Blue Ocean Strategy and the Indian Education System

Blue Ocean Strategy and the Indian Education System Indias present economic standing – both in its limited successes and its myriad failures – is to a large extent a reflection of its education system. We take pride in the success of a few individuals who pass out from the elitist institutions in the country. The million others who have succumbed to the mediocrity of the education system are lost in the crowd. If we look at some of the statistics, we see that: Although there is 90% enrolment at the primary level, even after 5 years of schooling , students fail basic reading, writing and arithmetic skills. The dropout rate till students reach high school is about 90% Of the total number of students who complete graduation or post graduation, the percentage of students who are employable is quite dismal. Stark statistics reveal the oversupply of raw graduates and the undersupply of employable graduates. If we look at flaws in the system, we can see that the main reason for these failures could be attributed to: Government Monopoly Politics and Bureaucracy The system has become ineffective, inefficient, and irrelevant. BLUE OCEAN OF EDUCATION: Thus if we look at it, the education sector in our country is currently in the red ocean category, with all institutions trying to fit in the same mould. In order to create an uncontested space of equal opportunity and holistic learning, some of the factors in the ERRC grid that can be included is as follows: Eliminate: Examinations: Examinations are just a means of passing to move on to the next level. The knowledge gained is not effectively measurable by the level of examinations conducted. Rote Learning: Students also have difficulty applying the knowledge for practical use because the emphasis is to encourage memory work and discourage creativity and innovation. Reduce: Lectures: The method of conducting lectures in most institutions seems to be pretty outdated with the lectures mostly being one sided. The number of students in most of the classes is too hu ge and this leads to the lectures being a monologue rather than a dialogue between the teacher and the student. The lecture method also assumes that all students come with the same level of knowledge and understanding about the subject and have equal interest to know more about the same Raise: Curriculum focussed attuned to students’ interests: The curriculum taught in schools should be more upto date and relevant to what the students would like to learn rather than what the faculty is comfortable teaching. There should be different modes of learning, different teaching tools and techniques used. The curriculum should be inclusive rather than exclusive. It should cater to students with different learning capabilities and should also address both academic as well as non-academic student interests. The focus should be on practical approach as much as giving importance to sound theoretical background of subjects. The curricula should be flexible and cut across disciplines with e mphasis on learning through collaboration. Problem Solving and Decision Making are key parameters that should be inculcated in the curricula as well. Industry Relevance of Courses offered: