Who Is Your Good Friend? Who Is Your Well-wisher? The Human Dilemma in Everyday Living!

Jesus Christ when he lived on earth as a human being some 2000 years ago, tried to reveal the truths about God and what God expects from people. As he knew the human limitations in understanding greater truths, he tried to make his idea understandable to the common folks by teaching them through small stories or parables. [You may read all the parables of Jesus and meditate about those by clicking this link. Thanks to the people who have compiled it!]

Now we often find it difficult to get a good friend even while we are surrounded by scores of friends and relatives. Unfortunately good Samaritans are difficult to find. While we all have many friends, acquaintances and family relatives, we many not find any good Samaritan among them when you need it most.

The good Samaritan in the parable as told by Jesus was perhaps a non-Jewish man from Sumer regions adjoining the land of the Jews. Jews of that time did not approve of their culture, civilization and religious beliefs and hence it was almost unthinkable for them to imagine to have any thing good from these peoples.

But Jesus purposefully made the good man who helped out the wounded and helpless Jew without expecting any thing in return as a man from Sumeria. A totally unexpected person who would extent all out help to a helpless man in utter need of some help!

There could be occasions when we find such good Samaritans in our lives too. Most often it is not the friends and relatives who extent us the help we badly need at times. In those most difficult times, sometimes the agencies of God come to our aid through such good Samaritans.

When it happens, it is quite human for us to think about all those on whom we have been relying too much, only to find that they had deserted us on the times we needed their support most. Naturally that gives much pains.

I have experienced that. Perhaps those near to me might have experienced such a thing from me even. I might not have been in a position to help some of them during the times they needed it from me most.

Humans have a great weakness. They want to be friends and relatives of those who are better of. If you are somebody countable in the society, people respect you and would be eager to help you, even when you are not in any need for any such help. But the moment your weakness gets exposed, 99 out of 100 would desert you. This weakness of humans has originated from the animal trait of imitation that is within us. Just as a chimp would like to imitate the superior humans around it, inferior humans would try to imitate those humans around them whom they consider as superior. Hero worship in humans is due to this. Knowingly or unknowingly, we get a type of satisfaction when our boss or wealthy neighbor or wealthy acquaintance or a relative holding some influencing power show some friendly gestures. 

On the other hand we get elated and feels like a king when some of those humans whom we consider as inferior show some respectful friendliness towards us. This is due to another peculiar mind trait that is within us. All of us want to be some kind of a king or a boss! 

Humans help each other expecting reciprocation. But such friendships are often based on our complex mind entangled in what is termed as the god-dog syndrome. We help others when we feel as gods to someone or when someone forces us to be like serving dogs or servants. 

Else, we commercialize our services to others. The entire system of trade and business is depended on the unique manner in which humans have learnt and implemented the money system. Money is nothing but the measure of the value of our services to our fellow men!

But when we rise above these and does some selfless service to others, we learn to transcend beyond our human weaknesses and acquire godliness. 

Such gestures too come from us occasionally. Many of us do selfless service to our fellow men and women who are in need. While some of us have ventured in to the task of pooling our selfless efforts and gestures, a greater number of us are cleverly transforming such efforts for our selfish purposes!

A good majority of us fail to do understand the need of others and extent help when they need it most. We are often suspicious of others and their motives and hence fail to recognize reals from fakes. Because we live in a world which is full of deceptions than good. And we are all part and parcel of this world.

I have written some time earlier about our selfishness and pride that prevent us from getting nearer to God.

When I decide to share my problems with some one whom I consider as my well wisher, I am seeking and exploring my god given options of good fellowship from my human brothers and sisters. God wants us to be compassionate to each other. But many often we are failed and pained by the breach of trusts that we face from our near and dear ones. Those of whom we considered as our own fellows who would be of help and support would do such things to ridicule and mock us from behind us taking advantage of our exposed weaknesses!

Even Jesus faced such a betrayal from Judas who had been his trusted disciple for quite some time! Remember, Jesus too faced such a thing when was apparently becoming weak and appearing as helpless. Judas would have never done such a betrayal had Jesus displayed his power and position!

Again we betray others because of ignorance. We want to belittle our friends and gain an edge over them because we have that irresistible desire to become a king for some time. We want that power of the king to display our pride and superiority over others and many of us consider the best place to show off is in front of those who know us well. So a friend or relative asking for a help would immediately gives some ulterior ego satisfaction in many of us. At that time we use to retaliate and show of our kingly nature!

How sad! Is it what God wants us to do? 

Could we find good Samaritans among those around us? Could it be possible for us to be a good Samaritan to others? It is indeed a dilemma that we face in our daily lives. Remember, this dilemma is faced by all regardless of their wealth and position, quite often.

But to realize more about it you need to comprehend it in a much deeper manner. 

If you have not yet comprehended it, read that good Samaritan story that Jesus told and meditate over it. 

But you could do that meditation only when your pride level is conducive for that! 

When Religious Organizations Run Educational Institutions For Money and Power, the Damage to the Society is More!

To be very frank, I am pained by the way the Indian education system has deteriorated over the past few decades beyond redemption. When I talk about the deterioration, I do not mean the physical deterioration of the infrastructure that the Indian educational institutions have. In fact, the physical infrastructure in many private educational institutions have improved tremendously when the governments have allowed the private educational institutions to charge heavy fees from the students, several times more than what existed a few years ago. So, the deterioration is not on that count.

On the other hand the deterioration I am talking about is the moral deterioration that has been taking place in the education system in India. Again, it is not about any explicit immorality that I am concerned with but about certain kinds of indirectly discernible acts of certain private school managements  that cause the students to get distorted ideas about morality and ethics that are applicable to the citizens. While publicly most schools display their concern for morality, discipline and high ethical standards, what they actually practice convey some thing else!

Most of the school managements cannot set any moral examples for the students because the ones who manage the schools are often ruthless or ignorant people who either do not believe in any moral values or who do not know what it actually is. 

The educational institutions they manage boast of high disciplines, highest standards of education and the like [There are people who can frame all standard objectives, rules and regulations for them to get all statutory clearances!] But those who really manage these are without any of these qualities in most instances. In reality these institutions kill the real creative talents and innocence of the children and reduce them to biological human robots whose ability is measured in terms of the scores or grades that  they obtain in examinations. 

Indian education system as it stands today in the schools and colleges essentially measures the memorizing capacity of students! The training for memorizing begins even before a child learns the mother tongue, killing the child's creative abilities and its abilities for understanding meanings and values! The children and their parents are pressurized and to the highest possible levels all throughout their school education years only to be repeated again when these students become parents again a couple of years later!

In the process, most of the children who are trained through these institutions become intrinsically fearful persons who either have lost their wisdom to live a life according to their inner consciousness or become clever cheaters who do not feel the mind pinch to do any thing immoral or illegal so long as they could do those without getting caught. The children and the parents have been forced to become helpless and rotten on account of the education system forced on them by people who have never undergone through such a torture. The latter are the cleverest ones who know well to control all those who want to become great through what is being cleverly projected as the 'highest quality education'. 

Some children watch the material success of those VIPs who were managing their educational institutions and many of them are intelligent enough to understand the clever games the so-called successful people play. The children also witness how some of their teachers are exploited by the school managements. Those teachers who are not pets of those who manage the schools have been reduced to persons with no self esteem! The children also watch the benefits that some of their teachers who are the favored ones of the management get and they also sense the disparities that exist among their teachers based on various factors which are not logical or justifiable to their young minds. Some of their teachers are good teachers in their eyes but they are not that way before the management or the principal. 

The principal is the visible management representative whose main function is to enhance the institutions' image so that it attracts a steady stream of parents every year who are too willing to get their wards admitted to the institution by any means. Private managements of many of the educational institutions of India are too willing to spend much on the principal and showcase him or her as a living example of pomp and show to boost the image of the institution in the public gaze! 

It is not difficult to find such principals of private schools in India who sit in such lavishly furnished offices which could even make the CEOs of large business groups feel pretty ashamed of themselves. 

Such principals, especially those of the schools,  move around in expensive chauffeur driven vehicles! 

On the other hand, within a few hundred yards away one may also find government run schools or even some private government aided academic institutions having perceptibly higher societal importance getting much less or no facilities of that kind. 

Projecting the principal is a new technique some private educational institutions have adopted to boost the image of their school and hoodwink the gullible parents. More and more private schools and educational institutions are now resorting to this technique in India. But if you happen to talk to any such VIP head of any such institution, it is likely that you soon realize the hollowness of the person sitting on the chair as a neo-aristocrat! 

Meeting such a principal of an educational institution would be perhaps much more difficult for the parents than to meet the Chief Minister of the state. Many principals are also known to show favoritism to the parents according to the wealth and status of the latter. They treat wealthy and powerful parents with visible politeness while they show no such politeness to those parents whom they consider as of no consequence. 

Such favored parents are too happy to oblige to any request the principal may occasionally request from them! This way such principals soon become influential persons of the locality. 

Soon the wards of the less favored who happen to be students of such so-called prestigious educational institutions develop a feeling of class differentiation and a general antagonism within their minds which explodes in manners that we can never imagine, sooner or later! Wards of the lesser privileged in the locality who happen to study in such schools might develop a kind of inferiority complex which gets reflected as psychic anomalies later in their lives. 

Hype generation by educational institutions managed by societies formed by groups of people with motives and objectives for building public influence and power is understandable. At least  they are not making any false claims on morality! Again, there are many educational institutions in India which are essentially family run but officially run in the name of Societies formed by select group of individuals from the same family. Sometimes the name of the society that manages the educational institution might bear a misguiding name! But such acts are done by business oriented people who went in to the profitable education business in the guise of the non-profit societies because they had no other choice to establish such a business declaring it honestly as a profit making venture! How could any body believe that some one would spend scores of millions to establish an educational institution for charity alone? It is quite unlikely. So all those private educational institutions in India run by business groups under the banner of registered Societies are run for profits in terms of money and also for gaining influential positions in the country. That is the reason why India now has hundreds of private engineering colleges, medical colleges, universities and management institutions all competing each other to woo parents to sent their wards to them by paying high fees.

But what pinches is the manner in which even many of the educational institutions run by Christian church groups and other religious organizations slowly getting adapted to the new trends!

In the process they seem to forget what they preach and practice some thing which is not compatible with their teachings! 

The objectives in their bye laws may be good but many of these societies stand hijacked by people who do not possess the moral and ethical strengths of their predecessors. This is because of the democratic nature of these societies where it is very easy for characterless people to enforce their dominance over the majority members many of whom might be good and simple people. Such hijacked educational institutions are capable of creating much damage to the social moral fabric.

Since they could perpetuate the moral and ethical decline through the students of the concerned educational institutions they keep managing, I consider it as much more serious than those doing the education business! 

It is foolish to think that our children are blissfully ignorant about these double standards of our educational institutions set up and managed by our religious organizations! When religious organizations err, the moral damage to the society is many fold!

The educational institutions which boast of high standards and proudly announce their cent percent results in the final examinations are in reality managed by narrow minded pseudo practitioners who are too eager to exploit the ignorance and anxiety of the gullible Indian middle class parents. 

These parents are under the false concept that it is the English speaking students who find success in their career. This erroneous concept has been forced upon the gullible public minds by the very same pseudo educationists of India by using various techniques reinforced by either inaction or wrong actions by the state and central governments.

Let me categorically tell you this. I am not against English medium education. But imparting the education in a second language other than the usual mother tongue or the common language of the locality for a child is highly damaging and it actually kills its ability to understand language and meanings properly in its later years.

There exists a group of people in India who try to show to the rest of India that they are different from others by speaking in a foreign language and directly or indirectly projecting this quality as one of the essentials of measuring knowledge and educational superiority. Coupled with their outwardly lavish life styles and their peculiarly accented English speaking usually create inferiority complex in those people who are not of this category, in spite of many of the latter being better of than the former. 

This growing inferiority complex fuels the fire of aspirations of gullible middle class of India who want their future generations to acquire the much needed aristocracy through the so called English-medium education. Those who cannot fulfill this aspiration then become antagonistic to the system which generates this disparity. A new caste system begins to establish.

Children whose mother tongue is not English and who are compelled to get education in English right from the Kindergarten or nursery levels are bound to develop a language deficiency which is difficult to explain. They are highly handicapped to understand higher meanings. I have seen this deficiency in grown up people who have undergone such an education. 

In my opinion, it is not at all necessary to have English medium education for getting English language proficiency. 

Of course, English is now the international language and proficiency in this language is definitely an advantage for Indians under the present circumstances. But that does not mean that the Indian children should be taught in English right from age two. By creating a situation like this, India is generating a future generation who are not good in any language!

I am pained to read one of the clauses of the a private English medium school under their 'general guidelines for students' that is published on their website. It reads like this:

"Conversation in English - During the school hours but for Hindi classes the students are informed to converse in English which is essential in developing communicative skill in English.  Other than Hindi periods in the class and in the campus and also in the bus English must be the spoken language; if not spot fine will be charged."

So this school threatens the students to speak in English only, in the campus and also while they commute to the school by the school buses. Else they would be fined. The school is honest to declare that they do it to encourage their students to speak in English! Obviously, the school tries to tell that communication skills in English is the most important thing to develop in life as a school going boy or girl for future success! 

And this school is not an exception. There are several such schools in India who frame their ill conceived rules this manner, many of them contradicting the Constitution and the laws of the country in this manner. 

This school is managed by a society formed by Malayalam speaking members of a Kerala based church located in North India. The school administration  is carried out by an elected management committee, having very ordinary folks as its members having pretty no idea about the rules and laws that the governments issue from time to time. Effectively, they are guided by one or two external advisers who pose as chartered accountants and lawyers with some contacts in the concerned government departments. The school committee thankfully take their advises and perhaps even obliged to take 'other' kinds of helps that are required to keep them safeguarded from the government officials who are likely to pounce on them for possible violations of government directives that keep coming from time to time.

Thus a new kind of game gets started. The schools do the education business and money pours in as fees. The more the schools reputation with results and the infrastructure the more the students they get. The more the students, the more the money they get as fees. The more the money, the more the government departments come in to monitor them. The more the government scrutiny the more they have to spend to be compliant with government directives. The more they try to be compliant by unfair means, the more they spend later directly and indirectly for escaping government's punishment acts. The more such indirect acts needed for compliance, the more the chances of the managing committee members to make personal benefits!

This process then leads to a kind of give-and-take friendship among the players. Both sides become influential.

This way running any educational institution could be done by any one in India even if they do not know any thing about the law or about the field that they manage. The educational institutions in India are not managed by any eminent educationist. Any teacher or professor employed by an educational institute who is in the good books of the educational society eventually becomes an eminent educationist.  

The members of the educational society need not have any experience of their own to vouch for the efficacy of English medium education. Even the teachers need not be those who are excellent in teaching in English. What they need to have is the desire to imitate what the so called Indian educationists elsewhere are apparently doing. And that desire is not essentially based on their desire to turn their students to English speaking Anglo-Indians, but by the desire to promote a pseudo aura about the school's elitist culture that would attract more and more parents to send their children to them! And that would ensure them to earn a steady future income and also maintain their influence in the society indirectly.   

But who are responsible for this situation? It is easy to blame the over anxious parents who want the best education for their kids. But personally by analyzing the situation, I consider the parents are not to be blamed. Most parents I talk to and even me myself have been mere victims of the situation. The existing educational institutions who have been doing yeoman service to the nation have been clandestinely closed down by creating situations for their closure or non-performance. 

Is it the unholy or rather ill conceived nexus between  the governmental authorities and the private educational institutions responsible for creating such a thing to happen in India? I am not sure. 

I think it is the unwillingness of the governments to open up education system in India. It is an erroneous thinking that educational societies are formed by eminent citizens with desired levels of qualifications and experience to establish and manage educational institutions effectively for the common good of the nation. Unfortunately, the Societies Registration Acts in force in many states of India are too vague and have no practically effective supervisory controls in regulating the education activity in India. The governments control the education sector by using various administrative orders and also by controlling the examination boards , the universities and also the entrance examinations.

It is again to be stressed that eminent educationists and highly educated and experienced people who are capable of understanding the psychology of children well have no role whatsoever to play in the education management in India. Just as the Indian politics, the Indian education has also degraded to such levels that people with some self respect cannot think of associating with it! Education in India is in the hands of people associated with religion, politics and the like and they would not allow those who are not of that kind to enter into that field.

Artificial scarcity in education in India has made education black market. Helpless parents are anxious about the future education of their children. Fees are sky rocketing year after year. A parent who has a transferable and non-influential job in India posted in a city faces his or her greatest ordeal in life to get a school admission for his or her son or daughter. Many young people are shying away from having children for the dread of education for their children!

Educational societies are making a kill and are not answerable to the most important stake holders-the parents and the students. Unless one is having political blessing, no educational institution can be established. Individuals or companies are not allowed to enter into the formal education field in India.

Education stands as a clandestine business just as public transport, liquor trade, petroleum trade, health industry and the like in India. Those who know the tricks of the trade, big fortunes are awaited at the cost of the poor children and their parents! What a nice country to live on. Any wonder that the Indians who go the USA or Canada for a job do not want to return any time later?

But the worst that can happen is the hijack of Indian educational institutions established by religious organizations by those who have no religious good left in them!

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Autonomous Education Companies and Campuses: Something For Indian Government to Think and Act!

The following are some suggestions that the law makers and entrepreneurs of any country may consider implementing for making drastic improvements in existing school and college level education in their nations, especially my own country India.

1.Schools and colleges having high standards and facilities should be allowed to be set up also as profit making corporate entities with professional management. The profits of such corporate educational institutions should also be taxable under the law governing business entities. However, tax exemptions may be granted till such time that the institution becomes fully operational. 

(In India at present, there are indirect legal hindrances that do not permit educational institutions to be established under the Companies Act 2013 though the Act in itself does not categorically exclude it. So, one may not find a school or college or educational institution offering formal education having a name such as M/s ABC Education Services Pvt Limited or M/s ABC Education Services Limited. Presently the government allows educational institutions to be set up under the Societies Registration Act-1860 or the Indian Trusts Act-1882. This was something acceptable in olden days when education was considered as a purely non profit activity. However, post liberalization, the situation has clandestinely changed. The government while retaining the policy of maintaining education as a non profit activity allowed both government controlled and private societies and trusts to enhance the fees exorbitantly with no transparency whatsoever allowing many of the existing managements to amass huge funds at their disposal to be diverted illegally for other purposes. For example, a two year Post graduate management program in a government controlled institute which used to be less than Rs.10000/- two decades ago has sky rocketed to Rs.1,700,000/- at present! Yet, there is no transparency on the manner in which these funds are used. On the other hand, a company doing business is bound to publish their profit loss accounts and balance sheet to the public scrutiny and also pay taxes and and declare dividends  if there is any profit!) 

2. The education company should have full freedom to device its curriculum, its teaching system, admission procedures and the qualifications required for its teachers. It should also have freedom to advertise about its functions to draw clients (students and their parents) to avail its educational services. The parents and children should have the freedom to decide whether they would like to have their education in such institutions. However, the government should make laws in such a way that there is a level playing policy clarity with minimum governmental interference while ensuring essential  superintending controls. 

3. Such a corporate educational institution should admit boys and girls who have already completed their pre-primary and primary level schooling and the minimum age of admission to an institution should be ten.

4. Such an institution should have an integrated education system comprising of school and college education in the following manner:

-Middle school education of three years, 
-High school education of three years, 
-Senior school education of two years
-Integrated college level education of  five years. 

Thus a student entering the integrated study program finishes the entire course at an age of twenty three. 

The eight year long school learning provides the Integrated Residential School Diploma Certificate (IRSDC) and the subsequent five year integrated college education provides the Integrated Post Graduate Diploma Certificate (IPGDC) with a common curriculum with about 50% of study time reserved for specialized studies in any elective subjects of interests  from a number of elective courses in the field of physical sciences, applied sciences and engineering,  bio sciences and applied bio sciences, economics, commerce, business, law, etc. 

5. The entire education shall be residential and co-educational. However, the hostels should be separate for boys and girls and the young men and women. A few teachers and trainers shall reside in the hostels as local guardians and counselors.

6. The intake capacity of the lowest sized campus at entry level shall be 50 girls and 50 boys and this capacity should not be changed at any time. The batch strength shall not exceed 100 and the total student strength should not exceed 1300 in such a campus. However larger campuses with proportionately higher student strengths also may be planned. Students may be allowed mutual change of campus that follows similar education pattern.

7. The campus shall be set up at least 25 kilometers away from any urban or city limits and the campus area shall not be less than 25 acres for the lowest sized campus. The campus shall be fully secured to ensure full security to the residents. The campus shall have its own solar powered electric generation system with alternate power back ups. It should also have its own water treatment and supply system with rain water harvesting systems and waste water treatment systems and bio waste processing systems. At least five acres of the land shall be reserved as the campus horticulture farm to enable students to experience the basics of land management and essentials of agriculture.

10. The campus shall have its own medical clinic with medical staff, sports center with sports trainers and environmental practice center with agricultural trainers.

8. Two hours of study on all working days shall be exclusively reserved for language studies for the school level curriculum. Students completing the school level learning shall be fully capable of oral and written communication in one national and one international language. They should also have adequate competency in these languages so that they are capable of self learning in later years by reading and writing. They shall also be adequately computer literate at this stage.

9. All students shall attend 15 days study excursions to various cities, factories, hospitals, farms in the  every year compulsorily on all years of their campus stay, out of which two such trips shall be to foreign countries.

10. All students shall get one month compulsory holidays per year to spend their time with their families.

11. All students shall participate in some kind of games, physical work in the farms or workshops or in the gymnasiums on all working days for at least one hour.

12. Students shall normally pursue one subject of study other than the languages in a week of six working days, each day comprising of five hours of oral and experimental learning activity. They will learn the subject for five days in a language most common and most acceptable for five days, refresh it and complete an assignment on the sixth day of learning a particular learning module. For completing their test assignment they are allowed to use their study materials and references. The completed assignments shall be kept as records and shall be used as one of the means for evaluating the students' performances. 

13. Use of memory based examinations shall be minimal and shall have least weight-age in the evaluation process of the students.

14. Students who are not compatible to the residential campus education system and who are judged as physically or mentally unfit to pursue the education may be allowed to leave the campus after due completion of a process which shall be sympathetic to the student's future development. All other students pass out with just three passing out grades- Brilliant(B), Excellent(E) and Accomplished (A).  

15. The fee chargeable by the institute shall be based on the expenditure incurred and the audited account statements of the institute shall be published in their website. There shall be no government interference in as charged by the institution and the fee chargeable should be deemed as a service charge which could be taxable. The educational company may have more than one campus and they can declare dividends to their share holders in the event of profits just as any corporate business entity. They may not declare any profits even when there is a surplus in case they have immediate development plans. 

16. The education company may enter into agreements with corporate business entities for extended on the job training to the pass-outs and ensuring guaranteed employment opportunities to the graduates from the campus. However, the education and training program of the campus shall be such that every pass out from the campus is a youth who could be an example to all others in all respects.

17. The education service company may employ experienced doctors, engineers, lawyers, technocrats, academicians, trainers, artists or any one who possesses experience and wisdom as teachers and trainers of the students in addition to the permanent campus guide teachers who too are highly qualified and trained to do their duties in a very responsible manner. The campus shall have facilities for fine living and recreation for all its faculty and staff members.

18. The admission to the campus at entry level shall be based on the an Intelligence Quotient  Test (IQT) , Empathy Quotient Test (EQT) and a Preliminary Knowledge Test (PKT). The test and its evaluation shall be done by competent professionals. Students scoring below the average score of all applicants shall not be admitted and all students should have desirable levels of IQT,  EQT and PKT scores.

19. The IRSDC issued by such institutions should be statutorily recognized as equivalent to the conventional Senior Secondary School Certificate while the IPGDC should be equivalent to the conventional Post Graduate Degree.

20. The wholly residential educational institutions set up and run in this manner should be recognized as autonomous educational institutions. 

I know that there could be several additional ideas to fine tune the concept further so that our future generations should be transformed as perfected citizens who are capable of adapting to any situations with ease and are highly competent and honest. 

It is high time that the stereo typed education with least flexibility is discarded and students are benefited to learn from multiple fronts in a holistic manner. 

Examination based education needs to be thrown out and an education oriented to develop students in an all round manner should take its place. 

Creativity, curiosity, honesty and compassion should be encouraged while parroting should be discouraged. 

Our concepts of education need to change. New ideas and experiments should be allowed to happen. The laws and regulations that curtail that freedom of people with innovative ideas need to be reviewed and changed if needed.

In any case, the practice of education business in the guise of non-profit societies and trusts should end. No non-profit charities and trusts should be allowed to exploit the students, parents and the government and manage their enormous funds clandestinely without paying any taxes. In the event, the educational institution is run by non-profit societies and trusts, their income and expenditure statements should be made available in their websites and it should be mandatory for them to get it audited. No such institution should be allowed to enhance fees if they are already surplus with funds. It should be their prime duty to prove that they are really non-profit making organizations. If not they should be allowed to get themselves changed to education companies with profit motive.

It is just a suggestion from a common man of India for any people friendly democratic government of India to think and implement.  

No doubt, educational avenues for the wealthy people have increased many fold in the recent years in India. But employment opportunities commensurate with the cost of education have not increased. It is the government's duty to do research on this aspect and publish such information for the guidance of the people.

At least, the government of India should not be a facilitator for education exploitation by unscrupulous elements in various clandestine manners any more!

Let not our beloved nation to degrade year after year to be known as the mother of all corruptions by perpetuating an education system which nurtures corruption and dishonesty!