bank of India is a major player in funding education loans along with other large PSU banks. Neeraj Saxena, CEO, Avanse education loans said, “Every year spending on education is rising at 10 per cent to 15 per cent, higher education spending in India is around Rs 80,000 crore, at present, of which 15 per cent to 16 per cent is funded through loans.”

Education loan is becoming crucial for funding studies abroad as well as for highly sought after courses in India. As per latest data, 3.5 lakh students go abroad for higher studies every year. Of this, 2.5 lakh go to the US alone. “The total spend on pursuing masters degree in the US for an exceptionally bright student is around Rs 25 lakh ($37,593 at current rupee-dollar rate of 66.5), and the cost for MBA course in India is around Rs 16 lakh to Rs 17 lakh. “The education finance business in India has grown at the rate of 30 per cent CAGR over the past five years from Rs 15,200 crore in 2006-07 to Rs 50,300 crore in 2011-12,” Saxena said.

With India’s youth showing high degree of maturity in terms of what they would like to pursue as a career and how they would like to finance their higher studies towards that goal, students themselves are involved in loan application and processing these days, thanks to information available on line and growing role of education consultants in guiding students to a right course and university, Saxena added.

Specialist education loan providers like Avanse are also prospecting students who would need loans from them in future by forging a relationship with around 400 educational institutions and 600 education consultants within the country as well as abroad.

“The number of students pursuing higher education in India and overseas has been growing year on year despite uncertainties in the economy and the rupee’s depreciation against the dollar, pushing costs up by 20 per cent to 30 per cent,” said an official from Credila.

New vistas

Students are no more interested only in traditional courses for higher education, but are foraying into new areas. “Credila has noticed a growing preference towards unconventional courses like sports management, acoustics & music technology, sports therapy and sometimes courses as specific as cardio-respiratory physiotherapy in place of the popular engineering or traditional MBA programmes,” Credila official said.

With growing education loan demand, specialised education loan companies are seeing high growth in the range of 30 per cent to 50 per cent year after year.

As per provided data, Credila has disbursed a total of over Rs 2,300 crore of education loan at the close of May, funding thousands of students studying over 900 unique courses in more than 2,100 institutes across 35 countries.

Relatively new in education loan finance, Avanse has financed close to 3,000 students and had a loan book of Rs 375 crore as on March 31. Loans covering the full cost of the undergraduate education are available through many banks and NBFCS — sometimes the amount being disbursed is as high as Rs 1 crore or more.

The loan covers the entire cost of education for 3 or 4 years, including lodging – boarding and travel expenses. This allows students to choose a loan that suits their study needs completely. During loan processing, the student is required to bring a parent as a co-borrower and a collateral security is also required to guarantee the loan.

Bank on us

Most banks provide unsecured lending up to Rs 7.5 lakh as no collateral is required for loans up to that amount. Banks like HDFC Bank provide wider collateral options for securing a loan of a higher amount than Rs 7.5 lakh like residential property, bank’s fixed deposit, LIC policy, national saving certificates (NSC) or a kisan vikas patra (KVP) issued by India Post.

Some financial institutions may waive off the collateral for certain courses or for meritorious candidates where job is guaranteed. Also, the value of the collateral can be less than the loan amount requested. Normally, lenders require collateral covering 100 per cent or more of the education loan amount.

Processing of education loan for courses starting in the July-September period every year starts in December of the previous year, allowing a gestation period of around seven months.

There are several benefits of an education loan. First, for exceptionally bright students, the repayment of the loan which happens after the completion of the course opted for is not difficult, as they get a job and payments are allowed over a period of 10 to 15 years. During the period of study, students and parent as their co-borrower are asked to pay simple interest or partial interest.

There are some tax advantages also provided by the Union government on interest paid on the education loan. Under Section 80 E of the Income-Tax Act, a person gets income-tax exemption on the amount paid against the interest of the education loan — either for self or for his/her spouse or children — for eight years from the year (s) he starts to repay the loan or for the duration the loan is in effect, whichever is more.

The above tax exemption is on loan taken for the purpose of pursuing higher studies of individual, spouse, children of individual. Hence, parents are also eligible to claim deduction of interest paid by them on loan taken for their children’s education.

With effect from assessment year 2010-11, the income-tax department has added additional fields of studies (including vocational studies) pursued after passing the senior secondary examination or its equivalent from any school, board or university recognised by the central or state governments. These are now covered under deduction in respect of interest paid on loan taken for higher education.

The Union government also provides interest subsidy from the ministry of human resource for students from economically weaker sections with annual gross parental/family income up to Rs 4.50 lakh per annum from the academic year 2009-10. The scheme is applicable only for studies in recognised technical/professional courses in India in educational institutions established by Acts of Parliament, other institutions recognised by the concerned statutory bodies, Indian Institutes of Management (IIMs) and other institutions set up by the central/state government. The limit under this loan scheme is Rs10 lakh.

The subsidy is provided for the period of moratorium i.e., 12 months after completion of the course or six months after getting the job, whichever is earlier.

Education loans allow a student to focus on pursuing the course of his or her choice and securing a great education. For example, a student pursuing a master’s course in the US with the help of an education loan finds it’s easier to repay, as he or she gets a job in the US or in a multinational company easily. Their salaries in dollars make it easier for them to pay back the loan in a short span of time.

In top US campuses like Princeton University, University of California (Berkeley) or Yale, the tuition fee is in the range of $37000 to $60,000, at present, according to education experts tracking course fees. While education loan in India is in a nascent stage, both lenders and borrowers need to exercise caution to avoid large NPAs.

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Smriti Irani invites suggestions on new education policy

NEW DELHI: HRD minister Smriti Irani today invited suggestions from teachers and students of CBSE schools on the new national education policy, the draft of which is expected to be prepared by the year end.

download (7)Presenting the CBSE awards to teachers ahead of the national teacher’s day celebrations on September 5, the minister also favoured introduction of three new award categories including a category that recognises a teacher’s achievement in promoting education in rural areas.

“CBSE should also be involved in drafting the new national education policy and should ask the students and teachers about their views, the inputs of which should be collected by November 15,” she said at the award function.

The new education policy seeks to involve stakeholders from cross sections of the society including the teachers and students, the consultation process of which has began from January this year.

Hailing the achievements of the teachers who were felicitated at the event, she asked CBSE to constitute three award categories, felicitating teachers who promote performing arts, who venture beyond the classrooms and promote innovation and those who promote teaching in rural areas.

Thirty-four teachers from across the country and abroad were conferred the CBSE award for their innovations in classroom teaching.

The selection of the awardees is based on the academic efficiency and desire for improvement, genuine interest and reputation in the community, love for children, perseverance and commitment towards the field of education.

Sixteen mentors were also awarded for collaboration and handholding through regular visits to clusters of schools for promoting quality.

The Mentors awards recognise principals who go an extra mile in their endeavour to promote excellence.

Mentors are selected on the basis of their training experience, professional guidance, positive role-modelling, collaboration with mentee schools and initiating innovative practices.

These awards consist of a Merit certificate, a shawl and a cash prize of Rs 50,000.

The process of selection is both rigorous and transparent.


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India’s teachers think pupils need more industry experience, survey finds

Teachers from various parts of the country have voiced their opinions on the current state of India’s learning environment through the ‘Pearson Voice of Teacher Survey 2015’.

Most academicians feel that the restructuring of the curriculum is the need of the hour. The survey, fielded in July-August 2015, represents the views of 5,387 teachers from schools and higher education institutes across 527 cities and towns in India.

As many as 75 per cent of the teachers feel that the curriculum should be restructured in a way that includes industry exposure.

The Pearson Voice of Teacher Survey 2015 found that many educators believe students are not adequately prepared for employment. (Picture for representation)
The Pearson Voice of Teacher Survey 2015 found that many educators believe students are not adequately prepared for employment. (Picture for representation)

Around 57 per cent of the teachers believe that students are not adequately prepared for employment.

“Indian government has shown the intent to build greater industry-academia partnership by proposing a consultative theme in the National Education Policy framework. We are glad that the teachers have not only collectively validated this idea of industry-academia collaboration but offered a specific solution of curriculum restructuring,” Deepak Mehrotra, managing director of Pearson India, said.

Moreover, high costs and lack of infrastructure and maintenance pose the biggest hurdles to technology adoption in educational institutions.

As many as 52 per cent of the respondents believed that India’s education assessment framework  lacks specific action points for teachers and parents to enable holistic education.

“Assessments play an important role in giving teachers and parents the right benchmark for personalised learning and better learning outcome. In the new education policy, teachers expect a more robust assessment framework.” added Mehrotra.


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Muslims want education, jobs and development

BHAGALPUR: The tone and tenor of minority community members present in good number at the PM Narendra Modi’s rally was different. They talked about education, enhancing technical skill, employment opportunities and development in Bihar.

At the same time, they didn’t feel comfortable talking about infamous 1989 Bhagalpur riots after nearly 26 years. They, instead, dismissed the riots as a non-issue which the political parties should not raise to bully any community. Communal harmony and peaceful coexistence with state’s development was the buzz word for them, now.

They were seen discussing ‘vikas, vishwash, vichar aur pradesh mey kaisi sarkar (development, trust, understanding and what kind of government in the state needed). TOI talked to a cross-section of the minorities to elicit their points of view vis-a-vis assembly election in the state.

Md Manjoor Ali, a Bhagalpur local, said “aman-chaain aur vikas hi mudda hai aur hum log bacchon ko acchi shiksha dena chahte hain (communal harmony and development are the issues and we want good education for our children)”.

MBA graduate Syed Zeejah Hussain, who works in a private company and is a social activist, said development is very important for every section of the society, including minorities. Communal feeling fades away with education and development. It is a heartwarming situation that every politician now talks about development, he added.

Dr Imtiyazur Rehman, a leading neurosurgeon, said 1989 riots memories have faded away and new generation has come up. “We all want development and education. We want quality education for our children, he said.

Md Arif said earlier people used to vote on different counts, but now the focus is on development, employment, electricity, roads, law and order, etc. It is for sure that developmental issues are on the forefront and other issues have taken a back seat, echoed Hasnain Ali.

Md Jumman, an old man sitting at the meeting ground, said, “Hum gareeb hain kya bolen, lekin tarakki hogi, aman chain hoga toh sabka bhala hoga. Abhi tak toh sirf log bewakoof banatey aaye hain.”


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KSOU Still Dragging Its Feet on Recognition Proposal

BENGALURU:The board of management of Karnataka State Open University (KSOU) is meeting on Monday amidst uncertainty among thousands of candidates about the validity of its degrees.

The varsity was derecognised on July 16 after it failed to send a proposal to the University Grants Commission (UGC) in the prescribed format to renew its recognition. The UGC first issued a notice to the university, but since it found the KSOU response unsatisfactory, it slapped a second notice on August 17.

“It is requested that the university may submit an affidavit on a non-judicial stamp paper” stating that “the university has closed its franchisee with private establishments and study centres outside the territorial jurisdiction of Karnataka,” the notice reads.

UGC has also demanded that the varsity affirm in the said affidavit that it has also discontinued its franchisee/private collaboration to offer its open and distance learning (ODL) programmes even within Karnataka. The steps to continue the recognition of ODL programmes of KSOU will be taken only after the affidavits are received by the UGC, the notice said.

When contacted, M G Krishnan, KSOU vice-chancellor, played down the UGC notice. He said all required documents have already been submitted, and “they have only sought some clarifications.”

He said he had submitted the application for recognition to UGC in Delhi on July 16. “UGC authorities have convened a meeting on August 27 regarding the issue. I am hopeful that the issue will be sorted out on that day.”




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India, Australia education ties: Recognition of VET by India is a big step for Indian students

That Australia has emerged as one of the most-favoured overseas destinations for higher studies was once again highlighted during the visit of the country’s minister for education and training, Christopher Pyne, and ambassador for Australian education in India, cricketer Adam Gilchris.

That Australia has emerged as one of the most-favoured overseas destinations for Indian students for higher studies was once again highlighted during the visit of the country’s minister for education and training, Christopher Pyne, and the first ambassador for Australian education in India, cricketer Adam Gilchrist, last week.

Announcing to reporters in Delhi that 48,500 Indian students had already gone to Australia from India this year for higher education, minister Pyne said that his government was looking at expanding educational ties with India to research collaborations between top institutions in both the countries as well as linking schools in India and Australia.

“While the number of Indian students in Australia is growing at around 15% annually, we would also like to build a stronger relationship between educational institutions in both the countries,” the minister said. A significant development during minister Pyne’s visit was the announcement that the Indian government will soon recognise pathways and foundation courses offered by Australian colleges.

The memorandum of understanding signed between Pyne and human resource development minister Smriti Irani will now facilitate credit transfers and mutual recognition of qualifications between the two countries.

The recognition of Australian pathways and foundation courses in the vocational education & training (VET) sector by India is a big step for Indian students who choose to return to work in India or take up further studies.

“Recognition of qualifications from Australia in the pathways and technical and further education (TAFE) streams will provide flexibility to both Indian students as well as Australian institutions,” Pyne said.

The providers of VET in Australia include TAFE institutes, adult and community education providers and agricultural colleges as well as private providers, community organisations, industry skill centres, and commercial and enterprise training providers.

In addition, some universities and schools also provide VET. The sector, which is crucial to Australia both for the development of the national workforce and as a major export industry, is supported through a network of eight state and territory governments and the Australian government, along with industry, public and private training providers.

These organisations work together to provide nationally consistent training across Australia. Significantly, of the total number of Indian students who enrolled in Australian institutions between January and June 2015, a sizeable percentage joined vocational education & training courses.

In fact, 20,189 Indian students chose to join VET courses. Most sought-after subjects for VET among Indian students in Australia were management and commerce; food, hospitality and personal services; engineering and related technologies; information technology and health. “About half the cohort of Indian students in Australia join vocational courses.

The Australian VET system is very strong and is designed to address workplacespecific skills requirement of different industries. There is a strong connect between the Australia’s VET and Prime Minister Narendra Modi’s vision of building a skilled workforce in India,” minister Pyne said. He added that the number of Indian students in Australia was growing and was now second only to China.

“We welcome Indian students to Australia and feel that international students are the best ambassadors for our country. Besides providing a channel for soft diplomacy, Indian students also add to the multicultural mix in our classrooms,” he said.

The Australian government’s post-study work visas for international students who complete university degrees in Australia enables international graduates to gain practical work experience after they graduate and enhance their overall international study experience.

On completion of studies, a student can, under the subclass 485 visa category, work in Australia fulltime for a period of 18 months to four years (depending on their level of studies) along with an option of applying for permanent residency.

“While this programme is a big incentive for Indian and other international students after they complete their masters, bachelors or doctorate degrees in Australia, they are also allowed to work 20 hours a week during their courses,” the minister said.

During minister Pyne’s visit, Australia’s Group of Eight (G8) universities had also sent their representatives to India as part of the education delegation. Under a new agreement, the G8 universities will work towards attracting more top students from India.


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