IJM, Vol. 1, Issue 1 (2014)

e-ISSN: 1694-2299 | p-ISSN: 1694-240X

Development And Restructuring Of Higher Education And Research In India Amit Phillora Awadhesh Pratap Singh University, Madhya Pradesh, India

1. INTRODUCTION Glorious History of Indian Education System i. Early Age Education In India India is a holy country. India is a country which was always seen as symbol of religion, culture and education. Here we not only use to educate the people but also use to pray and treat it as goddess. In India the goddess of education is known as Saraswati. India has a glorious past in field of education. In India Gurus played a vital and very important role. Their place was above god and was believed that: “Guruh A Brahma, Guruh A Vishnu, Guruh Deva Maheshwara. Guruh Sakshat Purbramha Tasmayee Shree Guruvaih Namah.” India had glorious past in field of education. Earlier education system was based on teaching of traditional and cultural values, religious and rituals, Vedic Mathematics, Indian Logics at Hindu and Buddhist centre of educational institutes like Taxila ( in modern-day Pakistan) and Nalanda (In India) before Common Era. Islamic Education came in India when India was invaded by Islamic empires in Middle Ages followed by Europeans who brought Western Education in India. In Ancient India education was provided according to the Varna System (cast-system).These Varna’s were made according to the role and work which people use to play in society. Ancient India consisted of following Varnas: a) Brahmans: They learnt about scriptures and religion. b) Kshatriyas: They were taught and were trained into various skills of war fare. c) Vaishya: They learned Trade and Commerce. They were also got educated into various vocational courses. d) Shudras: Being lowest in Varna System they were denied with education. They were cleaners and were often treated very badly in society. Ancient education system was very close to tradition and religion. Jain and Buddhist schools were termed as Heterodox. Cities like Varanasi were hub for education during Gupta Period. Nalanda was one of the most famous educational institutes where people from china and other part of world use to come for studying. Taxila and Nalanda where the institutes where grammar, medicine, philosophy, logics, metaphysics, arts and craft was taught. Nalanda and Taxila was the centre of education for regions of China and Central Asia. Kings and Princes were educated in following subjects : a) Danda-Niti (Politics). b) Economics (Vartta). c) Anvıksiki (Philosophy). d) Itihasa (Historical Traditions). There were 4 Veda’s in ancient Indian education system:  Rig-Veda containing hymns’ to be recited by the hotar, or residing priests.  Yajur-Veda containing formulas to be recited by the adhavaryu or officiating priest.  The Sama-Veda, containing formulas to be sung by the udgatar or priest that chants.  The Atharva-Veda, a collection of spells and incantations, apotropaic charms and speculative hymns. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

In comparison to males females were less educated but still in Rig-Veda famous women poets brahmavadinis, specifically Lopamudra and Ghosha. Gargi and Maityeri were mentioned as scholars in religious Upanishads. Buddha’s mother Maya was an educated queen where as other queens were literate in Pali. Sangam literature (Classical Tamil Literature) consisted of 2381 poems composed by 473 poets out of which 154 were Women poetess and 102 remained annonymus. Still Indian society consisted of more number of educated males in comparison to women. ii. Early Common Era-High Middle Age During this era Chinese scholar like Xuanzang and Yi Jing visited Indian institutes of education for learning Buddhist texts. Buddhism was coming up as a very strong religion in comparison to Brahmanism. People from India also travelled to china for translating Buddhist text. One of the famous Indian Scholar travelled to China and translated number of texts. Vikarmshila maintained a close relation with Tibet. Buddhist teacher Atisa was head monk in Vikarmshila before his visit to Tibet. Rastrakuta Dynasty (945 CE), Chola Dynasty (1024 CE), provided state support to some selected students in educational establishment. Temple Schools of 12-13 centuries included schools at Nataraja Temple situated at Chidambaram employed 20 librarians out of which 8 were copiers of Manuscripts and 2 were employed for verification of manuscripts, whereas the remaining staffs was engaged in reserving and pressuring of manuscripts, maintenance of school and other works. During Pola Dynasty another school called Uddandapura was established in 8th century. The institute did tie up with Tibet and became centre of Tantric Buddhism. During 10th-11th centuries the strength of monks reached to thousands at scared Mahabodhi Complex. Al Burani an Islamic scholar had established centre for Science and Technology at that place. 12th century had seen many invasions from northern Indian borders, such invasions resulted in disruption of educational systems and institutions as foreign armies invaded these educational establishments as well. iii. Late Middle Ages—Early Modern Era With the entrance of Islamic dynasties Islam was introduced to India. With introduction of Islam the traditional education system was greatly influenced. Qutb-ud-din-Aybak and other Muslim rulers initiated which impaired religious knowledge. Nizamuddin Auliya & Moinuddin Chisti became prominent educators and established Islamic monasteries. Students from Bukhara and Afghanistan used to visit India for studying humanity and science. Islamic institutions consisted on Madrassas and Maktabs which taught grammar, philosophy, mathematics & laws influenced by Greek traditions inherited by Persia and the Middle East before Islam was spread from these regions to India. During 18th century Delhi became an important centre of education in India. One of the Madarsa of Delhi in 18th century which was under supervision of Shah Waliullah called Rahimiya came into limelight. Shah Waliullah believed following the approach of balancing Islamic Scriptures and Science. The course consisted of prescribed books on: a) 2 Books on Grammars. b) 1 Book on Philosophy. c) 2 Books on Astronomy and Mathematics. d) 2 Books on Logics. e) 5 Books on Mysticism. Another Madarsa at Lucknow under the influence of Mulla Nizamuddin Sahlawi, who educated at the Firangi Mahal and prescribed a course called the Dars-i-Nizami which combined traditional studies with modern and laid emphasis on logic. The education system under the rule of Akbar adopted an inclusive approach with the monarch favouring additional courses: a) Medicine. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

b) Agriculture. c) Geography. d) And even from texts from other languages and religions, such as Patanjali's work in Sanskrit. The traditional science in this period was influenced by the ideas of :  Aristotle.  Bhāskara II.  Charaka.  Ibn Sina. This inclusive approach was not uncommon in Mughal India. The more conservative monarch Aurangzeb also favoured teaching of subjects which could be applied to administration. The Mughals, in fact, adopted a liberal approach to sciences and as contact with Persia increased the more intolerant Ottoman school of manqul education came to be gradually substituted by the more relaxed maqul school. The middle Ages also saw the rise of private tuition in India. A tutor, or Riyazi, was an educated professional who could earn a suitable living by performing tasks such as creating calendars or generating revenue estimates for nobility. Another trend in this era is the mobility among professions, exemplified by Qaim Khan, a prince famous for his mastery in crafting leather shoes and forging cannons. A. Colonial Era The colonial era saw huge differences of opinion among the colonialists themselves about education for Indians. This was divided into two schools 1) The Orientalists, (who believed that education should happen in Indian languages of which they favoured classical or court languages like Sanskrit or Persian or utilitarian) 2) Thomas Babington Macaulay, who strongly believed that India had nothing to teach its own subjects and the best education for them, should happen in English.  Thomas Babington Macaulay introduced English education in India, especially through his famous minute of February 1835.  He called an educational system that would create a class of anglicised Indians who would serve as cultural intermediaries between the British and the Indians.  Macaulay succeeded in implementing ideas previously put forward by Lord William Bentinck, the governor general since 1829.  Bentinck favoured the replacement of Persian by English as the official language, the use of English as the medium of instruction, and the training of English-speaking Indians as teachers. He was inspired by utilitarian ideas and called for "useful learning."  However, Bentinck's ideas were rejected by the Court of Directors of the East India Company and he retired as governor general.  Frykenberg examines the 1784 to 1854 period to argue that education helped integrate the diverse elements Indian society, thereby creating a new common bond from among conflicting loyalties.  The native elite demanded modern education.  The University of Madras, founded in 1857, became the single most important recruiting ground for generations of ever more highly trained officials. This exclusive and select leadership was almost entirely "clean-caste" and mainly Brahman. It held sway in both the imperial administration and within princely governments to the south. The position of this mandarin class was never seriously challenged until well into the twentieth century. 3) Ellis argues that historians of Indian education have generally confined their arguments to very narrow themes linked to colonial dominance and education as a means of control, resistance, and dialogue.  Ellis emphasizes the need to evaluate the education actually experienced by most Indian children, which was outside the classroom.  Public education expenditures varied dramatically across regions with the western and southern provinces spending three to four times as much as the eastern provinces. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

o

The reason involved historical differences in land taxes. However the rates of attendance and literacy were not nearly as skewed.

B. Villages  Jha argues that local schools for pre-adolescent children were in a flourishing state in thousands of villages of Bihar and Bengal until the early decades of the 19th century. o They were village institutions,  Maintained by village elders with local funds, where their children (from all caste clusters and communities) could, if the father wished, receive useful skills. o British policies in respect of education and land control adversely affected both the village structure and the village institutions of secular education.  The British legal system and the rise of caste consciousness since the second half of the nineteenth century made it worse. o Gradually, village as the base of secular identity and solidarity became too weak to create and maintain its own institution by the end of the 19th century and the traditional system decayed.  British Education became solidified into India as missionary schools were established during the 1820s. o New policies in 1835 gave rise to the use of English as the language of instruction for advanced topics. Universities India established a dense educational network (very largely for males) with a Western curriculum based on instruction in English. To further advance their careers many ambitious upper class men with money, including Gandhi, Nehru and Muhammad Ali Jinnah went to England, especially to obtain a legal education at the Inns of Court. By 1890 some 60,000 Indians had matriculated, chiefly in the liberal arts or law. About a third entered public administration, and another third became lawyers. The result was a very well educated professional state bureaucracy. By 1887 of 21,000 mid-level civil service appointments, 45% were held by Hindus, 7% by Muslims, 19% by Eurasians (European father and Indian mother), and 29% by Europeans. Of the 1000 top -level positions, almost all were held by Britons, typically with an Oxbridge degree. Victoria gate, named after the Empress in 1914, at Aligarh Muslim University. The Raj, often working with local philanthropists, opened : 186 colleges and universities. Starting with 600 students scattered across 4 universities and 67 colleges in 1882, the system expanded rapidly. More exactly, there never was a "system" under the Raj, as each state acted independently and funded schools for Indians from mostly private sources. By 1901 there were 5 universities and 145 colleges, with 18,000 students (almost all male). The curriculum was Western. By 1922 most schools were under the control of elected provincial authorities, with little role for the national government. In 1922 there were 14 universities and 167 colleges, with 46,000 students. In 1947, 21 universities and 496 colleges were in operation. Universities at first did no teaching or research; they only conducted examinations and gave out degrees. The Madras Medical College opened in 1835, and admitted women so that they could treat the female population who traditionally shied away from medical treatments under qualified male professionals. The concept of educated women among medical professionals gained popularity during the late 19th century and by 1894, the Women's Christian Medical College, an exclusive medical school for women, was established in Ludhiana in Punjab. The British established the Government College University in Lahore, of present day Pakistan in 1864. The institution was initially affiliated with the University of Calcutta for examination. The prestigious University of the Punjab, also in Lahore, was the fourth university established by the colonials in South Asia, in the year 1882. Mohammedan Anglo-Oriental College (MAO College), founded in 1875, was the first modern institution of higher education for Muslims in India. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

By 1920 it became The Aligarh Muslim University and was the leading intellectual centre of Muslim political activity. The original goals were to train Muslims for British service and prepare elite that would attend universities in Britain. After 1920 it became a centre of political activism. Before 1939, the faculty and students supported an all-India nationalist movement. However when the Second World War began political sentiment shifted toward demands for a Muslim separatist movement. The intellectual support it provided proved significant in the success of Jinnah and the Muslim League. Engineering The East India Company in 1806 set up Haileybury College in England to train administrators. In India, there were four colleges of civil engineering; The first was Thomason College (Now IIT Roorkee), founded in 1847. The second was Bengal Engineering College (now Bengal Engineering and Science University, Shibpur). Their role was to provide civil engineers for the Indian Public Works Department. Both in Britain and in India, the administration and management of science, technical and engineering education was undertaken by officers from the Royal Engineers and the Indian Army equivalent, (commonly referred to as sapper officers). This trend in civil/military relationships continued with the establishment of the Royal Indian Engineering College (also known as Cooper's Hill College) in 1870, specifically to train civil engineers in England for duties with the Indian Public Works Department. The Indian Public Works Department, although technically a civilian organisation, relied on military engineers until 1947 and after. Growing awareness for the need of technical education in India gave rise to establishment of institutions such as the Indian Institute of Science, established by philanthropist Jamshetji Tata in 1909. By the 1930s India had 10 institutions offering engineering courses. However, with the advent of the Second World War in 1939 the "War Technicians Training Scheme" under : Ernest Bevin was initiated, thereby laying the foundation of modern technical education in India. Later, planned development of scientific education under Ardeshir Dalal was initiated in 1944. Science University of Bombay was a famous university during 1870s. During the 19th and 20th centuries most of the Indian princely states fell under the British Raj. The British rule during the 19th century did not take adequate measures to help develop science and technology in India and instead focused more on arts and humanities. Till 1899 only the University of Bombay offered a separate degree in sciences. By 1899 B.Sc. and M.Sc. courses were also supported by the University of Calcutta. By the late 19th century India had lagged behind in science and technology and related education. However, the nobility and aristocracy in India largely continued to encourage the development of sciences and technical education, both traditional and western. While some science related subjects were not allowed in the government curriculum in the 1850s the private institutions could also not follow science courses due to lack of funds required to establish laboratories etc. The fees for scientific education under the British rule were also high. The salary that one would get in the colonial administration was meagre and made the prospect of attaining higher education bleak since the native population was not employed for high positions in the colonial setup. Even the natives who did manage to attain higher education faced issues of discrimination in terms of wages and privileges. One argument for the British detachment towards the study of science in India is that England itself was gradually outpaced in science and technology by European rival Germany and a fast-growing United States so the prospects of the British Raj adopting a world class science policy towards its colonies increasingly decreased.

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However, Deepak Kumar notes the British turn to professional education during the 1860s and the French initiatives at raising awareness on science and technology in French colonies. Present Situation of Educational System. In 21st century educationalists started playing multiple roles like Creating new knowledge. Acquiring new capabilities and producing intelligent human resource pool. Through challenging teaching, research and extension activities so as to balance need and demand. The educationalist of 21st century not only design an education system which not only makes them better human but also helps them in standing on their feats to compete and become efficient enough earn their livelihood by doing the kinds of jobs they want to do or become an entrepreneur. The main challenge of educationalists is make India a developed nation and this can only be achieved when there is 100% education and strong education system in India. Present Education System in India. Before we go into details of Madhya Pradesh Educational Scenario we need to know the history of education system. India has been a major seat of learning for thousands of years. The present format of higher education in India was started in 1857 with the inception of universities in three residency towns. At present, India possess a highly developed higher education system which offers facility of education system which offers facility of education and training in almost all aspects of human creative and intellectual endeavours such as arts and humanities ,natural, mathematical and social sciences , engineering , medical and dentistry, law and commerce, management , music and arts, foreign languages ,culture , communication etc. At present the main constituents of university /university level institutions are Central university State University. Deemed To be University. University level institutions. Central University: A University established under Central Act. State University: A University established under State Act. Private University: A University established under state/central Act by a sponsoring body viz. A Society registered under the societies registration act 1860, or any other corresponding law for the time being in force in a state or a public trust or a company registered under section 25 of Companies Act 1956. Deemed to be University : An Institution deemed to be university , commonly known as Deemed University , refers to a high performing institution , which has been so declared by central government under section 3 of the University Grant Commission (UGC) Act, 1956. Institution of national importance: An institution established by the act of parliament and declared as Institution of National Importance. Institution of state legislature act: An institution established by state legislature act. There has been a tremendous development in Higher Education System ever since we got independence. From 27 Universities in 1957 the numbers increased to 522 universities in 2011 across the country. NAAC (National Assessment and Accreditation Council) was established in 1994 by UGC and its Head Office is in Bangalore. It is an organization that assess and accredits institutions of higher education in India. Higher education –An Overview As per the data on December 2011: Sno Kind Number 1 2

Central Universities State Universities

43 297

3

Deemed to be Universities

129

4

Private Universities

53

Total

522

Source: www.ugc.ac.in & www.education.nic.org. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

What Is The Need For Restricting Educational System In India Present Education System in facing following challenges: How make Higher Effective to generate job oriented courses. Dichotomy in Societal Demand and Supply. India ranks as low as 43rd in industrial competitiveness, and 127 in Human Development Index. Government of India has envisioned India to be a Developed Nation by the year 2020. To accomplish this vision, young professionals urgently need to depart from their conventional approach and focus their attention on innovation and entrepreneurship Lack of Innovative Strategies. Existing Education system are based on old stereotype principles which are needed to be modified and reframed as per the required scenario. Requirement of breaking up of Major Specialisation subjects so that students can have more options and can choose according to their interests for their career and professional enhancement. Lack of technology, equipment’s and professionals for training practical knowledge to the students and professionals. OBJECTIVES Higher Educational in India requires some changes. Few of the changes are listed below: Addition of Modern Techniques in Teaching and Learning in higher educational system. Improving the point of view of teachers and students regarding change in educational system. Believing in the fact that quality of education is important not the quantity of education. Solution for Finance and Monitory problems for building and effective educational system. Making education available at rural and backward areas of India. Solving Issues and Problems related Educating Women in India. Understanding the importance of Role of Education modernizing India. Making awareness about vocational and physical education and make people understand that with these streams also one can have a secure career. Education plays an Importance in making of personality of person so making people aware of role played by education in Personality development. Role of Educationalist in educating a society for making it developed, mature, intellectual and skilled enough for earning their bread and butters. There is no age for learning so making people aware about Adult education. Importance of Education in Professional growth. Importance of Globalization and Global education. Aim Of Education System Designing Job Oriented and Skills based educational courses. Dichotomy in Societal Demand and Supply. Brining improvements and innovative ideas for modifying the existing strategies for development of educational systems. AICTE and UGC must work for improvement of education system of India should able to attract correct educationalists and researchers for bringing out change in policies and strategies of existing educational system. Creating innovating leaders who are inspired to become educationalist and researchers who aim to see 100% literacy in India. Technology Innovation. Designing Industrial based Educational Courses for personal and professional growth. Commercialization of Research. Hypothesis Null Hypothesis: There is a need for more development and restructuring of Indian education system. .Alternative Hypothesis: Present education system is better and needs no modification. Research Methodology Sample Size: 60 Professionals. Targeted Sample: Educationalist, Researchers, Students, Teachers, Lectures, Scientists etc. INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

Age Group: 35 to 50 years of age group. Type of data Analysis: Descriptive Analysis. Targeted Organizations: Government, Private and Deemed Universities. Government and Private Schools. Autonomous Institutes.

Table-1 Sno

Educational Organizations

School

1

Government

KV

College

University

Place

Osmania RDVV University

Delhi Bikaner Sagar Jabalpur Delhi Secundrabad Mandala

AFGJI 2

Government

3

Government

4

Deemed University

5

Autonomous

Sai Sudhir PG College CDM Arora College RD PG

Sno

MNC Name

Osmania University Hyderabad University Urdu University RDVV University APS University IGNOU Nagpur University Chandigarh University ESCI ICFAI XLRI IIIT Type of Org.

6

Monster.com Google.com Microsoft.com Accenture Maxwell. Serco Global Services

Online Selling. IT IT IT Education IT

Secundrabad Hyderabad Secundrabad Jabalpur Rewa Jabalpur Nagpur

Hyderabad Hi-tech City

Chandigarh

Hyderabad

Type of Research Used: Comparative Analysis. Data Analysis Table-2(a)- Collected Details

Sl No

Name

Gender

Designation

Highest Degree

Organization

Belive in Change

Don’t Belive in change

1

Versha

Female

School Teacher

Phd

KV

Yes

No

2

Rashmi

Female

House Wife

Botnist,Psychologis t

House wife

Yes

No

3

Ms Ashima

Female

Asst Profesor

MSc Mathematics

Chd Univ

Yes

No

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4

Ms Nancy

Female

Asst Profesor

Psychologist

Chd Univ

Yes

No

5

Ms Meena Agnihotri

Female

School Teacher

Post Graduate

Private School,Delhi

yes

No

Graduate

ESCI,Hyd

No

Yes

6

Ms S Rajeshwari

Female

Managemer Information System

7

Dr Arpita Alvi

Female

Asst Profesor

Phd

ESCI,Hyd

Yes

No

8

Ms Aprajita Dasgupta

Female

Asst Profesor

Phd

ESCI,Hyd

Yes

No

9

Ms M Subha

Female

Asst Profesor

Phd

ESCI,Hyd

No

Yes

10

Ms K Saritha

Female

Buisness Analyst

Comerce Graduate

ESCI,Hyd

No

Yes

11

Ms Renuka

Female

School Teacher

MSc Physics

AFGJI,Delhi

Yes

No

12

Ms Phillora

Female

Principal

BA English

Nachiketa,Jab alpur

yes

No

13

Ms Preeti

Female

House Wife

MSc Biotech

House wife

No

Yes

14

Ms Radhika

Female

House Wife

Graduate

House wife

No

Yes

15

Ms Sunita Joshi

Female

School Teacher

BA,MA

KV

Yes

No

Yes

No

16

MS Abha Sudan

Female

School Teacher

Graduate

Retired School teacher

17

Ms Seema Sharma

Female

Assosiate Profesor

Research Scholor

RDPG Mandal

No

Yes

18

MS Rekha Sharma

Female

Lecturer

Phd

Canada

Yes

No

19

Ms Sushma Sharma

Post Graduate

Private School,Jabalp ur

Yes

No

No

Yes

Female

School Teacher

20

Ms Chand Bhogal

Female

School Teacher

Graduate

Personal Private School

21

Anil

Male

Admin Staff

MA Psychology

IGNOU, Hyderabad

Yes

No

22

Bhupendra

Male

HOD

MPhil

ESCI,Hyd

Yes

No

23

Mr Anjum

Male

Professor

Phd

USA

yes

No

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24

Mr A Raju

Male

Asst Professor

MBA

ESCI,Hyd

No

Yes

25

Mr Satish Gupta

Male

Asst Professor

Research Scholar

HU

Yes

No

26

Mr M Papa Rao

Male

Asst Professor

Post Graduate

ESCI,Hyd

yes

No

27

Dr Ashish Sharma

Male

Sr.Lecturer

PhD.

RDVV University

Yes

No

28

Mr Amit

Male

Sr. Analyst

Research Scholar

APS University

Yes

No

29

Mr Ganesh

Male

Software Engineer

MCA

CA ,Hyd

Yes

No

30

Mr Sharat

Male

Lab Asst

MSC

NIMS

Yes

No

PhD

Urdu University ,Hyderabad

Yes

No

31

Dr Azim

Male

Associate Professor

32

Anil Rana

Male

Marketing Manager

MBA

Chd. Univ.

Yes

No

33

Aparna Sharma

Female

Team Leader

BTech

Accenture

Yes

No

34

Darshee Shah

Female

Entrepreneur

MBA

Dream Consultancy

Yes

No

35

Preeti Agarwal

Female

Account Manager

MBA

Monster.com

yes

No

36

Preeti Phardiyal

Female

HR Executive

MBA,XLRI

Microsoft

Yes

No

37

Gaeta Borikar

Female

HR Executive

MBA

Thomas and Crook

Yes

No

38

Roshni

Female

CSE

MBA

HSBC

Yes

No

39

Santosh

Male

Sales Manager

MBA

Monster.com

No

Yes

40

Veera Babu

Male

Sales Manager

MSC

Monster.com

No

Yes

41

Tarun Kapoor

Male

Sr.Manager

MBA

KPMG

Yes

No

42

Shruti Venugobal

Female

AdWords

Graduate

Google.com

Yes

No

43

Harika

Female

Analyst

MBA

Serco

No

Yes

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44

Pavan

Male

Team Leader

MBA

Finance Company,Hy d

45

Titir Das

Female

Deputy Manager

MBA

Axis,Kolkota

Yes

No

46

Preet Pankaj

Male

Counselling Head

MBA

Chandigarh University

Yes

No

47

S.Saritha

Female

HR Executive

MBA

Consultancy

No

Yes

48

Raghu Kulheri

Female

Marketing Manager

MBA

Capgemni

No

Yes

49

Dr Rajiv Khosla

Male

Dean

Phd

Chandigarh University

yes

No

50

Gulnaz

Female

Sr. Counsellor

MBA

Chandigarh University

Yes

No

51

Ruch Walia

Female

Asst Professor

Mass Com

Career Point

Yes

No

Btech

Maxwell Education Centre

Yes

No

No

Yes

52

Lavanya

Female

Territory Manager

53

Arif

Male

GTL Process

Graduate

Google.com

Yes

No

54

Archit

Male

IAF Pilot

Graduate

IAF

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

55

Dr.Joshi

Female

Retd Professor

PhD

HomeScience College,Jabal pur

56

Dr.Kailash Kadu

Male

Sr.Lecturer

PhD

Nagpur University

57

Abhishekh Patra

Male

Supply Chain Manager

MBA

59

Group Capt.Udai Singh

Male

IAF Officer

MBA

Mumbai CDM ,secunderaba d

60

Brigadir.Alok Raj

Male

Army officer

Phd

Delhi

Graphical Representations And Details of Data: INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

Gender Percentage of Participation: Table-2(b) GID Male 38.33333333 Female 61.66666667 Graph-1(a)

Table-2 (C) Categories Academicians Corporates Entrepreneurs Defence Services House Wife

No Of People 30 23 1 3 3

Percentage 50 38.33333333 1.666666667 5 5

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Graph-2(b) 30 23

3

1

3

Graph-2(c)

Individual Categories Categories No Of Academician Said Yes Academicia 26 ns

Said No

Percentage of Yes

4

86.66666667

Percentage of No 13.33333333

Category Corporate

Yes 16

No 7

% of Yes 69.56521739

% of No 30.43478261

Category Entreprene ur

Yes 1

No 0

% yes 100

%No 0

Category House Wives

Yes 1

No 2

% yes 33.33333333

%No 66.66666667

Category Defence Officers

Yes 3

No 0

% yes 100

%No None

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Graphs of Individual Categories Graph-2(d)

Graph-2(e)

INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT

Result and Conclusion 86% of Educationalist from Educational Sector believe that change and restructuring of existing educational system is essential and it must be job and skill oriented. Nearly 70% of Employees, Owners or Entrepreneur believes that improvement and modification of education system is required. 33% of house wives believe that change must be brought in educational system. Whereas 100% from defence and entrepreneur field believes that education system must change now. Bibliography Reference Books Personnel Management by Ashwath Thappa. Management by Dr.Karminder Singh Ghuman and K.Ashwathappa. Marketing Research by Kothari. Marketing Research By GC Berry. Web Site Referrals : http://en.wikipedia.org/wiki/Vedas http://en.wikipedia.org/wiki/History_of_education_in_the_Indian_subcontinent

INTERNATIONAL CONFERENCE ON THE NEW MANAGEMENT PLAYBOOK: RE-IMAGINE, RE-DEFINE, RE-INVENT