BOUCHER DISCUSSES EDUCATION REFORM WITH NATIONAL

UNCLAS SECTION 01 OF 03 NEW DELHI 001642

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TAGS: PGOV PHUM PREL IN
SUBJECT: BOUCHER DISCUSSES EDUCATION REFORM WITH NATIONAL
KNOWLEDGE COMMISSION

REF: A. NEW DELHI 160


B. NEW DELHI 711


1. (SBU) SUMMARY: On April 4, Assistant Secretary Richard
Boucher met with National Knowledge Commission member Deepak
Nayar to discuss the state of affairs in education reform in
India and possible areas of cooperation between the United
States and India. During an hour long lively conversation,
Boucher learned of the National Knowledge Commission's recent
recommendations submitted to the Prime Minister outlining
goals regarding the right to education, higher education, and
vocational education. Boucher and Nayar also discussed the
benefits and the obstacles for an education partnership
between India and the United States and how we might work
with others like Afghanistan. END SUMMARY

National Knowledge Commission
--------------


2. (SBU) In June 2005, the government of India created the
National Knowledge Commission as an advisory body to the
Prime Minister whose objective was broadly defined to examine
India's knowledge and education systems and provide
recommendations so India can meet the knowledge challenges of
the 21st century (reftel A). Nayar noted the strategy to get
stakeholders and experts involved in developing
recommendations helps to get them vekted in the
implementation of these recommendations. Since its
inception, the Commission has submitted recommendations in
ten areas, including the right to education, higher
education, and vocational education which Nayar described in
great detail.

Right to Education
--------------


3. (SBU) Though the Indian Constitution guarantees education
as a fundamental right, Nayar said, funding problems serve as
a barrier to access for all. The Commission's
recommendation, Nayar reported, is that the central
government needs to take more responsibility and invest more
money into education. The problem, Nayar told Boucher, is
that the center wants the states to invest more too, in order
to demonstrate that they have a stake in providing a good
education for their citizens.

Higher Education
--------------


4. (SBU) Nayar said that although the outside world might
think the Indian higher education system is one of the best,
it too is facing a crisis. Nayar outlined the problems as
threefold: 1) not enough opportunities for the common person
to attend a higher educational institution -- only 7% in
India compared to 12% in Asia and 50% in the United States;
2) the quality of education varies immensely; and 3) too many
are left out because of their caste, income levels, or family
backgrounds. Among the steps to address these problems, the
Commission is recommending to increase the number of
universities from 350 to 1,500 by 2015. These universities
would be smaller, limited to 5,000 students. Additionally,
50 of the universities would be national universities. Nayar
noted he hopes ten of the 50 will be up and running in the
next 3-5 years. In order to raise the standard of education

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an independant regulatory authority for higher education
would be established. The largest barrier for this
recommendation is that universities are created through an
act of Parliament or the State Legislative Assembly. This
could take some time, but is critical, Nayar emphasized.


5. (SBU) When Boucher asked about the prestigious Institutes
of Technology and Management, Nayar told him those
recommendations would be included in their assessment of
professional schools. However, Nayar noted that expansion of
these institutions is critical for the country, since,
"islands of excellence do not lead to continents of
excellence."


6. (SBU) The Commission is also looking at the United States'
model of community colleges. Nayar explained to Boucher that
another problematic aspect of reforming the Indian education
system which functions under "old" think is that all teachers
get paid the same salary. In order to create incentives for
excellence he recognizes the need for not only accountability
in the system but monetary incentives for faculty.

Vocational Education
--------------


7. (SBU) The Commission is looking to make a more flexible
system so that those who go to vocational training schools
can transfer their credits and can come back to academia if
they choose. They are also looking for more innovative
models to enhance and expand vocational training
opportunities. Boucher and Nayar exchanged ideas on creative
ways to provide quality vocational education and on the need
for greater private/public partnership to set up new
institutions.

Expanding Investment Opportunities, Including Foreign
Investment
--------------


8. (SBU) Boucher first asked Nayar about the possibility of
diversifying funding sources for education in India. Nayar
wholeheartedly agreed that this needed to be a priority. He
believes India needs to go from spending only 3.5% to 6% of
GDP on education. Other countries like Thailand and China,
Nayar claimed are investing 8-9% of their GDP in education.
Nayar also thinks that universities are sitting on goldmines,
given all the property they own that they are not using and
the rise in property value. India needs to look towards the
private sector for funding as well, Boucher commented, adding
that private money is often spent more efficiently than
public money. In terms of allowing foreign investment, Nayar
agreed on the need, but bemoaned the lack of government
regulatory authority needed through statute which would
permit such investment. Nayar also noted that such
proposals, which have been introduced in Parliament, are
extremely controversial. Nayar believes the legislation will
pass, but does not know when or what it will ultimately look
like.

Standardized Testing and Establishing an Education System
--------------


9. (SBU) Boucher and Nayar discussed the benefits of
standardized testing to raise the quality of education in

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India. Boucher commented that national exams can indicate if
a student in Delhi is achieving at the same level as a
student in Bihar. However, Nayar pushed back, stating that
while you do eliminate some variance in quality of education,
national exams such as the SAT in the United States dampen
creativity. Nayar believes India needs to bolster creativity
versus dampening it. However, in reforming the education
system for a place like Afghanistan, Nayar acknowledged that
standardized tests and national regulatory boards might be a
good idea. Both commented that corruption such as buying
grades will pose a problem in any burgeoning education
system.


11. This cable has been cleared by Assistant Secretary
Richard Boucher.
MULFORD