Branding of Education in India

Higher Education must lead the march back to the fundamentals of human relationships, to the old discovery that is ever new, that man does not live by bread alone. – John A. Hannah

Education has been and will continue to be the cornerstone of human development and intellectual growth in society. The educational sector has witnessed widespread changes in its approach to learning and meeting the learning needs of the communities that they serve. The knowledge economy has created the need for developing intellectual capacities in order to promote economic growth and development. While this mandates a growing focus on improving accessibility to education, the reforms in this sector has adopted corporate restructuring and developmental patterns that are visible in other industrial sectors. The emphasis of educational institutions has shifted towards a more commercial model that promotes the interests of its key stakeholders and helps the educational promoters earn a higher margin of profit. Reforms in this sector have focused on commercialization and promoting the educational institutions as profit making centers.

The term education denotes the “process of human growth by which one gains greater understanding and control over oneself and one’s world” (Ryan & Cooper, 2010). The conventional system of education supported a community learning approach involving individuals, families, and society in large. Over time the concept of education imbibed formal institutional systems that provided the communities with learning centers for knowledge and transfer of skills and values. Schools and educational centers have been perceived as social institutions responsible for nurturing young minds who become agents of change for future growth and evolution. While the social responsibility and accountability of educational institutions form a critical aspect of their role and existence in society, the fact remains that such establishments have adopted a capitalistic approach to achieve its goals and objectives.

The Indian belief and value system have long upheld the notion that commercialization and knowledge are two distinct areas and the combination of the two may not provide the desired results. However, the current practices apply a strong co-relation between the two terminologies that has helped educational institutions promote a strong brand image to the community. Branding of schools and institutions has helped the education industry in creating an awareness of quality education, rich infrastructure and knowledge intensive programs that enhance the learning experience of students. A well known brand spells “quality education, the prestige, the lifelong friends, the credentials, and the richness of the experience that comes with it” for the prospective students (Kumar et al., 2009).

The fact that well-equipped classrooms, supportive infrastructural facilities and an excellent ambience contributes to student motivation and effective learning experience cannot be denied. However, this leads to another line of thought that reflects the basic need of education for all. The Indian economy and social conditions indicate the dire need for providing this basic amenity to all children. But is the evolving education system well equipped to meet this burgeoning demand? The evolving social class can be distinguished as the haves and have-nots that form the root for all social ills. Higher education and quality education are the fundamental rights of each child but the trend reflects a clear demarcation between the social classes that is one of the primary factors impeding the economic growth potential of the country.

References:

1. Kumar, S., Kumar, D., & Kumar, A. (2009). Branding for schools: ”from good to have” to “must have”. Retrieved on June 8 2011, from http://knowledgefaber.com/index.php?option=com_content&view=article&id=31&Itemid=42
2. Ryan, K. & Cooper, J.M. (2010). Those who can, teach. Cengage Learning.