In the process of globalization, education in India is playing key role in coping up with the rapid changes taking place in all types of business activities. The focus is on maintaining good quality of education in India. The institutes are operating in almost all corners of the country. They are varied in nature, size and structure. The variation is because of variety of socio-economic factors influencing working of them.These institutes are broadly classified into three categories based on locations and socio-economic circumstances.
‘A’ category includes institutes in big metro cities.
‘B’ category covers institutes in next larger cities
‘C’ category are mostly urban, semi urban and rural
Presently quality parameters for all the institutes in India are uniformly set. Quality expectations from Industry, controlling bodies are similar or same for all the institutes without considering variations in socio-economic status of the region in which these institutes are functioning. Regional Institutes are trying to conform in this race with quality norms set by quality controlling authorities. Quality is perceived differently at different places. The basic expectation from quality is, it must satisfy the needs of the stakeholders. These needs can be different at different socio-economic zones of the country. Setting same or similar parameters for all the colleges in India may do injustice to the institutes functioning in rural area. It is relevant to study quality parameters to be set for regional institutes taking into consideration the socio-economic and academic constraints Regional Institutes have to face various challenges to survive in this area. Every Institute has same stakeholders but their demands differ as per their Socio-economic background. And the Socio- economic status of the rural area is quite low as compared to the metros or big cities. So this is the basic difference between these big cities or Metros and rural Institutes. In the further part we discuss the challenges & pressures on the regional Institutes.The regional institutes are to cater regional needs. The significant task is to identify management education needs and take necessary steps to fulfill the needs ensuring appropriate quality of management education. B-Schools in rural India need to focus their efforts on these tasks.
(1) Objectives of The Research paper-----
(1.1) To identify research & techniques with education needs
(1.2) To understand nature of the problems of in rural areas.
(1.3) To study the role of rural community in addressing education needs in rural
(2) Hypothesis of the research paper
(2.1) The present norms and standards set & rural Control exercises are redesigned considering socio-economic and academic constraints.
(2.2) Reducing problems of in rural area of saurashtra as well as create better
quality in education is time-going process.
(2.3) Awareness of the opportunities and potential AFFORTS are in
rural areas is difficult, not impossible.
(3) Review of Literature:
“Education is the great Instrument of social emancipation by which a democracy establishes, maintains and protects the spirit of equality among its members” these are the views of Radhakrishan commission (1948-49).
All great people & educationists like Mahatma Gandhi, Kramer Bhaurao Patil, Mahatma Phyla, Shaun Chhatrapati, Kolhapur, G.K. Gokhale, Vinoba Bhave etc. have said that education is the medicine to all the ills of Indian rural society. Bhaurao’s educational experiments were meant to solve the difficulties confronting the rural society. He said, a man is gifted with Native Intelligence & with or without moderate formal education can also give a coherent, if not, a systematic philosophy of his own life. Advocate Bartakke found that after Industrial revolution young people started leaving the villages for cities in spite of the danger of unemployment. He noted that slogan ‘Back to villages’ should be changed to ‘stay in villages’. He suggested that, for village industries & villages to be self –dependent, he advised the village traders to form co-operative societies and learn modern techniques of trading. He expected that education should teach them better life, better farming, better seeds, better marketing and no thirst for city life. But the education was to the contrary at that time. In today’s global era too these philosophy hold true. Regional Institute has to play a pivotal role to develop the region by providing appropriate knowledge to the students so that they can stay in villages and apply all their managerial skills for the and others better life, better trading & better marketing.
Mahatma Gandhi was also of the same opinion, that education should be self-supporting. Education means an all - round drawing out of the best in human- body, mind & spirit. The highest development of the mind and the soul is possible under a system of education. ‘Making revolutionary changes in education system and giving practical knowledge/ life skills and through educating them’ this was the principle of Mahatma Gandhi. He was of the opinion that, college education should be related to the National necessities. Education for life: Without the use of our hands & feet, our brains would be atrophied and even if it worked it would be the home of Satan. Tolstoy was of the same opinion. The youth/student have to be the true representatives of our culture & civilization, they are the true genius of our nation and this education should be based on non- violence & without exploitation of the student. True learning can be imparted only through doing. Gandhiji’s idea was not only to teach a profession or occupation but to develop the full man through teaching that occupation. In this way, we see it is very essential and can be possible to develop the rural areas through the students by teaching them the culture, industrial scenario of that region as well the global opportunities and threats so that they can apply their managerial skills to make the rural/ regional industry competent.
(4) Methodology
The educational Institutes in saurashtra region are the main source of information for research. Directors, teachers and students are the source of primary data, whereas office record is the source of information regarding socioeconomic background and placement information.Other sources are people working in NGOs, local govt., agriculture and agro-based industries and service sectorThe methodology is in line with the international trend—a combination of self-evaluations and peer review based on predetermined criteria for assessment. It is a voluntary process, and the final outcome of the process is an overall grade on a five-point scale and a detailed assessment report, valid for a period of five years. Both the grade and the report are made public.Although the NAAC has the provision to do both-------------------------------INSTITUTIONAL as well as ‘DEPARTMENTAL ASSESSMENT
During the first cycle, institutional accreditation has been promoted consciously. By the end of 2001, the NAAC has assessed around 200 institutions of higher education, and it recently conducted a study to analyze the impact of accreditation on the institutions of higher education.
( 5) Findings
5.1- education needs in rural India.
The growth of private initiatives has also increased the concern for quality. To increase access to education, India has encouraged private initiatives. The government-run colleges are few, and privately managed trusts or societies have founded the greater number of colleges—about 70 percent of the total. Most of the private colleges established before the 1980s get more than 95 percent of their financial support from the state government,
5.2 Problems of rural areas-----
5.2.1- Quality of students & socio-economic background:
State Govt. has adopted 70+15+15 pattern for admission 70% from local university, 15% from other universities in the state and 15% students from out of the state.Since out of state students and other university students are interested in ‘A’ or ‘B’ type Institutes, the profile of students in ‘C’ type, rural institutes remains by and large rural. Due to less exposure, conventional teaching methodology till undergraduate level, the quality of students is much different from the students in metros. These institutes need to make intensive efforts to bring these students to the minimum level which makes them eligible for management education i.e. language, minimum communication skills and orientation for active learning expected in management education.
5.2.2 performance in admission entrance test,
If we look at their performance in admission entrance test, we find following composition:
15% of the candidates are within the range of 55-75 out of 200 marks
65% of the candidates are within the range of 75-100 ,
15% of the candidates are within the range of 100-125,
05% of the candidates are above 125
Students from Semi urban and Rural India are by and large introvert, shy and passive. This may be attributed to the social characteristics of the region. Though many of them are from non- agrarian family background. They have less exposure to the industrial environment where the above qualities are undesirable. The transition of agrarian society to industrial society is still in the process.
Colleges of rural areas have to fight with the preconceived ideas of the students emerged out of their inferiority complex and no close interface with corporate environment. Few guest lectures, industrial visits and library work, debates take them to a limited extent to come out of inferiority complex. The insistence of AICTE on one or two common admission tests will deprive majority of rural students from education.
5.2.3 The Impact of NACC—
The impact could also be seen in ways that were not very pleasant. In spite of emphasizing that—
· Institutional uniqueness will be taken care of; institutions have started copying the top-bracket institutions, which may lead to a decrease in diversity among institutions.
· Some institutions had spent much time preparing documents and plans that would impress the peer team.
· In some instances the assessment report seems to be used for purposes that may not be appropriate to the intended outcomes.
· In addition to the unintended consequences, as time passes, the NAAC faces new challenges.
· Some are methodological issues and the rest relate to implementation of policies.
· The follow-up strategy to be adopted and the safeguards to uphold the objectivity of accreditation are emerging as challenges to be addressed immediately.
(6) SUGGESTIONS—
§ To face the next cycle of assessment.
§ To handle assessment if it is made mandatory
§ To establish regional offices have also come up
§ To export of education,by other countries.
§ To allow the e-learning and the Open University
In this context---
The need to strengthen the region and international dialogue with the other quality assurance agencies
The need to strengthen the research on quality related issues have become vital area
The need to clear the advisory role of NAAC’s on policymaking
In a developing country like India, which has a long way to go in increasing access to higher education, linking assessment with basic funding may not be appropriate. But
Ö the expectations of stakeholders on incentives
Ö“development grants”
Ö State universities and colleges receive UGC support (less than 5 percent of their budget in most cases) only for certain development schemes. Their major providers—the state-governments have yet to take note of the assessment outcome of the NAAC in a major way.
The way the NAAC would proceed to face these challenges is bound to enrich the international development of quality assurance.The challenge is to combine government funding with privatization, to build the resources required to accomplish both options, and optimize the country’s gains from globalization
(7) Recommendations
Following measures can be taken to strengthen the rural institutions.
7.1 AICTE should pay attention to the problems of rural areas by appointing advisory committee consisting of experts form rural region. This committee will take into consideration the management education needs in the rural region and set norms for rural B-schools. It can also consider delegation of controlling authorities to the universities in the region. Universities can understand the regional educational needs better.
7.2 There is a need for integration of government initiative for rural development and role of rural institutions. Some schemes can be routed through these areas,
7.3 MOUs between premier and rural institutions can be made benefited
A. Enhancement of quality of rural colleges through designing –
B. MDPs for neglected sectors
C. Conducting research for rural development.
D. Faculty development and curriculum development
· SUMMARY---.
MNCs and large corporation can look into the opportunities and poten rural region and extent their outreach activities taking rural colleges with them this will strengthen them financially at the same time As rightly mentioned by C.K.Prahalad in his best seller, ‘THE FORTUNE AT THE BOTTOM OF THE PYRAMID’, that it is not possible for MNCs to frame strategy for serving market that lies below the pyramid by sitting at the headquarters. In order to understand the characteristics of these markets they need to have strategic alliance with NGOs, universities and educational institutions. This thought expressed in the RESEARCH-PAPER supports the stand that rural education institutions can play a pivotal role in representing the fortune that lies below the PYRAMID. #######################################################################
References:
1 Mahatma of Mohanda Karamchand Gandhi, Vol. V,VI,VII
2 C.K.Pralahad The Fortune at the Bottom of the Pyramid
3. S.K. Mishra & V.K. Mishra Economic Environment of Business
4. Hayward, CA Quality Management in education- Mytron Tribus, Exergy, Inc.,
5. Ravindra Kumar & Kalpana Vedmitra, Improving Quality of Higher
Education: Autonomy to Colleges, What Next? University News, 42 (18),
May 03-09, 2004
6. lekar, University News, (43), 11 March14-20, 2005
www.indiabschools.com/bschools.com/bschooldirec
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