Study of the Funding of Institutions of Technology and Education in India

After the tenth year, most students drop out (around age 15). Schooling is different for those who stay. Students enter an upper secondary school program during the last two years of study before college, based on tenth-grade subject test scores (grades 11-12). The scientific stream is ―the most prestigious (and also has the highest threshold in terms of grades required for grade 10 exams), followed by economics and the humanities (arts). Mathematics, physics and chemistry are almost always studied by science students. Additional subjects may be required such as biology, botany and zoology for those wishing to take the medical school entrance exams and computer science for those seeking an engineering degree‖.

The report of the Kothari Commission on Education, published in 1964, was a top-down evaluation of basic and auxiliary education. The commission criticized this isolated and incoherent school system, accusing it of "developing financial isolation and perpetuating and widening class differences". However, nothing ―has changed. There are three special degrees of education in India. The vast majority of the roughly 112 million twice as many who enroll in primary school each year have no choice but to attend underserved public schools, many of which operate under tents. Be that as it may, the rapidly growing working class is choosing to send their youngsters to secret government-sponsored schools because the overall quality of education in these organizations is so poor. The paid schools, of third order, take care of the privileged point, with provisioning and preparation for horse riding‖. Summiya Yasmeen, a columnist for India Together (an internet-based media source), shares her thoughts on India's three levels of education: Princes and commoners usually enroll their children ―in five-star English schools affiliated with respected CBSE (All India), CISCE (Container India) and IB bookmarks that contain universally recognized curricula and syllabi‖. Middle-class youth are pushed out of state-funded English schools, which are subject to state-level scorecards. The 28 state newspapers report squalid offices, poor education, merciful prospects, and test scores.

between rural and urban student supply. In India, the World Bank supports basic and optional education, as well as vocational and technical education and training. The Bank is also evaluating strategies to support higher education in India and measures to improve the skills of researchers and professionals. ―In India, bank support for basic education aims to increase school enrollment rates and reduce dropout rates while working on academic success. Girls, children from destroyed reservation stations and planned clans, working children, children with disabilities and other children with limited access to primary school receive comprehensive care in these companies‖. The main tasks of the project are to expand access, develop formal education, strengthen local participation in school education, and develop institutional and administrative capacity. ―:The International Development Association (IDA), an accomplice of the World Bank's soft loans that provides free advances to disadvantaged countries, has committed more than $1.8 billion for this task‖.

1. Study at Indian Technological Institutes. 2. Studies on the financing of higher education

India lost the target of the transnational organization of colleges and associated foundations when it gained freedom and allowed to socialize with a diverse population. Similarly, optional feeder schools were of variable quality, forcing them to teach a curriculum at a significant level and ensuring it appealed to a different demographic. In recent years, India has tried to expand access to higher education (for example, by offering more university places), but it does not seem to have placed the same emphasis on improving quality. Indeed, many argue that the public scholarship overcompensated to hit the sweet spot of social diversity and uniformity of opportunity, allowing close similarities in cost and educational program among 250 or more foundations. This "outrageous fairness" is an unprecedented goal for post-secondary education and has helped reduce segregation and institutional enforcement. Given the party's emphasis, most college degrees are currently irrelevant in the corporate world. Contrary to public opinion, the working class has chosen in large numbers to study abroad or through private schools. According to Harvard government professor DeveshKapur and his strategic analyst partner Higher education in India is currently unified and highly political, with admission to higher education exceptionally limited. (Although only 10% of students were enrolled in 2004, 7% of a school-age population of 90 million faces more than 9 million college students, 2.5 million of whom graduate each year.) Consequently, universities are often closely linked to public bodies that supervise or, where appropriate, support ―them. The hiring and promotion of educators is also politicized‖ giving them stability as employers but little accountability when it comes to building student success. 40 The progression of IIT and IIM graduates only provides a strong picture of the higher education landscape in general, given that India has such a large population and now a very large total number of university students. Either way, it could be argued that the most important ―achievement of IIT and IIM is that they have figured out how to keep their intense need for validation unchanged‖. However, since they can choose the best, it is confusing that their much-discussed level of achievement is due to "spreading appreciation" rather than "determination." The most remarkable cultural value of these cutting-edge organizations could come from the way this multitude of students take the selection tests (around 200,000 students take the IIT entrance test for less than 3,000 places) and the time they spend on the reading. They will presumably lift their school policies from the normal 12th grade public tests.

―The University Grants Commission (UGC), established in 1952 and recognized as a legal expert in 1956, is responsible for improving higher education, awarding and distributing grants from the central government to all qualified public higher education institutions that qualify for an evaluation of needs. Universities founded by Acts of Parliament qualify for both Event Spins and Endowment Grants, while those founded by State Assemblies only qualify for advancement scholarships‖. There is an evolving agreement that the UGC should be reviewed to reduce the allocation to zero and further to be an auditing organization that considers Indian schools and universities to be the best in the world for working on academic standards. Currently, only 6,000 of the Indian organizations meet all the requirements for resource recognition and UGC, as more than 9,000 lack resources and trained educators. The UGC has established an autonomous organization, the National Accreditation and Assessment Council (NAAC), to rigorously monitor planned institutions and universities. The NAAC evaluation and certification system includes the and assessment, revision, retention and extension, basic and learning resources, study aids and support, association and framework and good behavior are part of the activities. The main objective of the NAAC ―is to address the quality problems that have arisen from the new development of higher education. However, the organization's powers are limited to those universities recently recognized by the Undergraduate Scholarship Commission as postgraduate institutions or related foundations‖. They do not have the authority to assess or oversee unaccredited private universities, and the permission is entirely intentional as few foundations are much involved.

Universities and organizations in India require doubles to complete 12 years of education for admission to undergraduate programs. The British Council considers this to be equivalent to completing the UK GCE exam in five General Level subjects (O Level) and two Advanced Level subjects (A Level). Universities, both covertly monitored and openly confirmed, have pledged to recognize half of their students based on confirmatory (open) test scores. There are no additional fees or tuition fees for these students. The remaining half of applicants are recognized based on their willingness to pay higher tuition fees (seat rate). Unlike private charter schools and government foundations, independent private universities set their own fees (subject to an administrative cap), which is often very exorbitant. Only stuntmen who score between 80% and 99% on tests qualify for inclusion in a trust foundation. In any case, many substitutes are recognized in regular schools to achieve certifications in human expression, scholarship, or correspondence after four years. Except for some extremely aggressive colleges, getting into a non-vocational school is easy. Admission to colleges that are proficient in subjects like engineering, business, medicine, and dentistry is more strenuous for stuntmen. Admission ―to the Indian Institutes of Technology (and for graduate programs, the Indian Institutes of Management) is obviously incredibly intense‖.

By a single decree passed by the President in 1946, the Sarkar Committee was established to study the possibility of establishing specialized colleges for the financial development of post-war India. The ideas of the Sarkar Committee were promoted by prestigious In 1950 the leading institute of technology (IIT) in India was established. The seventh and final IIT was formed by transforming Roorkee University, one of the most experienced design schools in India, into an IIT. IITs provide undergraduate, graduate, postgraduate, and doctoral certifications in approximately 25 different areas of design, innovation, and business/board. Each IIT has about 1,500 students and 2,000 alumni (apart from IIT Guwahati, which accounts for a large part of this size). More than 20% of the places in the IIT are reserved for reserved rankings and clans, according to the authority. However, this hardly helps women, who make up less than 5% of IIT students. IITs are world-class organizations that are key to the country's data-driven improvement plan. It is conceivable that the educational project is the most demanding on the planet. Students take about half of the regular student courses in the United States. Last year, 178,000 high school students took the JEE, or joint entrance exam. Confirmation ratings are exceptionally extreme, and no amount of system administration or string pulling metrics will help. (Most students who want to take IIT rely on extensive private training to schedule the extremely inconvenient test.) For the exam, a three-hour selection sheet ―in mathematics, physics and chemistry is kept. Those who pass the selection test advance to the main exam, which consists of three two-hour papers in mathematics, physics and chemistry. Common entrance exam questionnaires are available in English and Hindi. Candidates can take the main exam in one of the following dialects: Assamese, Bengali, English, Gujarati, Hindi, Tamil, and Telugu. About 3,500 ships were admitted, less than 2% of the 200,000 ships that passed the JEE (in contrast to Harvard College's 8% acceptance rate)‖. Each school is staffed with world-class teachers and features state-of-the-art computer labs, libraries, and organizations. Selected candidates live in a comfortable and intellectually stimulating environment. The throwing style involves direct private communication between the instructor and stuntmen (normal stunt/instructor ratio is 10:1) 61. Close cooperation in observing the academic performance of each second grader is ensured by a high percentage of second grade employees. Students' academic confidence and enthusiasm are linked to living in a climate with other people who have comparable points and ambitions. There is no division between rich and poor students and teachers, born in the city and in rural areas. The

The IIM was founded in 1961 by the Indian government as a specific organization to promote administrative practice in the country. (which could be compared to an MBA). There are six IIMs in India: Ahmedabad, Bangalore, Kolkata, Indore, Kozhikode, and Lucknow. IIMs, like their IIT partners, have the largest offices and workforce in India (the normal student-teacher ratio is simply 5:1). 64 The institutes collaborated with Harvard Business School to develop their teaching approach, based on contextual research. Students benefit from top-notch advice, a diverse curriculum, an extensive library and PC resources, and easy industry approval for project positions. IIM graduates no longer regulate safe government activities (especially since the government with around 19 million employees is considered to be heavily staffed and manage only one percent of new jobs). They choose and appreciate the problems and dangers that come with being global artists and business visionaries. In fact, even before they graduate, the average IIM college student gets plenty of ―lower-level job offers, mostly in high-paying industries like IT and banking. Since the regular starting salary of the top MBA graduates in India is less than $43,000 (compared to more than $100,000 in the US), 25% of graduates work abroad where income opportunities they are better‖. Admission to the IIM requires a joint placement test (CAT), followed by an interview with the Board of Trustees and an individual interview. The Economist Intelligence Unit has ranked ―IIM Ahmedabad in the western province of Gujarat as the most inaccessible business school in the world (2002)‖. At $5,100, the two-year show was considered a global affair, with more than 70,000 attendees vying for 200 seats. Regardless of how much money graduates of these world-class schools earn, public scholarship is still reluctant to increase the cost of teaching doubles. In fact, between 2002 and 2004, ocean liner costs fell 80% to just $750 per ship (with an absolute annual expense of $10,000 per ship).

In terms of public spending, higher education needs little. Its GDP level peaked at around 1% in the 1970s, falling to just 0.35% in the 1990s, falling to 0.6%. In 2000-01.67, higher education accounted for 12% of total education consumption. Despite this, the national government only contributes a quarter of the ―In the late 1980s, the national government withheld up to 90% of funding for general secondary education. University fees, meanwhile, contributed around 5%. However, in the 1990s, the‖ public agency reportedly saw few positive benefits from its higher education spending and changed the system, helping to support undergraduate and electives by reducing funding at the university level. India Official Talking Paper on Government Subsidies in India, published in 1997, provides an interesting overview of government thinking. Higher education (along with auxiliary education) was cited as an unprecedented "great non-merit" for the talking paper (and rudimentary education as a "great merit"). Therefore, it was recommended to drastically reduce administrative allocations for higher education. In general, there is great potential to increase costs, request private gifts and make money on tips. Individual support will benefit from government boosters, including appropriate rewards for organizations that receive private funding and tax rebates for individual donations. In any case, these measures have made little headway, as the public sector and its administration have been unable to break out of their lifestyle of dominating the foundations of higher education. Some belated embarrassment revealed this problem: initially it was a request from the former Minister of Education in the BJP Government for the IIMs to drastically reduce their fees. While this was done with the goal of making IIMs more open to the poor, it was not really a problem at all, as banks rushed to provide educational advances to anyone approved with an IIM. The main problem, as most observers have pointed out, is one of control, since the public authority diminishes the independence of the IIM, making it significantly more dependent on public funds. The next model was a request from a similar pastor that specified that all gifts from graduate classes to IITs were to be deposited in ―a central fund managed by the administration, which would then release the funds to IITs. Although this was ostensibly done to achieve the next level of coordination in the use of the Graduate Class funds, most eyewitnesses saw it as a matter of control over time‖. The academic framework is currently too broad to receive financial support from the Indian government. Although funds for universities traditionally come from the state administration and the legislator, this education is declining as government spending plans are cut. In either case, large sums of public money per student are spent on IITs and IIMs to promote financial turnaround

In the present study, the researcher sought to analyze these committees and commissions, their educational objectives of these committees, their recommendations, their action program and to know to what extent these school education recommendations were successful during this period. The study indicates that there are commissions and committees that have contributed a lot to the field of education, such as the Hunter Commission, the Hartog Committee, the Curzon Policy, the Mudaliar Commission, the Kothari Commission and the National Education Policy of 1986. This study has great importance in the field of Indian educational history; and for students of education, policymakers, social thinkers, educators, teachers, administrators, and all other interested parties. It shows that the Indian government formed a large number of committees, commissions, policies and initiatives undertaken ―by the government before and after independence to promote and develop the entire educational landscape of the country. But very few education commissions and committees succeed in implementing the recommendations of these commissions and committees‖.

[1] Sharma RN, "Pst Control - Phenomenon in Sri Aurobindo Yoga. [2] R.N. Tagore, A View of Indian History, Viswabharati, 1962 [3] Tagore RN, Personality London, Macmillan & co1954. [4] Tagore R.N., The Modern Schoolmaster Revue, Oct 1924 [5] Vivekananada, s, Hinduism, Mylapore: Sri Ramkrishna Math [6] Vivekanada, art. The Complete Works, Vols. I-VIII, Almora: Advaite Ashram, 1947 [7] Hinduism Vivekananada, Mylapore: Sri Ramkrishna Math [8] Tagore RN, City and Town, Viswabharati Bulletin no. 10, 1928 [9] Reddy, GR, 1988, Distance Education: What, Why and How, in Koul BN, Bakhshish Singh and Ansari MM, (eds), Studies in Distance Education, IAU and IGNOU, pp. 11-26, New Delhi. [11] Bhattacharyya, DK, 2001, Online Management Education: A Realistic Assessment of Needs in Indian Situation, Indian Science Congress 2002 (accepted for publication and invited for presentation). [12] Moore, Michel, 1983, On an Independent Learning Theory, Desmond Keegan and Borje Holmberg, (eds), in International Distance Education Perspective, Croom Helm, London.

[13] Berger, Netalie, S., 1999, Pioneering Experiments in Distance Learning: Lessons Learned; Journal of Management Education, 23 (6), p. 684-690.

Research Scholar, Himalayan Garhwal University