Public Private Partnership in Teacher Education: Its Prospect and Strategiesiosrjce
India has one of the largest systems of teacher education in the world. Besides the University
departments of education and their affiliated colleges there are a number of govt. and govt. aided institutions and
self financing colleges and open universities who are engaged in teacher education. Though most teacher
education programmes are nearly identical their standard vary. Uncontrolled growth of the number of
self-financing teacher training institutions in the recent years has led to the unevenness in the quality of teacher
training institutions. The implementation of RTE Act creates an enormous need for teacher education of 12.84
lakh teachers for providing quality education to all children in the country irrespective of
gender,caste,creed,religion and geographies. This study is formulated to identify the role of public private
partnership in teacher education to meet the crisis of trained teachers and to reform the teacher education
programme ensuring quality
Public Private Partnership in Teacher Education: Its Prospect and Strategiesiosrjce
India has one of the largest systems of teacher education in the world. Besides the University
departments of education and their affiliated colleges there are a number of govt. and govt. aided institutions and
self financing colleges and open universities who are engaged in teacher education. Though most teacher
education programmes are nearly identical their standard vary. Uncontrolled growth of the number of
self-financing teacher training institutions in the recent years has led to the unevenness in the quality of teacher
training institutions. The implementation of RTE Act creates an enormous need for teacher education of 12.84
lakh teachers for providing quality education to all children in the country irrespective of
gender,caste,creed,religion and geographies. This study is formulated to identify the role of public private
partnership in teacher education to meet the crisis of trained teachers and to reform the teacher education
programme ensuring quality
On education sector in GST regime - Dr Sanjiv AgarwalD Murali ☆
On education sector in GST regime - Dr Sanjiv Agarwal - Article published in Business Advisor, dated December 25, 2016 - http://www.magzter.com/IN/Shrinikethan/Business-Advisor/Business/
Draft Roadmap to Improve Primary Education & Health in DelhiRachit Seth
Draft Roadmap to Improve Primary Education & Health in Delhi, presented by Shri Salman Khurshid, Shri Shashi Tharoor & Shri Ajay Maken for Delhi MCD Elections 2017
Market Research Report: K12 Education Market In India 2010 Netscribes, Inc.
For the complete report, get in touch with us at: info@netscribes.com
The kindergarten to grade 12 (K12) market in India accounts for a substantial share of the total education market. This segment is estimated to be worth INR 20 bn and is expected to be growing at 14% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The large prospective student population is fuelling growth in this sector.
The report begins with an introduction to the education system in India including the various segments and their regulatory status in the country. The overview section indicates the market size and growth, the distribution of schools across private and public sector, enrollment levels, segmentation of schools and the market share of each segment in the K12 market. The following section includes information regarding the entry route and the regulations governing the establishment of a K12 institution. It covers the various costs entailed during development and the revenue models and estimated profit margins in the market. The market size, growth and return on margins for players providing multimedia content and Information & Communication Technology (ICT) services to the K12 market. The operational model has also been discussed.
The fundamental drivers in India has been discussed including a growing middle class with the ability to afford a private education, demographic advantages, consumers preferring private to public schools, growing opportunity for ICT services in K12, low gross enrolment ratio (GER) and high dropout rates and low penetration of multimedia content in schools. The key initiatives of the government identified include the Right of Children to Free and Compulsory Education Bill, increase in public private partnerships (PPP), private schools adopting hybrid teaching methods, Sarva Abhiyan (SSA Shiksha), Mid-day Meal Scheme, major expenditure on elementary and secondary education and other initiatives.
The competition section highlights the major private players in the K12, ICT and multimedia market including their business focus and expansion plans.
On education sector in GST regime - Dr Sanjiv AgarwalD Murali ☆
On education sector in GST regime - Dr Sanjiv Agarwal - Article published in Business Advisor, dated December 25, 2016 - http://www.magzter.com/IN/Shrinikethan/Business-Advisor/Business/
Draft Roadmap to Improve Primary Education & Health in DelhiRachit Seth
Draft Roadmap to Improve Primary Education & Health in Delhi, presented by Shri Salman Khurshid, Shri Shashi Tharoor & Shri Ajay Maken for Delhi MCD Elections 2017
Market Research Report: K12 Education Market In India 2010 Netscribes, Inc.
For the complete report, get in touch with us at: info@netscribes.com
The kindergarten to grade 12 (K12) market in India accounts for a substantial share of the total education market. This segment is estimated to be worth INR 20 bn and is expected to be growing at 14% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The large prospective student population is fuelling growth in this sector.
The report begins with an introduction to the education system in India including the various segments and their regulatory status in the country. The overview section indicates the market size and growth, the distribution of schools across private and public sector, enrollment levels, segmentation of schools and the market share of each segment in the K12 market. The following section includes information regarding the entry route and the regulations governing the establishment of a K12 institution. It covers the various costs entailed during development and the revenue models and estimated profit margins in the market. The market size, growth and return on margins for players providing multimedia content and Information & Communication Technology (ICT) services to the K12 market. The operational model has also been discussed.
The fundamental drivers in India has been discussed including a growing middle class with the ability to afford a private education, demographic advantages, consumers preferring private to public schools, growing opportunity for ICT services in K12, low gross enrolment ratio (GER) and high dropout rates and low penetration of multimedia content in schools. The key initiatives of the government identified include the Right of Children to Free and Compulsory Education Bill, increase in public private partnerships (PPP), private schools adopting hybrid teaching methods, Sarva Abhiyan (SSA Shiksha), Mid-day Meal Scheme, major expenditure on elementary and secondary education and other initiatives.
The competition section highlights the major private players in the K12, ICT and multimedia market including their business focus and expansion plans.
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
On Education. Political Economic Digest Series - 12Akash Shrestha
In this series, we have a couple of readings that talk about alternative approaches to this issue. First reading is an article entitled “Improving Nepalese Education through choice”, in which the author talks about the education voucher system and its implementation in Nepal.
Education Voucher System developed by Nobel Laureate economist Milton Friedman intends to bring more quality and responsibility in public education system by bringing the virtuous qualities of markets i.e. competition and incentives to the public education without harming the access of the poor to education. Second reading in the series is an article entitled “The Failures of State Schooling in Developing Countries and the People’s Response” by James Tooley and Pauline Dixon.Mr Tooley is a prominent figure in the study of educational systems and educational policies around the world. In this article, the authors have discussed about the various alternatives poors have adopted in response of failure of the State to provide quality education.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
Public vs Private Schooling: The Eternal DebateSathyanand S
Should education, particularly schooling be delivered by the government only? Or can private sector play a key role?
Inspired by the article 'Let’s Be Honest about Public Education: Busting Some Myths' By Siddesh Sarma
Prepared by: @sathyanand1985
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Status of implementation of the right to educationAnjela Taneja
Presentation made on the Status of the implementation of the RTE Act during the first year made during the inaugural session of the Peoples' Stocktaking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Submission to Supreme Court- 25%, RTE
1. To Date:-
Honorable Chief Justice
Supreme Court of India
New Delhi
Subject: Provisioning of 25% reservation of seats in private schools under Right to Education Act.
Dear -----
We would like to submit that the Right to Education Act is a first step towards ensuring equitable quality
education for all. It is a clause that furthers the vision of Articles 38 and 39th of the Constitution, seeking to
ensure a society that offers equal opportunities and does not discriminate based on area of residence or vocation
and mandates a policy that monopolies of wealth and resources are not created. It is our submission that
fulfilling this vision would require strengthening the regulation of private schools. Furthermore, private schools
often receive subsidies from the government in return of the expectation that they would support the poor (but
rarely play that function), are disproportionately likely to exclude the poor and marginalized and actually in
possession of excess resources. Consequently, it is our submission that:
a. The implementation of earmarking of 25% seats for children from marginalized groups furthers the
vision of India’s Constitution. Article 38 mandates the State must “strive to minimize the inequalities in
income, and endeavor to eliminate inequalities in status, facilities and opportunities, not only amongst
individuals but also amongst groups of people residing in different areas or engaged in different
vocations” This vision of equality cannot be realized without ensuring equal access to educational
opportunities to both rich and poor. Furthermore, Article 39 further specifies that government policy
must ensure “that the operation of the economic system does not result in the concentration of wealth
and means of production to the common detriment”. Creation of multiple strands of schooling for the
fees paying rich and the poor, would amount to allowing a certain class of society monopolizing
opportunities. This vision of equal opportunity is a universal right recognized by multiple international
treaties that India is signatory to, and cannot be seen as limited by the right of adults, political or business
groups.
b. Bridging gap between Bharat and India has to start from the schools- Inequality in India can only be
removed, if the spaces are created for rich and poor, dalits and elites to learn and grow together. This can
only be realistically done through making space for the children from the marginalized groups in the
private schools along with the children of the rich in the fees paying schools. Segregated schooling cannot
hope to ensure quality education for the poor- something that the west recognized decades back (eg. The
verdict in the US Supreme Court that ended separate education for blacks in that country under Brown vs
Board of Education). The Law Commission of India (1998) recommended 50% reservation in private
schools, unlike the RTE provision of 25%. Consequently, the present number of seats earmarked, falls
short of the vision of an equal mixing of rich and poor.
c. Private Schools are not fully private, but enjoy subsidies from the government in lieu of an expectation
to play a social function. Most private schools currently receive benefits from the State that include tax
benefits under the income tax act, wealth tax and lower property taxes, direct subsidy towards the cost
of land allotted, concessional electricity charges etc. In addition, some State Governments also provide
direct grant-in-aid to the schools towards meeting recurring expenses e.g. West Bengal provides the
Dearness Allowance component of teacher’s salaries of Anglo-Indian Schools which are all in the private
domain. These benefits are extended to these societies for helping them in their charitable activities and
for eventually making education available to all strata of society. Consequently, the reservations imposed
on these schools are in line with the original objectives behind which subsidies were given.
2. d. Large number of private schools is cheating the government by failing to play this function. Accordingly
a study on the “Public Utility of Private Schools: A study of 80 Elite Private Schools of India” by Bhatnagar
& Omer (2005) of Rs 100 of concessions/incentives given by the government, only Rs.27 are spent by
private schools towards socially useful activities. Both the 2005 Comptroller and Auditor Report and the
subsequent Directorate of Education inquiries on the subsidy extended in lieu of allotment of land to
schools in Delhi found several gross malpractices. Thus, the private schools have until now failed to
provide return on the existing government investments and should, therefore, now be bound to social
role that they are obliged to play in return of the subsidies that they enjoy.
e. Private Schools have until now taken advantage of a weak regulatory framework. The mechanisms for
regulation of private schools are extremely weak- with minimum teacher qualification norms, teacher
standards and a whole host of issues until now remaining by and large un-enforced. Thus, the 2010 CAG
report shows that 44% schools failed to do something as basic as submitting audited accounts of their
finances and a large number of schools failed to adhere to accounting standards. With the private
education sector growing, it has by and large remained unregulated. There is ample case law of private
schools being taken to court for arbitrary and unjustified hike in fees during the preceding year. What the
RTE Act for the first time seeks to lay down a uniform set of standards for government and private
schools, which is being resisted by the latter, claiming that doing so would impair their provision of
“quality” education.
f. Private Schools do not have a monopoly over quality and cannot be used as an excuse for lack of
regulation. It is unclear how quality can be ensured when even rock bottom minimum quality standards
as laid down in the law (a trained teacher, a classroom, a school library, a toilet for girls, access for
children with disability, some drinking water, at least a minimum number of instructional hours in a year)
are not to be adhered to by the private schools. Several private schools currently fail to do so. At the
same time, while on average, the learning outcomes in fees charging recognized private schools may be
higher, this can also be explained by fact they cater to the financially better off and better educated
families who can afford to pay fees. Thus, Goyal & Pandey (2009) study shows that there is no difference
in learning outcomes between an average government and private schools in Madhya Pradesh, when
other factors are accounted for. The value addition made by the average private school is yet to be firmly
established. Furthermore, the learning levels in government run Kendriya Vidyalayas are second to none.
Government schools that have the same per child investments as the elite private schools indeed
produce a fairly good learning outcomes. Consequently, all private schools cannot be said to be offering
quality education, which is being presented as an argument for their deregulation.
g. In contrast, what private schools offer is the claim of exclusivity that sets the private school going child
apart from the poor, marginalized and often dalit child in the government school. The existence of an
unregulated, separate and unequal stream of education for the rich has created a new caste system that
channels the children of the rich and poor into different destinies at an age as young as four or five. What
the law seeks to do is to break that monopoly.
h. Private Schools currently have considerable reserves of profits-The private schools claim that the
implementation of the 25% quota will inflict damage to their right to pursue business. In contrast, the
2010 CAG Report on the private schools in Delhi, shows that 80% schools had fees surpluses during
2008-2009. 95% of the schools investigated had a margin of over 17.67% between the fees collected and
the expenditure. Together with any reimbursement that they may receive from the government, this
should be sufficient to tide over the extra costs that some may be forced to bear through admission of
25% students from marginalized background.
i. Many governments prohibit private schools charging school fees at all (eg Sweden) and mandate that all
private schools receive a 100% grant in aid equivalent to that of its own schools. The Act does so for only
25% of the seats. In so doing, it fails to ensure a completely equitable education system and falls short of
the long standing government commitment to a Common School System.
3. j. In contrast, reservations in private schools have been shown to work for inclusion- Reservations of
seats for the poor and marginalized students in schools can indeed create spaces for the rich and poor
coming together and overcoming differences (based on the experience of the half a decade of
implementation of the quota system in Delhi). There are other examples of schools (eg Loreto Day
School, Sealdah- Juneja, 2005) that have admitted fees paying and non fees paying children together
without any of the harmful consequences voiced by the private school managements. Private schools
currently exclude the most poor and marginalized. Large scale studies (like Mehrotra & Panchmukhi,
2006) show that private schools have so far had a disproportionately low percentage of enrollment from
SC, ST, Muslim, children with disability- the groups whose children are anticipated to be enrolled under
the 25% quota.
We feel that the retention of the RTE Act is in the national interest and should be retained to make a peaceful
society as many countries are facing challenges to resolve issues of conflict and civil war which started due to
socio-economic division among the groups. It would also be in pursuance of the Constitutional vision of
transitioning towards an egalitarian society. The earmarking of 25% seats for the children of Bharat in the elite,
exclusionary private schools would protect the Constitutional mandate of ensuring equal opportunities for its
children. Indeed, the previous track record of the private sector in terms of poor inclusion, poor financial
transparency systems (especially on the issues of fees) and poor track record regarding teacher working
conditions, calls for a stronger regulation of the private schools. We call on the Supreme Court to take
cognizance of these facts before it and rule not just the Constitutional right to equality, but also legislate for
stronger regulation of this hitherto unregulated sector.
Further Evidence:
1. Government of India (2005). Chapter, IV: Ministry of Urban Development. Report No. 4 of 2005 (Civil) of the Comptroller and Auditor
General of India. Available on http://www.agaudelhi.cag.gov.in/PAC/report_on_DDA/PAC_LOKSABHA.PDF
2. Government of India (2010) Regulation of Unaided Recognized Schools in Delhi for the year ended in March 2010. Comptroller and
Auditor General of India. Available on http://saiindia.gov.in/cag/sites/default/files/study_reports/Final_Books_agcr.pdf
3. Bhatnagar & Omer (2005) Public Utility of Private Schools: A study of 80 Elite Private Schools of India. Report submitted to
Department of Secondary and Higher Education. Available on: http://www.vivekbharadwaj.in/public%20utility%20final
%20report.pdf
4. Law Commission of India (1998) 165th Report on Free and Compulsory Education of Children. Available on
http://lawcommissionofindia.nic.in/101-169/Report165.pdf
5. Goyal and Pandey (2009) How do government and private schools differ? Findings from two large Indian states. World Bank. Available
on: http://www-
wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2010/01/11/000333038_20100111004939/Rendered/PDF/52634
0NWP0publ10box345574B01PUBLIC1.pdf
6. Brown vs Board of Education. BROWN v. BOARD OF EDUCATION, 347 U.S. 483 (1954)
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=347&invol=483
7. Mehrotra, S. & R.P. Panchamukhi. (2006). “Private Provision of Elementary Education in India: Findings of a Survey in Eight States” in
Compare, 36(4), pp.421-442. http://www.informaworld.com/smpp/content~db=all~content=a767853702~frm=titlelink
8. Juneja, N (2005) Exclusive Schools in Delhi: Their Land and the Law, EPW. Available on : http://www.right-to-
education.org/sites/r2e.gn.apc.org/files/Exclusive%20schools%20India.pdf