SHEMBLOG

44 institutes of repute are set to lose the deemed-to-be university status, if the reports are to be believed. News is also trickling in, that maybe 27 of these blacklisted universities might just be let off the hook by the Govt.

The list of all those 44 universities is listed below:

• Christ College, Bangalore, Karnataka

• Vignan’s Foundation for Science Technology and Research, Guntur, Andhra Pradesh

• Lingaya’s University, Faridabad, Haryana

• St Peter’s Institute of Higher Education and Research, Chennai, Tamil Nadu

• Noorul Islam Centre for Higher Education, Kanyakumari, Tamil Nadu

• Jaypee Institute of Information Technology, Noida, Uttar Pradesh

• Shobit Institute of Engineering and Technology, Meerut, Uttar Pradesh

• Sumandeep Vidyapeeth, Vadodara, Gujarat

• Sri Devraj Urs Academy of Higher Education and Research, Kolar, Karnataka

• Yenepoya University, Mangalore, Karnataka

• BLDE University, Bijapur, Karnataka

• Krishna Institute of Medical Sciences, Satara, Maharashtra

• D.Y. Patil Medical College, Kolhapur, Maharashtra

• Meenakshi Academy of Higher Education and Research, Chennai, Tamil Nadu.

• Chettinad Academy of Research and Education, Padur, Tamil Nadu

• HIHT University, Dehradun, Uttarakhand

• Santosh University, Ghaziabad, Uttar Pradesh

• Maharishi Matkandeshwar University, Ambala, Haryana

• Manav Rachna International University, Faridabad, Haryana

• Sri Siddhartha Academy of Higher education, Tumkur, Karnataka

• Jain University, Bangalore, Karnataka

• Tilak Maharashtra Vidyapeeth, Pune, Maharashtra

• Siksha Anusandhan, Bhubaneswar, Orissa

• Janardhan Rai Nagar Rajasthan Vidyapeeth, Udaipur, Rajasthan

• Institute of Advanced Studies in Education of Gandhi Vidya Mandir, Sardarshahr, Rajasthan

• Mody Institute of Technology and Science, Sikar, Rajasthan

• Dr MGR Educational and Research Institute, Chennai, Tamil Nadu

• Saveetha Institute of Medical and Technical Sciences, Chennai, Tamil Nadu

• Kalasalingam Academy of Research and Education, Virudhunagar, Tamil Nadu

• Periyar Maniammai Institute of Science and Technology, Thanjavur, Tamil Nadu

• Academy of Maritime Education and Training, Chennai, Tamil Nadu

• Vel’s Institute of Science, Technology and Advanced studies (VISTAS), Chennai, Tamil Nadu

• Karpagam Academy of Higher Educatioin, Coimbatore, Tamil Nadu

• Vel Tech Rangarajan Dr Sagunthala R&D Institute of Science & Technology, Chennai, Tamil Nadu

• Gurukul Kangri Vishwavidyalaya, Hardwar, Uttarakhand

• Graphic Era University, Dehradun, Uttarakhand

• Nehru Gram Bharati Vishwavidyalaya, Allahabad, Uttar Pradesh

• Sri Balaji Vidyapeeth, Puducherry

• Vinayaka Mission’s Research Foundation, Salem, Tamil Nadu

• Bharath Institute of Higher Education & Research, Chennai, Tamil Nadu

• Ponnaiyah Ramajayam Institute of Science and Technology, Thanjavur, Tamil Nadu

Govt. Universities

• Nava Nalanda, Nalanda, Bihar

• Rajiv Gandhi National Institute of Youth Development, Sriperumbudur, Tamilnadu

• National Museum Institute of the History of Art, Conservation and Museology, Delhi

There is a raging battle of sorts in the education fraternity. The two most reputed boards viz Central Board of Secondary Education (CBSE) and Council of Indian School Certificate Examinations (CISCE) are at loggerheads regarding the grading system introduced by the Human Resource Development (HRD) Minister Kapil Sibal. The nine-point grading system has come under flak from the CISCE chairperson, Neil O’Brien who has openly condemned the new system saying that their board is in no mood to follow the directive and awarding grades instead of marks.

The basic logic put forth is the unacceptance of the colleges to give recognition to the grading system after Class XII. AS after Class X, the schools will again have to rivet back to the marks system due to the universities not giving grades any recognition, so there lies no point in adopting the grading system in Class X in the first place. The confusion over awarding grades instead of marks is also supported by the principals of ICSE schools in the NCR region.

The stress being laid by the CISCE Board is on the uniformity of pattern to be adopted by all schools, colleges and universities alike. Today, approximately 1,600 schools are affiliated with CISCE while the majority lies with the CBSE with more than 9,000 schools under its affiliation. And the CBSE has planned to go ahead with the HRD’s directive. In view of the prevalent scenario of chaos among the various boards itself on the directives issued, the students are in affix as of now and only the future holds the key to the way forward!!

All you need to know about the ‘Swine Flu’

Dear Parents,

It’s that time of the year when most of the children tend to catch common Flu. However, in the current scenario there may be slight chances that it may be the ‘Swine Flu’ that the child may be suffering from.  At SHEMFORD, we would like to answer some of the commonly asked questions, so that you are aware of the precautions and there is no unnecessary panic.

FAQs

How does it spread?

The new ‘Swine Flu’ virus is highly contagious i.e. it spreads from person to person. Children especially under the age of five are more likely to catch this flu (or any other infection) as their immune systems are still maturing. The virus is spread through the droplets that come out of the nose or mouth when someone coughs or sneezes and do not cover their face. If someone is very nearby he/she might breathe them in; or if someone coughs or sneezes into their hand, those droplets and the virus within them are easily transferred to surfaces that the person touches, such as door handles, hand rails, telephones and keyboards. If someone touches these surfaces and touches his/her face, the virus can enter his/her system and he/she can become infected.

What precautions should we take with children to avoid ‘Swine Flu’?

• Washing hands with soap and water can reduce the chance of infection by 30 per cent. Wash hands frequently with soap and water or use alcohol-based hand cleaner when soap and water are not available.
• Clean hard surfaces (like door handles and remote controls) frequently with a normal cleaning product.
• Teach them not to touch their face and mouth, as germs on their hand may find their way into their body.
• If they have a cough or a cold, make sure they use a tissue when they cough or sneeze and then throw it away. Ensure they wash their hands after this also.
• Avoid contact with anyone who is sick, especially with flu-like symptoms.
• If one child has flu like symptoms, while another does not, try to keep them isolated from each other. Do this gently in a way that is fair to both children so that the one with the flu like symptoms does not feel that they are at fault.
• Try to avoid areas that are too crowded where people are breathing very close to your child for e.g. crowded markets, fares, packed temples etc.
• If someone has returned from abroad, go see them or have them visit you after they have spent a week or so in India. This will give time for them to manifest any flu symptoms.

What are the Common Symptoms to identify ‘Swine Flu’?

Symptoms of swine flu are like any other flu. Call your child’s paediatrician immediately if your child has any of the following symptoms and a temperature of 100° F or above or feels hot:

• Tiredness
• Headache
• Runny nose and sneezing
• Sore throat
• Shortness of breath
• Loss of appetite
• Vomiting and diarrhoea
• Aching muscles, limb and joint pain.

Nearly everyone with swine flu has at least two of these symptoms.

What should I do if I see these symptoms in my child?

Don’t panic. You cannot confirm if your child has swine flu just based on these symptoms. As soon as you see the symptoms above, call your child’s paediatrician and inform them that your child’s flu like symptoms before you drop into their clinic. They may want to take precautions to ensure that you do not spread it to other people there. Doctors may offer a rapid flu test, but only Government lab tests can definitively show whether one has got ‘Swine Flu’ or not. While going in for tests in ‘Government Labs’, kindly make sure that yours as well as your child’s face is covered and that he/she does not touch any surfaces there. Thereafter, make sure to wash yours as well as your child’s hands after the visit.

Please do not send your child to SHEMFORD, for at-least 7 to 10 days, if he/she has flu like symptoms such as fever, cough, running nose or difficulty in breathing. It may be the common Flu but it is not worth taking chances as even that is highly contagious. In case it is a Swine Flu, it can be treated with antiviral medications if given in time; so getting your child treated immediately can save your child’s life.

Finally, remember there is no need to panic; we at SHEMFORD are being extra cautious in taking the necessary actions required to stop this flu from spreading further.

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The Educational Research & Training Centre of Shemford Schools

RBI proposes for a new subject on financial management in schools.

Financial management will soon be taught in schools. The Reserve Bank of India (RBI) has recommended the HRD ministry to ask the school boards to commence a subject on financial management in the school curriculum which will further increase students’ understanding about the field. But the final decision is yet to be taken by the HRD ministry.

The financial management subject will cover all the aspects of finance/money as well as provide fundamental ideas on the same so that students can develop interest in the subject and pursue higher studies in future. RBI had sent the proposal to MHRD through Finance Ministry.

The HRD Ministry has also discussed about the proposal with National Council of Educational Research and Training (NCERT) that publishes textbooks and prepares broad curriculum for school students. But NCERT did not like the idea. It said that schools already have subjects like commerce and economics that covers various aspects of financial management. There is no special need to start a new and separate subject for the students.

So let’s wait and watch for the final decision…..

For better management of the widely spread and vast academic coverage of these educational bodies, it is not being considered by the Maharashtra government to split the Pune and Mumbai universities. This is being undertaken in wake of the suggestions given by the National Knowledge Commission or the NKC.

This is a big step which is being thought of in order to improve the levels of teaching and research in the universities and to facilitate better management. Bifurcation or even trifurcation of these universities may take place since the decision has not been taken yet. Only in five districts, the Mumbai University has hundreds of colleges which make it very difficult to administer and control. Similar is the case with the Pune University which has under it three districts and numerous colleges. These proposals however are yet to be approved by the central government. Such decisions could really work to improve the standards of universities and therefore are being considered.

The NKC or the National Knowledge Commission was formed by Prime Minister Manmohan Singh. The main purpose of formation of the NKC was de-linking the undergraduate colleges and establishing their own administrations rather than their being dependent on the universities. This was done to make it possible for universities to focus on researching and also on teaching in a better way.

The Madhya Pradesh Bhoj Open University (MPBOU), Bhopal was established in the year 1991. It was registered under the Act of State Assembly and works on the mission of dissemination of knowledge through distance learning channels. Various age groups and interests are targeted to provide quality education to the masses. MPBOU, as it is commonly called, is the second largest university for open learning in India since it has an enrolment of over 1.5lac students. Branches for better interaction with students have been established all over the country. The contact details are as follows:

MPBOU Headquarters

Kolar Rroad (Raja Bhoj Marg),

Damkheda, Chunabhatti,

Bhopal-462016

Ph. No. 0755-2492090/91

Fax: 0755-2424640

MPBOU Bhopal Branch Office:

Devi Ahilya University Campus,

Khandwa Road.

Indore-452001

Ph. 0731-2465689

Fax: 731-2465689

MPBOU Jabalpur Branch office

Old B.T.I. Bulding,

P.S.M. Campus,

Jabalpur-482011

Ph. No. 0761-2628113

Fax: 0761-2628330

MPBOU Gwalior Branch Office

Jiwaji University Campus

Gwalior-474011

Ph. No.: 0751-2345559, 0751-2442844

Fax: 0751-2345559

MPBOU Rewa Branch Office

Old TRS College Campus,

Civil Lines,

Rewa-486001

Ph. No. 07662-250410

Fax: 07662-250410

MPBOU Satna Branch Office

Old Collectrate Campus

Civil Lines

Satna-485001

Ph. No: 07672-400541

Fax: 07672-400640

MPBOU Sagar Branch Office

Dr. H.S. Gour University Campus

Sagar (M.P.)

Ph. No: 07582-265572, 264130

Fax: 07582-264130

MPBOU Chindwara Branch Office

Govt PG College,

Chindwara-480001

Ph. No.: 07162-243257

Fax: 07162-238715

MPBOU Ujjain Branch Office

School of studies in Continuing Education,
Old Administrative Building,

Vikram University Campus,

Ujjain-456010
Ph. No.0734-2514273 0734-2556968

Fax: 0734-2514276

MPBOU Bilaspur Branch Office

Pt. Motilal Nehru Hostel Campus,

Jerabhatta,

Bilaspur-495001

Ph. No.07752-231056, 07752-271135

Fax: 07752-231056

MPBOU Raipur Branch Office

Pt. Ravishankar Shukla University Campus

Raipur-492010

Ph. No.0771-2262695

Fax: 0771-2262695

MPBOU Durg Branch Office

Govt. Arts and Science College Campus,

Durg-491001

Ph. No. 0788-2334705

Fax: 0788-2334705

MPBOU Jagadalpur Branch Office

Govt. PG College

Jagadalpur

Ph: 07782-229155

Fax: 07782-229046

For further reference, log on to www.bhojvirtualuniversity.com

The National Institute of Open Schooling or NIOS was originally called as the National Open School. It was established in the year November1989 and the main aim of establishment was the pursuance of the National Policy of Education of 1986. The main headquarters of the NIOS are located in Noida in Uttar Pradesh. The complete address of the headquarters and also the branch addresses are given below:

NIOS Headquarters:

National Institute of Open Schooling

A-24/25, Institutional Area,

Sector – 62, NOIDA

Distt. Gautam Budh Nagar, Uttar Pradesh – 201 309

Telephone No. 95120 – 2402890, 18001809393

NIOS Regional Offices:

• NIOS Delhi office

A 31, Institutional Area, Sector – 62, NOIDA Distt – Gautam Budh Nagar, Uttar Pradesh
Ph (O): 0120-2404914/2404915 Fax: 0120-2404916
E-mail: rcdelhi@nos.org

( for areas in East Delhi, North Delhi, North East Delhi, North West Delhi, Jhajjar, Gautam Budh Nagar, Ghaziabad)

• NIOS Delhi Office-II

A 31, Institutional Area, Sector – 62, NOIDA Distt – Gautam Budh Nagar, Uttar Pradesh
Ph (O): 0120-2404914/2404915 Fax: 0120-2404916
E-mail: rcdelhi@nos.org

( for South Delhi, West Delhi, South West Delhi, Central Delhi, New Delhi, Gurgaon, Faridabad)

· NIOS Hyderabad office
House No. 17-26, Sree Nagar Colony, Road No. 5, Dilsukh Nagar, Hyderabad (AP)
Ph.: (O) 040-24162859, Fax : 091-040-24060712
E-mail : rchyderabad@nos.org

(for areas Andhra Pradesh, Karnataka)

· NIOS Guwahati Office
15 Nilomoni Bhawan, 1st Floor, Nilomani Pukhan Road, Christian Basti, Guwahati-781008 (Assam)
Ph.: (O) 0361-2340497, 2343964, 2343588 Fax : 0361-2343585
E-mail: rcguwahati@nos.org

(for areas Nagaland, Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram and Tripura)

· NIOS Pune Office

C/o. Indian Institute of Education, 128/2, J.P. Naik Road, Kothrud, Pune-411029 (Maharashtra)
Ph.: (O) 020-25444667, 25439763
E-mail:rcpune@nos.org

(for areas Maharashtra, Goa Daman & Diu)

· NIOS Chandigarh Office
YMCA Complex,Sector-11C, Chandigarh – 160011,
Ph.: (O) 0172-2744915, 3950979, Fax : 0172-2744952
E-mail:rcchandigarh@nos.org

{For areas Haryana (excluding Faridabad, Gurgaon & Jhajjar), Himachal Pradesh, Punjab, Jammu and Kashmir and Chandigarh}

· NIOS Kolkata Office
10/1/H, Diamond Harbour Road, Kolkata -700027 (WB)
Ph.: (O) 033-24797714, Fax.: 033-24797707
E-mail:rckolkata@nos.org

(For areas Sikkim, West Bengal and Andaman & Nicobar Islands and Subcentre Bhubaneswar)

Bhubaneswar – Sub Centre,
Part of Kolkata Region for Financial and other related matters 360/10 Shishu Vihar, Patia, Bhubaneswar, Orissa

Ph: 0674-2740208

(For Orissa)

· NIOS Patna Office
Lalit Bhawan, Ground Floor, Patna -800001 (Bihar)
Ph.: (O) 0612-2545051, Fax: 0612-2545470
E-mail:rcpatna@nos.org

(for Bihar & Jharkhand)

· NIOS Kochi Office
34/2470 C, 2nd floor, Mamangalam, Palarivattom PO, Kochi- 682025, Kerala
Ph.: (O) 0484-2335714, Fax: 0484-2335533
E-mail:rckochi@nos.org

(for Tamilnadu, Kerala and Pondicherry)

• NIOS Jaipur Office
  D-11,12, Roop Vihar colony, Mohan Marg, Opp. Karali Garden, New Sangner Road, Sodala, Jaipur, Rajasthan – 302006
  Ph.: (O) 0141 – 2723029, 2720601
  E-mail:rcjaipur@nos.org

(for Rajasthan and Gujarat)

• NIOS Bhopal Office
  Manas Bhavan, Shymla Hills, Bhopal, Madhya Pradesh
  Ph : 2660331,2661842
  E-mail:rcbhopal@nos.org

(for Madhya Pradesh, Chhatisgarh)

· NIOS Allahabad Office
19/17 Kasturba Gandhi Marg,Allahabad – 211002
Ph : (O) 0532-2548149, Fax : 0532-2548154
E-mail:rcallahabad@nos.org

(for UttarPradesh & sub Centre Dehradun)

· NIOS Dehradun Office

69/106, Niranjanpur, Opp. I.T.I, Dehradun – 248001
Ph: 0135-2629166, 2623929

E-mail:rcdehradun@nos.org

(for Uttrakhand, Meerut, Bagpat, Saharanpur, Muzzafarnagar, Moradabad & JP Nagar (Amroha), distt. of UP)

Reference: www.nos.org

In a very major event of carelessness by the National Institute of Open Schooling (NIOS), thousands of students of Delhi were not able to appear for their class 12^th exam on April 6^th. The reason for this is that the students did not receive their IDs for the exam and therefore this day saw thousands of students queuing outside the office of NIOS to collect their duplicate ID cards.

As a last resort for the situation, students queued up in last few days before the exam and even had to shell out Rs.50 for the duplicate IDs. It seems that the IDs were dispatched but were somehow lost or misplaced. Many students even resigned in the situation since even if they received their duplicate on the day of the exam, reaching the exam centre before 2:30 PM seemed impossible.

Officials of the NIOS however say that the IDs were dispatched but might not have reached due to wrong addresses being provided. Around 3500-4000 students faced this problem and lined outside the office. Officials claim to have contacted the students personally to inform them that the requirement of IDs had been removed from this exam and they could appear for it. Students however have another story to tell.

Along with this event, there also has been cancellation of numerous admissions this year due to non-payment of fees. According to officials of the NIOS, it might be due to the partial computerisation of the records and functioning of the NIOS. Data might have been lost during this process which involves around 1.30 lakh students from Delhi. Admissions however will be restored when the students bring proof of payment of fees which was done through drafts. Also, officials assure that necessary steps will be taken about the Monday confusion after all the details are received.

Mess outside NIOS office with students waiting to collect duplicate IDs

Startling information has been collected by the National University for Educational Planning and Administration (NUEPA) through the Sarva Shiksha Abhiyan. This information shows that around 84% primary schools do not have a headmaster or head teachers. This makes about 949 schools out of the 1121 primary schools present in the state which are government schools or aided institutions.

Varying opinions are coming in from different administrational levels in the education department of Goa. The importance of a headmaster or head teacher is being stressed upon to maintain discipline by the former block resource person at SSA Bardez, Narendra Kamat. This however is being refuted by the project director of SSA, P R Nadkarni who says that a headmaster is not necessary for proper functioning of the school. Further, Mr. Nadkarni threw light on the fact that around 70% of primary schools never had a headmaster. The management of these schools is undertaken by higher schools which thereby cut down the need of a head teacher for management.

On this, Mr. Kamat asserted that it is the government schools which are suffering since the government does not provide any head teachers if the student enrolment is below 24 students. This causes multi-tasking in teachers and they have to take up administrative tasks in addition to their teaching. The work of a peon, administrator, teacher, manager and every other function required to be performed has to be done by the teacher itself which causes major disruption in the teaching at school.

Yoga is a regular subject that is taught at the secondary level of the school curriculum. However, it requires support to bring it at equal level with the other subjects of the curriculum. To provide assistance in this task, NCERT now has a plan at the formative stage through which they will provide financial assistance to the yoga training centres and will also provide skilled teachers of yoga so as to train school students.

It is already acknowledged that overall development of the child is the main focus of education and learning. The contribution of Yoga to the physical aspect of development has been recognised already but it has not been give the due importance and some assistance is required to promote it in schools. For this, it is being considered to provide lump sum grant to teachers for undergoing the grooming of teachers at yoga institutes.

The joint director of NCERT will chair the grant-in-aid committee which is to consider this proposal. The main task of this committee will be consideration and approval of the proposals which will then aid for the release of funds to institutions on decided criteria. For follow up, the monitoring of the execution of this scheme will also be taken up by this committee.

Teachers will be trained in the yoga skills according to the specifications that have been made in the National Curriculum Framework, 2005. It would be the respective states that would take up the responsibility of routing the proposal of yoga institutes. The check or monitor will be kept by a committee which will be specially created for this task by the regional institutes of education which will also monitor the functioning of the training programme.

This scheme would be seen to initiate in August 2009 and around 30 teachers will be a part of a single training program. The deputation of teachers for the purpose will also be done by the state governments. The actual programme of training may stretch over to one month. Also, according to the need of the teachers, refresher courses can also be arranged for duration of 21 days.

The 11^th Five Year Plan has been introduced by the University Grants Commission and there have been several considerable changes when it comes to the universities of the central and the state level. These changes are related to the stress on the written examination system, annual result system etc.

The semester system is one of the major changes that might be introduced in the university courses. Since the exam results are delayed and are released after several months of examination, there might occur many loopholes during this time. Academic delay is another effect. To remove this problem and enable gradual assessment of the students, semester system is proposed to be introduced in the central and state universities.

There is a lot of debate on the issue. Highlights are being made by some educationists giving the benefits of semester system which include study all round the year, internal assessment on a continuous mode, twice an year examination, etc. However, some people are also stressing on the already challenging situation when it comes to declaration of results annually. A lot of energy and time will be wasted and this will be an additional challenge for the teachers and the management. Students however are very keen on introduction of the semester system which will be a great way for them to concentrate on their studies and will make them perform better.

The Director of Education, which collaborated with Goa State Infrastructure Development GSID, has started it work to reconstruct the school facilities in the state. According to reports published in the state dailies, GSID has designed interactive classrooms and computer rooms for schools in Goa. It may worth be mentioning here that education infrastructure throughout India needs to be reconstructed and new equipments need to be installed to advance the educational development in the country.

As per the model designed for the schools, pupils will now be facing each other instead of the traditional classroom arrangement of the seats. Classrooms have been designed in such a way that the seating arrangement would be fashioned in a circular design, allowing students to have a visual contact over each other as well the teacher.

The managing Director of SHEMFORD Group of Schools, Mr. Amol Arora has appreciated the idea of modernizing the present day schools. Mr. Arora has participated in a number of workshops that were aimed at providing better means of education in the country.

A comparison between the popular schools in the West and the schools in India reveals that educational infrastructure here is still at the lagging end. As news schools and institutions are being equipped with the necessary equipments and provisions, we hope that the quality of education will improve over the course of time. However, all concerned agencies must be obliged to share the responsibility.

As education experts wait in anticipation for the results of Right to Education bill, preschools may pay heed to their services and be ready for additional responsibilities. Right now there is a lot of debate on reforming the education system and to endorse the best practices.

Arguments over school admissions have received the maximum attention. It is believed that thief the bill makes it all through the process, students from class I may have to appear for entrance tests to get admission in a school.

If children from class I have to appear in the test, somebody has to prepare them for the test. That is where preschools come in handy. Therefore, additional responsibilities will have to be shared by the parents and the preschools that train and prepare children to face interviews and tests.

The business for school and education in general has seen a monumental increase in India. The present scenario is witnessing a never-seen-before proportion of investments from private corporates and foreign investment firms. The business for school in India has gone beyond the realm for just boarding schools or international schools. Now, many city-based (10+2) schools are being financed by a number of corporates and have become an integral part of the Indian higher education. This change has come about with the government lifting many hurdles that used to hinder foreign investments. However, currently, there are still some legal issues that inhibit the business for schools from expanding across the nation..

For example, it is still not possible for the non-profit companies that are covered under Article 25 of CRA — Companies Registration Act, i.e. including industry associations from setting up institutions or get a recognised university prominence/recognition from the UGC — University Grants Commission. By adhering to such policies, business for schools is being hampered which eventually limits the spread of quality educational institutions in the country..

Limitations to Business for Schools in India

There are still many reservations towards the expansion of business for schools in India regionally, i.e. some of these limitations are state-based and some of the restrictions have been levied by the central government itself. For example, educational institutions can be set-up in India only by recognised trusts/societies/charitable companies. However, the profits earned from such business from schools can’t be diverted outside the organization and have to be reinvested to a certain extent..

Now, these sorts of laws only hamper business for schools from further developing. This has a two-pronged negative affect on the education business scenario in India..

This sort of restriction hinders the educational institutes from spreading out and instead encourages the investors to delve into falsified accounting methods to spread out their profits from the established institution. Further, such policies discourage foreign investments. There are some states that are working towards answering this issue. For example, the state of Maharashtra is making sure that it encourages the business for school in their urban and semi-urban centres as it plans to limit the application of the above-mentioned clause. This would mean that the non-profit, Section 25 companies would be allowed to set-up educational institutions in India. This clause alteration still doesn’t affect the primary education sphere.

Are Indian Schools In Foreign Performing Better?

Recently there was a post on an online journal about CBSE affiliated school in gulf and various activities it was engaged in. For instance take the example of International Indian School Dammam.  The school is one of the popular institutions in Saudi Arabia. There are many other CBSE affiliated schools in Asia and gulf region.

A quick look at the curriculum and calender of these schools reveal that they have evolved into better institutions than the schools established in our own country. This may sound a concern to the educationists in the country. Our own experts at SHEMFORD have described many bottlenecks in the education system and particularly schools established in India.

Some of the points highlighted, which contribute in the under performance of our schools, have been given as:

• Underdeveloped Infrastructure
• Rigid and conventional methods of teaching
• Deficient qualified staff
• Primitive practices largely followed in schools
• Inappropriate curriculum

A few of the institutions in India, mostly private, have made a great progress in the last one decade. These schools are in no way less famous than those established in other countries. The people responsible for their achievements have studied, selected and implemented the best practices in education known throughout the world. These are the schools much needed in India.