Seema Jhingan,
Partner, Lex Counsel

There are lots of challenges in finding investors in education. In India, Education considered as a non-profit making sector. For profit  entities like partners firm, cooperative, private limited companies investments is not a challenge. But with Education which is formed  under entities like society, trusts and sec-25 companies finding investor is a real challenge. Investor or VC funds can not invest in trust  or society because they cannot reap out benefits out of them.

Arvind Mathur,
Chairman, Private Equity Pro Partners

In education there are so many projects that have been financed through private equity. Today education represents a great  opportunity for investors. Private Equity is there to fund all kinds of educational needs. The modern market offers us diverse ways of  raising money.
Many transactions have taken place in the education sector where exists have been provided through the M& A (merger and  acquisition) route. This is a great thing. Because if you are an entrepreneur, you can start a small education company, with the hope  that in three to five years, you will be able to sell the business at a hefty profit.

Vikaram Upadhyay,
Board Member, Indian Angel Network

Indian Angel Network has been looking into the education industry or the last seven years. The potential of this industry seems to  have been underestimated, because the size of the industry is really big, and there is tremendous scope for growth.
Right now the major investors are addressing just 20 percent of the total market, which is based in bigger cities. But the tier 2 and 3  towns and the rural areas are completely untapped.
There are lot of challenges in investing in smaller towns and rural areas, but the returns on good investments can be manifold. So we are trying to work out Social Impact Investment plan to ensure that investments can take place in the bottom of the pyramid in a  relatively risk free way.
While funding education start-ups, we first of all take into account the expertise of the team that is heading the start-up. Are they  capable enough? Then we take into account the scalability factor. Is the business capable of growing?
The third parameter focuses on the issue of processes. There should be innovation in the processes rather in the products alone. There  is no point in bringing innovation to the products if the processes can’t be replicated in different parts of the country. The bottom line  is that we take a very comprehensive view of the organisation before deploying our investments.

While the World Education Summit was able to bring together most of the eminent names of education eco-system, the special session on Reforms in Medical Education: Opportunities and Challenges was equally successful in bringing together healthcare stalwarts like Dr  Shakti Gupta, HOD, Hospital Administration and Medical Superintendent, RP Center of Ophthalmic Sciences, Dr Balasubramanyam,  Domain Consultant: Medical E-learning, Professor –Department of Anatomy, St. John’s Medical College, Bangalore, Prof Manisha Jindal, Professor of Physiology, Convener Medical Education Unit, School of Medical Sciences, Sharda University, Dr Tarun Seem,  Additional Commissioner of Income Tax, Office of Chief Commissioner of Income Tax, New Delhi, Prof Tapan Kumar Jena, School of Health Sciences, IGNOU and the Chair of the session Dr Girdhar J Gyani, Past Secretary General, Quality Council of India and currently  Advisor, National Accreditation Board for  Hospitals & Healthcare services (NABH). The session witnessed huge footfalls and gifted  many takeaways to the attendees. The following were the broad areas of discussion:

• Dearth of human resource and colleges in the healthcare sector
• Role of Government as well as private sector to provide further impetus to medical education
• Lack of quality institutes for medicine
• Benefits of ICT-enabled learning modules in medical education
• Need for a comprehensive policy to address the acute shortage of human resources in healthcare
• The urgent need of reform in medical education

	Dr Girdhar J Gyani, Past Secretary General, Quality Council of India & Currently Advisor NABH “We want to bring some good doctors from private healthcare space, want them to contribute in medical education, so that the  transformation can happen although it will take some years to see the impact”
	Dr Shakti Gupta, HOD, Hospital Administration and Medical Superintendent, RP Center of Ophthalmic Sciences “Content of the training programmes (for doctors) need to be changed in connascence with our changing needs”
	Dr Balasubramanyam, Domain Consultant: Medical E-learning, Professor –Department of Anatomy, St. John’s Medical College, Bangalore “The state of medical education in India is more of a wishful thinking rather than building blocks for holistic healthcare”
	Prof Manisha Jindal, Prof of Physiology, Convener Medical Education Unit, School of Medical Sciences, Sharda University  “Self directed learning should be introduced in medical education”
	Dr Tarun Seem, Additional Commissioner of Income Tax, Office of Chief Commissioner of Income Tax, New Delhi ‘Simulation is an important medical education tool’
	Prof Tapan Kumar Jena, School of Health Sciences, IGNOU “There is no organised medical education and a mismatch prevails in thoughts and sought”

Dr C Raj Kumar,
Vice Chancellor, O P Jindal Global University

Role of the government in higher education is coming down

One of the most fundamental challenges that we face in India is related to the lack of quality in higher education. Quality is the most significant issue in our universities. We need to be worried about the fact that not even a single university from India is one of the top  200 universities of the world.
When Universities from China, Singapore, Hong Kong, South Korea, Taipei, and Japan figure in the list of  top universities, why are we lagging behind?
There is lack of innovation in our universities. The existing legal and regulatory framework of higher education does not provide opportunities for establishment of this innovation in universities. Even our own  limited experience of engaging and interacting with students across the country shows that there are very few people seriously  interested in academia.
We also know that the public sector in India is not in a position to fund higher education. If we look at the data of last several decades,  it becomes clear that the role of the government and public sector in the higher education space is coming down significantly. The  private sector is expected to expand and fill the gap. Unfortunately, the private sector is unable to contribute its mite due to various reasons.
A vast majority of private sector initiatives in the field of higher education turn out to be of mediocre, commercial and profit  making nature. The government needs to take a hard look at the higher education sector and enact suitable reform measures.

Elizabeth Shirley,
Director, IIITM, Kerala

Technology has to be such that it is understood by all rural and urban students

ICT has led to the development of many impressive tools for improvement in the quality of education. The concept of e-learning is  already taking root, but it is not wholly successful. Our country’s educators and professors face a challenge in changing the mindset of  people towards ICT.
The curriculum has remained the same over the years, but the transformation has happened in the learning methods of education.  India is a developing country, but to develop into a superpower, we need to have a world class education system. To strengthen the education of our country we have to invest in research. The faculty has time only for examinations and evaluation of answer sheets, but no time is given to them for research. Educators and policy makers have to think out of the box and transform the conventional education system.
Our system of education must reach out to all the 700 billion people in India, both in urban and rural areas. ICT plays an important  role in this endeavour. There are a number of ICT tools and products, but their ultimate success rests on the simplicity of their design and also on the IT literacy of the students in rural and urban areas.
India has a shortage of 5 lakh skilled workers and to address this problem, adaptive web based education system has to be  implemented.
This is activity based learning and focus shifts from static to active learning. To further change the style of education, multimedia and assistive technology has to be adopted for better learning. All children play video games. We have to devote ourselves  to designing computer games which help the child learn while playing. Digital learning with different levels has to be built in the games, so that the child can learn according to his capability.
A number of changes have to be made in our education system to make it efficient and effective for India to become a super power.

Payam Shoghi,
Principal, Riverdale International Residential School, Pune

Teacher participation is must for students to benefit from innovative learning methods

Now we are having lot of innovations in teacher education. Such innovations are happening not only because of the social and  economical changes, but also due to changes in social interrelationship, change in children’s aspirations and social mobility.  Important developments are happening in the field of pedagogy and we now have lot of new learning tools at our disposal.
The major shift that has happened in content based learning is that the concept of maintaining silence in the classrooms has gone.  Educational research has shown that some amount of discussion and noise in the class is important for learning to be effective.  Innovation has to begin from the way classes are conducted. The way teachers are helping to improve the relationship among the  students lays the foundation of cooperative learning.
Cooperative learning has two aspects. One is getting children to get together and work on a particular task together which they enjoy  thoroughly so that the output is good. The second requirement is that their relationship should remain intact. The children have to  learn to cooperate with other children and they have to improve their relationships.

Dr Angela Fawcett,
Prof Emeritus, Swansea University, UK, Vice President, British

Early identification of dyslexia can help children improve their logical and learning skills

The world of dyslexic children is quite complex. An innovative system for screening has to be in place for empowering the teachers to  quantify the problems being faced by such children. Teachers can evaluate the strength and weaknesses of the dyslexic children  through these screenings and can teach the children in ways that will lead to best possible results.
Dyslexia is a specific learning disability that mainly affects the development of literacy and language related skills. The dyslexic  children often have problems in putting the words together, they are unable to spell or write. The wonderful news is that appropriate  teaching can bring about an improvement in the logical skills, spelling, and also the confidence of the dyslexic children. But the bad  news is that with lack of support, the child experiences continuous failure and the problems become intense and generalised. A cost  effective solution has to be made to help the children in improving skills.
Our aim is to identify problems before the children fail. All the screening tests for dyslexia are done by school teachers who are  working on the basis of systems that have been developed with an eye on Indian realities. So, it’s being specially developed for India  by professionals like teachers, psychologists and special educationists. It helps schools to offer an inclusive learning environment where there exists a support system to facilitate the learning of every child.
As the testing methodologies also dwell on reading, spelling and writing skills the test leads to earlier identification of problems. It also provides a cost effective solution. The screening allows the teachers to see just how the term works under the developed profile and why the child is anxious.
We hope that DSTJ India will facilitate policy making that will eventually make it mandatory for children with dyslexia to be included  in the traditional classroom learning with adequate support and concessions across all states and national boards.