Index

1. Introduction to Service Sector.

2. Introduction to Educational Services.

3. Characteristics of Services.

4. Types of Services

5. What is Education

6. Market size of Education

7. Initiative by Government

Sarva Shiksha Abhiyan

Rashtriya Madhyamik Shiksha Abhiyan

Rashtriya Uchchattar Shiksha Abhiyan

8. Road Ahead for Educational Services

9. Key challenges faced by educational sector

Introduction to Service Sector

Service sector is the lifeline for the social economic growth of a country. It is today

the largest and fastest growing sector globally contributing more to the global output

and employing more people than any other sector. For most countries around the

world, services are the largest part of their economy. The real reason for the growth

of the service sector is due to the increase in urbanization, privatization and more

demand for intermediate and final consumer services. Availability of quality services

is vital for the well being of the economy. In advanced economies the growth in the

primary and secondary sectors are directly dependent on the growth of services like

banking, insurance, trade, commerce, entertainment, social and personal, etc. The

U.S. and other developed economies are now dominated by the services sector,

accounting for more than two-thirds of their Gross Domestic Product (GDP).

By the mid- 1990s services accounted for almost two third of world GDP up from

about half in the 1980s. Between 1990 and 2000, growth of world services output was

2.9 per cent double that of agriculture which was only 1.4 per cent. As a result, the

contribution of the service sector to world gross domestic product was 64 per cent in the

year 2000, compared to 57 per cent in 1990. (World Bank, ―World Development

Indicators‖ 2001). Between 1990 and 2000, the growth of exports of commercial

services for developing countries (9 per cent) exceeded that for developed countries

(5.5 per cent). The 49 least Home Care Services And Development Perspective – A

Study On Customer Perception And Acceptability In The Urban Parts Of India Page 2

developed countries also experienced particularly strong export growth of commercial

services (6.3 per cent) (WTO statistics, 2001).

Australia in 2007, 85% of all businesses were in the service sector . In 2009 there

were more than nine million people employed in the service sector in Australia, which

was 86% of all jobs. In India, there has been a huge growth in service sector businesses

which made up 55% of India's GDP in 2006—2007. Computer software businesses in

India are increasing at a rate of 35% per year.

Introduction to Educational Services

Education of a nation is one of the foremost requirements

for its development. India’s advantage of having a large

population of youth presents a huge opportunity to the players

in the education sector as well as scope to the government for

development of this sector and consequently, the country.

Several factors such as growing income levels and favorable

foreign policies have attracted many foreign players into the

Indian education market. The Government of India has also

taken several initiatives to provide quality education to the

youth in the country.

Characteristics of Services

1. Services perish – The point is similar to perishability of services marketing. The concept is simple – if you do not watch the movie now, you wont get a refund of the ticket. If you do not board your plane or your train, you cannot ask back for the charges of the ticket. A service once order, perishes, if it is left unused.

2. Services cannot be made available in advance – If you were running a restaurant, can you make all the dishes one day in advance and then serve the customer when he comes? No you cant. The simple reason behind this is that services cannot be stored. They cannot be given in advance. They can be given only when a purchase of the services has been made.

3) Time utility is critical – If you were a doctor, and you gave half an

hour to each patient, talking idle talks just to make him comfortable,

you will probably lose the 10 customers sitting in your lobby. Thus

the way you utilise your time is critical to the profitability of your

business. A restaurant which does not have any customers today, will

have lost a lot of money in keeping the restaurant open, in labor

charges etc.

4) A service once consumed cannot be returned – You pay a doctor

for consultation and medicines. But your illness does not get cured or

he is unable to find the source. Can you ask your money back? You

cannot. He gave you the service which you asked for. The bottom-

line – you cannot return a service once it has been consumed. In

restaurants, you can return the dish if you don't like it, and ask for

another same one. But you cannot walk out of the restaurant without

paying for the services.

5) Intangibility-Services are intangible and insubstantial: they cannot be

touched, gripped, handled, looked at, smelled, tasted. Thus, there is neither

potential nor need for transport, storage or stocking of services. Furthermore, a

service can be (re)sold or owned by somebody, but it cannot be turned over

from the service provider to the service consumer. Solely, the service delivery

can be commissioned to a service provider who must generate and render the

service at the distinct request of an authorized service consumer.

6) Inseparability- The service provider is indispensable for service delivery as

he must promptly generate and render the service to the requesting service

consumer. In many cases the service delivery is executed automatically but the

service provider must preparatory assign resources and systems and actively

keep up appropriate service delivery readiness and capabilities. Additionally,

the service consumer is inseparable from service delivery because he is

involved in it from requesting it up to consuming the rendered benefits.

Examples: The service consumer must sit in the hairdresser's shop & chair or in

the plane & seat; correspondingly, the hairdresser or the pilot must be in the

same shop or plane, respectively, for delivering the service.

Types of Services.

What is “EDUCATION”

Education in its broadest sense is any act or

experience that has a formative effect on the

mind, character, or physical ability of an

individual.

Education is the process by which society

deliberately transmits its accumulated

knowledge, skills and values from one

generation to another through institutions.

Market Size of Educational Services

• The education market in India, which is presently worth around Rs 5.9

trillion (US$ 92.98 billion), is poised for some major growth in the years to

come, as by 2020, India will have the world's largest tertiary-age population,

and second largest graduate talent pipeline globally. Presently, higher

education contributes 59.7 per cent of the market size, school education 38.1

per cent, pre-school segment 1.6 per cent, and technology and multi-media

the remaining 0.6 per cent. The higher education sector in India is poised for

an average growth of 18 per cent per year till 2020.

• Due to the growth advantages, this sector has also received number of

investments from several foreign organizations. In the period from April

2000—September, 2014, the education sector in India has attracted FDI

equity to the tune of US$ 964.03 million, according to the Department of

Industrial Policies and Promotion (DIPP).

Initiative by Government

1. Sarva Shiksha Abhiyan Mission

Sarva Shiksha Abhiyan has been operational since 2000-2001 in Gujarat.

However, its roots go back to 1993-1994, when the District Primary

Education Programme (DPEP) was launched, with the aim of achieving the

objective of universal primary education.

The expenditure on the program was shared by the Central Government

(85%) and the State Governments. The Central share was funded by a

number of external agencies, including the World Bank, DFID and

UNICEF. By 2001, more than US$1500 million had been committed to the

program and 50 million children covered in its ambit.

.

Goals by SSA

• Open new schools in areas which do not have them and to

expand existing school infrastructures and maintenance.

• Address inadequate teacher numbers, and provide training a

development for existing teachers

• Provide quality elementary education including life skills

with a special focus on the education of girls and children

with special needs as well as computer education.

The program seeks to open new schools in those habitations which do

not have schooling facilities and strengthen existing school

infrastructure through provision of additional class rooms, toilets,

drinking water, maintenance grant and school improvement grants.

Existing schools with inadequate teacher strength are provided with

additional teachers, while the capacity of existing teachers is being

strengthened by extensive training, grants for developing teaching-

learning materials and strengthening of the academic support structure

at a cluster, block and district level.

Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a centrally

sponsored scheme of the Ministry of Human Resource Development,

Government of India, for the development of secondary education in

public schools throughout India. It was launched in March 2009. The

principal objectives are to enhance quality of secondary education and

increase the total enrolment rate from 52% (as of 2005–2006) to 75%

in five years, i.e. from 2009–2014.It aims to provide universal

education for all children between 15–16 years of age. The funding

from the central ministry is provided through state governments,

which establish separate implementing agencies. The total budget

allocated during the XI Five Year Plan (2002-2007) was INR 2,012

billion.

The Ministry of Human Resource Development directly provides funds to the state

governments. Each state government then release the funds to the approved

implementing agencies or institutions. During the XI Five Year Plan the central

government provided 75% of the total fund for each state, while 25% was borne by

the state as matching share. However in the remote Northeastern

states and Sikkim the matching share was waived to 10%.

RMSA is planned to promote secondary education by establishing in every target

school the following infrastructure;-

• Additional class rooms

• Laboratories

• Libraries

• Art and crafts room

• Toilet blocks

• Drinking water provisions

• Residential hostels for teachers in remote areas

The major achievements of RMSA as of October 2013 report are:

• 10,230 new schools were sanctioned, and 9,219 schools were opened.

• In 34,891 existing schools 23,407 new science laboratories, 19,641 computer rooms,

25,869 libraries, 28,969 art/craft/culture rooms, 19,401 toilet blocks, 12,370

drinking water facilities and 2,020 residential quarters were allocated.

• 64,215 teachers were sanctioned for the new schools and 24,184 teachers were

already recruited.

• In existing schools 41,507 additional teachers were approved, out of which 21,936

were appointed.

• 49,356 additional classrooms were approved out of which 9,516 have been

completed.

The objectives of Rashtriya Madhyamik Shiksha Abhiyan can be summarized as

follows;-

• To improve quality of education imparted at secondary level through making all

secondary schools conform to prescribed norms.

• To remove gender, socio-economic and disability barriers.

• Universal access to secondary level education by 2017, i.e., by the end of the XII

Five Year Plan.

• Universal retention by 2020.

Rashtriya Uchchattar Shiksha Abhiyan (RUSA)

Rashtriya Uchchattar Shiksha Abhiyan (RUSA) is a holistic scheme of

development for higher education in India initiated in 2013 by the Ministry of

Human Resource Development, Government of India. The centrally sponsored

scheme aims at providing strategic funding to higher educational institutions

throughout the country. Funding is provided by the central ministry through the state

governments and union territories (UT), which in coordination with the central

Project Appraisal Board will monitor the academic, administrative and financial

advancements taken under the scheme.[1] A total of 316 state public universities and

13,024 colleges will be covered under it.

RUSA is provided by the central Ministry of Human Resource Development directly

to the state and UT governments. From the state/UT budget the funds are disbursed

to individual institutions. The funding to states would be made on the basis of

critical appraisal of state plans for higher education plans. The amount of funding

from central government will be 65% of the total grants, and 35% will be

contributed by the state/UT as matching share.

• For northeastern states, Sikkim, Jammu and Kashmir,

and Uttarakand the matching share is waived to 10%. During the 12th

Five-Year Plan period between 2012–2017, RUSA is allotted a

financial outlay of INR 228.55 billion, of which INR 162.27 billion

will be contributed by the central government. During the first phase,

80 new universities would be created by converting autonomous

colleges/colleges in a cluster to state universities. 100 new colleges

would be set up and 54 existing colleges would be converted into

model degree colleges.

• Infrastructure grants would be given to 150 universities and 3,500

colleges to upgrade and fill critical gaps in infrastructure especially

libraries, laboratories, etc. Further additional 5,000 faculty positions

would be supported. Then the scheme will extend into the 13th Five-

Year Plan.

Objectives of RUSA.

1. Improve the overall quality of existing state institutions by ensuring that all

institutions conform to prescribed norms and standards and adopt accreditation as a

mandatory quality assurance framework.

2. Usher transformative reforms in the state higher education system by creating a

facilitating institutional structure for planning and monitoring at the state level,

promoting autonomy in state universities and improving governance in institutions.

3. Ensure academic and examination reforms in the higher educational institutions.

4. Ensure adequate availability of quality faculty in all higher educational institutions

and ensure capacity building at all levels of employment.

5. Create an enabling atmosphere in the higher educational institutions to devote

themselves to research and innovations.

6. Improve equity in higher education by providing adequate opportunities of higher

education to SC/STs and socially and educationally backward classes; promote

inclusion of women, minorities, and differently abled persons.

Road Ahead for Educational Services

Globalization in education means to create path for discovery and to shape the

education sector. Globalization in education means to bring the changes in the

functioning of the educational institutions in context with the foreign institutions. In

the past most of the institutions which were good were either supported by State

Government or by Central Government but now days many foreign institutions and

local private institutions are available which are good. The requirement of these

foreign institutions and local private players stood up because there was more

demand than supply of students in corporate. The growing demand of the industries

and the corporate sector has increased the scope of higher education in India.

The main objective is to focus on the prospects and the problems of globalization of

education in India. The next main objective is to find the solutions related with the

above existing problems through the research work.

Challenges faced by Educational Sector

1. Since Independence, successive Indian governments have had to address a number

of key challenges with regard to education policy, which has always formed a

crucial part of its development agenda. The key challenges are:

• Improving access and quality at all levels of education;

• Increasing funding, especially with regard to higher education;

• Improving literacy rates.

2) Currently, while Indian institutes of management and technology are world-class,

primary and secondary schools, particularly in rural areas, face severe challenges.

3) While new governments commonly pledge to increase spending on education and

bring in structural reforms, this has rarely been delivered in practice.

4) Improving the standards of education in India will be a critical test for the current

Congress-led government. It will need to resolve concerns over the content of the

curriculum, as well as tackling the underlying challenges to education.