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The biggest lesson of the last twenty years of economic reforms is that growth comes from the 3Es - Education, employability and job mobility. This is reinforced by the eye at the exit gate of the higher education system. India is on a higher education need. Our higher education system, the quantity, quality and inclusiveness to deliver. However, the current regulatory regime sabotaging all three requirements.
Five explicit costs that the current regulatory system places on our youth are the following:
Lower capacity India's gross enrollment ratio of 11% is half the world average and 20% of developed countries. Of the 8 million Class 12th pass, every year, only about 5 million in higher education and nearly 3 million disappeared. Most importantly, the 100% cut of institutions like Shri Ram College of Commerce (was in 1987 at the College) may only be three explanations. First the children are smarter than we are highly unlikely. Second period of 90 is the new 70; possible. Thirdly, it is the price of a bag of rice in a famine, only 10 lakh children in the Class 12 examination in 1987, but this year more than 1.2 crore children, the examination is not number of seats has not moved much. Our demographic dividend means that 1 million children will participate in the labor force each month for the next 20 years, we have no choice, we need a massive expansion of our higher education system.

Competition Lower The current regulatory regime uses a lot of input-related factors (land, building, relationships, etc. ..) and requires that a trust structure for an operation. This creates a de facto license Raj in higher education. This license means that the Raj important skill for education entrepreneurs to come forward in regulatory arbitrage and lead to an adverse selection among educational entrepreneurs because it prejudices the field in favor of politicians, criminals and the land mafia. This means that the first generation entrepreneurs backed by a third party capital is unable to organizations that would add up to full capacity to create. This creates major problems for the quality of the so-called private education and private entrepreneurs a self-referential argument against private education.

Lower inclusivity As a result of lower capacity and competition, the current system of higher education inclusive when you get the gross enrollment ratio of a geographic, gender or a disadvantaged group perspective. More than 330 of our districts have lower gross enrollment ratios than the national average. The ratios for women and scheduled caste and tribes between 25-35% lower than the national average. While the case for reservation of seats in higher education is complex, the main antidote to a lack of inclusiveness a massive expansion of capacity.

Lower Lifelong Learning Our higher education system is designed for full-time students aged 18-25. But apart from the flow of new students at the school, there are a number of participants in the workforce who want to complete, they remain higher education began, but more flexibility is required. This flexibility is today sabotaged by the apartheid in distance education and the lack of a qualification course. The distance learning solution is obvious, large campuses have legitimately and extensively supplemented by four other classrooms, cloud, satellite-on-the-job and a small study. The lack of a qualification course between a 3-month certificate, a one-year diploma, a two-year associate degree and a three-year degree sabotaged vertical mobility. The proposed National Vocational Education Qualifications Framework is a big step, but requires a level of coordination between the Ministry of HRD, Labour and the United States, still have to be created.

Lower Employability The lack of employability Score (soft skills, computers, etc. ..) is a pervasive among many graduates. In fact, graduate unemployment is higher than normal unemployment.This low employability arise for many reasons, lower competition, introduction of the centralized curriculum, no modularity, the lack of involvement of the employer and the lack of credit for formal apprenticeships. India has only 2.5 lakh artisans, while much smaller countries like Japan (10 million) and Germany (6 million) showed how integration on-the-job training in the labor-learning can improve outcomes. We estimate that approximately 58% of India's youth suffer some degree of unemployability.

Last mile: Interventional or structural? The political agenda for skills is not impossible or unknown. Employment Exchanges public-private partnership career centers that provide counseling, assessment, training, apprenticeships and work distribution should be. The apprenticeship Act of 1961 should be amended to provide an apprenticeship to look like a classroom, rather than a work shift of the regulatory regime in line to push (employers under the threat of jail) to pull (opens volunteers). The National Vocational Education Qualifications Framework should be agreed by the States and the Ministries of Labour and HRD as the unifying open architecture tool for the recognition of prior learning and vertical mobility between school leavers, certificates, diplomas and degrees. Delivery Systems is in the hands of the United States and each state should have a skill or professional corporation mission tasked with capacity building and content creation. The state should also benefit banks to create the existing government real estate available for the delivery skills to make.

Demand for English skills All schools must teach English, because English is like Windows, an operating system that creates geographic mobility and improved employment outcomes by 300%.Schools and colleges must selectively embed vocational subjects, especially soft skills in their curriculum.

Flexibility of options The regulating cholesterol around national Distance Education (mail order, e-learning and satellite) must be reviewed for flexible options for workers in the labor force and geographically disadvantaged has to offer. We need a national network of community colleges offer associate degrees for two years to create, colleges, rooted in the local ecosystem, the informal sector (92% of employment) will serve. The absence mezzanine layer - the two year program is not the normal grades on a diet, but a professional on steroids - the gap between vocational education and training gap, but the system more inclusive. Finally, we need skills vouchers that would allow financially disadvantaged students are trained, where they will at government level issue.

No room for delays It's late, but not too late to change. Mughal emperor Jahangir told his gardener in Kashmir that if a tree takes 100 years to mature, which is all the more reason for it as soon as possible to plant. In other words, the best time to start changing our system of higher education, 1991, but the second best time is today.

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