Project Report

ON

MOTIVATIONAL LEVEL OF
EMPLOYEES OF EDUCATION SECTOR

Submitted in partial fulfillment of requirements for the award of the degree of

Masters of Business Administration

(Session 2008-10)

Under the Supervision of Submitted By

MRS. BHANU SOFIA
Lect. in Haryana Inst. of Tech. Roll No.:

HARYANA INSTITUTE OF TECHNOLOGY

ASODHA, BAHADURGARH
MAHARSHI DAYANANAD UNIVERSITY, ROHTAK
 DECLARATION
I Sofia Roll No. ……, MBA 4th Semester of Haryana Institute of
Technology, Asodha, Bahadurgarh, hereby declare that the project report
entitled “Motivational level of Employees of Education Sector” is an
original work and the same has not been submitted to any other institute for
the award of any other degree. A seminar presentation of the Training
Report was made on …………… and the suggestion as approved by the
faculty were duly incorporated.

Presentation In-charge Signature of the candidate

(Faculty)

Countersigned
Director / Principal of the Institute
 ACKNOWLEDGEMENT

Project report on motivational level of employees of education sector has

been a quantum leap in terms of practical savvy, understanding of
management concepts, sincerity, diligence, responsibili9ty and above all self
– confidence.

I would also like to acknowledge. My project guide, faculty of HIT and the
entire esteemed faculty of HIT, Bahadurgarh for providing me the required
theoretical background to approach the project.

(Sofia)
 PREFACE

Project reports constitutes an integral part of the technical studies. Training

gives an opportunity to the students to expose themselves to the industrial
environment, which is quite different from the classroom teachings. The
practical knowledge is an important suffix to the theoretical knowledge.

One cannot rely upon theoretical knwoeldge. It has to be coupled with

practical o be fruitful. Classrooms lectures make the fundamental concept of
technologies clear but not heir application in actual practice. A positive and
correct result of the classroom learning needs realities of the practical
situation. The training also enables the engineering students to see
themselves the working conditions under which they have to work n the
future. It thus enables the students to undergone those experiences, which
will help them later when they join any organization.

It is in this sense that practical training in company has a significant role to

play in the subject of financial management for developing managerial and
administrative skills n the future finance managers and to enhance their
analytical skills.

I consider myself luck to get my project training in such a big company. It

really helped me to get a practical insight into the actual software
environment and provide me an opportunity to make my computer software
related concepts more clear.
 TABLE OF CONTENTS

Declaration

Acknowledgement

Preface

Chapter 1 : Introduction
1.1 Introduction of the study

1.2 Education Sector

Chapter 2 : Review of literature

2.1 Motivation
2.2 Motivation Theories
2.3 Scope of the study
2.4 Objective of the study
2.5 Significance of the study

Chapter 3: Research Methodology

3.1 Meaning of research
3.2 Research Design
3.3Sample Design
3.3.1. Sample Unit
3.3.2. Sample frame
3.3.3 Time and place
3.3.4 Type of sampling
 3.3.5 Sample Size
3.4 Data Collection
3.4.1 Primary Data
3.4.2 Secondary Data

Chapter 4: Data Analysis and Interpretation

Chapter 5: Findings and Suggestions

5.1 Findings
5.2 Conclusion
5.3 Suggestions

Bibliography

Annexure
 INTRODUCTION

Education in India has a history stretching back to the ancient urban centres of learning at
Taxila and Nalanda. Western education became ingrained into Indian society with the
establishment, of the British Raj. Education in India falls under the control of both the
Union Government and the states, with some responsibilities lying with the Union and
the states having autonomy for others. The various articles of the Indian Constitution
provide for education as a fundamental right. Most universities in India are Union or
State Government controlled.

India has made a huge progress in terms of increasing primary education attendance rate
and expanding literacy to approximately two thirds of the popU1ation. India’s improved
education system is often cited as one of the main contributors to the economic rise of
India . Much of the progress in education has been credited to various private institutions.
The private education market in India is estimated to be worth $40 billion in 2008 and
will increase to $68 billion by 20l2. However, India continues to face challenges Despite
growing investment in education, 40% of the population is illiterate and only 15% of the
students reach high school. As of 2008, India’s post-secondary high institute offer only
enough seats for 7% of India’s college-age population, 25% of teaching positions
nationwide are vacant, and 57% of college professors lack either a master’s or PhD
degree. As of 2007, there are 1522 degree-granting engineering colleges in India with an
annual student intake of 582,000, plus 1,244 polytechnics with an annual intake of
265,000. However, these institutions face shortage of faculty and concerns have been
raised over the quality of education. Monastic orders of education under the supervision
of a Guru was a favored form of education for the nobility in ancient India. The
knowledge in these orders was often related to the tasks a section of the society had to
perform. The priest class, the Brahmins, were imparted knowledge of religion,
philosophy, and other ancillary branches while the warrior class, the Kshatriya, were
trained in the various aspects of warfare The business class, the Vaishya, were taught
their trade and the lowest class of the Shudras was generally deprived of educational
advantages. The book of laws, the Manusmriti, and the treatise on statecraft the
Arthashastra were among the influential works of this era which reflect the outlook and
understanding of the world at the time. Apart from the monastic orders, institutions
higher learning and universities flourished in India well before the common era, and
continued to deliver education into the common era. Secular Buddhist institutor cropped
up along with monasteries. These institutions imparted practical education, e. medicine
A. number of urban learning centres became increasingly visible from the period between
200 BCE to 40.0 CE. The important urban centres of learning were Taxil and Nala,
among others. These institutions systematically imparted knowledge am attracted a
number of foreign students to study topics such as logic, grammar, medicine
metaphysics, and arts and crafts. By the time of the visit of the Islamic scholar Alberun
(973-1048 CE), India already had a sophisticated system of mathematics and science in
place, and had made a number of inventions and discoveries. With the arrival of the
British Raj in India a class of Westernized elite was versed in the Western system of
education which the British had introduced. This system soon became solidified in India
as a number of primary, secondary, and tertiary centres for education cropped up during
the colonial era. Between 1867 and 1941 the British increased the percentage of the
population in Primary and Secondary Education from around 0.6% of the population in
1867 to over 3.5% of the population in 1941. However this was much lower than the
equivalent figures for Europe where in 1911 between 8 and 18% of the population were
in Primary and Secondary education. Additionally literacy was also improved. In 1901
the literacy rate in India was only about 5% though by Independence it was nearly 20%.

Following independence in 1947, Maulana Azad, India’s first education

ministerenvisaged strong central government control over education throughout the
country, with a uniform educational system. However, given the cultural and linguistic
diversity of India, it was only the higher education dealing with science and technology
that came under the jurisdiction of the central government. The government also held
powers to make national policies for educational development and could regulate selected
aspects of education throughout India.

The central government .of India formulated the National Policy on Education (NPE) in
1986 and also reinforced the Programme of Action (POA) in 1986. The government
initiated several measures the launching of DPEP (District Primary Education
Programme) and SSA (Sarva Shiksha Abhiyan, India’s initiative for Education for All)
and setting up of Navodava Vidyalava and other selective schools in every district,
advances in female education, inter-disciplinary research and establishment of open
universities. India ’s NPE also contains the National System of Education, which ensures
some uniformity while taking into account regional education needs. The NPE also
stresses on higher spending on education, envisaging a budget of more than 6% of the
Gross Domestic Product. While the need for wider reform in the primary and secondary
sectors is recognized as an issue, the emphasis is also on the development of science and
technology education infrastructure.
 EDUCATION SECTOR

According to current estimates, 80% of all institute are government institutes making the
government the major provider of education. However, because of poor quality of public
education, .27%. of Indian children are privately educated. According to some research,
private institutes often provide superior results at a fraction of the unit cost of government
institutes. However, others have suggested that private institutes fail to provide education
to the poorest families, a selective being only a fifth of the institute and have in the past
ignored Court orders for their regulation In their favour, it has been pointed out that
private institutes cover the entire curriculum and offer extra-curricular activities such as
science fairs, general knowledge, sports, music and drama. The pupil teacher ratios are
much better in private institutes (1:31 to 1:37 for government institutes and more teachers
in private institutes are female. There is some disagreement over which system has better
educated teachers. According to the latest DISE survey, the percentage of untrained
teachers (paratechers) is 54.9 1% in private, compared to 44.88% in government
institutes and only 2.32% teachers in unaided institute receive in service training
compared to 43.44% for government institutes. The competition in the school market is
intense, yet most institute make profit. Even the poorest often go to private institutes
despite the fact that government institutes are free. A study found that 65% of
schoolchildren in Hyderabads slums attend private institutes. Private institutes are often
operating illegally. A 2001 study found that it takes 14 different licenses from four
different authorities to open a. private institute in New Delhi and could take years if done
legally. However, operation Of unrecognized institute has been made illegal under the
Right to Children to Free and Compulsory Education Act which has also significantly
simplified the process of obtaining recognition.
Public Sector Participation in Education and Skills Development in education
sectors

Abstract.

Public education systems in many developing countries including education sectors face
a number of challenges. Curricula are often outdated; textbooks and other instructional
materials are sometimes in short supply; and student/teacher ratios are well above desired
levels, student retention rates and test scores are both low, among others. There is
growing evidence that private participation in education can improve effectiveness in
developing countries in a cost-effective manner and without compromising equity. In
addition, a number of studies demonstrate that private participation can encourage the
public sector to improve the quality and efficiency of public institute. Competition among
providers of services can lower costs and improve responsiveness to the needs of
consumers. It is against the above background that the paper examines the case for the
Promotion of private sector participation in education and development of skills of
entrepreneurship and innovation in education sectors on a sustainable basis. It reviews the
role of the three tiers of government (federal, state and local government) in the provision
and funding of education, while recognizing the fact that the private sector has not played
a prominent role in this respect. The paper, however, acknowledges the contributions of
the private sector in the area of skills development as well as the provision of
scholarships and bursaries to undergraduate students in institutions of higher learning in
the country. The paper notes specifically that, in the area of partnerships, the private
sector could work with educational institutions to ensure the relevance of curriculum to
private sector needs. Finally, the paper considers a number of partnership initiatives, and
these include: corporate executives to work with educators to develop curricula that
reflect private-sector technology, standards and practice; educational institutions with
business collaborating together to set up programmers to focus on various specific
aspects of business, for example, finance; mentor programmers, whereby professionals
and entrepreneurs have links with individual students; provision of management
expertise; among others.

Keywords: Private Sector, Participation, Partnership, Education, Skills Development.

Current Involvement of the Public sector in Education and skills Development in
education sectors

Until recently, the Government has largely been responsible for the provision of
education in education sectors, with very minimal involvement of the private sector.
Public funding of education includes direct expenditures (for teachers’ salaries and
instructional materials) as well as indirect expenditures in the form of subsidies to
households such as tax reductions, scholarships, loans and grants. It also includes
payments from the Education Trust Fund (ETF), mainly for capital expenditures. The
increasing demand of education on public finances at a time when government revenues
are stagnant or even falling requires finding additional sources of financial support
minimum operating capacity and registered in education sectors contribute a levy of 2%
of their annual assessable profits to the Education Trust Fund (ETF). The Fund
complements federal, state and local government budgets for primary, secondary and
tertiary institutions nationwide. It identifies areas of weakness in the educational sector
and intervenes, with funding. It also serves to enhance educational facilities and
infrastructure development, and promotes innovative approaches to educational learning
and services. Private sector involvement in education in education sectors is equally
gaining prominence in terms of philanthropic activities such as companies giving
bursaries and scholarships to undergraduate students in different tertiary institutions. This
is done mainly by large corporate and parastatal organizations. In addition, many of these
companies also provide scholarships and bursaries to employees’ children. Private
companies also support educational institutions through donations of cash, equipment or
materials as part of their corporate responsibility. Private schooling is significant in every
State of education sectors. The private sector for primary and secondary education has
been growing for the past two decades. The widespread loss of public confidence in
public primary and secondary education has been largely attributed to the proliferation of
private schools. In a similar vein, following the lifting of the ban on the establishment of
private universities in 1993,therë was an unprecedented proliferation in the establishment
of private universities. Currently, there are a total of ninety-two universities in the
country (twenty-seven federal, thirty state and thirty-five private universities) as at
November 2007 (JAMB Report, 2007). It is interesting to note however, that, in the area
of skills development, the private sector has been particularly outstanding and
impressive. This is against the backdrop of the fact that many of the companies and
corporations have provided the much-needed fora where many undergraduate students in
higher institutions of learning develop their basic skills in their different fields of study
through Internship Programmes. Such programmes run for between 3 months to 12
months. Undergraduate students on Industrial Attachment are expected to acquire
relevant and needed skills from these companies and organizations. expanding the
opportunities available. However, there is the need for a supportive framework in the
education sector that will encourage private sector participation in improving the
standards of education such as setting up and monitoring standards and quality. This
would however be a role for Government. A review of the current framework could be
carried out with a view to strengthening it. With respect to the private sector, there is a
need for a coordinated and focused response particularly as regards partnerships and
collaborations. With regard to its active participation in the provision of education, the
private sector’ needs to learn from the successful experiences from other National
Council of Educational Research and Training (NCERT) is the apex body for curriculum
related matters for school education in India. The NCERT provides support and technical
assistance to a number of schools in India and oversees many aspects of enforcement of
education policies. In India, ‘the various curriculum bodies governing school education
system are:

• The state government boards, in which the majority of Indian children are
enrolled.

• The Central Board of Secondary Education (CBSE) board.

• The Council for the Indian School Certificate Examinations (CISCE) board.

• The National Institute of Open Schooling JNIOS) board.

• International schools affiliated to the International Baccalaureate Programme

and/or the Cambridge International Examinations.
• Islamic Madrasah schools, whose boards are controlled by local state
governments, or autonomous, or affiliated with’ Darul Uloom Deoband.

• Autonomous schools like Woodstock School, Auroville, Patha Bhavan and

Ananda Marga Gurukula.

In addition, NUEPA (National University of Educational Planning and Administration)

and NCTE (National Council for Teacher Education) are responsible for the management
of the education system and teacher accreditation

Primary Education

The Indian’ government lays emphasis to primary education up to the age of fourteen
years (referred to as Elementary Education in India.) The Indian government has also
banned child labour in order to ensure that the children do not enter unsafe working
conditions. However, both free education and the ban on child labor are difficult to
enforce due to economic disparity and social conditions. 80% of all recognized schools at
the Elementary Stage are government run or supported, making it the largest provider of
education iii the Country. However, due to shortage of resources and lack of political
will, this system suffers from massive gaps including high, pupil teacher ratios, shortage
of infrastructure and poor level of teacher training. Education has also been made free for
children for six to 14 years of age Or up to class VIII under the Right of Children to Free
and Compulsory Education Act 2009.

There have been several efforts to enhance quality made by the government. The District
Primary Education Programme (DPEP) was launched in 1994 with an aim to universalize
primary education in India by reforming and vitalizing the ‘existing primary education
system. 85%. of the DPEP was funded by the central government and the remaining 15
percent was funded by the states. The DPEP, which had opened 160000 new schools
including, 84000 alternative education schools delivering alternative education to
approximately 3.5 million children, was also supported by UNICEF and other
international programmes. This primary education scheme has also shown a high Gross
Enrollment Ratio of 93-95% for the last three years in some states. Significant
improvement in staffing and enrollment of girls has also been made as a part of this
scheme. The current scheme for universalization of Education for All is the Sarva
Shiksha Abhiyan which is one of the largest education initiatives in the world.

Enrollment has been enhanced, but the levels of quality remain low. RECENT TRENDS
IN PRIMARY EDUCATION:

It is generally believed that the decade of the 1990s was significant for education in India.
But recent education statistics tell a mixed story. .According to official figures, the Gross
Enrolment Rate at the Version, 30 April2005 ERU Primary level is 95.7 per cent (85.9
for girls) (Table 2.1 and Graph 2.1). The number of primary schools in the country has
increased over four times from 0.23 million (1950—51) to 0.93 million (1998—99) and
enrolment in the primary cycle has gone up six fold from 19.2 million in 1951 to 113.8
million in 2001. At the upper primary stage, the increase in enrolment in the last 20 years
is by a factor of 13 for all children and 32 for girls (GOT, SES 2001). Since 1994 the
number of primary schools have shot up and 1,33,230 schools were added across the
country (DISE Data 2003-04, NIEPA, 20052). Most importantly, government
expenditure in elementary education went up from Rs. 644.6 million in 1951-52 to Rs
23956 million in 1960-61, Rs 38842 million in 1980-81, Rs 1961585 Million in l99091
and Rs. 778476.6 million in 2000-01. Equally significant is that the percentage of
education expenditure to GDP went up from 0.64% in 1951-52 to 1.48% in 1960-61, to
3.84 in 199091 and 4.11% in2000-Oi. Enrolment in the primary stage (age group 6-il)
went up from 97.4 million in 1991 to 113.8 million in 2001 with the percentage of girls
increasing from 41 .45 per cent in 1991 to 43.76 in 2001 .Progress at the upper primary
and high school stage has not been as impressive. Enrolment in these two stages
increased from 34 million and 19.1 million in 1991 to 42.8 and 27.6 million respectively.
The proportion of girls went up from 36.76 to .40.89% in upper primary and from 32.98
to38.77 % in high school(Table 2.2). There is no guarantee that every child who is
enrolled actually continues in school for five years. The dropout rate during the primary
level is estimated at 40.7, hi the upper primary level at 53.7% and 69% per cent children
entering class 1 drop out before the cohort reaches class 12. Comparative figures for
Rajàsthan reyeal that enrolment has gone up significantly. Enrolment for classes into 5
went up by 19.69% between 1986-93 and 55.09% between 1992-2003 . This spectacular
improvement may be a product of enrolment campaigns organised over the last 15 years
as also an indicator of changing social values and aspirations of parents. It is noteworthy
that the rise has been particularly steep in rural areas and among girls. The disturbing
trend, however, is that the rate of increase in the number of schools and teachers-has not
kept pace with the increase in enrolment (Table 1.2). This has led to overcrowded schools
and classes, higher student-teacher ratios, increased burden on the teacher and worsening
working conditions, escalating dropout rates at the primary level, especially among rural
girls. Given that almost 40% of the children enrolled in class 1 drop out before they reach
class 5, the pressure on upper primary schools and secondary schools is far less (Table
2.4 gives the all-India dropout rate). It may be even higher in Rajasthan). Ironically, the
rate of increase in the number of schools at the upper-primary secondary (142.11%
between 1993-2003) far exceed the rate of increase of schools at the primary level —
which at -1.19%, is in the negative. Administrators argue that while the number of formal
primary schools has decreased, the number of Rajiv Gandhi Pathashalas (RGP) (Table
1.3 and 1.5) has gone up substantially. The number of RGPs stands at 21,306 in 2004 —
employing an equal number of parateachers. It is noteworthy that all RGPs are, single-
teacher schools being run from single rooms. Despite the rapid increase, latest estimates
(2004) reveal that while the Gross Enrolment Rate at the primary level is 84.18 % the Net
Enrolment Rate is as low as 69.34%. This controversial figure was calculated using the
projections from the age-specific population data collected in 2001 Census of India. It is
now estimated that the number of out-of- school (including children who are formally
enrolled but not attending school) children in the 6-11 age group could be 40.21 million
(30.66%) with Uttar ‘Pradesh accounting for 6,72 million children and Bihar for 4.74
million children. The figure for 2 The 2005 DISE data (for the academic year 2003-04) is
based on the power point presentation made by Dr. Arun Mehta on 28th January2005. It
may be noted that only district report cards were released. National and state level
aggregates were not formally released. Therefore, this data maybe treated as provisional.

Version, 30 April 2005 ERU

Andhra Pradesh is 3.3 million (8.24%), Madhya Pradesh 2.74 million (6.82%) and
Rajasthan 3.53 million (8.82%)3. (Source: Dr. Arun Mehta, presentation on DISE Data
2003-04, NIEPA 2005) Equally significant is that 15% (95,588) of all primary schools
are single classroom schools, with rural schools accounting for 95% of single classroom
schools. Only 71% of primary schools in the country have an all-weather (pucca)
building. The percentage of single-teacher schools is also noteworthy 17.51% (1,1 1,635)
of schools have only one teacher. In Rajasthan ninety-six per cent of single-teacher
schools are located, in rural areas and 39% (20,311) primary schools have only one
teacher. Seven per cent of all schools have enrolment of less than 25 students.

Ninety five per cent of these low-enrolment schools are in rural areas. (Source: Dr. Arun
Mehta, presentation on DISE Data 2003-04, NIEPA The number of teachers has steadily
increased from 16,16,000 in. 1990 to. 18,96,000 in 2001 at the primary level and from
10,73,000 in. 1990 to 13,26,000 in 2001,at the upper-primary level. Out of this 2,59,099
are parateachers (or contract teachers) with primary schools accounting for 67.94% of
parateachers in the country as a whole. (Source: Dr. Arun Mehta, presentation on DISE
Data 2003-04, Simultaneously, newspapers across the country report a huge backlog in
teachers’ appointments. Rajasthan alone needs 36,708 more teachers at the upper primary
level and 49,710 at the primary level., Of these, 33,264 posts have been notified for
selection by the public service commission (Siyaram Ram Sharma, Trade Union Leader,
January 2005). The new appointees will be regular teachers, and not parateachers. As of
30 September, 2002,’there were’19,939 male and 4,027 female parateachersin the’
primary schools of Rajasthan. Of’these, there were 1,525 male and 4,574 female
parateachers in upper primary schools (Dr. Arun Méhta, 2003). Madhya Pradesh and
chhattisgarh have decided to stop recruitment of regular teachers. Instead, they plan that
all future appointees are contract teachers or parateachers. (appointed for a fixed term of I
to 3 years on a fixed consolidated salary that is almost 1/3rd to 1/6th of the pay of regular
teachers). With the rapid expansion of the school system since 1994 (when the DPEP was
launched). and making universal elementary education a fundamental right in 2003, the
government is under immense pressure to ensure universal access for all children in the
age group of 6 to 14. Since state governments shoulder the primary fiscal responsibility
for primary education, absenteeism and low accountability of teachers is also perceived
as a major problem across the country. Given the precarious fiscal situation of most
states, the trend has been to do away with regular teachers and hire contract teachers
instead. The areas of concern in primary education do not pertain only to low enrolment,
retention and learning but also why certain children do not go to school. Several studies
have cited teacher inertia, absenteeism and poor infrastructure in schools, irrelevant
curricUla nda’ de-motivating environment as keys reasons (Dreze and Gazdar 1996,
PROBE 1999). The studies also reveal a close link between low family income!poveity
and schooling (or the lack of it). Clearly, the economic dimension cannot be ignored.
Parents have to incur a cost. in sending children to school and despite claims to the
contrary, education is not free even in government-run primary schools. Families spend
as much as Rs 350 per child annually on uniforms, stationary and transport. This amount
goes up if the child needs extra tuition. This, by no means, is a small amount for poor
families. (PROBE, 1999 and NCAER 1994, Deepa Shankar 2003).

Several recent studies (World Bank 1996, Vimala Ramachandran 2003 and 2004) show
that poverty has an impact on

(a) enrolment of children

(b) their attendance/regularity

(e) retention in school

(d) on how much they learn.

They are more likely to drop out and their aspirations about life are likely 3 The number
of out-Of-schools children in the 6-14 age group (classes 1 to 8) is 37.54 million - 3.49
million mAP, 5.82 million in Bihar, 3.12 million in MP, 3.43 million in Rajasthan and
10.78 million in UP. (Source: DISE Data 2003-04, NIEPA 2005)

ERU

To remain low due to the uncertainty about their ability to continue with schooling.
Often, dropouts have to work, within the household or outside, and this is rarely
conducive to schooling. Alongside incentives such as free textbooks, bags and uniforms,
recent evidence shows that provision of a hot mid-day meal exerts a positive influence.
Secondary Education

The National Policy on Education (NPE), 1986, has provided for environment awareness,
science and technology education, and introduction of traditional elements such as Yoga
into the Indian. secondary school system. Secondary education covers children 14-18
which covers. 88.5 million children according to the Census, 2001. However, enrolment
figures show that only 31 million of these children were attending schools in 2001-02,
which means that two-third of the population remained out of school. A significant
feature of India’s secondary school system. is the emphasis on inclusion of the
disadvantaged sections of the society. Professionals from established institutes are often
called to support in vocational training. Another feature of India’s secondary school
system is its emphasis on profession based vocational training to help students attain
skills for finding a vocation of his/her choosing. A significant new feature has been the
extension of SSA to secondary education in the form of the Madhyamik Shiksha Abhiyan

A special Integrated Education for Disabled Children (IEDC) programme was started in
1974 with a focus on primary education but which was converted into Inclusive
Education at Secondary Stage Another notable special programme, the Kendriya
Vidyalaya project, was started for the employees of the central government of India, who
are distributed throughout the country. The government started the Kendriya Vidyalaya
project in 1965 to provide uniform education in institutions following the same syllabus
at the same pace regardless of the location to which the employee’s family has been
transferred.

Tertiary Education

Our university system is, in many parts, in a state of disrepair.. .In almost half the
districts in the country, higher education enrollments are abysmally low, almost two-third
of our universities and .90 per cent. of our colleges, are rated as below average on qua1iy
parameters. I am concerned that in many states university appointments, including that of
vice-chancellors, have been politicised and have become subject to caste and communal
considerations, there are complaints of favouritism and corruption.

Prime Minister Manmohan Singh in 2007

Indian Institute of Management, Ahmedabad.

India’s higher education system is the third largest in the world, after China and the
United States. The main governing body at the tertiary level is the University Grants
Commission (India), which enforces its standards, advises the government, and helps
coordinate.between the centre and the state. Accreditation for higher learning is overseen
by 12 autonomous institutions established. by the University Grants Commission As of
2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5
institutions established and functioning under the State Act, and 13 institutes which are of
national importance. Other institutions include 16000 colleges, including .1800 exclusive
women’s colleges, functioning under these universities and institutions. The emphasis in
the tertiary level of education lies on science and technology. Indian educational
institutions by 2004 consisted of a large number of technology institutes. Distance
learning is also a feature of the Indian higher education system. Some institutions of
India, such as the Indian Institutes of Technology (IlTs), have been globally acclaimed
for their standard of education. The IlTs enroll about 8000 students. annually and the
alumni have contributed to both the growth of the private sector and the public sectors of
India. Besides top rated universities which provide highly competitive world class
education to their pupil, India is also home to many universities which have been founded
with the sole objective of making easy money. Regulatory authorities like UGC and
AICTE have been trying very hard to extirpate the menace of private universities which
are running courses without any affiliation or recognition.

Students from rural and semi urban background often fall prey to these institutes and
colleges. Technical education

From the first Five Year Plan onwards India’s emphasis was to develop a pool of
scientifically inclined manpower. India’s National Policy on Education NPE) provision
edforan apex body for regulation and development of higher technical education, which
came into being as the All India Council for Technical Education (AICTE) in 1987
through an act of the Indian parliament. At the level of the centre the Indian Institutes of
Technology and the Indian Institutes of Information Technology are deemed of national.
importance. The Indian Institutes of Management are also among the nation’s premier
education facilities Several Regional Engineering Colleges (REC) have been converted
into National Institutes of Technology. The UGC has inter-university centres at a number
of locations throughout India to promote common research, e.g. the Nuclear Science
Centre at the Jawaharlal Nehru University, New Delhi.

Literacy

According to the Census of 2001, “every person above the age of 7 years who can read
and write in any language is said to be literate”. According to this criterion, the 2001
survey holds the National Literacy Rate to be around 64.84%. Government statistics of
2001 also hold that the rate of increase in literacy is more in rural areas than in urban
areas Female literacy was at a national average of 53 63% whereas the male literacy was
75.26%. Within the Indian states, Kerala has shown the highest literacy rates of 90.02%
whereas Bihar averaged lower than 50% literacy, the lowest in India. The 2001 statistics
also indicated that the total number of ‘absolute non-literates’ in the country was 304
million.

Attainment

World Bank statistics found that fewer than 40.percent of adolescents in India attend
secondary schools. The Economist reports that half of 10-year-old rural children could
not read at a basic level, over 60% were unable to do division, and half dropped out by
the age 14 Only one in ten young people have access to tertiary education Out of those
who receive higher education, Mercer Consulting estimates that only a quarter of
graduates are “employable” An optimistic estimate is that only one in five job-seekers in
India has ever had any sort of vocational training.

Private education

According to current estimates, 80% of all schools are government schools making the
government the: major provider of education. However, because of poor quality of public
education, 27% of Indian children are privately educated According to some research,
private schools often provide superior results at a fraction of the unit cost of government
schools. However, others have suggested that private schools fail to provide education to
the poorest families, a selective being only a fifth of the schools and have in the past
ignored Court orders for, their regulation In their favour, it has been pointed out that
private schools cover the entire curriculum and offer extra-curricular activities such as
science fairs; general knowledge, sports, music and drama. The pupil teacher ratios are
much better in private schools (1:31 to 1:37 for government schools and more teachers in
private schools are female. There is some disagreement over which system has better
educated teachers. According to the latest DISE survey, the percentage of untrained
teachers (paratechers) is 54.91% in private, compared to 44.88% in government schools
and only 2 32% teachers in unaided schools receive in service training compared to
43.44% for government schools. The competition in the school market is intense, yet
most schools make profit. Even the poorest often go to private schools despite the fact
that government schools are free. A study found that 65% of schoolchildren in
Hyderabad’s slums attend private schools. Private schools are often operating illegally. A
2001 study found that it takes 14 different licenses from four different authorities to open
a private school in New Delhi and could take years if done legally However, operation of
unrecognized schools has been made illegal under the Right to Children to Free and
Compulsory Education Act-which has also significantly simplified the process of
obtaining recognition. schools, and many of them drop out. According to a 1998 report
by U.S. Department of Commerce, the chief barrier to female education in India are
inadequate school facilities (such as sanitary facilities), shortage of female teachers and
gender bias in curriculum (majority of the female characters being depicted as weak and
helpless) The number of literate women among the female population of India was
between 2-6% from the British Raj onwards to the formation of the Republic of India in
1947. Concerted efforts led to improvement from 15.3% in 1961 to 28.5% in1981. By
2001 literacy for women had exceeded 50% of the overall female population, though
these statistics were still very low compared to world standards and even male literacy
within India Recently the Indian government has launched SaáksharBharat Mission for
Female Literacy.This mission aims to bring down female illiteracy by half of its present
level. Sita Anantha Raman outlines the progress of women’s education in India:
Women’s Education

Since 1947 the Indian government has tried to provide incentives for girls’ school
attendance through programs for midday meals, free books, and uniforms. This welfare
thrust raised primary enrollment between 1951 and 1981. In. 1986 the National Policy on
Education decided to restructure education in tune with the social framework of each
state, and with larger national goals. It emphasized that education was necessary for
democracy, and central to the improvement of women’s condition. The new policy aimed
at social change through revised texts, curricula, increased funding for schools, expansion
in the numbers of schools, and policy improvements. Emphasis was placed on expanding
girls’ occupational centers and primary education, secondary and higher education, and
rural and urban institutions. The report tried to connect problems like low school
attendance with poverty, and the dependence on girls for housework and sibling day.
care. The National Literacy Mission also worked through female tutors in villages.
Although the minimum marriage age is now eighteen for girls, many continue to be
married much earlier. Therefore, at the secondary level, female dropout rates are high.

Sita Anantha Raman also maintains that while the educated Indian women workforce
maintains professionalism, the men outnumber them in most fields and, in some cases,
receive higher income for the same positions.

A primary school in a village in Madhya Pradesh.

Following independence, India viewed education as an effective tool for bringing social
change through community development. The administrative control was effectively

Rural Education

Initiated in the 1950s, when, in 1952, the government grouped villages under a
Community Development Block—an authority under national programme which could
control education in up to 100 villages. A Block Development Officer oversaw a
geographical area of 150 square miles which could contain a population of as many as
70000 people.
Setty and Ross elaborate on the role of such programmes, themselves divided further into
individual-based, community based, or the Individual-cum-community-based, in which
microscopic levels of development. are overseen at village level by an appointed worker:
The community development programmes comprise agriculture, animal husbandry,
cooperation, rural industries, rural engineering (consisting of minor irrigation, roads,
buildings), health and sanitation including family welfare, family planning, women
welfare, child care and nutrition, education including adult education, social education
and literacy, youth welfare and community organisation. In each of these areas of
development there are several programmes, schemes and activities which are additive,
expanding and tapering off covering the rental community, some segments, or specific.
target populations such as small and marginal farmers, artisans, women and in general
people below the poverty line.

Despite some setbacks the rural education programmes continued throughout the 1950s,
with support from private institutions. A sizable network of rural education .had been
established by the time the Gandhi gram Rural Institute was established and 5,200
Community Development Blocks were established in India. Nursery schools, elementary
schools, secondary school, and schools for adult education for women were set up. The
government continued to view rural education as an agenda that could be relatively free
from bureaucratic backlog and general stagnation. However, in some cases lack of
financing balanced the gains made by rural education institutes of India. Some ideas
failed to find acceptability among India’s poor and investments made by the government
sometimes yielded little results. Today, government rural schools remain poorly funded
and understaffed. Several foundations, such as the Rural Development Foundation
(Hyderabad), actively build high-quality rural schools, but the number of students served
is small

1947 India achieves Independence

1948-49 University Education Commission constituted; gives Report

1950 India becomes a Republic. Free and compulsory education enshrined as

one of the Direction Principles of State Policy in the new Constitution

1951 • Decennial Census yields a Literacy Rate (5+) of 18.3% (overall),

 8.9% (female)

• First Indian Institute of Technology (lIT) established at

Kharagpur 1952-53

1952-53 Secondary. Education Commission constituted; gives Report 1956

1956 • University Grants Commission (UGC) established by Act of

Parliament

• Indian Institute of Technology (Kharagpur). Act passed by

Parliament

• Pandit Jawaharlal Nehru delivers the first convocation address at

the first IIT (Kharagpur)

1958 Second IIT established at Mumbai

1959 Third and Fourth IITs established at Kanpur and Chennai, respectively

1961 • NCERT established

• Institutes of Technology Act passed by Parliament to provide a

common legal framework for all IITs

• First two Indian Institutes of Management (IIMs) set up at

Ahmedabad and Kolkata.

1963 Fifth IIT established at Delhi

1964-66 Education Commission constituted; gives report

1968 First national policy on education (NPE) adopted, in the light of the
recommendations of the Education Commission

1963 Third IIM established at Bangalore

1975 Integrated Child Development Services (ICDS) Scheme launched to

provide for holistic development of children up to the age of six years

1976 Constitution amended to change “Education” from being a “State”

subject to a “Concurrent” one

1984 Fourth IIM established at Lucknow

1985 Indira Gandhi National Open University (IGNOU) established by an Act
of Parliament

1986 New National Policy on Education (NPE) adopted

1987-88 • Many large centrally-assisted schemes like “Operation

Blackboard”, “Educational — Technology”, “Vocationalisation
of Secondary Education”, etc , launched in pursuance of NPE,
1986

• All India Council of Technical Education (AICTE) vested with

statutory status by an Act of Parliament

• National Literacy Mission launched

1992 NPE, 1986, revised based on a review by the Acharya Ramamurti

Committee

1993 National Council of teacher Education (NCTE) vested with statutory

status by an Act of parliament

1994 • District Primary Education Programme (DPEP) launched to

universalize primary education in selected districts

• National Assessment and Accreditation Council (NAAC)

established by UGC (with headquarters at Bangalore) to assess
and accredit institutions of higher education

• National Board of Accreditation (NAB) established by AICTE to

periodically evaluate technical institutions and programmes

•: Sixth IT established at Guwahati

1995 Centrally-assisted Mid-Day Meal scheme launched in government and

semi-government primary schools all over the country, with central
assistance by way of free foodgrains

1996 Fifth IIM established at Kozhikode

1998 Sixth IIM established at Indore

2001 • Decennial Census yields Literacy rate. (7+) of 65.4% (overall),

53.7% (female)

• Sarva Shiksha Abhiyan (SSA) launched to universalize

elementary education of good quality all over the country

• University of Roorkee converted into (the seventh) IIT

2002 Constitution amended to make Free and Compulsory Education, a

Fundamental Right (yet to be brought into force)

2003 17 Regional Colleges of Engineering converted into National Institutes

of Technology, fully funded by the Central Government

2004 • Education Cess levied for raising additional finance needed to

fulfill Government commitment to universalize quality basic
education

• Mid-Day Meal scheme revised to provide central assistance to

meet cooking cost well

• EDUSAT, a satellite dedicated to education, launched

2005 National Commission for Minority Educational Institutions established

by Act of Parliament

2006 Two Indian Institutes of Science Education & Research (uSERs)

established at Kolkata and Pune, respectively

2007 • Seventh Indian Institute of Management established at Shillong

• One Indian Institute of Science Education & Research (IISER)

established at Mohali

• The National Institutes of Technology (NIT5) brought under a

common statutory framework by establishing NIT Act.

• Rashtriya Sanskrit Parishad Constituted

• The Central Educational Institutions (Reservation in Admission)
Ac Notified.
 STAGES OF EDUCATION IN INDIA

Stages of education in India , and an indication regarding corresponding age group of

students for each stage, are shown in the table below:

S.No. Stage Classes/ Duration (with Corresponding Age

exceptions, if any) Group of Students
(Indicative)

1 School stages I-XII 6 – 18 years

1. Elementary I-VIII (I-VII a few states) 6 – 14 Years

1

1.1.1 Primary I-V 6-11 Years

(I-IV in a few states)

1.1.2 Upper VI – VIII 11 – 14 Years

Primary
(V- VII in a few states)

1. Secondary IX – XII (VIII – XII in a 14 – 18 years

2 few states)

1.2.1 High School IX – X (VIII – X in a few 14 – 16 Years

states)

(I – IV in a few states)

1.2.2 Higher/ Senior XI – XII 16 – 18 Years

sec. school

2. Higher/ University 18-24 Years

Education

2. Non professional
1 (e.g. Humanities /
Pure Sciences /
Commerce) Degree
 Courses

2.1.1 Undergraduat 3 years

e

2.1.2 Post Graduate 2 Years

2. Professional Degree / Depends on the nature of

2 Diploma Courses the course

* 18-24 years is usually taken as the age group of students corresponding to university
tertiary education.

Responsibility of the centre, states and local bodies for education

Allocation of responsibility for various subjects to different tier of government is

ultimately laid down the constitution. From 1950, where the constitution came into force,
till 1976, Education was essentially subject, with role of Central Government being
limited to

 Running central Universities, Central Institutions of training and research, and

institutions of national importance, and

 Coordination and determination of standards in institutions for higher, scientific

and technical education and research.

The Constitution (42nd Amendment) Act, 1976, shifted Education, in general, from the
“State List” to the “Concurrent List”, thus giving both Central and State Governments
jurisdiction over it, concurrently The concept of concurrency was fleshed outing para
3.13 (“A Meaningful Partnership”) of the National Policy on Education, 1986, which
reads as follows:-

3.13 The Constitutional Amendment of 1976, which includes Education in the

Concurrent List, was a far- reaching step whose implications--substantive, financial and
administrative-require a new sharing of responsibility between the Union Government
and the States in respect of this vital area of national life. While the role and
responsibility of the States in regard to education will remain essentially unchanged, the
Union Government would accept a larger responsibility to reinforce the national and.
integrative character of education, to maintain quality and standards (including those of
the teaching profession at all levels), to study and monitor the educational requirements
of the country as a whole in regard to manpower for development, to cater to the needs of
research and advanced study, to look after the international aspects of education, culture
and Human Resource Development and, in general, to promote excellence at all levels of
the educational pyramid throughout the country. Concurrency signifies a partnership,
which is at once meaningful and challenging; the National Policy will be oriented
towards giving effect to it in letter and spirit.

By the 72nd and 73rd Amendments to the Constitution, bodies of local self-government
— Panchayati Raj bodies or rural and Municipal bodies for urban areas, respectively —
were accorded Constitutional status, in 1993 Assignment of functions to these bodies is to
be determined by laws enacted by individual State legislatures. However, the Eleventh
and Twelfth Schedules of the Constitution provide illustrative lists of items which may,
by law, be devolved on these local bodies. The Eleventh Schedule lists Education upto
the Secondary level, Vocational Education, and Adult and Non-Formal Education, among
others, for devolution to Panchayati Raj bodies.

Policy Framework

The Constitution

The Constitution of India is the ultimate document which guides state policy in all
sectors, including Education. Details of provisions contained in the constitution, which
have a bearing on Education have been listed on this website under the caption
“Constitutional Provisions”. Their more important features are

 Provision of free and compulsory education to all children upto the age of
fourteen years

 Education, in general, is the concurrent responsibility of the union and the states.
However, (a) coordination and determination of standards in higher and technical
education, and (b) institution declared by parliament by law to be institutions of national
importance, are the responsibility of the Union.

 Local authorities (Panchayats and Municipalities) are to be assigned a suitable

role in education (especially school, Adult and Non-Formal Education) through
individual state legislations.

 State Governments and Local Authorities are expected to provide facilities for
instruction in the mother tongue at the primary stage of education

Important Legislations

Next to the Constitution, State Policy is articulated through legislations. Some of the
important Central legislations having a bearing on the subjects allotted to the Department
of Higher Education are:

 The University Grants Commission Act, 1956

 The All India Council for Technical Education Act, 1987

 The National Council for Minority Educational Institutions Act, 2004

 The Copyright Act, 1957

 The Apprentices Act, 1961

National Policies on Education

There have so far been mainly two comprehensive statements of the National Policy on
Education , Viz. those of 1968 and 1986. The former contained decisions of the Central
Government on the recommendations of the National Commission on education, 1964-
66. The latter was a result of the renewed priority assigned to education by the
government of the Late Shri Rajiv Gandhi, who was Prime Minister during 1984-89. The
1986 policy was reviewed by a Committee constituted in 1990 under the chairmanship of
Acharya Ramamurti. On the basis of the recommendations of this Committee, Certain
provisions of the 1986 policy were modified in 1992. Thus, in all, the following three
comprehensive national policy statements exist on education:

 National policy on education, 1968

 National policy on education, 1986

 National Policy on Education, 1986 as modified in 1992

Policy decisions on individual issues taken from time to time

Besides the above comprehensive policy statements, policy decisions on individual issues
are taken from time to time, as needed, - in the form of resolutions, schemes, guidelines,
orders etc.

Size of Indian Education System

In keeping with its billion plus population and high proportion of the young. India has a
large formal education system. Its target group (children and young persons in the 6-24
years age group) numbered around 410 million in 2005, or about 38% of the country’s
population.

Following are some indicators of the size of India ’s education system (figures pertain to
2005-06, unless otherwise stated):

Target Population 410 Million

(6-24 years age group)

Estimate for 2005

Total Enrolments 237 Million

In all Educational institutions (School to

University)

Number of Educational Institutions

Schools 1.29 Million

Colleges 20,769

Universities (as on 31.03.07) 350

(236 Universities

+ 101 Deemed Universities

+ 13 Institutions of National Importance)

Number of teachers 6.5 Million

(The above figures of enrolment, etc. do not include the non-formal system which aims to
educate adult illiterates, above the age of 15 years.)

Important Achievements

Quantitative Expansion

The following comparative figures shown the remarkable growth of Indian education
since India because a republic in 1950:

S.No. Item Figure in 1950-51 Figure in 2005-06

(Unless otherwise stated)

1. Literacy Rate 18.3% 64.8%

2. Female Literacy Rate 8.9% 53.7%

3. Schools 0.23 Million 1.28 Million

4. General Colleges 370 11698

5. Professional Colleges 208 7797

6. Universities 27 350

7. Gross Enrolment Ratio in 32.1% 94.85%

elementary Education

8. Gender Parity index at 0.38 0.92

elementary Level

9. Public Expenditure on 1.5% 3.46%

 Education as % of GDP

Capacity building: Standard - Setting institutions at the National Level

Following two are the main organizations which have been established at the National
level for setting norms and standards and seeing to their observance in the field of higher
and technical education.

S.No. Sector Institute Established for quality Remarks

standards at National Level

1. Universities & University Grant Commission Statutory body

General (UGC)
Collages National Assessment and -
Accreditation Council (NAAC)

2. Technical and All India Council for Technical Statutory body

Management Education (AICTE)
Education National Board of Accreditation -
(NBA)

Capacity Building: Premier institutions

Over the decades, the department has also established or substantially funded a number of
premier institutions which have come to acquire a reputation for excellence. Some of
these are:

 13 Indian institutes of Technology (IITs)

 7 Indian institutes of management (IIMs)

 Indian Institute of Science (IISc), Bangalore

 23 Central Universities
  Indian School of Mines, Dhanbad

 4 Indian institutes of Information Technology (IITs)

 20 National Institutes of technology (NITs)

The above list does not include premier institutions in the field of Medical, Agricultural
and Legal Education, which are looked after by other Ministries of the Government of
India.

Inclusion

Generally, all centrally funded educational institutions reserve seats for students
belonging to disadvantaged groups as follows:

Other backward classes (OBCs) 27%

Scheduled Castes (SCs) 15%

Scheduled Tribes (STs) 7.5%

Disabled 3%

Jawahar Navodaya Vidyalays, which are pace - setting schools established by the Central
Government in over 5000 districts of the country, have, in addition to the above,
reservations for the following categories also:

Girls 33%

Rural Children 75%

Besides reservation off seats as above, following other facilities are also generally
available to students belonging to SCs and STs

 Post-Metric Scholarship

 Coaching to prepare for entrance examinations

  Post - Admission Remedial Coaching

Challenges before Indian Education

Some of the main challenges before the Education System in India pertain to:

 Access

 Participation & Equity

 Quality

 Relevance

 Management

 Resources

Access

While availability of elementary schools within a reasonable distance from habitations is

now fairly universal, same cannot yet be said in regard to Secondary Schools and
Colleges. Pocket still exist in many remote parts of the country where the nearest
Secondary School or College much too far for everyone to be able to attend.

Besides the physical availability of institutions, other barriers to access e.g.

socioeconomic, linguistic academic, physical barriers for the disabled, etc. also need to be
removed

Participation & Equity

Gross Enrolment Ratios for the elementary, secondary and tertiary stages of education in
2003 04 were 85%, 39% and 9%, respectively. These participation rates are undoubtedly
low, and need to be raised very substantially, for India to become a knowledge society /
economy. A linked challenge is one of equity. Participation rates in Education are poor
largely because students from disadvantaged groups continue to find it difficult to pursue
it. Even when they manage to participate, students suffering from disadvantages of
gender, socio-economic statute physical disability, etc tend to have access to education of
considerably lower quality than the others, while the education system needs to provide
them access to the best possible education that they are able to catch with the rest.

Quality

The challenge of quality in Indian education has many dimensions, e.g.

 Providing adequate physical facilities and infrastructure,

 Making available adequate teachers of requisite quality,

 Effectiveness of teaching-learning processes

 Attainment levels of students, etc

Besides the need to improve quality of our educational institutions in general, it is

also recognized for their quality.

Relevance

Education in India needs to be more skill-oriented — both in terms of life-skills as well

as livelihood skills. In sheer numerical terms, India has the manpower to substantially
meet the needs of a world hungry for skilled employees, provided its education system
can convert t numbers into a skilled work-force with the needed diversity of skills.

Management

Management of Indian education needs to build in greater decentralization,

accountability, professionalism, so that it is able to deliver good quality education to all,
and ensure optimum utilization of available resources.

Resources

India’s stated national policy - ever since 1968 - has been to raise public expenditure on
Education to the level of 6% of GDP. On the other hand, in 2004-05, outlay of Central
and Governments for Education amounted to about 3.5% of GDP. Thus, the gap in
allocations Education is still substantial, and needs to be urgently bridged
 MOTIVATION

CONCEPTUAL BASE

Under this head we will be dealing with conceptual knowledge of this topic. So we will
be discussing

1. What is motivation?

2. Fundamentals of motivation.

3. Theories of motivation Maslow’s theory .

Two-factor theory

ERG theory

Vroom’s theory of motivation

4. Motivation & organization

5. Motivation & work .

MOTIVATION

Section 1.01

We’ll define MOTIVATION as the process that account for an individuals intensity,
direction, and persistence of effort toward attaining a goal.The job of a manager in the
workplace is to get things done through. employees. To. do this the manager should be
able to motivate employees. But that’s easier said than done! Motivation practice and
theory are difficult subjects, touching on several disciplines.

In spite of enormous research, basic as well as applied, the subject of motivation is not
clearly understood and more often than not poorly practiced. To understand motivation
one must understand human nature itself. And there lies the problem!
Human nature can be very simple, yet very complex too. An understanding and
appreciation of this is a prerequisite to effective employee motivation in the workplace
and therefore effective management and leadership.

1) Motivation is the key to performance improvement

There is an old saying you can take a horse to the water but you cannot force it to drink; it
will drink only if it’s thirsty - so with people. They will do what they want to do or
otherwise motivated to do. Whether it is to excel on the workshop floor or in the ‘ivory
tower’ they must be motivated or driven to it, either by themselves or through external
stimulus.

Are they born with the self-motivation or drive? Yes and no. If no, they can be motivated,
for motivation is a skill which can and must be learnt. This is essential for any business to
survive and succeed.

Performance is considered to be a function of ability and motivation, thus:

Job performance =f(ability)(motivation).

Ability in turn depends on education, experience and training and its improvement is a
slow and long process. On the other hand motivation can be improved quickly. There are
many options and an uninitiated manager may not even know where to start. As a
guideline, there are broadly seven strategies for motivation.

• Positive reinforcement / high expectations

• Effective discipline and punishment

• Treating people fairly

• Satisfying employees needs

• Setting work related goals

• Restructuring jobs
 • Base rewards on job performance

These are the basic strategies, though the mix in the final ‘receipt will vary from
workplace situation to situation. Essentially, there is a gap between an individual’s actual
state and some desired state and the manager tries to reduce this gap.

Motivation is, in effect, a means to reduce and manipulate this gap. It is inducing others
in a specific way towards goals specifically stated by the motivator. Naturally, these
goals as also the motivation system must conform. to the corporate policy of the
organization. The motivational system must be tailored to the situation and to the
organization.

In one .of the most elaborate studies on employee motivation, involving 31,000 men and
13,000 women, the Minneapolis Gas Company sought to determine what their potential
employees desire most from a job.. This study was carried out during a 20 year period
from 1945 to 1965 and was quite revealing. The ratings for the various factors differed
only slightly between men and women, but both groups considered security as the highest
rated factor. The next three factors were;

• Advancement

• Type of work

• Company - proud to work for

Surprisingly, factors such as pay, benefits and working conditions were given a low
rating by both groups. So after all, and contrary to. common belief, money is not the
prime motivator. (Though this should not be regarded as a signal to reward employees
poorly or unfairly.) .
 THEORIES OF MOTIVATION

There are several approaches to the study of motivation. A perusal of the theories will
help us to understand the nature of motivation better. There are many theories which are
classified under two heads: -

Early theories

Contemporary theories

But some of the important & well popular theories are discussed here under.

i.e. Maslow’s theory Two factor theory

Vroorn’s theory

MASLOW’S THEORY:

The need hierarchy of motivation, propounded by “ABRAHAM HAROLD MASLOW

“is, undoubtedly, the simplest & most widely discussed theory of motivation. He
hypothesized that within every human being there exists a hierarchy of five needs. These
needs are:-

1. Physiological: Includes hunger, thirst, shelter, sex and other bodily needs.

2. Safety: Includes security and protection from physical and emotional harm.

3. Social: Includes affection, belongingness acceptance, and friendship.

4. Esteem: Includes internal esteem factors such as self-respect, autonomy, and

achievements; and external esteem factors such as status, recognition and
attention

5. Self actualization: The drive to become what one is capable of becoming; includes
growth, achieving one’s potential, and self-fulfillment.

The essence of theory may be summarized as follows

1. Human beings have wants, which can influence behavior. Only unsatisfied needs
can influence their behavior, satisfied needs do not act as motivators.

2. since needs are many, they are arranged in the order of their importance or
hierarchy i.e. from basic to complex.

3. The person advances to the next level of hierarchy, only when the lower need is
minimally satisfied.

4. Further up the hierarchy, the person is able to go, the more individually, &
psychological, health he or she will display.

We can see the hierarchy of needs in laid by MASLOW as under-

Self

Actualization

Self esteem

Belongingness and Love Needs

Safety
 A SCHEMATIC REPRESENTATION OF MASLOWS :

NEED-HIERARCHY THEORY

Now we can a look on these needs as discussed below-

A. PHYSIOLOGICAL NEEDS

The most basic, powerful, & obvious of all human needs is the need for physical survival.
Included in this group are the needs hunger, thirst, shelter, sex, sleep, protection from
extreme temperature & sensory stimulation. The person who fails to satisfy the basic
level of needs just will not be around long enough to attempt satisfaction of higher need
levels.If any of these needs remains unsatisfied, the individual rapidly becomes
dominated by that need, so that all other needs quickly become non-existent or become
decidedly secondary. e.g. a chronically hungry person will never strive to compose music
or build a brave new work. Such person is too much pre-occupied with getting something
to eat.

B. SAFETY NEEDS

Such needs arise when physiological needs are met. Maslow suggested that that safety
needs are more readily observed in infants & young children because of their relative
helplessness & dependence on adults.- Safety needs can be, in terms of organization
context- -correlate to such factors as job security, salary increase, safe working
conditions, unionization & lobbying for protective legislation.

Other e.g. are when individuals are confronted with real emergence i.e. war, crime,
waves, floods, earthquakes, riots, societal disorganizations,& similar other conditions.

C. BELONGING & LOVE NEEDS

It constitutes the third level in the hierarchy of needs. These needs arise when
physiological & safety needs are met/fulfilled. An individual motivated at this level longs
for affectionate relationship with others namely, for a place in his/her family or reference
groups. Group membership becomes the dominant goal for the individual.
D. SELF-ESTEEM NEEDS

It occupies the fourth level. Maslow classified these needs into two subsidiary sets

SELF-ESTEEM

SELF RESPECT ESTEEM FROM OTHERS

Self-respect includes such things as desire for competence, confidence, personal strength,
adequacy, achievement, independence & freedom. Here an individual wants to know that
he or she is competent or capable of mastering tasks & challenges in life.

Esteem from others includes prestige, recognition, acceptance, attention, status,

reputation & appreciation. In this case, individuals need to be appreciated for what they
can do, that is recognized and valued by others.

In organizational context- self-esteem heeds correspond to job tittles, merit pay, peer /
supervisory recognition, challenging work, responsibility & publicity in co. publication.

E. SELF-AVTUALIZATION NEEDS

Finally if all, the earlier four level needs are satisfied, then the need for self-actualization
comes to the fore. It is characterized by Maslow as the desire to become every-thing that
one is capable of becoming. The person who has achieved this highest level of need
presses towards the full use & exploitation of his/her talents, capacities & potentialities.
In other words, self-actualization is to become every-thing that one wants to become, to
reach peak of one’s potential.

TWO-FACTOR THEORY

This theory is propounded by the psychologist FREDRICK .HETZBERG. This. thedry .

is also termed as dual factor theory or motivation-hygiene theory; it is widely accepted by
managers concerned with the problem of human behavior at work.
According to Herzberg there are two factors, that .effect dissatisfaction & satisfaction.
The factors are-

Motivators &

Hygiene factors

Satisfaction is effected by motivators & dissatisfaction is effected by hygiene factors.

HYGIENE FACTORS

NO DISSATISFACTION DIS-SATISFACTION

(SATISFACTION)

MOTIVATORS

SATISFACTION NO. SATISFACTION

(MOTIVATION)

CONTRASTING VIEWS OF SATISFACTION &DISSATISFACTION

It shows that if hygiene factors are present at the work place, then the person will not be
dissatisfied. .His life is moving normal. But when these factors are absent from the work
place, then the person will be highly dissatisfied.

In case of motivators, if motivating factors are present, then the person will feel satisfied
& motivated to work. But if the motivators are absent from. the work place then the
person will neither be satisfied nor dissatisfied.
 FACTORS

HYGINE FACTORS MOTIVATING FACTOR

CO. POLICIES & ADMINISTRATION ACHIEVEMENT

SECURITY RECOGNITION

STATUS WORK ITSELF

SALARY RESPONSIBLY

WORKING CONDITIONS GROWTH ADVANCEMENT

MOTIVATORS

These are the intrinsic factors i.e factors which motivate the employees to go to their best
in their performance. Such as-

Achievement

Recognition

Work itself

Responsibility

Advancement & Growth

They seem to be related to the job satisfaction. These are the motivators, satisfiers or job
content factors.

HYGIENE FACTORS

These are the extrinsic factors. These are job content factors. Such as-

Co’s policy. & administration

Supervision

Working conditions

Salary

Status

Security

Interpersonal relations

These help the worker to work comfortably, so as to achieve desired work at work place.

VROOMS MOTIVATIONAL THEORY

This theory- is propounded by VICTOR.H.VROOM. This theory postulates that

motivation depends on the strength of the expectation that the act will be followed by a
given outcome & on the preference of an individual for that outcome. The figure below

This is the v room’s expectancy model i.e. VIE theory. There are 5 variables in the model
which are discussed as under -

VALENCE

Valence refers to the degree of outcomes as seen by the individual. In other words,
valence refers to the strength of an individual’s preference foe -a particular outcome.
Other terms might be used including- value, incentive, and attitude & expected. -
Valence may vary from -1 to +1. Valence is negative if the individual prefers not to
attain- an outcome. And is positive if he/she has strong preference for the outcome.
Valence must be-positive if motivation to take place.

Valence

Instrumentality

-1 0 0+1

0 0

Expectancy

0 +1

RANGES OF VALENCE, INSTRUMENTALITY AND EXPECTANCY

INSTRUMENTALITIES

Instrumentality refers to the belief that the first level outcome will lead to the second
level of outcome.

For e.g. the person would be motivated towards superior performance because of the
desire to be promoted.

The superior performance (first level outcome) is seen as being instrumental in obtaining
a promotional (second level outcome). In effect the person makes a subjective judgment,
so that the organization will value his performance & will administer rewards suitably.
This in turn will motivate the employees to work hard & perform in the desired manner
Its value may. vary from 0 to 1. If. employees see that promotions are based on
performance, instrumentality will be rated high If employees fail to see such linkages
between performance & reward, then instrumentality will be rated low.
EXPECTANCY

Expectancy refers to the belief that will lead to completion of the task. For e.g. a person
selling magazine subscriptions door to door may know from experience that the volume
of sales is directly related to no. of sales calls made. Expectancy is stated as probability
i.e. the employee’s estimate of the degree to which performance will be determined by
the amount of effort expended. Its value may range from 0 to 1. If a worker sees no
chance that effort will lead to performance, then expectancy is 0 & if he or she is
confident that the task will be completed then expectancy is 1.

MOTIVATION = EXPECTANCY * INSTRUMENTALITY * VALENCE

Section 1.02 Employee motivation in the workplace

The job of a manager in the workplace is to get things done through employees. To do
this the manager should be able to motivate employees. But that’s easier said than done!
Motivation practice and theory are difficult subjects, touching on several disciplines.

In spite of enormous research, basic as well as applied, the subject of motivation is not
clearly understood and more often than not poorly practiced. To understand motivation
one must understand human nature itself. And there lies the problem!

It is seen that organization exists for achieving it’s objective. And in order to so, its task
is divided in to a no. of sub-tasks which are accomplished through organizational roles.
These roles spell out the duties & obligations on the part of the person’s in them. Once
these duties & obligations are complied with in each role, spread over all the levels .&
functions, then only the organization get its pre-determined results.

On the other hand, the person exists in the organization with his needs, motives &
expectations, which he seeks fulfillment of. Once his needs & expectations are fulfilled,
he gets satisfaction. The effectiveness of the organization lies in matching the
requirements of organizational roles. With the needs & expectations of people put it in
such a way that once such role requirements are complied by the person, he also fulfills
his needs. In the process, the organization gets its results & the person on their
perspective jobs get satisfaction of their needs.
In usual organizational management the superiors at every level have to bring awareness
of role requirements to the subordinates. As superiors are primarily concerned with
employees performance & employees are primarily concerned with fulfillment of their
needs & expectations (as shown in the diagram above), it requires executive & leadership
skills to match the organizations task requirements & subordinates needs & expectations,
so that it can serve the dual purpose of achieving organizational objectives & the
employees satisfaction & involvement.

Human nature can be very simple, yet very complex too. An understanding and
appreciation of this is a prerequisite to effective employee motivation in the workplace
and therefore effective management and leadership.

Motivation and organization

Motivation & organization are interrelated Motivation is that function which is necessary
to achieve goals of the organization.

In order to have a clearer understanding, motivation to work must be viewed in the

context of organization where it is taking place. It is explained in much better form in the
chart given below.

MOTIVATION & WORK

A men work for various reasons, sometimes for a combination of reasons & sometimes
for different reasons at different times. Normally, a vast majority of people works for
money, for livelihood, & maintenance of family. Those who get beyond the stage of
“making the two ends meet” may work for good social status or position, to further
professional attainment, freedom & challenge & a variety in jobs & even for the interest
in job itself.
Money/pay is the means for survival & livelihood. It also serves as a means to social
position, prestige, status, power, security & to fulfilling individual pursuits like
philanthropy, religious & missionary activities, recreational & outdoor activities & the
like. Thus money in the form of pay or earnings gets inseparably connected with needs &
motives of all sorts.

But the commonly held belief that employees work for money only is a fallacious one.
Every one in the hierarchy of the organization including workmen to have self-respect,
expect fair .& human treatment. When self-respect is violated & all the other human
aspects are ignored, it is natural, that then even the pay. can bring about only partial
motivation & often a good deal of contentment or empathy along with it.

In this situation, most employees may then tend to treat such symptoms through their
adhoc, manipulative, patchy effort without going to the root cause. If the problem drags
on, it may banish efficiency & productivity out of the organizational system.

Thus this is the most important task of the employer to• look after the needs &
expectations of employees working for there, to treat them as humans, respect them &
also give a fair treatment so that desired work can come out of employees of the
organization.
 SCOPE OF RESEARCH

As this study is being done for some specific purpose it has a wide scope all over in many
areas, as under mentioned-

1. It is useful to- aces the capabilities of employees, of education sectors Capabilities

as regard to perform their work efficiently & result in better manner.

2. To know their interest in work i.e. whether they are really interested in doing their
work or they prefer to work only if they are provided with incentives

3. It will help in determining the satisfaction level of employees of concerned

education sector as the results of students. . . .

4. To enable the employees to work comfortably at their work place. This is to

ensure that employees are having no ‘problem in working.

5. To give them a feeling of belongingness by providing them their desired motives

& developing a ‘friendly atmosphere at work.

6. To understand, the depth of employees to understand their behavior at work

 OBJECTIVES OF THE PROJECT ARE AS FOLLOWS

• To study the motivational level of employees in respect to the education sector.

• To study the employees relation. In education sector.

• To study whether the motivational factors matches with expectations of the employee’s
interest or not.

• To study the motivational factors that motivates most

• To study of the employees perception about the education sector.

 SIGNIFICANCE OF THE STUDY

The basic purpose for which the research is conducted is to measure the motivational
level of employees of education sector.

The research is aimed at studying the motivating factors of employees, so that the
education sector s able to understand that in what way the employees can perform in
better and desired manner and can give more effective and efficient result.
 RESEARCH METHODOLOGY

RESEARCH (DEFINITION)

The research can be defined as “logical and systematized mean or techniques to discover
new facts or verify and test old facts, analyze their sequences, inter-relationship and
casual explanations which were derived with an appropriate theoretical frame of
reference, develop new scientific tools, concepts and theories which would facilitate
reliable and valid study of human behaviors”.

Collection of data is the first step in statistics towards the goal of conclusion The data
collection process follows the formulation of research design including the sample plan.
Data that can be secondary or primary, can be collected using variety of tools.

Collection of Secondary Data

Secondary data may be described as those “data that already available i.e., they refer to
data, which have already been collected and analyzed by someone else. When researcher
utilizes secondary data, he has to look into various sources from where he can obtain
data. Usually published data is available in:

 Various publications of central, state and local government;

 Various publications of international bodies;

 Technical and trade journals;

 Books, magazines and newspapers;

 Reports and publications of various associations connected with business and

sector, banks, stock exchanges, etc;

 Reports prepared by research scholars, universities, economist, etc, in different .

fields;

 Public records and statistics,. historical documents and other sources of published
information.
Collection of Primary Data

Primary data may be described as those “data that has been observed and recorded by the
researchers for the first time to their knowledge. The cost of collection of secondary data
is less than data. Instance the knowledge of secondary data is essential for planning the
collection of primary data. We can obtain primary data either through observations or
through personal interviews. This, in other words, means that there are several methods
of collecting primary data, particular in surveys and descriptive researches. Important one
are:

 Observation method

 Interview method

 Through questionnaires

 Through schedules

 Through projective techniques

 Depth interviews

 Content analysis

There is two basic methods used in collecting primary data.

1. Observation

2. Questionnaire

1. Observation Method: When data are collected by observation, the investigator

asks a question. Instead, he observes the objects or actions in which he is
interested. Sometimes individuals make the observation on other occasions;
mechanical devices observe and record the desired information.

2. Questionnaire Method: A questionnaire consists of a set of questions presented to

respondents for their answers. The responses may be undertaken either by the
 interviewer or by the respondents, as the methods of data collection require. The
term questionnaire usually refers to a self administered process where by the
respondent himself reads the question and records the question and records his
answers his answers without the assistance of an interviewer.

Questionnaire Designing Questionnaire is highly specialized job and requires a

great deal of skill and experience.

While developing a Questionnaire, the researcher has to be very clear on the following
issues:-

a. What information will be sought?

b. What type of Questionnaire will be required?

c. How the Questionnaire will be administrated?

d. What the content of the individual will be?

e. What the form of response of each question will be?

f. How many questions will be used and how the individual questions will be
sequenced?

g. Whether the Questionnaire shall be disguised or undisguised?

h. Whether the Questionnaire shall be structured or unstructured?

In this project the information has been collected from the around 80 employees of
EDUCATION SECTORS to collect the primary data to know their interest,
understanding ,suitability at there job.

SAMPLING UNIT- is an individual employee.

ANALYSIS & INTERPRETATION

Here we will deal with analyses of data collection & interpretation thereof. The data
obtained from the methods stated above will be analyzed & interpreted.

As stated above & earlier data. is collected by random sampling method & questionnaire
& observation.
 ANALYSIS OF DATA

For the collecting the data here certain standardized parameters have been setup. And
then the analyses have been done.teh parameters are discussed as follows: -

1. Personality traits of the employees

2. Job satisfaction level

Age Limit

Less than 26 6
26-35 14
35-50 52
50 & above 8

Interpretation

In my study I found that there are less no. of employees that fall between the age group
of below 26 and above 50 age group and most of them belong to the age group of 35-50.
1. Do you feel job security in Government education sector?

YES 78

NO 2

80
70
60
50
40 YES
30 NO
20
10
0
1st Qtr

Interpretation

In my study I found that almost every employee feel secure when it comes to job
security.
2. Do you feel any difference in your expectations between pre and post jointing in
the private institute?

Yes 50

No 30

Interpretation

In my study I found that 62.5% people says there is a difference expectations between pre
and post joining and rest 37.5 says no difference.
3. Do you see your future in education sector?

Yes 58

No 22

Interpretation

In my study I found that 72.5% people see their future in education sector and rest 27.5
are against this statement.
4. Which factor motivates you the most n education sector?(rank 1-7)

Job convenience 10

Stress Factor 9

Salary 28

Timely Promotions 10

Increments 19

If any other, pls specify 4

Interpretation

In my study I found that mainly salary (25%) is the motivational factor and rest stress
factor 22% job convenience 20% Increments 20% Timely promotions 13% these factors
motivates employees.
5. Do you get support and encouragement from your team mates?

Yes 52

No 28

Interpretation

In my study I found that 65% employees get support and encouragement from their team
mates and rest 35% have no support from their team mates.
6. Do you attend any workshop, seminar or training organized by University, UGC
or AICTE?

Yes 73

No 7

Interpretation

I found that the training, seminar and workshop organized by government are attended by
almost every employee.
7. Why you opted a career in teaching?

Recognition 18

Passion in teaching 32

Passion in research 12

Any other reason 18

Interpretation

In my study I found that 40% employees have passion of teaching and 22% have
recognition 15% in passion in research and only 23% are from any other reason.
8. Performance appraisal can be conducted in education sector on following factors.
(How would you rank? (1-5)

Result of the student 30

Teaching experience 24

Qualification 22

If any other 4

Interpretation

In my study I found that 37% are depending on Result of the student and 22% are on
teaching experience, 15% on qualification.
 FINDINGS

After conducting the study, analyses have been made and the results are being interpreted
there off.

Now after all of the study, observation & personally made queries some findings are
given hereunder

1. Employees find themselves secure in government institutes.

2. Employees feel difference in pre or post joining.

3. Employees are punctual and see their future in teaching.

4. The main factor which motivates employee is salary there after promotions,
increments, job convince are several factors which motivates.

5. Most of the employee prefers government teaching instead of private teaching in

institute.

6. Most-of the teachers are encouraged by their team mates.

7. No. of teachers attends workshop, Seminar or Training organized by University,

UGC or AICTE

8. Teachers opted their career in teaching due to their passion in teaching , in

research, and same joined because of any other reason.

9. Performance appraisal is done on the result of student their experience in teaching

and qualification.
 CONCLUSION

As we have seen in the above graphs regard to motivating factor of employees that they
are feeling safe in this teaching job and they choose this profession because of their
passion in teaching. Most of the teacher prefer govt. job as their first preference. And
performance appraisal is conducted on the basic like- Result of the student, Teaching
Experience and qualification.

So we can conclude that it will not be correct to say that all employees work for money
only. Infect, employees also work for job satisfaction, self-esteem, self-actualization &
cooperation from management.
 RECOMMENDATIONS

• Norms and. conditions should be applicable same at private and government

institute.

• Teachers should be motivated for attending workshäp, Seminar or Training

organized by University, UGC or AICTE.

• Employees should be loyal to their jobs.

• All the facilities that are provided in government institute also same should be
provided in private institute.

• Information should be provided to teachers of private institutes about workshop,

Seminar or Training organized by University, UGC or AICTE.
 BIBLIOGRAPHY

 www.google.com

 www.msn.com

 www.schoolworld.com

 projects (text book) by Prasanna Chandra

 Text book of Shiv Khera

 Journals on human resource management.

 Management magazine

 TEXT BOOK OF C.R.KOTHARI

 QUESTIONNAIRE

Age Limit:

Less than 26

26-35

35-50

50 & Above

1. Do you feel job security in Private Education sector?

Yes No

2. Do you feel any difference in your expectations between pre and post joining in
the Private institute?

Yes No

3. Do you see your future in education sector?

Yes No

4. Which factor motivates you the most in education sector?(Rank 1-7)

* Job Convenience

* Stress factor

* Salary

* Timely promotions

* Increments

* If any other, please specify

5. If you find a choice between a govt. aided or a private institute what will be your
preference and why?
6, If you find a choice between Education or Corporate Sector what will be your
preference and why?

7. Do you get support and encouragement from your team mates?

Yes No

8 Do you attend any workshop, Seminar or Training organized by University, UGC

or AICTE?

Yes No

9. Why you opted a career in teaching?

* Recognition

* Passion in teaching

* Passion, in research

* Any other reason, pls Specify…………………………

10. Performance Appraisal cat be conducted in education sector on following factors.

How would you rank? (1-5)• : “

* Result of the student

* Teaching Experience

* Qualification

* If any other, Please specify