FOUNDATION OF EDUCATION :: PRIVATIZATION, GLOBALIZATION AND EDUCATION

The term 'privatization' has come into widespread use in the 1980's because of the new economic reforms. 

Privatization is the process of transferring the ownership of an organization or enterprise from the public sector to the private sector.  Privatization is considered to bring more efficiency and objectivity to the company, something that a government company is not concerned about. India went for privatization in the historic reforms budget of 1991, also known as 'New Economic Policy or LPG policy'.

CONCEPT:

Privatization can be understood in a better sense as follows:

OBJECTIVES:

1. Privatization allows greater efficiency.

2. Revealing the true and full cost of the service provided.

3. Promotion of technological advancement.

4. Development of Capital Market.

5. Broadening the wealth and achieve widespread private ownership in society.

6. Curbing inflation.

7. Raising extra revenues for the government.

8. Eliminating hidden unemployment and reducing the power of public employee unions.

PURPOSE OF PRIVATIZATION:

1. Improve the efficiency of an organization or educational institutions. 

2. It reduce the government control over education.

3. It is used as an important strategy of economic rejuvenation by many developing and developed countries, including Britain.

METHODS OF PRIVATIZATION: 

There are three main methods of privatization.

1. Share Issue Privatization: Selling shares on the stock market.

2. Asset Sale Privatization: Selling the entire firm's or part of it to a strategic investor, usually by auction.

3. Voucher Privatization: Shares of ownership are distributed to all the citizens either for free or for a very lower price.

GLOBALIZATION:

The term 'globalization' means integration of economics and societies through cross-country flows of information, ideas, technologies. goods, services, capital, finance and people. Cross border integration is multidimensional, and it includes cultural, social, economic and political dimensions. 

Globalization is not a radical revolution that is going to completely transform education, its impact will be more on emphasis of certain trends.

1. Education must not lose its traditional goals of reading, writing, arithmetic and know-how and skill development.

2. Faced with the consequences of globalization on the individuals and societies, other goals become relevant for educational reforms.

I- More Autonomy for Individuals in a Society of Knowledge.

The society must allow every individual to develop freely. Schools must give the individuals the capacity to acquire the knowledge and interpret new values that will in turn guarantee them the ability to remain up-to date with the evolution of their environment. Every individual is unique. Maturation, growth and development of potentials might vary from child to child, but the goal is to provide information which is necessary.

II- Rebuilding the Social Link.

It is through education at school and non-formal environments that the desire and the benefits of living together is learning to work in teams and developing the individual abilities, learning, understanding of others and surroundings, our economics, social and political environment at a national or global level. Education is the manifestation of perfection already in man. Providing the right source of information at the right time in a right way for the overall development of the individual is the need of the hour.

III- More Equal Development of Society.

A society where all members have a fair share in production as well as in consumption. Education must contribute to a revitalizing society of citizens, who share the values, issues and challenges of their community, country and the world. Country is made by the people living in it, the so-called citizens. It is the responsibility of the citizens to design a better future for their future generation.

IV- A Society of Citizens.

Civics is the study of citizenship and government. Citizenship includes, being a productive member of the society and fulfilling the duties and responsibilities of a citizen. Government is made by citizens and is for the benefit of citizens. The three main components of a government are people, policy and power. To build a society of autonomous, productive, participative and committed citizens will require a radical shift in the division of tasks between different levels and types of education. 

V- An Outdated Traditional Tasks Assignment.

Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs that society traditionally used in schools. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-control. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning. However, many parents and conservative citizens are concerned with the maintenance of objective educational standards based on testing, which favors a more traditional approach. Traditionally (leaving the pre-school education) in practice every education system is a three-tier structure. In the more global world it will lose its relevance. For better educated citizens a two- tier structure will evolve. A gradual demise of secondary education or its inclusion in basic education or some redeployment of tasks between basic, secondary and higher education. Delors Commission(learning to be, to know, to do and to live together) apply to all the components of the education system. 

VI-The Tasks of Basic Education.

According to the International Standard Classification of Education (ISCED), basic education comprises the two stages primary education and lower secondary education. Globalization entails an increase in the tasks of basic education. Globalization believes in making up of citizens capable of acting and thinking autonomously about the rapid social evolution. 

VII- Higher Education: Traditional Tasks and New Social Functions.

Higher education (also called post-secondary education, third level or tertiary education) is an optional final stage of formal learning that occurs after completion of secondary education. Often delivered at universities,academies,colleges,seminaries, conservatories, and institutes of technology, higher education is also available through certain college-level institutions, including vocational schools, trade schools, and other career colleges that award academic degreesorprofessional certifications.  The traditional task of higher education to produce the codes of society should be revised to address the new demands generated by globalization. Higher education should provide a chance for everyone to educate them within the framework of lifelong learning and a chance for society to address its challenges and problems. 

VIII- Secondary Education: Reconciling the old dilemma between Terminal and Preparatory Education.

Secondary education would attach importance to the preparation of individuals to take charge of their, own lifelong learning while contributing to skill development, needed by the economy and society. Secondary education would include main languages, civilizations and cultures, how to use and adapt to the evolution of new technologies of information and communication.

ROLE OF TEACHING IN PROMOTING VALUES:

Through humanity is making spectacular advances in science and technology, there has been a considerable erosion of values in the last four decades. Integrity, honesty, uprightness and ethics have become rare commodities even among the so-called educated sections of the society. The society seems to be bursting with violence and anger, suddenly life seems to have become very cheap.

1. The National Policy on Education (1986), took this aspect of erosion of values into consideration and emphasized on equity and social justice in education to promote the country's socio-cultural identity and to contribute to national cohesion, promote tolerance scientific temper and the concerns enshrined in the Indian Constitution. 

The social values to be inculcated are friendliness, cooperation, compassion, courage, self-discipline and love for social justice. Truth, righteous conduct, peace, love and non-violence are the core universal values representing the five domains of the human personality- Intellectual, physical, emotional, psychological and spiritual. These are correlated with the five major objectives of education i.e.,  knowledge, skill, balance, vision and identity.

2. The National Curriculum Framework for School Education (2000), reemphasizes the points in the National Policy on education (1986). It takes note of the constant erosion of the essential social, moral and spiritual values over the last 50 years and the pervading cynicism at levels of the society. It lays emphasis on religion, as it is the major source of value generation, stressing on education about the various religions, keeping in mind the pluralistic nature of the Indian society and its secularism. The teacher must drive the minds to this concept that all essence of all religions is the same, though the practices differ, these differences are to be respected, it seems that education about religions may work out to be an instrument of social cohesion. There should not be discrimination on the ground of religion. Education so imparted will foster universal and eternal values, oriented towards the 'Unity and Integrity' of all our people. Such value education may help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.

3. Apart from this combative role, value education has profound positive content based on our heritage, national goals and universal perceptions. The core curriculum has listed the following values to be developed and inculcated in the students:

i. Cultural Heritage.

ii. Environment.

iii. Right to Equality.

iv. Cultural and Educational Rights.

v. Scientific Temper.

vi. Secularism.

vii. Gender Equality.

viii.  Social Justice.

ix. Right to Freedom of Religion.

x. Right Against Exploitation.

BASIC PRINCIPLES TO PROMOTE PEACE IN CLASS ROOMS:

David Warner, President- United Nations Association Toronto believes that the four important pillars of a society alongside food, shelter and health care and education. It is through education that young people learn so much more about themselves and the world in which they live, and they learn also about the various issues of the society. Our country, our planet, drugs, violence, crime, homelessness, poverty, hunger, diseases etc. We cannot give this education directly unless the government declares education as a priority and provide fund for it.

The cause of peace is through education. Imagine a world where learning is revered, and the pursuit of education is celebrated, and teachers are given huge respect. There is a universal responsibility for nations to assist each other in the quest to achieve free and compulsory quality education for all the children. By helping each other's and ourselves, nation to nation, we help to create an atmosphere for learning to occur, we create a culture of peace. 

  

Education in the broad sense is the principle means in building a culture of peace learning and practicing the skills of active non-violence of dialogue, of tolerance and solidarity, respect for human rights and the constant struggle for justice. These are the keys. Hence, the teachers, teacher's union and their activities at classroom are the privileged partners. 

The Nations of the world, gathered at the General Conference of UNESCO in 1995 declared that the major challenge at the close of the 20^th Century is to begin the transition from a culture of war to a culture of peace: 

1. A Culture of social interaction and sharing.

2. A Culture that rejects violence.

3. A Culture which guarantees everyone the full exercise of all rights and the means to participate fully towards the development of the society.

The United Nations General Assembly took up this challenge by declaring the year 2000- International Year for the Culture of Peace. 2001-2010 as International Decade for Culture of Peace and Non-violence for the children of the world.

4. Putting all the thus commitments to follow as principles in the daily life. The basic rules of the school classroom include: 

i) Respect all Life: Every individual may be belonging to any place, country, religion, gender and health concerns should be respected as an individual.

ii) Reject violence: We should follow the concepts of non-violence and reject violence.

iii) Share with others: Sharing helps in providing what piece of information you have with others, there by bringing social interaction.

iv) Listen to Understand: Presenting yourselves before listening to others and understanding the others what they want to convey helps in better social interaction and understanding.

v) Preserve the Planet: We all belong or have evolved from mother earth. It is the prime responsibility to protect it and have 'Sustainable Development' and preserving it for the future.

vi) Rediscover Solidarity: The value crisis which we are currently facing should be worked upon by rediscovering solidarity and a feeling of unity among individuals.

FOUNDATION OF EDUCATION :: ECONOMICS OF EDUCATION AND EDUCATION AS HUMAN CAPITAL

MEANING AND SCOPE OF ECONOMICS OF EDUCATION:

The word 'Economics' is partly derived from the Greek term Olkynonmia, which means household management. It includes management with respect to wealth- centered, scarcity-centered and wantlessness- centered. Economics is a welfare science.

Education seeks the help of economics to achieve national development in all fields of national life and all spheres of national development including economic  prosperity and national security. There is a relation between education and economy, the economy of a particular country influences its education, while economy of education   affects the planning of education of that society. Thus education and economy are two sides of a coin. 

We humans are the smartest creation of man out of all the creations by the ultimate power. Humans are bestowed with much developed intellectuals which the other creatures lack in them. I would like to quote here a saying by Swami Vivekananda, "Education is the manifestation of the perfection already existing in man". Education is a holistic development.

Education as a whole develops the personality to the full but also promotes the social attitudes thereby the working efficiency as dynamic and useful citizens contribute this best to social and economic welfare of the country. This has led to the concept of free and compulsory education. This is where economics of education is studied. 

The expenditure on the education that is provided and the returns we get because of the educated masses for a nation is for its own good. 

The scope includes:

1. It studies education as a human capital.

2. Determining the relationship between the expenditure and the return (form of income) over a period of time.

3. Assessing and determining the contribution of education to GNP (Gross National Product) of a country.

4. Estimating rate of returns from the educational investment.

5. Manpower planning and formulating educational planning.

6. Estimating wastage and steps to overcome it.

7. Synchronizing the educational- social system.

8. Identifying the priorities in the National Policy on education and its implementation.

9. Redistribution of resources and priorities.

10. Promoting changes in education to make it more socially relevant and economically productive.

11. Improving the techniques of educational planning and management.

EDUCATION AS A HUMAN CAPITAL:

Human Capital is a measure of the skills, education, capacity and attributes of labour which influence their productive capacity and earning potential. 

Education is regarded as a Human Capital, as it directly promotes the quality and capability of human beings. Education contributes to intellectual capital as well as to some extend to social capital. 

Education is regarded as Human Capital because:

1. Development and formation of human capital involves cost.

2. The cost of skilled human resources are incrementally to the natural product.

3. Expenditure on human resources not only increases the national product but also the national wealth.

4. Factors that have an effect on human capital formation are investment in:

    a) Formal education.

    b) Improved health.

    c) On the job training.

    d) Man power rehabilitation.

    e) Migration etc

5. Formal education enhances the economic value of human capital by raising the potential earning power and current asset value of human being.

6. Human capital ie, acquisition of skills and useful knowledge can be developed through education, job training, public health, medical facilities, nutrition, housing and social services.

7. Improvement of human capital results in qualitative growth of man power.

8. There is no consensus on this issue among economists, while Theod Schutlz considered quality manpower alone as human capital. John Stuart Mill questioned the very concept and averred that wealth existed for people and people cannot be treated as wealth.

ROLE OF EDUCATION IN HUMAN RESOURCE DEVELOPMENT:

Human being, who is a precious resource himself, facilitates the harnessing of the other natural resources. Human being, who is like an uncut diamond, has the potential to become a gem. Education and proper training facilities will enhance this process. Human resource development according to Harbison and Myers, is the process of increasing the knowledge, the skills and capabilities of all the people in a society. Human being as suggested as a uncut diamond can become a valuable resource only if he or she is trained, developed and allocated to productive work. Human resource development which is complex process, can be studied under the following categories:

A. Health.

B. Education.

C. Youth welfare.

D. Social services.

E. Games and sports.

The role of education in human resource development are listed as:

1. Universalization of Elementary education.

2. Equalization of Educational opportunities.

3. Special focus on Educationally backward communities.

4. Encourage girls and women education.

5. To eradicate gender gaps.

6. To extend adult and non-formal programmes.

7. Implementing the vocationalization of education. 

8. To strengthen the technical education.

9. To encourage the public awareness programmes.

10. More allocation of budget in education.

11. To develop value based education.

12. To develop National integration and International understanding.

13. Reduce unemployment.

FOUNDATION OF EDUCATION :: CONSTITUTIONAL PROVISIONS FOR EDUCATION AND ROLE OF EDUCATION IN PROMOTING NATIONAL INTEGRATION.

India is a democratic country. The constitution reflects the aims and ideals of its citizen. It provides its citizens with few rights and protection. Education is one of its important components. It guarantees justice, freedom, fraternity and equality to the citizens. There are some changes regarding the 42nd Amendment to the Constitution. During 1976 our constitution was amended in many of its fundamental provisions. Under the Constitution of India, the Central Government has been specifically vested with several educational responsibilities.

Below are given constitutional provisions on Education:

Free and Compulsory Education:

The Constitution makes the following provisions under Article 45 of the Directive Principles of State Policy that, “The state shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory Education for all children until they complete the age of fourteen years.”

The expression ‘State’ which occurs in this Article is defined in Article 12 to include “The Government and Parliament of India and the Government and the Legislature of each of the States and all local or other authorities within the territory of India or under the control of the Government of India.” It is clearly directed in Article 45 of the Constitution that the provision of Universal, Free and Compulsory Education becomes the joint responsibility of the Centre and the States.

In the Constitution it was laid down that within 10 years, i.e., by 1960 universal compulsory education must be provided for all children up to the age of 14, But unfortunately, this directive could not be fulfilled. Vigorous efforts are needed to achieve the target of 100 percent primary education. The Central Government needs to make adequate financial provisions for the purpose. At the present rate of progress, it may, however, be expected that this directive may be fulfilled by the end of this century.

Education of Minorities:

Article 30 of the Indian Constitution relates to certain cultural and educational rights to establish and administer educational institutions.

It lays down:

Article 30(i) All minorities whether based on religion or language, shall have the right to establish and administer educational institutions of their choice.

Article 30(ii) The state shall not, in granting aid to educational institutions, discriminate against any educational institution claiming it is under the management of a minority, whether based on religion or language.

Language Safeguards:

Article 29(1) states “Any section of the citizen, residing in the territory of India or any part there of having a distinct language, script or culture of its own, hall have the right to conserve the same.” Article 350 B provides for the appointment of special officer for linguistic minorities to investigate into all matters relating to safeguards provided for linguistic minorities under the Constitution.

Education for Weaker Sections:

Article 15, 17, 46 safeguard the educational interests of the weaker sections of the Indian Community, that is, socially and educationally backward classes of citizens and scheduled castes and scheduled tribes.

Article 15 states, “Nothing in this article or in clause (2) of Article 29 shall prevent the state from making any special provision for the advancement of any socially and educationally backward classes of citizens or for the scheduled castes and the scheduled tribes.”

Under Article 46 of the Constitution, the federal government is responsible for the economic and educational development of the Scheduled Castes and Scheduled Tribes

It states. “The state shall promote with special care the educational and economic interests of the weaker sections of the people and, of the Scheduled castes and Scheduled Tribes and shall protect them from social injustice and all forms of exploitation.” It is one of the Directive Principles of State Policy.

Secular Education:

India is a secular country. It is a nation where spirituality based on religion, had always been a high esteem. Under the Constitution, minorities, whether based on religion or language, are given full rights to establish educational institutions of their choice. 

Article 25 (1) of the Constitution guarantees all the citizens the right to have freedom of conscience and the right to profess, practice and propagate religion.

Article 28 (1) states, “No religious instruction shall be provided in any educational institution if wholly maintained out of state fund.”

Article 28 (2) states, “Nothing in clause (1) shall apply to an educational institution which is administered by the State but has been established under any endowment or Trust which requires that religious instruction shall be imparted to such institution.”

Article 28 (3) states, “No person attending any educational institution by the state or receiving aid out of state funds, shall be required to take part in any religious instruction that may be imported in such institutions or to attend any religious worship that may be conducted in such institution or in any premises attached thereto unless such person or, if such person a minor, his guardian has given his consent thereto.”

Article 30 states, “The state shall not, in granting aid to educational institution maintained by the State or receiving aid out of State funds, on grounds only of religion, race, caste, language or any of them.”

Equality of Opportunity in Educational Institutions:

Article 29(1) states “No citizen shall be denied admission into any educational institution maintained by the State or receiving aid out of State funds, on grounds only of religion, race, caste, language or any of them.”

The Fundamental Rights of the Indian Constitution has also adopted the fourfold ideal of justice, Liberty, Equality and Fraternity. Our Constitution laid down that in the eyes of law, everyone should have an equal status, to no one the justice be denied, everyone should have liberty of thought, expression.

The fundamental right of equality clearly signifies that in the eyes of law no distinction can be made based on any position, caste, class or creed. Side by side the right of equality of opportunities to all is also provided. The equality of opportunity is meaningless, unless there are equal opportunities for one’s education.

The well-known Kothari Commission, 1964-66 recommended that Central Government should undertake the responsibility in education for the equalization of educational opportunities with special reference to the reduction of inter-state differences and the advancement of the weaker section of the community.

Instruction in Mother -Tongue:

There is diversity of languages in our country. After the dawn of Independence, Mother- Tongues have received special emphasis as medium of instruction and subjects of study. In the Constitution of India, it has been laid down that the study of one’s own language is a fundamental right of the citizens.

Article 26 (1) states, “Any section of the citizens, residing in the territory of India or any part thereof, having a distinct language, script or culture of its own, shall have the right to converse the same.”

Article 350 A directs, “It shall he endeavour of every state and every local authority to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups.”

Secondary Education Commission, 1952-53 recommended that the mother tongue or the regional language should generally be the medium of instruction throughout secondary school stage subject to the provision that for linguistic minorities, special facilities should be made available. Kothari Commission, 1964-66 has also said that at college and university stage, mother-tongue should be the medium. The medium of instruction at school level is already mother-tongue. 

Promotion of Hindi:

The Indian Constitution makes provision for the development and promotion of Hindi as national language. Article 351 enjoins the Union, the duty to promote the spread of the Hindi language.

Hindi accepted as the Official Language of India as laid down by the Constitution in following words:

“It shall be the duty of the Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression of all the elements of the composite culture of India.” In practice, Hindi is already largely in use as a link language for the country. The educational system should contribute to the acceleration of this process to facilitate the movement of student and teacher and to strengthen national Unity.

Higher Education and Research:

Parliament has the exclusive rights to enact legislation in respect of institutions and Union Agencies mentioned in entries 63, 64, 65, and 66 of List. The entries which give authority to the Government of India in education are mentioned below:

Entry 63 of the Union List:

The institutions known at the commencement of this Constitution as the Banaras Hindu University, the Aligarh Muslim and the Delhi University, and any other institution declared by Parliament by law to be an Institution of National importance.

Entry 66 of the Union List:

Co-ordination and determination of standards in institution for higher education or research and scientific and technical institutions.

Women’s Education:

One of the unique features of Modem Indian Education is the tremendous advancement of Women’s Education. Education of the girls is more important than that of the boys.

The Constitution makes the following provisions under different articles:

Article 15(1) provides that the State shall not discriminate any citizen on groups only of sex.

Article 15 (3) reads: “Nothing in this article shall prevent the State from making any special provision for women and children.”

The well-known National Policy on Education was concerned about the status and education of women in the country. It envisages that education would be used as a strategy for achieving a basic change in the status of women. It opined that the national system of education must play a positive role in this direction.

The Policy states, “Education will be used as an agent of basic change in the status of women. To neutralize the accumulated distortions of the past, there will be a well-conceived edge in favour of women.”

Education in the Union Territories:

Article 239 of the Constitution states, “Save as otherwise provided by Parliament by Law, every Union Territory shall be administrator by the president acting to such extent as he thinks fit through an administrator to be appointed by him with such designation as he may specify.”

Educational and cultural relations with foreign countries:

Entry 13 of the Union List reads. Participation in international conferences, associations and other bodies and implementing decisions made there at.

ROLE OF EDUCATION IN PROMOTING NATIONAL INTEGRATION

India is a land of many diversities. National integration is unity in diversities of nation. National integration ties the various beads of diverse aspects in the thread of unity.  Regarding the role of education in national integration, the Education Commission (64-66) says:

1. By introducing a common school system of public education. 
2. At all stages of schooling and education, national and social service should be an integral part.
3. By developing all the ‘Modern Indian’ languages. Making necessary use of Hindi and its wide spread as the national language. By doing so, it can be used effectively in official purpose.
4. By promoting National consciousness: The Government of India appointed a committee on national and emotional integration under the chairmanship of Sampurnanand in the year 1961. This committee suggests that, “Education should be organised to teach the students about:

1. Unity in Diversity.
2. Communal Harmony.
3. Fellow feeling.  

Education and educated minds together can tie up the beads leading to a strong nation. It is education, that determines the level of prosperity, welfare and security of the people of the country. This can be achieved through national education.

In order to have national education and further national unity the following measures should be taken in the field of education:

1. Scrutiny of the books, taught in schools should be made. We still have errors in our books and incomplete information which need to be evaluated and corrected. Information related to terror should be removed.
2. Items that spoil the national outlook or bring up anti-national sentiments should be removed from the books.
3. People of different castes and religions should willingly participate in national fairs and festivals.
4. Dramas and discussions advocating national harmony should be organized all over the country.
5. Motion pictures, radio, television and newspapers should be harnessed to achieve national unity.
6. Special films should be made to remove anti-national tendencies.
7. Government services to be open for all without any consideration to caste, creed, sex, colour, religion and region.
8. Proper educational activities at school also lead to national integration.
9. Conducting co-curricular activities. 
10. Social projects, teaching of social studies and including topics for creating awareness.
11. Hosting the national flag, singing national anthem.
12. Special talks and celebration of national days should be included. For example: Speech by Army personals regarding war, martyrdom and peace.

“Education is the manifestation of perfection already in man”- said Swami Vivekananda. Humans lies in the top place in the hierarchy with respect to mental development, he is more developed than animals. Education help this ‘social animal’ to distinguish between good and bad.

Hence, lot many improvements in the field of education will bring out the best in an individual. Every human is special and unique. He/she is bestowed with the divine grace of almighty. It is he/she to understand it and utilize the best of education to explore.

Bringing about moral education, life skills and ethics will make our race the best creation on earth. It’s the need of the hour!!

I strongly believe in the fact that human is the best creation on earth and now it is the time to prove it by helping our country…. the world…. And the earth towards sustainable development and world peace.