Human Resources In Education

The multi dimensional growth of a nation depends upon presence of skilled and dynamic human resources. More proportion of intellectual human resources can contribute significantly to make the country shining qualitatively in a bottom up approach. An education that would help to produce energetic human resources to fulfill the goals of economy and help in maintaining sustainable “growth with equity” by providing the fruits of development to all. The provision of quality education is the foundation for a vibrant democracy in which informed citizens exercise their franchise to support the internal growth of the nation. It supports for growth in productivity, incomes and employment opportunities to enhance the quality of life.

An improvement in

According to existing empirical evidence, private unaided schools in general outperform than public schools (Kingdon, 1996; Smith et al, 2005; Tooley and Dixon, 2006). Some studies find that boys and children belonging to the upper castes perform better than others (Dreze and Kingdon, 2001; Aggarwal, 2000; Filmer et al, 1997). Household wealth and parents’ education also have positive correlations with children’s educational outcomes (Pritchett and Filmer, 1998). Interventions that provide physical resources alone are not enough to improve outcomes if workers delivering the service do not perform as expected. With the aim of increasing the accountability of public workers, various Indian states have decentralized control over local public services to local communities, resulting in improving the attendance rates (Goyal, 2007). The NCERT (2006) baseline surveys across Indian states found that the average scores of students are between 40 to 60 percent on curriculum based math and language tests. It affects the learning achievements in both primary and secondary schooling, signaling poor quality schooling (Kingdon, 2007). According to the ASER survey, there are 67 percent of children enrolled in Standard 3 to 5 who cannot read a simple text (ASER, 2005-2006). The mean score of students enrolled in class- IV & V is less than 40 percent on language and math test. The average score in language and math test of students enrolled in private school are 50 to 60 percent as compare to 40 percent for students enrolled in government school. The achievement performances are high for boys and students of general category (Goyal, 2007). After the completion of one decade in Sarva Shiksha Abhiyan (SSA), there is no doubt an increase in quantitative access to education at elementary stage in comparison to the