The Online Education Market In India

 

With 260 mn students enrolled in 1.5 mn schools and 39000 colleges catering 27.5 mn undergraduates and 4mn postgraduates, the Online education industry has grown from $247Mn to $1.96Bn and 1.6Mn users to 9.6Mn users from 2016 to 2021.

The Informal Education, which includes pre-primary, coaching classes and vocational education and tech-based education courses, is one of the largest in the world. It has low entry barriers and has witnessed entries of large number of players in the past few years. The trend of upskillment in a large working force and Entrance test preparation, contributes to a faster growing online education market in India.

C2C models have emerged where content is curated and shared by the individuals through a platforms for the individuals to be consumed. Similarly, B2B models, where institutions seek for a third-party to reach the individuals. Collaborations with corporate entities plays a pivotal role in developing industry-certified content, increasing the acceptance of online education within the user demographic. The expansion of online education in India has been facilitated by enhanced internet connectivity and the widespread adoption of digital payment methods.

Industry and Market Analysis

The Online Education Industry is primarily divided in three segments.

1.      Primary and secondary supplemental education

2.      higher education

3.      test preparation

4.      reskilling and online certifications

5.      language and casual learning                                                                                 

The language and casual learning is a nascent market with limited players, further monetization and acceptability will make it to gain pace in the future. While the test preparation segment is expected to grow with further adoption in tier two and three cities, as more courses are introduced online. The larger customer base is engaged in the reskilling and online certification market where lot of new entrants are driven towards catering the working population.

The current user base for online education consists of mainly school students and working professionals. In terms of volume, the reskilling and online certification category is dominated by IT professionals and test preparation segment has students as a dominant user base. The reskilling and online certification is dominated by large sized players offering a wide range of product offerings.

The introduction of high speed Internet has enhanced the acceptance of alternative modes of learning in India especially after COVID. India has witnessed a significant increase in the total Internet population. From 2011 to 2016, the overall Internet penetration in 2016 was of 31% and 409 million Internet users are expected to grow to at least 800 million by the end of 2023. There also has been an exponential rise in the number of smartphone users

 Growth drivers

1. The lower infrastructure cost and larger student base helps leverage on the economies of scale, thereby reducing the prices via online channel.

2. The online skill enhancement courses are around 53% cheaper than the offline alternatives.

3. The Open Courses and distance learning environments have been growing at a CAGR of 10%. The enrollments had reached around 13 million by 2022. Areas where quality of offline education is low, like Bihar and Jammu and Kashmir, account for 4,00,000 distance account enrollments.

4. There is also a stark difference in educational qualification between urban and rural Indian population

5. The growing job seeking population is one of the main growth driver for the industry as there is going to be around 280 million job seekers by 2050.

6. Government initiatives could drive the adoption of online education such as SWAYAM, RMSA (Rashtriya Madhyamik Shiksha Abhiyan)

Other factors like increasing disposable income, India being the world’s second largest middle class population, 46% of the population which is between 15 to 40 age group where considerable amount of young population with higher aspiration but lower income could be a good target for online education market and the acceptability of online channel in the higher younger demographic

The tuition culture is prevalent in India with around 80 million students taking in offline coaching tuition, to supplement their school education. Many key players like BYJUs and Unacademy even had to come up with physical centers after getting popularity on their online segment.

Challenges to the growth

1. Availability of free content in abundance diminishes the value of paid content

2. Considerable multiple influencers in decision making of purchasing an online course by stakeholders such as parents, peers, faculty and the information available on the Internet. 

3.Lack of awareness of online offering

4.Content pricing is still one of the major challenges as students back out, even if the content is of quality. 

5.One-time payment. There must be flexibility in payments, with installments. 

6.Widespread presence of Offline players. 

7.Evolving structure and pattern of Indian education, so content has to be regulated and update.

Literacy in India

Census of India pegged the average literacy rate to be 73% in 2011 while National Statistical Commission surveyed literacy to be 77.7% in 2017–18. Literacy rate in urban areas was 87.7%, higher than rural areas with 73.5%. There is a wide gender disparity in the literacy rate in India and effective literacy rates (age 7 and above) was 84.7% for men and 70.3% for women. While Kerala has the highest literacy rate in India at 93.91%, Bihar has the lowest literacy rate in India at 63.82%. India is still lagging behind the world literacy rate of 86.3%(UNESCO 2015). A major group of states lies in the average rank i.e. just above the national level of 64.8 percent.

Provisions in the Indian Constitution related to Education

The provisions related to education in the Indian Constitution are outlined in Article 45 of the Directive Principles of State Policy (DPSP). Initially, it stated that the government should ensure free and compulsory education for all children up to the age of 14 within 10 years of the Constitution's commencement. However, this wasn't achieved, leading to the introduction of Article 21A by the 86th Constitutional Amendment Act of 2002, making elementary education a fundamental right. Subsequently, Article 45 was amended to include early childhood care and education for children below six years.

To implement Article 21A, the government enacted the Right of Children to Free and Compulsory Education (RTE) Act in 2009, giving legal backing to the Sarva Shiksha Abhiyan (SSA). The SSA, operational since 2000-2001, aims to achieve Universalization of Elementary Education (UEE) in a time-bound manner.

The RTE Act, in turn, ensures the right of children to free and compulsory education till the completion of elementary education in a neighborhood school. It defines 'compulsory education' and establishes norms and standards for pupil-teacher ratios, infrastructure, school days, teacher working hours, and teacher qualifications. The act also addresses issues like rational teacher deployment, prohibition of non-educational tasks for teachers, and bans on certain practices such as physical punishment, mental harassment, and capitation fees.

Inclusiveness is promoted through a 25% reservation for disadvantaged students in private schools. However, despite the positive impact on enrollment rates, criticisms have arisen. There is a noted increase in dropout rates, and attention to issues such as pupil-teacher ratios, teacher recruitment, and training is lacking. There are concerns about financial burdens on the government and a lack of implementation of the academic calendar by local authorities.

The urban-rural and rich-poor divide in education is another critique. Private schools, despite accepting RTE students, often charge additional fees, arguing that government funding is inadequate. This leads to a perception that private schools view RTE as charity, placing the responsibility of universalizing education on the government. A significant amendment to the RTE Act was the removal of the no-detention policy, allowing the detention of students in Class V and Class VIII who fail examinations. While the no-detention policy reduced dropout rates, it faced criticism for potentially compromising the quality of elementary education. Moreover, the RTE Act focuses on schooling from the age of 6, neglecting pre-school education, contrary to the Kothari Commission's recommendation. The act also specifies PTRs, with a 30:1 ratio for primary classes and 35:1 for upper primary classes. However, reports indicate disparities in PTRs across primary and upper primary schools at the national level.

Technology in Education

Technology plays a crucial role in various aspects of education, including enhancing the classroom teaching and learning process, facilitating teacher training, improving access to education, and enhancing the overall planning, administration, and management of the education system. The electrification of all educational institutions serves as a foundation for the integration of technology.

The National Mission on Education through ICT has established the National Education Technology Forum, an autonomous body that facilitates decision-making on technology usage in education. Additionally, there is a proposal for a National Repository on Educational Data, which will digitally maintain records related to institutions, teachers, and students. A single online digital repository is envisioned to provide copyright-free educational resources in multiple languages.

Vocational Education

In the realm of vocational education, India lags behind with less than 5% of the workforce in the 19-24 age group receiving vocational education, compared to higher percentages in countries like the USA, Germany, and South Korea. The National Policy on Skills Development and Entrepreneurship (2015) aimed at introducing vocational education in 25% of educational institutions, a goal that the current policy expands to encompass all educational institutions gradually over a 10-year period.

The draft policy mandates that all school students receive vocational education in at least one vocation between grades 9 to 12. Furthermore, it advocates for the integration of vocational courses into undergraduate education programs in Higher Education Institutions. The policy aims to significantly increase the enrollment in vocational education, targeting up to 50% of total enrollment in higher education institutions by 2025, a substantial increase from the current level of below 10%.

To achieve these objectives, a National Committee for the Integration of Vocational Education has been proposed, which will be responsible for planning and implementing the strategies outlined in the policy.

Adult Education

According to the 2011 Census, India had a total of 26.5 crore adults who were non-literate (15 years and above).

To address adult education, the proposal suggests the establishment of an autonomous Central Institute of Adult Education as a part of NCERT. This institute would be responsible for developing a National Curriculum Framework specifically designed for adult education. Adult Education Centers are planned to be integrated within school complexes, and relevant courses would be offered at the National Institute of Open Schooling. Additionally, a National Adult Tutors Programme is envisioned to create a cadre of adult education instructors and managers.

Education In Vernacular

In the context of education and Indian languages, it is recommended that the medium of instruction be the mother tongue until grade 5, preferably extending until grade 8. The three-language formula is to be continued, with flexibility in its implementation. Strengthening the implementation of this formula is emphasized, particularly in Hindi-speaking states, where schools are encouraged to teach Indian languages from different parts of the country to foster national integration.

To further promote Indian languages, a National Institute for Pali, Persian, and Prakrit is proposed to be established. The scope of the Commission for Scientific and Technical Terminology will be expanded to encompass all fields and disciplines, enhancing the vocabulary in Indian languages.

Evolution

The foundation of the Indian education system during the colonial period was laid by the British government, with policies such as Macaulay’s minutes, Wood’s dispatch, and various commissions like the Sadler Commission of 1904. These initiatives shaped the educational landscape in a way that reflected the priorities and objectives of the colonial rulers.

However the crucial developments happened after post-independence. It was the establishment of the Radhakrishnan Committee in 1948-49. This committee, formally known as the University Education Commission, aimed to align the education system with the needs of an independent India. It sought to replace the prevailing Macaulayism, a policy focused on substituting indigenous culture with the colonial culture through the education system.

The pre-independence Indian education system primarily served the interests of colonial masters, and there was a pressing need to infuse it with Indian values. Macaulayism, which aimed to eliminate indigenous culture, needed to be replaced with a system that embraced the intrinsic values of the Indian society. The Radhakrishnan Committee identified key values that should underpin the education system

The Kothari Commission, following the Radhakrishnan Committee's values, played a pivotal role in shaping the Indian education system by providing a comprehensive framework. It introduced key provisions such as standardizing the educational system on a 10+2+3 pattern, emphasizing the integration of work experience and social/national service into education, and linking colleges with nearby schools. The commission aimed at equalizing opportunities to achieve social and national integration, advocating for a neighborhood school system without social or religious segregation.

Furthermore, the Kothari Commission proposed the establishment of the Indian Education Service and on-the-job training for teaching staff to enhance their status and attract talent into the teaching profession. Additionally, the commission set a goal to increase education expenditure from 2.9% of GDP to 6% by 1985. The recommendations of this commission laid the foundation for the National Educational Policy (NEP) of 1968, which served as a roadmap for the subsequent development of the Indian education system.

The National Educational Policy of 1968 aimed at "radical restructuring" to ensure equal educational opportunities, national integration, and overall cultural and economic development. It advocated for a significant increase in public expenditure on education, aiming for 6% of the GDP. The policy emphasized better training and qualifications for teachers and introduced the three-language formula. This formula mandated the study of a modern Indian language, preferably a southern language, in addition to Hindi and English in Hindi-speaking states. In non-Hindi-speaking states, the formula recommended the study of Hindi along with the regional language and English.

The National Educational Policy of 1985 aimed at addressing disparities and promoting equal educational opportunities, particularly for marginalized groups such as women, Scheduled Castes (SC), and Scheduled Tribes (ST). It initiated "Operation Blackboard" to enhance primary schools nationwide and led to the establishment of IGNOU, the Open University. Additionally, the policy embraced the concept of rural universities, inspired by Mahatma Gandhi's philosophy, to foster economic and social development at the grassroots level in rural India.

 

The T.S.R. Subramanium committee report built upon these foundations, proposing significant reforms. It advocated for declaring Early Childhood Care and Education (ECCE) as a fundamental right for children aged four to five. Recognizing disparities in ECCE across states, the committee recommended that all government schools provide facilities for pre-primary education, emphasizing government-led pre-school education over private sector involvement.

Exam reforms were suggested, limiting the policy of no detention to class five instead of class eight. Teacher management was identified as a concern, with issues such as teacher shortage, absenteeism, and grievances on the rise. The committee proposed the creation of an Autonomous Teacher Recruitment Board and the introduction of a four-year integrated B.Ed. course.

Addressing the inadequate integration of information technology (IT) in education, the committee emphasized the need for improved ICT in education. In the realm of vocational education and training, it called for scaling up the National Skills Qualification Framework, aligning vocational courses with local opportunities, and bringing formal certification for vocational education on par with conventional education certificates.

The All India Education Service was proposed to streamline educational services across the country. The National Higher Education Promotion and Management Act (NHEPMA) was recommended to replace existing separate laws governing individual regulators in higher education. The roles of existing regulatory bodies like UGC and AICTE were to be revised, with the creation of a National Accreditation Board (NAB) to subsume existing accreditation bodies.

 

Kasturirangan Report On School Education

The Indian government is in the process of introducing a new education policy, tailored to meet the country's needs in the 4th Industrial Revolution and leverage its demographic dividend. The Draft National Education Policy, chaired by Dr. K. Kasturirangan, submitted its report on May 31, 2019, with a focus on restructuring the education system.

In the realm of school education, several challenges have been identified, including low accessibility, a curriculum that doesn't align with children's developmental needs, a shortage of qualified teachers, and substandard pedagogy. Currently, early childhood education is primarily delivered through anganwadis and private preschools, with limited emphasis on the educational aspects. The proposed policy recommends a two-part curriculum for early childhood care and education, with guidelines for children up to three years old and an educational framework for three to eight-year-olds. The implementation involves enhancing and expanding the Anganwadi system and co-locating anganwadis with primary schools.

Regarding the Right to Education Act, the policy suggests expanding its scope to cover all children between three to 18 years, encompassing early childhood and secondary school education. Additionally, the policy recommends a review of recent amendments, particularly regarding continuous and comprehensive evaluation and the no-detention policy, advocating for no detention until class eight and ensuring age-appropriate learning levels.

 

To address the rote learning focus of the current system, the proposed curriculum framework involves a shift from the 10+2+3 structure to a 5-3-3-4 design, restructuring school education based on students' development needs. The emphasis is on reducing the curriculum load to its essential core content.

Exam reforms include the establishment of State Census Examinations in classes three, five, and eight, enabling the tracking of students' progress. Board examinations would be restructured to test only core concepts, offering flexibility in subject choice and examination scheduling.

The policy also addresses school infrastructure challenges by proposing the formation of school complexes, bringing multiple public schools together under the umbrella of one secondary school. Each complex would be a semi-autonomous unit providing integrated education from early childhood to secondary education, allowing efficient resource sharing.

Teacher management concerns, such as shortages and non-educational deployments, are addressed by proposing teacher deployment within a specific school complex for a fixed term, along with the introduction of a four-year integrated B.Ed. program. Regulation of schools is separated from policymaking, with each state having an independent State School Regulatory Authority prescribing basic standards for both public and private schools.

Criticism of NEP 2020

One major criticism is the lack of operational details within the policy, leading to ambiguity about its implementation. The source of funding for the proposed initiatives is not clearly specified, leaving uncertainty about financial support. Another critique is the perceived neglect of incorporating elements such as innovation, a startup culture, and economic principles into the curriculum. Critics argue that the policy's uniform approach for all states fails to account for the diverse educational needs of individual states, as demonstrated by the controversy surrounding the National Eligibility cum Entrance Test (NEET).

Despite technological advancements and the democratization of knowledge, critics argue that the policy should have placed more emphasis on the "how" of teaching rather than just the "what" of teaching. The Economic Survey of 2017-18 expressed concerns about the distinction between research institutions and universities in higher education, asserting that the policy's recommendation for three distinct types of institutions could widen the gap between research and universities.

The draft policy is also criticized for being silent on key aspects such as Institutions of Eminence and the role of the Higher Education Funding Agency. Questions have been raised about the undefined role of the Rashtriya Shiksha Aayog, with concerns that it may lead to the politicization of education.

Earlier proposals, such as the mandatory inclusion of Hindi in non-Hindi speaking states under the three-language formula, faced backlash and were subsequently removed from the policy. While the policy acknowledges the need to address educational inequalities, critics argue that it falls short in providing comprehensive methods to bridge the gaps between rich and poor children.

Concerns are raised about the removal of provisions mandating the proximity of primary schools to students' homes and the lack of specified common minimum standards, potentially exacerbating inequalities between schools across the country.

 

Implementation challenges loom large, with funding requirements and governance architecture posing significant hurdles. The absence of a supportive mechanism for states to undertake reforms in a short time frame raises doubts about successful implementation. Administrative problems and turf battles are anticipated for bodies like the Rashtriya Shiksha Aayog, and the recent controversy over the three-language formula underscores the sensitivity of language education in India.

Despite these criticisms, the new education policy is positioned as an ambitious attempt to address issues of access, equity, quality, affordability, and accountability in the current education system. It aims to modernize the education system to meet the challenges of the 21st century and the Fourth Industrial Revolution, aligning with the demographic shift in India's population. The urgency of adapting the education system to current needs is emphasized, emphasizing its importance in the present moment in Indian history.

 

 The Structure of Indian Education System

The Indian education system is structured in a pyramidal format, with various levels catering to different age groups and educational needs. The foundation of this pyramid is the pre-primary level, designed for children aged 5-6 years old, providing an initial introduction to formal education.

Moving up the pyramid, the primary (elementary) level encompasses the age group of 6-14 years, a crucial phase that is constitutionally guaranteed under Article 21 A. To ensure access to elementary education, the government has implemented the Sarva Shiksha Abhiyan (SSA) as part of the Right To Education (RTE) Act. This initiative aims to make quality education accessible to all children, emphasizing the fundamental importance of education in the early years.

Advancing further, the secondary level targets individuals aged 14-18 years. Recognizing the significance of this stage, the government has extended the SSA to secondary education through the Rashtriya Madhyamik Shiksha Abhiyan. This intervention seeks to enhance the quality of education at the secondary level, preparing students for higher academic pursuits.

At the pinnacle of the educational pyramid lies higher education, typically consisting of three levels: undergraduate (UG), postgraduate (PG), and MPhil/PhD. To meet the diverse requirements of higher education, the government has introduced the Rashtriya Uchhattar Shiksha Abhiyan (RUSA). This initiative focuses on elevating the standards of higher education institutions, promoting research and innovation across disciplines, and fostering a conducive environment for advanced academic pursuits.

Early Childhood Education

Early childhood education (ECE) plays a crucial role in the cognitive development of children in their early stages. The Integrated Child Development Scheme (ICDS) includes a component for providing ECE through Anganwadis. However, the lack of effective regulation in this sector is compromising the quality of ECE. Although there exists a National Early Childhood Care and Education Policy 2013, its proper implementation is yet to be realized.

Multiple service providers offer ECE, but there is a lack of clarity regarding the types of services provided. The unregulated growth of private channels, both organized and unorganized, extending to rural areas, has resulted in inequitable access, uneven quality, and commercialization of ECE. Both Anganwadis and private schools tend to emphasize reading, writing, and arithmetic over cognitive and conceptual development, contributing to a decline in the quality and training of teachers.

Primary Level

At the primary level, there is a growing trend of parents opting for private schools, though the quality varies among them, and fees can be on the higher side. To address these challenges, a shift toward more cognitive and flexible curricula is recommended, moving away from rigid structures. Activity-based learning is crucial, emphasizing teaching at the right level rather than for the average learner.

The government has initiated programs like "Padhe Bharat Bade Bharat," focusing on early reading and writing with a twin-track approach in comprehension and math. However, there is a supply-side problem where increased funding through government schools has led to a rise in the number of schools and enrollments, but at the cost of declining quality, inclusiveness, increased dropout rates, and poor learning outcomes.

Secondary Level

At the secondary level, as per the ASER Rural 2017 report, there is a notable issue of low enrollment, a significant digital divide, and persistent low-quality education. Absenteeism is also prevalent in this age group. The report advocates for the expansion of the Right to Education (RTE) to cover the 14-18 age groups, emphasizing the necessity of skill education for this demographic to harness the demographic dividend. The Economic Survey 2018-19 underscores the changing Indian demography, emphasizing the need for a quality secondary education system rather than a mere increase in the number of primary-level schools.

Private school fees have seen arbitrary hikes, and while the Supreme Court has acknowledged the autonomy of private schools to raise fees to generate a reasonable surplus for expansion, there is a need for a balance between institutional autonomy and measures to prevent the commercialization of education. The vagueness in the judgment regarding terms like 'reasonable surplus' and 'commercialization' has diluted the impact of the decision.

While some states have enacted laws to cap fees in private schools, implementation challenges and litigation have rendered them ineffective. A report by the Comptroller and Auditor General (CAG) has highlighted misreporting and mismanagement by private schools, indicating a need for stricter inspection, penalties, and other measures in the laws to address these issues.

 

Higher Education

India’s higher education system has the third largest enrolment after China and the United States. This while there is only a gross enrolment ratio (GER) of 27.1 percent (FY 2019-20). There were 38.5 million students enrolled in 2019-20 – 19.6 million male and 18.9 million female students.

As of June 2022, there were 1047 universities in India. In 2021, the UGC listed 453 state universities, 126 deemed universities, (status of autonomy granted by the Department of Higher Education), 54 central universities (established by the Department of Higher Education), and 410 private universities.

Moreover, India has 132 Institutes of National Importance, which is a status conferred by the government on top performing public Higher Education Institutions (HEIs). The government has released Institutions of Eminence guidelines to empower HEIs to support them becoming world-class teaching and research institutions.

As per the All India Survey on Higher Education, the Gross Enrolment Ratio (GER) in higher education in India has risen from 20.8% in 2011-12 to 25.8% in 2017-18. However, the limited access to higher education remains a significant barrier. The policy aims to increase the GER to 50% by 2035.

Concerning the regulatory structure and accreditation, the presence of multiple regulators with overlapping mandates has diminished the autonomy of higher educational institutions, fostering a centralized decision-making environment. The proposed National Higher Education Regulatory Authority (NHERA) is set to replace individual regulators, and the role of professional councils like AICTE would be confined to setting standards for professional practice. The UGC's role would be restricted to providing grants. The National Assessment and Accreditation Council (NAAC) would be separated from the UGC to function as an independent accreditor, issuing licenses to various accreditation institutions, with the goal of accrediting all existing higher education institutions by 2030.

The establishment of new higher educational institutions would shift from being sanctioned by Parliament or state legislatures to obtaining a Higher Education Institution Charter from NHERA. The restructuring of higher education institutions would involve phasing out the current system of designations such as 'deemed to be university,' 'affiliating university,' and 'unitary university.' Institutions would be categorized as Research universities focusing on research and teaching, Universities emphasizing teaching, and Colleges focusing solely on teaching at the undergraduate level. All these institutions would gradually move towards full autonomy.

To address the decline in research and innovation investment, the policy proposes the establishment of a National Research Foundation (NRF) to act as an autonomous body for funding, mentoring, and building the capacity for quality research.

The policy also advocates for a liberal approach in undergraduate programs, urging the redesign of curricula to include a common core and one or two areas of specialization. It suggests introducing four-year undergraduate programs in Liberal Arts and establishing five Indian Institutes of Liberal Arts within the next five years.

The professional development of faculty is recognized as a key concern, with poor service conditions, heavy teaching loads, and a lack of autonomy contributing to low faculty motivation. The policy recommends the introduction of a Continuous Professional Development program and a permanent employment track system for faculty in all higher education institutions by 2030, ensuring a student-teacher ratio of not more than 30:1.

 

Finally, the policy advocates for complete autonomy for all higher education institutions on matters related to curriculum, pedagogy, and resources, aiming to create an optimal learning environment.

Challeneges Facing Growth in Higher Education

The higher education system in India faces a dual challenge of inadequate quality and quantity, with a gross enrollment ratio (GER) of only 24.5. Despite an elitist bias in favor of higher education in education policies, the state of higher education is worse than school education, lacking a national survey on the learning levels of college students.

Key challenges include weak levels of research and internationalization, insufficient funding, low philanthropic investment, and the negative impact of privatization driven more by commercial interests than philanthropy. This reliance on government funding diminishes the autonomy and vision of universities, leading to inadequate human capacity, substandard infrastructure, and weak institutions. Recommendations, such as those by the Narayana Murthy committee on corporate sector involvement, have not been effectively implemented, resulting in inadequate channeling of Corporate Social Responsibility (CSR) funds to higher education.

Financial institutions show limited attention to higher education, and granting Priority Sector Lending (PSL) status to these institutions could be considered. The linear model of specialization in the Indian higher education system is criticized, and the regulatory environment, particularly through bodies like the University Grants Commission (UGC) and the All India Council for Technical Education (AICTE), is characterized as controlling rather than facilitating. The proliferation of colleges since the 1980s has led to regulatory sprawl and poor governance, contributing to a culture of sloth in educational institutions.

The Yashpal Committee in 2010 highlighted issues such as the compartmentalization of the knowledge system, a disconnect with society, overemphasis on entrance tests, lack of innovation in learning methods, and erosion of university autonomy. Brain drain persists as bright students opt for foreign institutes over Indian ones for higher studies. While efforts to increase Ph.D. enrollment in STEM fields are noted, there is still a shortage of researchers compared to other countries.

The budget for 2019-20 proposed initiatives like 'Study in India' to attract foreign students and position India as a hub of higher education. However, concerns persist about the use of higher education institutions as political rewards and channels of graft. The coaching industry, generating around Rs. 24,000 crores annually, is unregulated and requires proper oversight.

 

Conclusion

The Ministry of Human Resource Development (HRD) oversees the functioning of over 1.4 million schools and 50,000 higher educational institutions in India. Despite efforts spanning more than a century, India is yet to achieve universal primary education, unlike China, which achieved this in the 1970s. As of Census 2011, over 26% of India's population remains illiterate, with approximately 50% having only primary education or less.

Although there have been improvements in Gross Enrolment Rates (GER) for primary education, concerns persist. Female participation has increased up to the secondary level, with higher GER for girls than boys. However, gender disparities emerge at the higher education level. Dropout rates for boys at the secondary level are notably high due to economic activities, lack of interest, and financial constraints. The transition from secondary school to higher education is hindered by low rates.

Despite ambitious education policies, criticism arises from elitist bias, a top-heavy structure prioritizing higher education, and poor quality. Reports like the 2015 Annual Status of Education Report (ASER) highlight deficiencies in foundational skills. Teacher-related issues, including shortages, local politics, corruption in appointments, and inadequate training, contribute to challenges. The incentive structure for government school teachers is criticized for lacking accountability.

Public spending on education has increased but remains below the recommended 6% of GDP. The non-inclusive and inequitable education system is evident in inadequate representation of certain demographics in higher education. The rich-poor divide is pronounced, affecting children in government schools disproportionately. The National Medical Commission Bill is introduced to address exorbitant fees in medical colleges.

The employability of graduates is a concern, with a lack of industry-relevant skills. Neglect of primary and secondary education limits access to quality basic education, impacting skill development programs. The National Policy on Skill Development and Entrepreneurship 2015 (PMKVY) has shown disappointing results. The budget for 2019-20 emphasizes 'new-age skills' but highlights the limited availability of AI courses in premier institutions.

Sports education is considered a luxury in India, despite the proposed National Sports Education Board under the Khelo India program in the 2019-20 budget.

Addressing these multifaceted challenges requires sustained efforts, innovative policies, and a commitment to ensuring equitable access and quality education for all.