Edulin White Paper

Factors for transition of education institute’s quality from one level to next levels.

“Education is the most powerful weapon which you can use to change the world.”
― Nelson Mandela

With time many things have changed in the world, many thoughts have differed and developed but no one can doubt or question the supremacy of education in the society. Continuous, innovative, and scientific way of education of masses is the single and standout reason for many countries to be successful and strong. Whether we talk about poor country, developing or already developed country, everyone is spending millions and millions of their national income for educating their people, the only reason being everyone knows that education is the only way to remain protected from others and to be successful in future.

In India, the situation of education is far worse than many other countries, some of which are even poorer than India. Here quality education can work as a catalyst to protect us in both direct and indirect way such as – It can help in finding solutions to corruptions, organic and inorganic imbalances, social discrepancies, social right hijacking etc. We need to embark the light of education to every citizen in every village, city, district or state.

Quality education is the primary and constitutional right of every citizen in India.

This white paper is an attempt to make the educational institutes understand the factors which will help them to promote themselves from their current level to next level of quality education.

According to current prime minister of India, Dr. Manmohan Singh –
“Our university system is, in many parts, in a state of disrepair…In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 per cent of our colleges are rated as below average on quality parameters… I am concerned that in many states university appointments, including that of vice-chancellors, have been politicized and have become subject to caste and communal considerations, there are complaints of favoritism and corruption.”

We will not discuss or consider here how political intervention in the schools, colleges or universities has affected educational quality in India. That is a separate issue and need a separate dais to discuss. What we will discuss here or will try to throw light upon is how usage of proper technology can help to enrich the quality of education in an institute. We will present all the facts and figures based on various surveys made by government, private organizations and some by our company and also illustrate some of the best solutions which are implemented by best schools and colleges in and outside India.

In India the total number of schools (pre-primary, primary, secondary, higher secondary, colleges, universities) including government, local body, private aided, private unaided and by place(by rural, tribe places, semi-urban, urban, metropolitan) is approximately 10 lakhs as per the survey conducted by NCERT(National Council of Research and Training) and NICMIT(National Informatics Centre Ministry of Information Technology) .

Types of Institutes based on governance:

Every year, one of the major parts of the total budget passed from the central parliament is invested in the education sector, which makes 33% of the government education institutes of the country. It includes government schools, colleges and universities. Out of the remaining, 57% of share is owned by the private unaided institutes and in the rest are local body and private aided. However, be it private or government aided institutes, the process and quality of education is a matter of concern in major chunk of institutes.


Let us now concentrate on each type of institutes in little detail:

➣Government Education Institutes:

For government the main target is to give at least primary education to all the children of India. They want more quantity of children to get primary education and remove social stigmas such as child labour from society. That is the reason government concentrates more on primary education quantitatively ( 72 % ) than on other higher educations. But in this race to achieve more quantitative figure, they are missing the quality part.


➣Local Body Education Institutes:

Local bodies do not have enough funds to run a large institute. Typically they are capable of making a primary school ( 74 % ) at most with their small fund. Since they are small, they don’t have the large scale thought process, revenue generation model or implementation process which leads to under quality education in most of the cases.

➣Privately Aided Education Institutes:

The education institutes which are privately aided have distributed focus – in primary, upper primary and in secondary education. But the only problem with these institutes is they are generally found in urban areas where they can have high profitability margin. Very few privately aided institutes are found in smaller towns and villages of India. However, they maintain their standards in providing quality education.


➣Privately Un-Aided Education Institutes:

The education institutes which are privately un-aided have interesting focus – primary and upper primary are almost equal. That means that more and more students are getting admission in upper primary institutes – which are a boosting sign for Indian education system. These privately unaided institutes are very professional, competitive and try to deliver the best possible education.


Types of Institutes based on geography:

urban rural

Everything depends on quality of education:

The above facts and figures clearly infer that we need to have the change in the approach of educational institutes in India. Due to factors such as infrastructures, costs, environment and less advertisement of power of education, it is very difficult for small institutes to gain quality and show same standard as big institutes do. What we should follow rather is a top down approach –i.e top educational institutes should enlighten the small institutes with their quality and the way to achieve that quality in education.

To do so, we need to first understand the categorization of institutes based on their quality of education and then provide a solution for each of this category of institutes to move forward to next higher level.

We have broadly divided the education institutes into 6 different categories based on the quality of education they provide:

1- Very Poor
2- Poor
3- Below Average
4- Average
5- Above Average
6- Excellent

Below graph shows the percentage division of each type of institutes based on quality of education –


Current Transition Rate from poor to top institute:

The transition rate of an institute in quality of education is mostly neutral –i.e there is no improvement in quality of education over time. Very few have positive transition and some have even negative transition – becoming poorer in quality of education day by day.

poor poor1
avg1 avg2

Where lies the difference between a poor and top quality institute?

If we are ready to adapt changes and improve on certain factors, we will have many quality education institutes in India. But the answer lies in the question of whether we are ready to become a part of this evolution of change? Perhaps yes – this is the right time! Let us see some of the major factors which creates the difference between a poor and top quality institutes –

1- Infrastructure
2- Administration
3- Management
4- Automation
5- Delegations
6- Innovation


There is a huge gap in quality between an average institute and an excellent institute due to the above mentioned factors. We have to fill this gap scientifically – working on each of the factors.

Solution for becoming a quality educational institute

The step wise quality transition is recommended on the six different factors (Infrastructure, Administration, Management, Automation, Delegation and Innovation) so that even a poor institute can be transformed next higher level and so on and so forth. The graph below represents that which factors are needed for which type of institute to make a positive transition from one level to other.


Do we really aspire change?

As per the one of the polls conducted by interviewing a random sample of education institutes, major part of the institutes focus is to provide a higher quality of learning experience to their students but they are not sure where to start from.


As per some articles written on the comparison of education in India and China, “China is at least 30 years ahead of India”. India is third in the number of schools after USA and China. But we are not ranked in quality education. On the other hand, among top 200 institutions in world, 7 are from India. This infers that improving the quality of education can be achieved in India if we start working on the above mentioned factors as soon as possible.