Professional Documents
Culture Documents
EU India Education Forum PDF
EU India Education Forum PDF
Education
Forum
A step towards promoting
the quality in our education
system.
Introduction
Every year, new schools and colleges are being opened in almost all cities in India, but
quality education is still a long-awaited dream for millions of Indian students. In schools
and colleges, lots of attention is given to theory and books and practical knowledge is
completely ignored. When these students pass the exam, they forget all the things they
have studied due to lack of practical experience. In India, parents and teachers expect
their students to score high in the exam (rather than acquiring the quality knowledge)
and thus the education becomes a rat race. Practical knowledge and skill-based education
are still far away from the reach of students studying in schools and colleges.
We need to ensure quality in our education system. And there is a need to build up their
career not only proving the diploma & degrees. This can be achieved by involving them
into practical & problem-solving projects with the use of creative and critical thinking.
But still, India is nowhere near the top 10 countries when it comes to economy but
according to the Legatum Prosperity Index 2015, India ranks 92 among 142 countries
in the Education, which is way behind the ranks of other developing countries such as
Philippines (76), Malaysia (51), Sri Lanka (59) and many more.
According to the 2011 census, the literacy rate in India was found to be 74.04 per cent.
Among the states, Kerala leads the literacy rate followed by Goa, Tripura, Mizoram,
Himachal Pradesh, Maharashtra, and Sikkim. The lowest literacy rate in India is seen in
the state of Bihar. India has seen a dramatic increase in the literacy rates over the past
decade when it was registered as 64.83 per cent overall.
More recently, two prominent policies of the Indian government—the Sarva Shiksha
Abhiyan (SSA) 2001 and the Right of Children to Free and Compulsory Education
(RTE) Act, 2009 have seen education priorities rise amongst households and catalysed
improvements in educational performance.
Major Challenges
Reforms in the education sector have been one of the top priorities of the governments
in India. Constant efforts have been taken continuously to effectively revamp the
education system in India to provide equitable access to education. However, reforms can
only be possible if it is implemented properly and it is an extremely difficult challenge
for us. For a democratic country like India with such a diverse population,
implementation of a pan India reform becomes a tough task owing to its varied political,
economic and social situations. This calls for looking into the various barriers to
implementing educational reforms —
A more extensive area of research exploits the co-existence of apprenticeships and other
types of vocational schooling within countries to generally infer about their relative
effectiveness and more specifically the relevance of firm-specific skills. For the case of
Germany, studies by Winkelmann (1996) and more recently Parey (2009) show that
participation in the dual apprenticeship has the particular advantage compared with
other options of the vocational schooling system of improving early labour market
attachment and faster and more structured integration into the labour market. However,
this advantage fades over time as other education participants find a foothold in the
labour market. Furthermore, the studies show that the fast initial transition does not
hinge on finding employment in the training firm, suggesting that firm-specific skills do
not play a major role in the German apprenticeship system. Investigating wage
differentials, Parey (2009) does not find any significant differences in return to the
training options in the early working life. A recent study by Adda et al. (2011) considers
the relative employment and wage profiles of participants in the dual apprenticeship
system and unskilled workers in Germany over 15 years following initial labour market
entry. They find that having participated in formal, work-related training (the
apprenticeship) leads to overall higher wages compared to pure on-the-job training
(unskilled) and a stronger labour market attachment, thus compensating workers for
initially low wages during the apprenticeship training.
In countries where the dual apprenticeship is not seen as a "trainer of last resort" for
lower-skilled individuals, the apprenticeship system is also found to partially act as a
mechanism to level the playing field for youths with low school performance. Exploiting
information on PISA test scores to capture differences in ability across students, Bertschy
et al. (2009) show that lower-performing youths in Switzerland tend to select into less
demanding apprenticeship occupations and are thereby penalized in the labour market –
however, their initial test-score (as signal of their ability) is no longer important in
determining labour market outcomes. The bottom line is that, once the selection is
accounted for, the dual system seems to offer an advantage of improving early labour
market transitions (measured in a variety of ways).
EU India Education Forum
Education continues to remain a top priority for the Government of India with rising
budgetary allocations. But being the most fundamental need of any developing country,
why the education system in India is worse and this is the known fact. We all know it;
but why?
Because our education system focuses more on theory rather than practical, basically
promotes rat race among our children. They have to read and mug-up the entire textbook
without any understanding of it. So a student who scores 90 out of 100 and comes first
actually remains a rat. According to a survey regarding the achievement level of the
students of government primary schools, it was found that the students of 5th standard
are unable to solve the mathematics of 3rd standard and so on. And this is the reality of
primary education in India.
On the one hand, children are not able to go to schools and on other hands, if they are
going then are not able to learn properly, innovate or solve the problems that the country
is facing. Hence, Children do not have any analytical skills that they must have needed.
To make things worse, our teachers themselves are not sufficiently trained to teach kids.
They do not have proper training that how they are going to impart values in children
that are going to change the future of the country. If they can teach properly then the
government does not have enough salary to pay.
Hence, to improve our education system teachers should be better trained and more
importantly better paid. And if you want a society should become a lot better than we
must develop a culture of looking at think critically and promote this at the school level.
Finally, I would say we spend only a few percents of our GDP on education and it is time
to change our education system.
The Europe India Foundation for Excellence incorporates all International educational
elements together to make the next generation of dynamic, well-equipped with the calibre
to excel in the global environment and come up with following ideas for providing the
students with the necessary international exposure. For that, the foundation along with
Europe India Chamber of Commerce created this EU India Educational Forum to address
the challenges in our education system and to promote quality education in India. The
Forum will act as a platform between India & Europe which aims to promote the quality
in our education system and bring the best expertise from all over the world especially
from Europe.
Goal/Objective
The goal is to ensure the quality education for our kids, link education with innovation &
hands-on training, encompassing research, deliver the best development outcomes to
resource in rural communities.
Scope of Work
Creating a platform between Europe & India with the aims of bringing the best
expertise from Europe to India in the domain of education, skill development, art
& culture, sports and Innovation.
Continuous mounting the delegation from EU to India and India to Europe for
sharing the knowledge, Know how’s, resources development, occupational
standards, certifications, and focusing in Joint ventures for developing & delivering
these programs in India.
Collaboration for Continuous organizing events, conferences, study tours and
roadshows in India & Europe to promoting the level of education, culture & art
training of the teachers, new curriculum formulation, certification etc
Conducting research & white paper and 0ther forms of collaboration for mutual
benefits.
Proposed Elements
1) Pedagogy & Teachers Training
Pedagogy is the way that content is delivered, including the use of various methodologies
that help different children to engage with educational content and learn more
effectively, recognizing that individuals learn in different ways. Training in pedagogy can
be provided to teachers through pre-service training at teacher training colleges, as well
as through in-service training and other continuing professional development.
India is facing dual challenges in both at the primary and secondary level, one hand we
are facing the issue of lacking teachers in the school & colleges and on another hand there
are 11 Lakh untrained teachers in the workforce. So it is not just recruitment which needs
to be on the priority list but also a proper set up for teacher training is the top priority of
Union and the State governments. Hence EIFE comes up with the Pedagogy & Teacher
Training in India too for teacher training in the coming years so as to avoid any future
crisis of untrained teachers.
To develop the persona in student and make them capable to think critically the
foundation would like to propose a very basic practical training program. The objective
of these practical training provides the knowledge to understand the challenges in life,
developing the think critically and develop problem-solving skills.
First Aid Course
Fire Extinguisher Training
Child Abuse Prevention
Clean India/ Swatch Bharat
Waste management
Water, Sanitation and Hygiene
Training on menstrual health for girls
Environment Protection and conservation
Basic Food Hygiene
Training on Problem Solving – Projects
Fear Challenges
Nowadays, the Expedition Education - International Study Tour become an integral part
of our education system. We understand that theoretical knowledge is not enough for a
successful professional career. With an aim to go beyond academics, Expedition
Education provides students with a practical perspective of the workplace including the
chance to learn another language and to experience life within a different culture. The
objective of a visit is to provide students with insight regarding the internal working of
companies in different countries with different cultures.
It provides students with an opportunity to learn practically through interaction, working
methods and employment practices. It gives them exposure to current work practices as
opposed to possibly theoretical knowledge being taught at the school/college. And
International Industrial visits not only provide an opportunity to interact with industries
and know more about the industrial environment but also provide international exposure
to countries emerging as economic powerhouses, their working culture and societies.
Expedition Education - International Study Tour is the culmination of their beliefs …
Learning requires movement and active participation
The road to knowledge and wisdom begins with a powerful sense of wonder
The most important thing we can give our children is a hunger for discovery
The main objective of the Expedition Education - International Study Tour is to provide a
unique experience to the students and exchange and share good practices which could be
replicated to improve the efficiency, production and competence in their respective field
of study.
Vaibhav Agarwal
Chief Marketing Officer
EIFE & MIG
Registered Office
69, Boulevard Louis Mettewie,
(bte.18) 1080 Brussels, (Belgium)
France Office
32 rue Le Peletier, 75009, Paris,
France, Telefax: +33-143-558-507
India Office
1226, DLF Tower-A, Jasola District
Centre, Jasola, New Delhi – 110025
www.eife.org