Presentation on theme: "Maya Menon Director The Teacher Foundation, Bangalore."— Presentation transcript:
Maya Menon Director The Teacher Foundation, Bangalore
The ELT Operating Environment in India Why we need English …
What can you identify?
3 Keys to understand… 1.India is Complex 2.India is grappling with many Challenges 3.India today is a land of tremendous potential and opportunity
India is complex…. 1.1 Billion People 28 States and 7 Union Territories set up on linguistic basis 22 (Modern) Indian languages coexist; 1796 rationalised languages and 1576 other mother tongues Newspapers in 35 different languages ! Radio broadcasts in 146 Languages and dialects Education in the Concurrent List of the Constitution - both Centre and State have a stake Source : Ministry of Human Resource Development, Govt. of India
From the Ministry of Human Resource Development, Govt. of India The (language) policy is intended to encourage the citizens to use their mother tongue ……., but the stated goal of the policy is to help all languages to develop into fit vehicles of communication at their designated areas of use, irrespective of their nature or status like major, minor, or tribal languages. The policy is accommodative and ever-evolving, through mutual adjustment, consensus, and judicial processes.
Samajwadi Party : Well ban English and computers – Party Manifesto also Opposes Mechanised Farming – The Sunday Times of India, 12 th April 2009 Amartya Sen : Warns against banning English Language Teaching (The Hindu – 21 st April 2009) SC Won t stay English medium The Karnataka Govt s efforts to stall the registration of English-medium schools in the state fell flat on Wednesday with the Supreme Court turning down its plea. In Aug The Karnataka High Court stated that parents shall choose what their children want and that they are free to disregard opinion even of experts in that regard The Times of India, Bangalore May 13 th 2009 English vs. Regional Languages ….th e ever present political flash point
The Indian Contradiction ! English has a unique position in India. Competence in the use of English is the single most important marker of a young persons eligibility for negotiating the opportunity structure that the modern economy has made available. The ability to use English fluently has become a synecdoche, a socially understood shorthand, for general ability. Krishna Kumar (1996) : Learning from Conflict – Tracts for The Times/10
The Indian Contradiction ! School leavers who are not adequately trained in English as a language are always at a handicap in the world of higher education Proficiency in English is widely perceived as an important avenue for employment and upward mobility, which also greatly facilitates the pursuit of higher education. This reality is not lost on our people, who recognize that the English language is a critical determinant of access to, and opportunities for a better life. Sam Pitroda, National Knowledge Commission, 2006
The Place of English in India English serves as the connector between people speaking different mother tongues. English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. It is a passport to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and other Indian languages.
The Great Indian Challenge Universal Elementary and Secondary Education – still elusive An all-India literacy rate of 65.2% at the last 2001 census (up from 52.2 % in 1991) Standards of Teaching and Learning – excellent to poor Low enrolment to Higher Education Predominant sense of disconnect in the classroom
Glimpses of English Language Classrooms in Indian Schools The prevailing approach to teaching English as a first or a second language in 3 different kinds of Indian schools….
Estimated Population by Age Group (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Enrolment in Education by Age Group (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Number of Educational Institutions in India - Schools (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Number of Students Enrolled in School vs. Completing School (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Number & Type of Higher Education Institutions in India (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
A Break-up of Enrolment in Higher Education (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Number of Students Completing Higher Education (2003) (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008) Source : University Grants Commission
What India spends on School Education… (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
What India spends on Post School Education… (Educational Statistics at a Glance , Ministry of Human Resource Development, Department of Higher Education, Govt. of India 2008)
Indias dismal Education Development Index (EDI) Countries EDI in 2005 (0-1) Rank out of 129 countries EDI in 2006 ( 0-1) Rank out of 129 countries Japan not available.9942 Norway UK France Mexico China Brazil India Bangla Desh Pakistan
The Importance of the Indian IT Industry According to the NASSCOM-Deloitte study contribution to the GDP 1.2 % in % in 2007 Currently employs nearly 1.3 million IT professionals Indian IT-ITES has helped create an additional 3 million job opportunities through indirect and induced employment. NASSCOM undertakes several measures to enhance the work skills of IT and ITES professionals.
Growth of the Indian BPO Industry Source NASSCOM
Recommendations of the National Knowledge Commission Teach our ordinary people English as a language in schools This would provide far more equal access to HE and employment opportunities Contextualise the pedagogy of language learning Assess for proficiency rather than mastery of single texts Set up a National Testing Service for certification of language competence Improve the proficiency in English of nearly 4 million Indian teachers through vacation training programmes
Opportunities for ELT in India? 60% of Indians are between 15 –59 years. Half of them are below 25 years Approximately 58% of all higher education institutions are located in six states – Uttar Pradesh, Andhra Pradesh, Maharashtra, Karnataka, Madhya Pradesh and Tamil Nadu Burgeoning IT/ITES Sector…..theres a deficit of 0.5 million between the demand of and supply of IT manpower As of 2005 there are 131 Foreign education providers serving a few thousand students Linguistic rivalry amongst Indian states has helped English remain the official language of federal India along with Hindi Source : Rohan Mukherjee ( 2008), Higher Education in India : An Overview and Opportunities for Foreign Participation, Centre for Policy Research Prof Prasad Krishna, All India Council of Technical Education, 2005
Possible Ways Forward Partner with the Govt. of India and / or State Governments Partner with relevant Indian organisations The most important and relevant regulations are 1. UGC (Establishment and Maintenance of Standards in Private Universities) Regulations 2003 – currently active. 2. AICTE Regulations for Entry and Operation of Foreign Universities / Institutions Imparting Technical Education in India, 2005 – currently active. 3. The Private Universities (Establishment and Regulation) Bill 1995 – withdrawn from Parliament in the 2007 Monsoon Session The Private Professional Educational Institutions (Regulation of Admission and Fixation of Fee) Bill 2005 – pending (status unknown). 5. The Foreign Educational Institutions (Regulation of Entry and Operation, Maintenance of Quality and Prevention of Commercialisation) Bill 2007 – yet to be introduced in Parliament. Source : Rohan Mukherjee ( 2008), Higher Education in India : An Overview and Opportunities for Foreign Participation, Centre for Policy Research
Thank You !
India and China ELT Today 21 May 2009
Chris Gibson Director British Council South India
May 2009 Demand for English Language Services in India
Objectives & methodology
India Main Findings – 5 key areas
One – The Market
Large and growing market Indias private sector education and training market is estimated to be worth US$40bn, with a potential 16% five year CAGR (CLSA Asia: Pacific report, 2008) Of this, the adult market for ELT (aged 20+) is estimated to be worth around US$450m CLSA - estimates 3.8m people paying average fee of US$120
Majority of English Learning population aged below 18 Estimated 320m aged 5-17 (Census projected to 2008) 249m students (the English learning population) enrolled at primary, middle, secondary and higher educational levels (Department of Education)
One of major drivers is growth in IT/ITES industry Top five IT companies spending US$ 500 million a year on education and training for their employees Many established large training campuses for this Data Source: NASSCOM
Two – The Players
Some key players, other than British Council British School of languages (BSL): –Founded 1975 –Over 1.6 million students trained in spoken English –A network of 30 study centres across the country –Caters to a broad audience - from those who do not know English to those who aim to hone their English speaking skills –Works in the corporate training sector – Ashok Leyland, Ranbaxy, American Express, U.N.O, Asian Paints are some of the clients –Course fees range from Rs 2500 to Rs 3000
Some key players - cont Veta English language training institute (formerly known as Vivekananda Institute): –Founded 1981 –Over 2.2 million students trained in spoken English –A network of 200 study centres across the country –Some centres can accommodate more than 500 students –Veta offers a Self tutor pack for those learners who cannot access one of its centres –Seven main programmes, including Veta English Holiday
Three Learners/potential learners
Personal development + improved career prospects = key reasons for learning English Which of these, if any, best describes your reasons for wanting to learn English/for wanting your child to learn English? Personal development Improved career prospects General interest in learning English To communicate with friends in other countries Many jobs now require employees to speak English Base: All respondents, India (202), adult learner/potential learner (102), parent of current/potential learner (100) Top mentions To meet new people/make to friends All Adult learners/ potential learners Parents of current/ potential learners
Increased propensity to learn, esp among young More likely Dont know 2% No real difference compared to 6 months ago Less likely Base: All respondents, India (202), parent of potential learner (50), parent of current learner (50), adult potential learner (52), adult learner (50) Do you think you/your child are more likely or less likely to learn English (outside school) than you were 6 months ago? Much more likely Parent of current learner 42% Parent of potential learner 36% Adult potential learner 33% Adult learner12%
Preferred Used by current learners Top mentions In which of these ways, if any, would you prefer (your child) to learn English / are you/your child currently using to learn English (outside school) ? Teach Yourself guides – text book Online courses Group or classroom tuition Teach Yourself guides – audio/visual One-to-one tuition Base: Preferred - All respondents, India (202), Current – All adult learners/parents of current learner, India (100) ) Group tuition most used and most preferred
Better quality teaching, credibility and UK English = key reasons Why do you say you/your child would study at a UK English language institute? Better quality teaching Have heard good things about UK providers from others Prefer to learn UK English Have had a good experience in the past Will have more credibility with employers Have a generally positive Image of the UK Base: All likely to study at a UK ELT in the next 2-3 years, India (135), potential adult learner (36), parent of current learner (31) Top mentions (71% of parents of current learners) (56% of potential adult learners)
Less than half would consider online learning Base: All not currently learning English via an online course, India (199), adult learner (48(, adult potential learner (52), parent of current learner (49), parent of potential learner (50) How likely are you to consider learning English online in the next 2-3 years/choosing an online English learning course for your child? Dont know Certain To Certain not to Fairly likely Very unlikel y Very likely Fairly unlikel y Certain not to/ Very unlikely/Fairly unlikely Adult learner Adult potential learner Parent of current learner 33% 37% 22% Parent of potential learner 14%
Few employees offered ELT at work Base: All current/potential adult learners, India (102) Does your company offer English language courses for employees? I am a student Yes 2% Dont know 1% No I am unemployed None are currently learning English using a training course provided by their employer Just 2% have ever done so
UK materials the same or better than others Better Dont know Base: All respondents, India (202) Do you think that materials produced by UK organisations for English language learning are generally better or worse than those from other overseas organisations or are they about the same? About the same Better Adult learner Adult potential learner 38% 62% Parent of current learner Parent of potential learner 56% 40%
Ease of use & quality are strengths Why do you say you materials from UK organisations are better? Base: All who think materials from UK organisations are better, India (99) Better quality/more reliable Prefer UK English Clearer/easier to use UK materials have a better reputation Have a generally positive image of the UK
Four - English language teachers* * These findings are based on just 5 qualitative interviews, so are indicative only
More and different opportunities required Teachers want: –More seminars and training sessions on communicative language training – ie how best to teach students the basic skills they need –Better training in the area of student motivation/student psychology –More on latest training techniques – ideally developed with their particular institution in mind –Training which keeps them up-to-date with the changing needs of a competitive world –Opportunities to meet counterparts in other institutions (eg in discussion forums) –Guidance from experts To train the teacher in this (communicative language training) is most important because having just patience is not enough Training in this (student motivation) is very important for any teacher. Only a motivated teacher can motivate his/her students
Five - Leading employers* * These findings are based on just 5 qualitative interviews, so are indicative only
Perfect English in new staff usually not expected Acknowledgement that some training may be required to improve skills, eg –To correct errors –Improve pronunciation –Improve understanding of other cultures –Improve confidence in ability –Link language skills to requirements of the job Most of those interviewed provide in-house training for relevant staff*; some for all staff –Particularly call centres – structured training modules, debates, role-playing, grammar, telephone ethics When the trainer takes the training and this person has grammatical issues, some people do have errors, the trainer helps them (Retail) * The quantitative research shows very few employees say their company offers ELT training, no doubt because most work for smaller companies than those interviewed in the qualitative research.
Some do use external providers though Two of the five do Single provider used – books, notes, CDs, online links and tests Chosen on the basis of*: –Cost (major role) –Level of service –Course material (including multi-media) –Expertise of trainer –Level of trust & commitment shown –Ability to customise training to needs High levels of satisfaction Someone who is outsourced is always approachable and they try to give you the best Any external body has to be customised to our requirements * IMRB 2008 report on ELT Audience Segments – main factors in choice of trainer were course content, presentation skills, educational background, certifications of trainer and previous experience
Summary & implications
Summary & implications - India Large and growing market for English language services While taught in all schools, interviews with teachers suggest it is not necessarily taught well. There are real opportunities for UK organisations to help teaching of English in schools through working with Universities, school boards, teacher-training and professional development Poor quality of learning in schools also means there is a strong and growing demand among learners, both adults and young learners, for ELT institutes
Summary & implications – India - cont The positive reputation of UK ELT and materials means UK organisation are well placed to capitalise on this demand –UK organisations/materials associated with quality and high credibility Potential barrier: Cost – need lower/higher cost options Demand for English skills at a corporate level is driven by service sector in particular (eg growth of call centres) Internet access is a key barrier – only 7% of population have access – as are limited opportunities to practice oral skills Has wider implication for materials offered by UK organisations – need to offer hard copy as well as online learning materials Rapid adoption of mobile based access may change this though – so should be monitored carefully