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English translation 25 July 2005

Private Educational Institutes are not new to India (Bharat). Indians in their early days understood importance of education (The biggest mistake they made was reserving education only to a certain group of people). Well educated and knowledgeable person commonly known as 'rishi' had been the sponsorer and executive for his institute known as 'ashram'. Rishis were dedicated to their respective ashram and never even thought of using ashram for their personal benefits. They had hardly any requirement probably except for land and protection. Their day to day requirements were fulfilled by the land, river and forest. Rishis never wished to improve their life style. Their probably only requirement had been food and water. And to fulfil this requirement they never asked or begged. There had been a few rishis in modern times also. However they could be counted on finger tips. In Maharashtra Maharshi Dhondo Keshav Karve and Karmveer Bhaurao Patil were amongst them. Both of them raised educational institutes and most of the time at their own cost.

However, it cannot be expected as a rule. Almost all private institutes have been raised with sole aim to make easy money. Thought behind these institutes is not benefits to the public but to provide education to those who can pay for the same. However, under the present circumstances their contribution cannot be neglected. At least there are institutes for education. This also is a commendable task. Its not an easy task to manage an institute. Those who blame such institute may take up this challenge and show that they can succeed with no money or much less money. Even the Government may take up this challenge.

A wise person always finds ways even in odd circumstances and makes the best use for development, progress and benefits.The Government thinking should be to provide education to deserving students free or at least at affordable price. To achieve this there is no need to keep these institutes on other side of the fence. There is no need to threaten them. There is no need to find what is the actual expenditure they incur. The Government should be the least interested in these aspects and never should take any of institutions' responsibilities. Solution is allow institutions to charge fees as per their will for a certain %age of students and enforce their authority to charge fees as the Government finds it fit for all other students who secure admission purely through merit. Allow institutes to raise funds through donations both 'willing' and 'forced'.

The only other control the Government should exercise is prepare a merit list of all students who are eligible for admission i.e. passed certain examinations with certain minimum marks. Admissions from the Government quota shall be based on pure merit and admissions from institutes' quota left to the respective institute. The Government should control fees for students admitted from their quota alone.

This way the Government can fulfil liability of education without taking trouble to find funds. In fact wherever possible the Government should adopt this line so as to reduce their liability and efforts to control.

      (   )

    .    .      .         .       .        .      ,      .

      .    ,    .       .          .         .           .      .

                .                        ?         .         .       .      ,       .                 30%     .  70%      .     .

 70%       .

 30%               .  30%    .

        70%   .    100      10%        10%  70%   .     30%    30   70  .      30%    .

     12   1  MH-CET  . 12        .         .       .

 HSSCE         . (  PCM  MH-CET     PCB  MH-CET  )

     3   .

    5  6     .    .            5  6  .

       70%  .    ,        .        .

     30%   .

        .

                  .

            .     ,         .               .       .

    .     .        .   Öê   

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