 we will talk about OD in educational institutions. Importance of educational institution for society and individuals can never be over emphasized. So, content for this part of the session is majorly drawn from the work conducted in the Ravi Mathai Center for Educational Innovation and I am Hamdabad. First of all we need to recognize that there are so many lines of debate about educational delivery system in India. So, these debates are related to job orientation or job orientedness of the education. Education should it be for the community building or only for the earning living. There are also debates about character building with the traditional values or with the modern values. Debates are also about preparing job seekers or job creators in our education system. We also see the debate and very passionate discussion about emphasizing on the academics versus focusing on the many other aspects of the development like values and skills etcetera. So, in terms of the policy related debates quality education versus making the basic education available to the masses this is also a very important debate. As a result of the different aspirations and the different espoused value of education many subsystems have evolved in the Indian society. So, we see large number of government schools. We also see state owned schools and the center government schools like Namodaya Vidyalaya or KV. We also see emergence of the large number of or sometime they are the chain of the private schools. There are many other boards in the in the category of the international schools and we also you also and many of you might be surprised that in India there are still lot of gurukuls operating. They focus on the traditional wisdom along with and many of them are integrating the traditional wisdom with the modern education and they primarily emphasize on creating the job givers and preparing people for the self self employment rather than becoming a job seeker and there are more than 8000 gurukuls operating in India. We also see the emergence of the trend of home schooling. There are small groups also which prefer home schooling for their kids. So, as a result of the different positions in the debate what we mentioned in the previous slide we also see the emergence of different types of the school and education system in India. The first part of the session on ODIN education sector is primarily focused on the school education. If we look at education system in India we see two very important historical features which have affected the design of the system. One feature is related to the ethos of the assembly line based system that was applied in the industrial era that came up in the industrialization that came up with the industrialization. So, the features of industrialization like centralization, standardization, hierarchical top down management, a rigid sense of time, accountability based on adherence to the system all these features are basically the legacy of industrialization process and the legacy of the industrial era and that has also have entered into the education field. In India particularly modern education system was erected by the Britishers who are the who colonized India for a very long time and their primary objective was to prepare clerks or the class 3 employees who can carry out and take the instructions from their supervisors who are the who who are either the Britishers or the confidants of the Britishers and their job was just to see just to interpret the rules and regulations and sometimes implementing those. So, many features of the education system which are centralized, sometime not very learning centric can be traced back to these two factors. We also see changing conditions of school education in India. If we look at the government schools there is a very massive role expansion of the teachers working in the government schools. Efficacy of the teacher training is also under question. Infrastructure related issues are suddenly there. There has been many interventions, there has been many policy initiatives like operation blackboard and few others to provide the physical infrastructure, but still a large number of schools are still lagging in the infrastructural demand and requirements for the proper education. There are also student related issues like enrollment ratio or learning outcome that can be related to actually governance as well as the teacher related issue, but learning outcome is also one of the important concern in the education system in India. Having said that we also need to recognize that there are lots of islands of the excellence in education system and particularly school education system we are talking about. If you want to know more about it please visit the website of in shodh. This is supported by a fairie the foundation of the augmenting innovation and research in education and this is hosted in I am Hamdabad site. Please have a look at it. This site has the comprehensive record of more than 1000 innovations in the field of education and many of them can be categorized as OD interventions. These are related to increasing the attendance of the students, increasing the enrollment ratio of the students, increasing their learning outcomes. This is a very very rich repository and anyone who is interested in school education must have a look at it. If we categorize the OD interventions in schools in India we can classify three types of OD interventions required in the school education in India. These interventions are related to governance, teacher development, public private partnership and that is for the ancillary educational services particularly. Now, we will look at all these three things in more detail. So, governance. Governance meaning every institution should have a governing body that needs to be accountable to the stakeholders. But how the governance should take place? What are the prerequisites for effective governance? Even if you have body we have there are some prerequisites required. There are some even if you have the formal governing board which has the representation of the different stakeholders there are some prerequisite to make this governance system effective and these prerequisites are having properly identified and articulated purpose of the educational institution. We cannot develop only one or few actors in the system. So, governance should be geared up to enhance the overall education system which includes parents, school teachers, school management, community within which that school is located. There is a need to include obviously, major stakeholders to have their perspective because they are the providers of the insights about how to enhance the system, how what are the majors, what are the indicators of the effectiveness of the system. Accountability also need to be ensured both in terms of the quantitative as well as the qualitative. So, that may include the connection with the teacher training system, the IT support system, the curriculum resource system etcetera etcetera. Benchmarking of the institutions through review of the achievement of the purpose can be an excellent OD intervention. But for the benchmarking you need transparency in the matters of the institutional performance. In an environment of the constrained resources, institutions are accountable should be eligible for the special incentives. Institutions which are using the otherwise scarce resources more judicially, more judiciously and more effectively must be recognized and incentivized. Institution that have honest intentions of accountability and are moving towards higher levels of outcome also need to be incentivized. There can be a very significant OD intervention in terms of teacher development. The professional development system as such in country have been much criticized for their inability to reach out to all those in need the high cost they entails a high cost they entail and the methodological and curriculum they use. We need to recognize that teachers can be the valued participants in the professional development. Why? Because in spite of facing the same contextual constraint that all teachers face there are some who are island of excellence and they are there across country, they are there in the private schools they are they are in large number in the government schools of public schools. So, drawing on their experience to develop a more relevant professional development curriculum and using new methodologies that combine internet with the face-to-face interaction to overcome the barrier of reach and cost these are the desirable directions for the OD intervention in a teacher development field. What I just now mentioned the in show the website has large number of OD interventions documented and most of these case studies come from the government schools. Those insights which are nested in those case studies can be incorporated and a more effective curriculum can be designed for the teacher development. Third and very important aspect of OD intervention in schools can be public-private partnership. We know that attention to non-cognitive competencies in children in the public system is to be found only in the island of excellence. Structurally or formally attention to the non-cognitive competencies of the development of the students is very less in most of the schools in India. So, we need to we so, there is a scope to enhance the public-private partnership in that field. Given the lack of skills and capacities within the public system the private public partnerships for the ancillary services that support the education can also be a very important avenue for this partnership. This can be done in monitoring process, IT support, part of the academic support, assessment of the educational outcome, assessment of the non-cognitive skills like motivation. These can be best implemented through the public-private partnership. They are performance based there can be performance based contextual arrangement to ensure that this partnership delivers the desired result. It is not fruitful to argue about whether private schools are better or why government should not implement the ancillary services through its own machinery. A more open approach which recognizes that public schools are located in the disadvantages ecosystem and need support through relevant partnership with others that approach can be very helpful in strengthening the governance system, ensuring the proper measurement of the outcomes and also ensuring that some of the some of the educational inputs being provided to the students which are not covered in the formal education system now till now. Let us talk about the possibility of OD interventions in the institutions of the higher education. Higher education system in India is also signified by some of the some of the island of the excellence and then a large number of educational systems working at the level which is very far or very below from the excellent from the level of excellence demonstrated by some of the great institutions in India. OD intervention for the higher education must start with the proper diagnosis of the different streams like what are the what is the need of the nation, what is the need of the society, what is the need of industry and how education system or higher education system or higher educational institution can meet those needs. Can and how the institutions of the higher education can help in meeting those needs in order to provide that kind of service or output vision for the educational system or the educational institution must be well articulated. According to that vision the administrative interventions for the learning center system should be introduced. Teacher training is also perhaps equally important in the higher education. Higher education teacher appointment happens primarily based on their research or based on their academic qualification. Many of them may be effective as a teacher in the classroom with their natural flair or natural competency, but there is a possibility of lack of that competency in terms of engaging students in an interesting way and for that teacher training has a enough scope to be introduced as a OD intervention in the higher education field as well. Higher education involves not only dissemination of knowledge but also requires knowledge creation. Knowledge creation happens in a typical research related activities. Most of the research activities are primarily based on modern science or primarily based on the content being created or knowledge being created in the western world in last 200 years. That is suddenly very valuable, very important and India s contribution is also there in the development and the development of the contemporary knowledge but country like India also has lot of tacit and explicit knowledge retained or nested in its systems in their in its tradition. In order to become a knowledge based society it is important to not only work on so called contemporary knowledge systems but also harness the potential of the knowledge nested in the traditions of this country. Industry academic interface is a very important missing component, significantly missing component in the higher education system in India and collaboration related OD intervention are very useful to strengthen the industry academic interface. In view of the large number of entrance in the higher education system, India needs lot of interventions in the higher education related to technology. Technology can be very helpful in meeting the very fast increasing demand of higher education in India. There are some interventions worth noting which are being started by MHRD or some other bodies in the higher education for example, academic leadership program is introduced under the Mahatma under the Madan Mohan Malvi mission. TechCoup is again a very important initiative to strengthen the human capacity and also the infrastructure in the institutions of the higher education. Appreciating query based intervention can also be very helpful in making the education system to identify their own vision and systematically in working towards realizing those mission in a collaborative in a team based environment. Some of the very powerful interventions suggested in the national education policy are related to governance, related to ensuring the learning outcomes related to the management of the education system and development of the management system. So, some of the key ideas about OD in the education fields are that society and industry focus diagnosis is important to strengthen the education system and education institution. Governance is a very important component in the OD in education field whether it is a system or education institution, making the system more learning centric, importance of the teacher development, importance of the public-private partnership in ancillary educational services, technology supported flexible system and creation of the flexible system, preparing our society to be knowledge in innovation centric society. These are some of the key ideas which must be considered when we are talking about OD in the educational field.