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India Education
On July 1, 86 lakh children in class I and II began to learn English in government schools of Uttar Pradesh. It fulfilled a longstanding demand of parents who believe that they have lost two generations to Hindi chauvinists. They know that a child who learns English by age 10 has a natural advantage for the rest of its life. Shortage of English speakers is one reason why software companies, call centres, export oriented industry has been slow in coming to UP and the caricature of the ‘bhaiya' persists.

<!--emo&Sad--><img src='style_emoticons/<#EMO_DIR#>/sad.gif' border='0' style='vertical-align:middle' alt='sad.gif' /><!--endemo--> Cash-strapped Govt puts right to education on back burner

Pioneer News Service | New Delhi

The scarcity of funds has forced the UPA Government to put on hold its ambitious Right to Education (RTE) Bill. The UPA's dream project, aimed at providing free and compulsory education to children in the age group of six to 14, has now been referred to a Group of Ministers (GoM).

The Government had earlier planned to introduce the Bill in the monsoon session of Parliament. But with the States refusing to agree to fund it to the extent suggested by the Centre, the matter has been put on the back burner. With the Central finances in a precarious position, the Government has decided not to be too adventurist.

The scheme would have required nearly Rs 55,000 crore in the first year itself. The financial requirement for implementing the measure for seven years (from 2008-09 to 2014-15) is estimated to be Rs 2.28 lakh crore.

Sources said the Government could table the Bill in the monsoon session so that the actual implementation part was required to be undertaken only after the general elections.

<!--QuoteBegin-->QUOTE<!--QuoteEBegin--><b>No right to education? </b>
Anuradha Dutt
The UPA has failed to keep its promise to the people
Nothing exposes the duplicity of the Congress-led ruling coalition more than its stance on education. On the one hand, it has forcibly pushed through the 27 per cent quota for OBCs in Centrally-funded higher education institutes and, on the other,<b> it has failed to convert the Right to Education Bill - drafted in August 2005, promising free compulsory education for children in the 6-14 age group - into a binding law. Instead, it continues to dither over the issue even as its tenure is about to end. The reason commonly cited for such inaction is the lack of funds for the ambitious exercise, estimated to cost Rs 1,51,000 crore</b>. <b>The argument merely serves to highlight the elitist bias of the HRD ministry, in particular, and policy-makers, in general, since the cost-factor has not prevented major initiatives in higher education, such as the setting up of additional IITs and provisions for the entry of OBC students into medical and technical colleges through the newly-created quota.</b>

This is indeed tragic, for had the bill been turned into a law, a window of opportunity would have opened for many poor children who are denied elementary education simply because they are not able to afford education. India's under-18 population is reported to be about 400 million, according to the NGO Child Relief and You. In this category, it is the largest child segment in the world. It is difficult to give a precise figure of illiterate or semi-literate children, but assuming that they together comprise even 60 per cent of the total child population, it is huge. In the absence of basic education, they are doomed to a life of servitude. Thus, rather than focusing its time and energy on pushing through 27 per cent OBC quota - of which one third, incidentally, still lies vacant - and then trying to extend the benefits to the creamy layer, the ruling coalition would have proven its socialist credentials better by enforcing free elementary education for all deprived Indian children. In the absence of universal primary education, how many can hope to go in for higher education?

The proposed legislation is meant to give effect to the 86th amendment to the Constitution. Under this, the new Article 21A (in Part III on the Fundamental Rights) pledges that the State will provide free, compulsory education to children in 6-14 age group. Further, Article 45 in Part IV of the Directive Principles is modified to aver that the State will try and provide "early childhood care and education" for all children up to 6 years. Article 51A(k) was inserted in Part IV A on the Fundamental Duties, to State that "a parent or guardian [has] to provide opportunities for education to his child or... ward between the age of six or fourteen years."

<b>As it appeared through the bill, the UPA Government tried to push the responsibility of framing laws to the States, which have thrown the ball back into the Centre's court.</b> Activists and NGOs are sceptical that the present regime will be able to get parliamentary approval for the bill as time is scarce. Its own sincerity is also in doubt. The bill, in its present form, has also invited much criticism. The major proposals are: one, free and compulsory education for the 6-14 age group; two, within three years the State will ensure that there is a school in every child's neighbourhood; three, private schools will admit 25 per cent children from among the poor and educate them free of cost; four, parents/guardians must ensure that children enter school as soon as they are six-year-old; and five, Government schools will be managed by school management committees, consisting mostly of parents.

Most of these recommendations have drawn flak. The 6-14 age group is seen to be too restricted, with the under 6 and over 14 children being totally ignored. The internationally accepted age limit for children is 18, not 14. As far as private schools are concerned, hardliners insist that 50 per cent of the seats be set aside for poor students. The opposing viewpoint is that private schools are entitled to impart quality education for a price. The alternative is to upgrade Government school education to that of private schools. 
<!--emo&Sad--><img src='style_emoticons/<#EMO_DIR#>/sad.gif' border='0' style='vertical-align:middle' alt='sad.gif' /><!--endemo--> Highlighting the concerns for India, Minja Young, Director in UNESCO, said retaining students in school is the biggest concern. Of the students enrolling in class I about 50 per cent drop out before class VIII. "We have observed that the dropout rate is higher among children of uneducated women. Therefore, the policy should link mother's literacy with school education," she said. India has 2.65 million illiterates.

An India specific conclusion of the report was that the country's policy for non-formal education lacks vision and needs to be more realistic. The report also states that demand for early education is expanding spurred by high demand of women in labour market and increasing single-parent households.

From an e-book I had downloaded, a description of 19th century education system in Maharashtra:

<b>The Education System before the Advent of The British </b>

Generally, according to the requirements of the villagers, at least one school was run in every village. Reading, Writing and Arithmetic useful for keeping accounts, were the subjects taught. Education necessary for meeting the requirements of day to day life was given. Teachers did not get a fixed regular salary. At many places they had to depend upon gifts and offerings by students or patronage of wealthy people. At some places monthly fees were charged, which ranged from 5 to 50 paise. The number of students varied from place to place. At some places it would be less than ten, at others it would be close to a hundred. Students from all castes except the Dalits (the downtrodden) were given admissions. Girls were not allowed to take education. School timings, the duration of teaching, holidays and fees were decided according to the conveniences of teachers and students. The emphasis was on rote-learning. Dust boards were used for writing. There were no independent buildings for schools. Schools were held in public places like temples and choultries or in some villages, in the house of a wealthy man. In those days such rural schools were known as `Tatya Pantoji's Schools'.

"In Pantoji's School, the curriculum comprised of modi script, reading, writing, tables, and practising alphabets. Learning meant practising the writing of alphabets, writing and reciting tables, doing sums of addition, subtraction, multiplication and division and some mental calculations. Same things were repeated again and again. There were no qualifications required for teaching. Anybody who had the will could get a few children and open a school. Reading and writing Devnagri script was the privilege of priests. Householders learnt modi"1

The above description written around 1838-39 by Ravsaheb Bhawalkar can be accepted as a representative depiction of rural schools.

Studies of Vedas and Shastras enjoyed high social esteem. There were schools run by learned teachers and Brahmins took advantage of them. A large number of people were in family business or occupation. They used to get the necessary training in the house itself, starting from their early childhood. Mostly women and those belonging to the lowest castes were prohibited from acquiring even the basic skills of reading.

In mosques, mullahs and moulavis used to teach religious and practical matters in Urdu or Persian. At some places Muslim boys went to a Hindu teacher's school. These schools were private and were not controlled by any authority. They were totally autonomous. On the whole this type of education did cater to the needs of the contemporary society.

The Advent of the Company Government In The Field of Education
The English came to India for trade on behalf the East India Company, and then taking advantage of the situation obtained here, became the rulers. In keeping with their changed role, their educational policy was modified.

In 1793, while granting licence to the Company, Wilber Force made a suggestion.

"The court of Directors of the company shall be empowered and commissioned to nominate and send out from time to time a sufficient number of skilled and suitable persons who shall attain the aforesaid object by serving as school-masters, missionaries or otherwise". These objectives were the advancement of the natives in useful knowledge, and also their religious and moral improvement.2

But this suggestion was turned down for social and political motives. "In the debate held at that time someone plainly said that the British had lost America by opening schools and colleges there, and that mistake should not be repeated in the case of India."3 Some people were opposed to taking the responsibility of educating the natives.

In 1813 again, while renewing the Company's licence the question of imparting education to the natives came up for discussion again. Due to the insistence of some progressive liberals, it was included in the licence that "it shall be the duty of the Governor General in Council to set apart every year a lakh of rupees and to spend the same for the revival and improvement of literature and encouragement of the learned native of India and for the introduction and production of knowledge of sciences to away the inhabitants of the British territories in India".4

But there was a lot of controversy about the content and medium of education whether to impart their traditional oriental education or the modern western education; whether the medium of instruction should be a distinguished ancient language such as Sanskrit or Pharsee, a regional language in use in those days, or English. These discussions were necessary, because the decisions taken were going to be of great importance for the British rule in India. The future of the British rule depended on the kind of education that would be given to the natives. The long term consequence of the new education would be the end of the British rule. At the same time this process of education, if followed step by step, would strengthen its foundations.

Spread of Education by The Missionaries
Soon Christian missionaries arrived in India, following the footsteps of the traders. In the early days the Company officers co-operated with them. Even in England religious institutions were asked to take the responsibility of education. In India, too, missionaries opened schools to serve the cause of education. Among them were schools for girls and the downtrodden people too. Education was free. Only sometimes a small fee was charged. Scholarships were given for encouragement.

In the Bombay province, missionaries had started promoting education even before the Company arrived on the scene. "Mr. Hall and Mr. Nut were the first ones to start a school. They made a rule by which children of all castes and classes were eligible for admission. By the end of 1817, there were six missionary schools altogether, and they had admitted around eight hundred children. There was not even one government school at that time. The government had not even thought of educating the natives by opening schools".5 This quotation is from the 16th May 1853 issue of `Jnanoday'.

The main motive of the missionaries behind promoting education was religious propaganda and conversions to Christianity. That was the reason why the upper caste Hindus were not willing to send their children to missionary schools. Janardanpant Kirtane and Govindrao Ranade (Father of Justice M. G. Ranade) preferred to send their children to the Elphinstone college, surpassing the political agent Col. Reeves advice to put them in the Wilson College.6

An article entitled `Bombay Brahmins Boycott Christian Missionary Schools' says-

"The Christian missionaries, alias Fathers distribute books in this country in order to spread Christianity. With this intention they have opened many schools here. The Hindu children who go to these schools, many times, do not know their own religion well. They hear the Fathers praising Christianity and criticizing Hinduism all the time. As a result, many Hindus have got converted so far, and there will be many more conversions in the years to come. Therefore, for protection of our religion, the following resolution is passed-

Brahmins shall not attend missionary schools nor they hear sermons on Christianity. They shall also stop their children and the people belonging to lower castes from doing so".7

The above letter published in the 24th Sep. 1842 issue of `Prabhakar' is also noteworthy.

In this context the missionaries themselves had the following opinion. "Western India proved to be a much harder ground for missionary work than among other part of India. Prejudice against the foreigners and foreign faith were stronger here than in Calcutta or Madras. In Western India the loss of political independence of the Marathas coincided with the commencement of missionary work". 8

Religious education was unavoidable in missionary schools. That was why the Company authorities were against giving the responsibilities of education in India to the missionaries. They understood the importance of religious neutrality for strengthening the newly acquired political power. Elphinstone, the Governor of the Bombay Province did not take objection to the Scottish missionaries activities in Hernai or Bankot. He even gave them donations in personal capacity. But he never openly supported them as a part of his political and administrative policy.9

Elphinstone's Educational Policy
Elphinstone was the Resident in the court of Peshwas from 1811 to 1818. In 1819 he was appointed the Governor of Bombay, and retired from the same post in 1827. He had keen interest in the education of the natives. He was of the opinion that teaching and learning in the mother tongue saved time and toil, and so if the mother-tongue was used as the medium of instruction, education could reach the power centres at different levels. He firmly believed that the vicious customs in this country would be uprooted only through education. He also maintained that the education of the poor and the funds required for it was the Government's responsibility.

In the licence issued in 1813, though the general objectives of Indian education were mentioned, the details had yet to be worked out. Elphinstone recommended new western education through regional languages- Marathi or Gujrathi.

In 1815 the "Bombay Education Society" was established for the education of the English and the Anglo-Indian children. In August 1820, a meeting of the Society was held under the chairmanship of Elphinstone. Jagannath Shankarseth, Jamshethji Jijibhai, Framji Kawasji, Mohammed Ibrahim Makwa and some respectable businessmen of Bombay were present at this meeting. Resolutions were passed regarding writing of text-books in English, Marathi and Gujrathi, giving grants to the native schools working at that time, and establishment of new schools10. Another very important resolution was passed by which the medium of instruction in those schools would be regional languages.11

For the execution of this new policy `The Native School and School Book Committee' was constituted. But the scope of this committee was more extensive than the original policy of the society, so the Bombay Education Society restricted its own activities to European and Anglo-Indian students. As the Bombay Education Society thus changed its policy, in 1822 a new society called `The Bombay Native School Book and School Society' was formed.

This Society started new type of schools in native languages on the Island of Bombay. In 1824, an English school was also opened. Many parents hesitated to send their children to English medium schools for the fear of conversion.

"In order to remove their misconceptions and make modern education acceptable to them, along with Capt. Jervis, Kashinath alias Bapu Chhatre was appointed Native Secretary on Rs. 100/- per month".12 In 1830 Balshastri Jambhekar was appointed as Deputy Native Secretary, and in 1832, he who was in his twenties (born in 1812) was promoted to the post of Deputy Secretary. This was really a great honor to the achievement of a native scholar.13

The secretary of the `Bombay Native—' used to be a government servant and the members used to be private citizens. This institution used to get a government grant to the tune of Pounds 5000 per annum. They also collected donations from private sources. From that fund they used to run schools in Bombay and else where. There were thirteen Europeans and eleven Indians on the Managing Committee. The European persons were names like Candy, Jervis etc. Elphinstone was the first chairman followed by Malcom.14

The job of spreading education in the Bombay Province was entrusted to this society. Elphinstone has many times expressed his views on education for the natives. While recommending the Institutions for financial aid, he made the following suggestions.

"(i)to improve the mode of teaching at the native schools and to increase the member of schools, (ii) to supply them with books, (iii) to hold out some encouragement to the lower orders of natives to avail themselves of the means of instructions thus offered to them, (iv) to establish schools for teaching the European Sciences and improvements in the higher branches of Education, (v) to provide for the preparation and publication of books and moral and physical science in native languages, (vi) to establish schools for the purpose of teaching English to those disposed to pursue it as a classical language and as a means of acquiring knowledge of the European discoveries, and (vii) to hold forth encouragement to the natives in the pursuit of those lost branches of knowledge" 15.

If the medium of instruction was to be a vernacular, it was necessary to write books in that language. Elphinstone appointed a committee for this purpose. That committee produced some really good text books.

During the years 1818 to 1827 three books were published in Marathi and all the three books were translations of English books on mathematics. During the period 1827 to 1838, ten books were published - two on medical science, two of Jambhekar's on Mathematics and Geometry, two Readers by Major Candy, Dadoba Pandurang's Grammar, and Hari Keshavji Pathare's book on Physics. From 1837 to 1847, thirty books were published, and from 1847-1857 the number rose to hundred and two. During the course of eight years from 1857 to 1864, five hundred and fifty books were published.

Till the year 1850, a Marathi dictionary with grants from the Government, Moulsworth's Marathi-English dictionary, Major Candy's dictionary, Shrikrishna Shastri's concise dictionary were published. A dictionary and Grammar were new to Marathi and was encouraging for the language.16

Among the books written during this period, text-books written for schools had a large share. But it was a welcome trend that books in Astronomy, Geography, Physics, Chemistry, Mechanics etc., albeit through translations, were brought in to Marathi. On the whole the number of books translated from Sanskrit and English was very large. But as time passed the number of original works increased. In the beginning the authors were mostly from Bombay and so their diction had an influence of Konkani, but later, authors who had studied in grammar schools in Pune, had their prose style influenced by Sanskrit.

Bombay was a business centre, bustling with followers of different religions. It had been under the British rule since 1665, So the Bombayites were conversant with the English culture. No wonder their mode of thinking was influenced by it. Puneites hated the English whom they considered responsible for the loss of their Kingdom.

"Robertson was appointed the Collector of Pune. One day his Secretary received an application saying, "Let us know in your reply when the British rule will come to an end". However the applicant had concealed his identity. The collector said, "Write at the bottom of the application that our Kingdom will fall only when either we get divided, or the natives get united. Not till then". Writing their remarks on the application, he gave orders to stick it like a decree near the gate of Tulsibag if the applicant did not come forth; accordingly, it was stuck there".17

The city of Pune was orthodox and conservative. "A man by name Gangadhar Dikshit Phadke was a teacher in Bombay from 1820 to 1825, where he taught the English people. When he later came to Pune, he was ostracized because the Puneites thought that he could not have escaped eating or doing things not permitted in the Hindu community. In the end he had to leave Pune and lead a life of renunciation".18

At the same time there was a large number of Brahmins who had once enjoyed power, but now had no patronage. "A few days back, the Brahmins were most honoured, they were the religious and political leaders. But all of a sudden they lost their prosperity and progress. Their `mantra' became powerless and they themselves helpless".19

The sting of fall was still fresh in their minds. "This class of Brahmins was not only strong in numbers, but had in them the seeds of systematic governance, a good social order and ancient culture. It was on the strength of these qualities the Hindu Society stayed stable and integrated for centuries. In this class of Brahmins there was no dearth of scholars, soldiers, learned people or civilized householders. Who else was required for administration?"20

Elphinstone knew that the British rulers could not afford to keep this class discontented or neglected. It was absolutely necessary to pacify their anger and win their sympathy, if the British rule was to stabilize. That was why, Elphinstone who advocated modern education through regional languages, opened a college for Sanskrit studies in Pune, on the auspicious day of Dasshera.

Shastris and Vedics were appointed as teachers in this College. Subjects like the Vedas, Grammar, medicine, figures of speech, were taught there. "At Diwali time, besides a good bath in the early morning, students were served special Diwali sweets like Ladu, Karanjya, Anarase and so on. It was all Peshwa style in that College. The British Principal was not allowed to enter the College building. It is said that on one occasion when he did, `Udakshanti' was performed".21

The Managing Committee was opposed to spending money on this Sanskrit College. But Elphinstone convinced them that the expenditure was permissible because the money was spent from the amount which had already been sanctioned for Shravanmas charity. The establishment of the Sanskrit College was a part of Elphinstone's policy of the appeasement of the people and the Brahmins. It was mainly for the sake of stability for the English rule.

Later on, the nature of this Pathashala underwent a lot of change. English classes were incorporated, and ultimately it got transformed, first as the Poona College, and later as the Deccan College.
<!--QuoteBegin-->QUOTE<!--QuoteEBegin--><b>NCERT studying if exam system a cause of suicides by students</b>
PTI | New Delhi
National Council of EducationResearch and Training (NCERT) is studying the adverse affects of the present examination system in schools to ascertain ifthese were a cause of suicide by students, the Rajya Sabha was informed on Monday.

Replying to supplementaries during Question Hour,Minister of State for Human Resource Development D Purandeshwari said NCERT has not yet made its recommendation son the study on adverse affects on students due to pressure of examinations under the present education system.

"We do realise children are under stress and strain (but)exams are not the lone cause of suicides," she said when asked about the 16,000 reported suicides by students between 2004and 2006.

NCERT has also taken up the subject of examination reforms with state education boards while University Grants Commission has advised all the universities to undertake academic reforms.

Suicides, she said, were a result of various other factors. <b>"Socio-economic factors add to the stress</b>... anxiety of parents at times transfer to the child." Counselling and helpline for parents and students have been initiated and since September this year, web- based counselling has been started, she said.
extend reservation for potential suiciders or no test so that it will be easy for SC/ST/OBC to get admission without doing anything.
English dreams in Punjabi heartland
Jangveer Singh
Tribune News Service

Bathinda, January 24
Learning English seems to be the mantra for success in Punjab’s countryside and private schools are milking the English dream to the detriment of government schools that are no longer able to attract children of the sons of the soil.

<b>Students' exodus costs India forex outflow of $10 bn: Assocham</b><!--QuoteBegin-->QUOTE<!--QuoteEBegin-->The report by the Associated Chambers of Commerce and Industry (Assocham) said despite subsidised engineering and management education, about 500,000 students choose to go abroad every year.

This amount is sufficient to open as many as 20 engineering and management institutes of repute in the country to prevent brain drain, it added.

'The primary reason why large number of Indian students are forced to opt for foreign universities is that Indian institutions have high capacity constraints. This trend can be reversed by opening a series of quality institutions with public private partnership by completely deregulating higher education,' Assocham president Sajjan Jindal said in the report

Also vocational education percentage in India is at meagre 5 percent of its total employed workforce of 459.10 million as against 95 percent of South Korea, 80 percent of Japan and 70 percent of Germany.

<b>China has over 500,000 vocational schools while India has less than 3,000 such institutions</b><!--QuoteEnd--><!--QuoteEEnd-->
<!--QuoteBegin-->QUOTE<!--QuoteEBegin-->IIT Council meets today after 5 years

New Delhi: When the IIT Council meets on Wednesday, it will be the first and probably only meeting of the top governing body of all IITs during the tenure of Human Resource Development Minister Arjun Singh. The meeting convened at the fag end of the HRD minister’s tenure, largely to avoid legal complications, will discuss a series of belated ratifications to ‘regularise’ all the decisions and appointments that the Ministry made bypassing it.

The IIT Council last met in September 2003 before the UPA Government was formed. In the interim period, the HRD Ministry launched its expansion programme, creating six new IITs, granting extensions of terms for a majority of IIT directors and implementing 27 per cent OBC quota across all IITs — all these decisions were taken without being routed through the Council as has been mandated.<!--QuoteEnd--><!--QuoteEEnd-->
Allowing FDI in Education is a path towards Direct Macaulayism.

FDI in Education: Kapil Sibal
<!--QuoteBegin-->QUOTE<!--QuoteEBegin-->CNN-IBN: Your other proposal for one unified board seems equally radical for a country that has 30 state boards. We have already heard from many states who aren’t comfortable with this idea.

Kapil Sibal: No, no. I never talked about a single grading system. I talked about single grading in class nine and tenth in CBSE.

CNN-IBN: But it is this proposal that has many up in arms. We have heard from the West Bengal education ministry and even in Karnataka saying this is not the Centre’s jurisdiction.

Kapil Sibal: There is no opposition from the media. This is the first time that we are hearing some opposition.

CNN-IBN: <b>You have also called for more foreign direct investment in Indian schools </b>but many foreign investors will have trouble complying with our quota system. Is that a challenge?

Kapil Sibal: No, no. I don't think this is an issue yet. We have not even had the Bill passed in the Cabinet. As and when the framework of the Bill is set, we will have a full discussion on it like what are the systems in place to attract foreign investment in education.

<b>There are many countries in the world which allow universities to be set up. Take Malaysia for example, which has many foreign universities which impart education at half the cost. </b>For example an Australian university, which is very good, functioning in Malaysia imparts the same degree at half the cost to Malaysian students, <b>so why should our children be deprived of that? </b><!--QuoteEnd--><!--QuoteEEnd-->

This "minister" (nice secularized christian term), instead of trying to help Indian universities recover from thousand years of neglect, is setting up direct foreign control of Indian education. Meanwhile, the "Media" is asking whether Foreign Universities will be traumatized by the Reservation system....
When Sibal was minister of Science and Technology he was able to make 35-40 Crore within 5 years. Now he will do same in Education ministry , this is good way to increase bank balance.
Currently, foreign Universities are bankrupt. Next 4-5 years will be tough to get proper universities to open shop in India, but I can see lot of scam Universities will pop up, only thing they have to bribe Indian Embassy staff, Babus in Education Ministry and ofcourse Sibal.
Joshi sees disaster in Sibal plan

New Delhi, June 26: Former human resource development minister Murli Manohar Joshi today dubbed the UPA’s 100-day education agenda a rushed recipe for disaster, accusing current minister Kapil Sibal of ignoring federal norms in announcing his plans.

Questioning the rationale behind the announcement of Sibal’s drastic proposals without consultation with states, Joshi flavoured his tirade with politics, challenging the UPA to show what it had done for the aam aadmi’s education.

“Sau din ki hadbadi mein, yeh shiksha mein gadbadi ho rahi hai (In the rush to show results in a 100 days, problems are being created in education),” Joshi said at a news conference called to articulate the BJP’s position on Sibal’s education charter unveiled yesterday.

Joshi, who was HRD minister in the BJP-led NDA government from 1998 to 2004, asked why state governments were not consulted before announcing plans to make the Class X board examinations optional.

The Centre runs two school boards — the Central Board of Secondary Education (the country’s largest) and the Council for Indian School Certificate Examinations.

But over 60 per cent of India’s school students attend institutions affiliated to state government-run boards. Sibal had also said yesterday he wanted to move away from multiple school boards and ensure a single board for Class XII students. Education is a concurrent subject in the Constitution — both states and the Centre can make laws on it.

<b>“Does the minister think his one wish or diktat will make all states disband their boards? States have different boards because children in the Northeast have different needs from children in Rajasthan,” </b>he said, almost mocking the single-board plan.

Joshi, tasked by BJP president Rajnath Singh to present the BJP’s views on the UPA’s education plans, said he would write to the Prime Minister asking him <b>to “restrain” his ministers from making “irresponsible” promises. “This is just a public relations exercise aimed at fooling the country and we cannot allow that,”</b> Joshi added.

The former minister said he would write to the education ministers of all NDA-ruled states and prepare a consolidated response to the UPA’s education agenda, to be presented in the coming Parliament session.

Joshi also targeted the UPA on its claims of serving the aam aadmi. The NDA started the Sarva Shaksha Abhiyan to achieve universalisation of primary education in 2002 and pushed through the 86th constitutional amendment making education a fundamental right for children between 6 and 14, Joshi pointed out.

<b>“What has the UPA done for the education of common people in the five years it has been in power? It could not even pass a law to implement the right to education that we made a part of the Constitution</b>,” the minister said.

<b>Instead of educating ordinary students, the UPA, he alleged, is focused on allowing commercialisation of education. </b>Joshi questioned the plans to allow foreign universities to set up campuses in India and Sibal’s announcement that his ministry would formulate a policy for public-private partnerships in school education. He dubbed the moves “pro-rich”.
<!--QuoteBegin-->QUOTE<!--QuoteEBegin--><b>No takers in Cong for Sibal’s plan on foreign universities</b>
Pioneer News Service | New Delhi
HRD Minister Kapil Sibal’s ambitious plan for the education sector has ruffled quite a few feathers in the Congress as voices of dissent are growing against various provisions, especially the one allowing foreign universities into India.

Despite some revolutionary changes suggested by Sibal in his 100-day plan last week, the Congress remains unimpressed. The party has distanced itself from the measures announced by the Minister, fuelling speculations that his plan — though endorsed by Prime Minister Manmohan Singh — did not have the blessings of Congress president Sonia Gandhi.<!--QuoteEnd--><!--QuoteEEnd-->
Whenever chance to make money, appointed Prime Minister first to raise is hand "yes, yes". Typical moron.
<!--emo&Sad--><img src='style_emoticons/<#EMO_DIR#>/sad.gif' border='0' style='vertical-align:middle' alt='sad.gif' /><!--endemo--> The total budget of the university is about Rs 45 crore per annum out of which about 80 per cent is contributed by the ICAR and rest by the state government.

However, due to lopsided student-teacher ratio, the government is spending around Rs 6 lakh per student, per annum, in the university.

Chaudhary Sarwan Kumar Himachal Pradesh Kirshi Vishvavidyalaya, as the university has been named after former BJP MLA from Palampur, was established in 1978. Its campus spreads across 403-hectare area near Palampur. However, since its establishment, just 4,400 students have graduated from the university. It comes to an average of just about 150 students per annum.

<!--emo&Sad--><img src='style_emoticons/<#EMO_DIR#>/sad.gif' border='0' style='vertical-align:middle' alt='sad.gif' /><!--endemo--> Panjab University, known for producing lawyers and judges in the northern region of India, is in for a major embarrassment with 25 students of Masters of Law (LLM) out of 27 failing in the first year’s examination. Many of failed students are already working as judges and assistant district attorneys.

LLM result, which shows only two students passing the first year examination, has brought forth how seriously students take university examinations. The university had taken an entrance test of 500 students to choose the creame of 27 students. The Department of Law is in a fix and in order to clear itself of the guilt, the LLM students had a talk with the Head of Department who refused to help them in any way.http://www.dailypioneer.com/196829/25-out-of-27-fail-LLM-1st-yr-in-PU.html
<!--emo&Smile--><img src='style_emoticons/<#EMO_DIR#>/smile.gif' border='0' style='vertical-align:middle' alt='smile.gif' /><!--endemo--> The most important development of the day, however, was CABE’s go ahead to HRD Ministry’s proposal of a self-selecting collegium being given the authority to nominate university V-Cs and members of the proposed National Council for Higher Education and Research (NCHER). Most states agreed to the idea of an overarching regulator, but some like West Bengal sought full state involvement in the constitution of the authority and said state parallels were a must to NCHER at the centre.
<!--emo&:flush--><img src='style_emoticons/<#EMO_DIR#>/Flush.gif' border='0' style='vertical-align:middle' alt='Flush.gif' /><!--endemo--> 75 percent Indian engineering students unemployable: Report
New Delhi: Discussing a report by software industry group Nasscom which says that 75 percent engineering students in India are unemployable, education experts here Saturday said that the Indian higher education system must give skill building and practical training equal importance as academics to give them an edge.

http://news.in.msn.com/national/article.as...umentid=3371322 <!--emo&Confusedleepy--><img src='style_emoticons/<#EMO_DIR#>/sleepysmileyanim.gif' border='0' style='vertical-align:middle' alt='sleepysmileyanim.gif' /><!--endemo-->
Amar Chitra Katha under new ownership.

[url="http://getahead.rediff.com/report/2009/dec/11/indian-kids-need-heroes-they-can-relate-to-samir-patil.htm"]'Indian kids need heroes they can relate to'[/url]
Quote: <img src='http://www.india-forum.com/forums/public/style_emoticons/<#EMO_DIR#>/biggrin.gif' class='bbc_emoticon' alt='Big Grin' />MF Husain out of HP school syllabus


PNS | Shimla

Renowned painters Sobha Singh and Nicholas Roerich have replaced artist MF Husain in Himachal Pradesh text books, an official said on Thursday.

“We have decided to replace the chapter on MF Husain in the NCERT Hindi book of class XI from this session,” Himachal Pradesh Board of School Education chairman Chaman Lal Gupta told IANS.

He said that now a chapter on renowned artists Sobha Singh and Nicholas Roerich would be included in the text books.

“A chapter on Sobha Singh and Nicholas Roerich would be taught to the class XI students as they could play an important role to ignite the young minds, whereas Husain’s chapter was totally irrelevant,” he said.

The decision to introduce the new chapter was taken by the Board at its meeting held on Wednesday, Gupta said.

“The decision to remove Husain’s chapter from the next session was taken last year. At yesterday’s (Wednesday) meeting, we decided to include the chapter on Sobha Singh and Nicholas Roerich,” the official added.

“The changes in the NCERT-prescribed book were taken as per the guidelines of the NCERT. Every State has a right to change up to 20 per cent of the content of NCERT books, so there is nothing wrong in this regard,” he said.
[url="http://www.hindustantimes.com/44-varsities-lose-status-deemed-no-more/H1-Article1-499099.aspx"]44 varsities lose status, deemed no more[/url]
Quote:The Ministry of Human Resources and Development (HRD) has decided to withdraw the “deemed” status awarded to 44 universities in the country, stating they were being run as “family fiefdoms” and not on “academic considerations”.

Deemed university is a status of autonomy granted to high-performing institutes and departments of various universities, allowing them to set their own guidelines for admission, syllabus and even fees.

The government will allow the institutions to run under their parent universities so as to not jeopardise the future of students.

Nearly two lakh students are enrolled in these universities in 13 states across India.


The high-powered committee and the task force had arrived at the findings after inspecting 126 deemed universities. “The review committee came across several aberrations in the functioning of some of the institutions deemed to be universities. It found undesirable management architecture, where families rather than professional academics controlled the functioning,” the affidavit read.

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