EDUCATION DEVELOPMENT AND COOPERATION IN · PDF file · 2013-08-05EDUCATION DEVELOPMENT AND COOPERATION IN THE ASIA ... income countries). ... Delhi by SAARC Member Nations)

1

Presented by PROF.MONA KHARE

National University of Educational

Planning and Administration

(NUEPA) , New Delhi. India

e mail: [email protected]

EDUCATION DEVELOPMENT AND COOPERATION IN THE ASIA –PACIFIC: SHIFTING DYNAMICS, INCREASING COLLABORATION

COUNTRY REPORT INDIA

1

REGIONAL POLICY SEMINAR

UNESCO Bangkok Asia and Pacific Regional Bureau for Education

and

Korean Educational Development Institute

(5-7 August 2013, Bangkok, Thailand)

INTRODUCTION

Education in Indian society

India coming 360 degrees

India’s ‘demographic dividend’

India emerges

economicall

y EDU HUB Politica

lly

INDIA’S EDUCATIONAL PRIORITIES AND GLOBAL COMMITMENTS:

Ideological shift in the welfare approach of

education to the right based approach.

India’s Constitution through its Directive Principles

of State Policy ( Article 45) since 1950 ---‘free and

compulsory education to all children upto 14 years of

age”

India, time and again reaffirmed its commitment to

the global movement of education by being

signatory to many normative and standard setting

frameworks/ Instruments in education.

Key global events that influenced priorities for education development in India since 1990s

Convention on the rights of the child (1989);

World Conference on Education for All (WCEFA);

World Education Forum, Dakar, April 2000;

Millennium Declaration and Millennium

Development Goals, September 2000;

Paris declaration on Donor harmonisation,

2004.Efforts to harmonise donor coordination

strengthened.

Key events that influenced EFA drive in India during the last decade

86th Constitutional Amendment (2002) making

education a fundamental right for all children

aged 6 to 14 years

Launching of Sarva Shiksha Abhiyan (SSA)

Right to free and compulsory education act

(2009);

Since Jomtian conference in 1990 A series of national level policy changes,

programmes and schemes were started to align

national education development to global

education targets – the EFA and IAGs/MDGs.

INTENSIFIED its efforts towards

6

universalising elementary education

reducing gender , social and regional

differentials in access to quality

education

ensuring learning needs of all youth

and adults

New wave of linking ‘education to work

India too is all poised to move its emphasis

from elementary to secondary and higher

levels of education.

7

Shift in global emphasis to higher levels of education post 2015 ( 18th CCEM)

emerging labour market

needs

Evidences of higher salaries

Evidences of better quality

of job

NEW PRIORITIES -- ‘sector wide approach’

Launch Rashtriya Madhyamik Shiksha Abhiyan (

RMSA) -- universalisation of secondary education by

2016 – 17

Rashtriya Ucchatar Shiksha Abhiyan (RUSA) for

Higher education (HE).

Shift in focus from quantity to quality and equity

Investing in infrastructural development, teacher

training, faculty and curriculum development

8

ADDITIONAL DIMENSION “employability skills”

Integrate elements of skills delivery right from

elementary to higher level of education.

Elementary level - basic and life skills (basic

numeracy and language, value based education,

financial literacy ).

Secondary level -- renewed impetus to large scale

vocationalisation ( National Vocational Qualifications

Framework ).

Higher Level--expansion of technical and vocational

education, rejuvenation of huge network of existing

universities fostering academia – industry linkage. 9

Twelfth Five Year Plan (FYP)

Three E’s i.e. expansion, equity and excellence in

education.

AND

Making India a global educational hub by fostering

greater international collaborations.

10

INDIA’S PARTNERS IN EDUCATIONAL DEVELOPMENT--ODA

India top recipients.

NINETIES ---Rapid rise in real aid receipts in

education.

Volume of aid low (per capita aid; aid as proportion to

India’s total education expenditure, as per

international comparisons particularly amongst low

income countries).

By and large it can be said that India has been quite

self dependent.

11

Major aid agencies/organisations

Multilaterals, such as the World Bank, or UN

agencies, funds and programmes; African

Development Bank; Asian Development Bank etc.;

Bilaterals – Countries (aid channelled through their

development agencies/institutions/departments, for

example JICA, DFID, USAID, DANIDA etc.);

Foundations, for example Gates Foundation, Soares

foundation etc.;

International NGOs

ROLE OF EXTERNAL AID:

Resource Augmentation but also brought technical

and advisory guidance

External aid has been used for supporting

plan/development expenditures

Increase access, quality, social and gender equity in

educationally backward States like Madhya Pradesh,

Bihar, Rajasthan etc. (APEP (UK), NFE (UNICEF), Lok

Jumbish in Rajasthan (Sweden & UK), Mahila Samakhya

(Netherlands & UK), BEP (UNICEF) DPEP (Over 75% of DPEP

funded by external aid World bank, EC, UK and Netherlands)

13

ROLE OF EXTERNAL AID:Additional Benefits

Lessons from global experience and global best

practices

Raise educational quality outcomes, improve service

delivery and raise public awareness and expectations

from education.

The Joint Review missions further helped to identify

problem spots and seek solutions through extensive

policy dialogue, supervision and reflection.

14

ROLE OF EXTERNAL AID:Additional Benefits

Helped gear up the drive towards universalisation of

elementary education but also impacted the evolution

of the present policy and programme environment.

DPEP in 1993/94 to SSA in 2001 to RTE in 2009

Shift from a project based approach to sectoral

approach to a right based approach.

15

ROLE OF EXTERNAL AID: Sub-Sectoral Overview

ODA was largely meant for elementary education

sector.

Supported national priorities : In 12th FYP WB has

committed US$ 500 towards RMSA

Higher education sector was being taken care by

many bilateral collaborations ( UK, USA,Japan,

Australia and France) by way of scholarships,

technical collaboration and technical training.

Few organizational donors like World Bank(TEQIP,

Technician Education Project) and UNICEF ( DIETS).

16

Changing modalities of aid to education sector

1960s: Stand alone projects, such as development of

a single institution; Support to IITs by USA and UK;

preparation and implementation of national

development plans;

1970-80s: Broad-based projects: Curriculum

development, Teacher training, textbooks, non-formal

education programmes; Donor-supported projects

with their own management structures outside the

existing government structures;

Changing modalities of aid to education development

1990s: Programme based support, direct budget

support;

2000s: Sectorwide approaches (SWAp) Sarva Shiksha

Abhiyan (SSA); RMSA etc. During 2002-2010, about

10% of expenditure supported by aid agencies (World

bank, DFID and EC) increased emphasis on

accountability to domestic institutions: Governance,

participation.

Changing modalities of aid to education development in India

Decline in Percentage of external aid to total public

sector investment in last decade.

External aid as a percentage of GDP declined from

about 1.4% during 1991-92 to less than 0.5% in 2001-

02, and estimated to be about 0.4% in 2010-11.

India’s Emergence as a major donor.

19

INDIA’S CONTRIBUTION TO WORLD FUNDING FOR EDUCATION

Traditional Fund Provider

United Nations Neighbouring countries

World Bank Agencies since 1950s ( Nepal,

Srilanka, Afghanistan,

Bhutaan, Africa.)

20

•Technical Co-operation Scheme (TCS) under the Colombo Plan

• Indian Technical and Economic Cooperation Scheme(ITEC) since 1964

•Special Commonwealth African Assistance Program (SCAAP) assisting

• more than 150 countries in Asia, East Europe, Africa and Latin America.

•Commonwealth of Learning (COL) since 1988

New Dimensions of India’s aid to Education

Wider Aid Space : Activities and Countries

From Training and technical education to

infrastructure support and capacity development

monitoring, school tracking and planning, skills and

vocational education.

Burma, Srilanka, Combodia, Indonesia, Mongolia,

Singapore ,Bangladesh and more importantly to

Bhutan, Afghanistan, Nepal and Africa.

21

FEW RECENT EXAMPLES:

India’s aid to Africa -- CAGR 22% since late nineties, Pan

Africa E-network project connecting schools and hospitals of all

53 African countries with top institutions in India, African

Institute of Information Technology and African Institute of

Educational Planning and Administration

India’s contribution to joint fund: India-Brazil-South Africa

(IBSA) Trust Fund, Africa Development fund, UNESCO-SSC

funding for education , World Bank's Trust Fund for South–

South Learning.

S-S region :About 70% of India’s technical assistance

program has gone to education and capacity development

activities (UNDP report on 30 year perspective of South-South

cooperation). 22

How India Defines ODA?

23

Grants

Preferential loans,

Contributions to international

organizations & FIs

Subsidies for preferential bilateral

loans

SOUTH-SOUTH COOPERATION, REGIONAL INTEGRATION and CHANGING DYNAMICS OF ODA:

S-S Cooperation: Commonalities of Southern Countries

brought them together to pursue common goals of

development with mutual support.

24

KNOWLEDGE SHARING

CHANGING DYNAMICS OF

ODA

NEW DIRECTIONS INCREASING

ROLE OF PRIVATE PLAYERS

TRIGERS OF SSC

Triggers of SSC:

The formation of regional blocs

(SAARC,ASEAN, BRICS ,IBSA, E-9 ).

India’s “ Look East” policy.

India’s desire to create strategic economic

and political leadership in the area.

25

KNOWLEDGE SHARING

Traditional ---Technical, Science and IT education,

Space cooperation and agricultural science.

New--Global challenges of energy crisis, food

security, bio-pharma and biosciences, environmental

degradation, health and livelihood issues.

Emerging -- Vocational education and skill

development, innovations, and institutional

leadership, multilingualism and foreign language

26

NEW DIRECTIONS: Modes of Cooperation

Exchange and collaboration ( research & teaching)-

two major modes

Faculty exchange, student exchange, deputation of

experts, training, study tours, scholarship

programmes.(UGC,ICSSR,Foreign agencies like

CommonWealth, Fullbright, etc.)

Research collaborations amongst individuals and

institutions.

Institutional partnerships (via twinning programmes, dual

degree programmes, Joint degree programmes, branch

campuses of foreign institutions in India and Indian institutions

abroad. )

27

NEW DIRECTIONS: Newer modes comprise of co-innovation and co-

creation – mutually beneficial

28

Inter-Governmental institutions( South Asian University in New Delhi by SAARC Member Nations).

Joint Teaching including online blended

Distance Education

Study Centres

India Chairs in foreign universities.

Mutual recognition and credit transfers

Quality enhancement and Benchmarking

Exchange of publications and academic material

Institutional Partnership Projects led by India and by foreign partners

NEW DIRECTIONS:

EEPs)/MOUs have been signed with 12 countries

during the last three years bringing the total number

to 48. Most of these countries are from the Asian and

African regions.

Research collaborations mainly with public

institutions of high repute( IITs IIITs, IIMs, research

organizations like TIFR, ICAR, ICRIER, etc).

Degree awarding collaborations mostly with private

education providers in India.

29

NEW DIRECTIONS:

Public universities entering into MOUs in

promoting Joint and dual degree

programmes.

Broad range of programme based

collaborations ranging from technology to

management to science and social science

30

INDIA EMERGING REGIONAL EDUCATION HUB

Development of Regional Education Multi Country

Universities/Centres.(South Asian University,

Mahatma Gandhi Institute

DE Network--IGNOU has almost 300 study centres in

38 countries mostly located in Africa, central Asia

and the Persian Gulf region

Philanthropism in international educational

cooperation is being replaced by more systematic

inter Governmental collaboration Indo – German meta

universities, India-New Zealand Education Council,

India Israel research Initiative. 31

INDIA EMERGING REGIONAL EDUCATION HUB

Increasing number of Indian institutions abroad 340

Indian institutions offer Joint or Dual degree

programs with international partners both at the

master and undergraduate levels.

Increasing Foreign institutions in India (144 in 2000 to

631 in 2010)

Increasing Student inflow 28,000 foreign students

from about 140 countries.

32

CHANGING DYNAMICS OF ODA

Shift in India’s approach &

Decreased

dependence on ODA

for budgetary support.

Shift from tied to

untied aid

India’s emergence as

a donor country aimed

at developing nations

in the region.

Promoting triangular

cooperation

the major donor agencies

Moving away from supporting

large financial transfers for

centrally sponsored schemes of

GOI to poorer State Government

and pro-poor private sector

investments( DFID)

Shift from elementary to higher

levels of learning

Involving private sector

Moving away from ‘donor –

recipient’ relationship to ‘

partenering” relationship.

33

Revised guidelines on India’s external aid policy in 2006.

Bilateral aid (< $25 million) from G-8 countries,

Russian Federation and the EC.

Aid from smaller partners can be channeled only

through the Multilateral organizations.

Direct bilateral development assistance to

autonomous institutions, universities, NGOs etc.

from all countries have been simplified.

34

Fall Out of Aid Policy Revision, increasing SSC and TDC

ODA for education --- decline by way of low interest

grants,

--- increase by way of returnable

capital to donor.

--- more money inflow through

bilateral and trilateral partnerships.

35

Concluding Observations:

India’s contribution to world education aid

through ODA.

India’s rising in the global arena through

greater number of MOUs signed with

individual countries --- both developed and

developing.

India becoming more open through newer

modes.

36

Cautionary Note:

India’s new capacity needs should be

addressed.

New Strict monitoring and governance with

strategic Government intervention.

All these collaborative ventures should have

distinct directions and measurable

deliverables.

Avoid Student Polarisation.

37

38