Author Archives: Sierra Tan

A General Introduction

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images-India

Overview of Education in India

Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central, state, and local. It falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others.

Apex body for curriculum related matters: The National Council of Educational Research and Training (NCERT)

Main Structure (10+2+3 pattern)

  • 10 years in Primary & Secondary: Grade 1 – 10 (age 6 – 15); 5 years in Primary (Grade 1 -5 ), and 5 years in Secondary (Grade 6 – 10)
  • 2 years in Higher Secondary: Grade 11 – 12 (age 17 – 18)
  • 3 years in College education

Students learn a common curriculum until Grade 10; they can choose specialization

subjects in Higher Secondary.

Three Major Streams in India

  • The Central Board of Secondary Education (CBSE)
  • The Indian Certificate of Secondary Education (ICSE)
  • State Boards

Besides the above streams, there are some Exclusive Schools that follow foreign curricula such as the Montessori method.

DQ #12: GATS, Trade and Higher Education

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Q1: What is the difference of interpretation on “trade in education services” between educators and economists or the trade sector?

Q2: What are some of the potential benefits and risks in the increased trade in education services?

Q3: In 2.1 “Facts and Realities about GATs”, it states “There are five sub-sectors in education: primary, secondary, higher, adult and other. The descriptions of these need to be reviewed and updated.” How do you think these categories should be revised at present?

DQ10: Education, Citizenship and New Public Diplomacy

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Q1: What is the difference between the traditional diplomacy and the New Public Diplomacy? What has caused these changes?

Q2: “It is arged that international action for peace and development can only be achieved through genuine cooperation and shared valued, rather than in an elitist, hierarchical way.” Do you argee or disagree? Why?

Q3: Boyd believes that education can either make a man or make a citizen, but it can’t make both. What is your take on this perspective?

DQ #8: Changing demands for competencies & qualifications/ accountability, accreditation

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Q1: Due to the decreasing resources available, colleges & universities have adopted the performance-based funding scheme. What is your view on this reform?

Q2:  Currently, on one hand, the US unemployment rate stays high; on the other many employers complain they can’t find skillful workers. What should the government and colleges/univerisities do to bridge this gap? This problem has been identified, why little progress has been made so far?

DQ7: the Great Mismatch

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Q1: Globalisation and innovation in information technology have been moving the world nearer to a single market for labour. What are the advantages and disadvantages?

Q2: A lot of criticism has gone to the cheap labour in some developing countries, but it takes two hands to clap. On one hand, China has attracted a large number of MNCs exploiting its cheaper labor; on the other, China has sent the most students to the US and other major western countries contributing to their sky-high priced educational institutions. What is your take on this issue?

Q3: Some say globalisation of the labour market is a zero-sum game, do you agree? Why or why not?

DQ# 5 IB

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Q1: What is special about the IB?

Q2: How does the IB develop its curriculum?

Q3: Do you think the IB will become dominant in international education? If it is to become the major player in the world, what improvements should be made?