Abstract: As compared to Western Countries where there is a burden of an ageing population, India has a unique window of opportunity called ‘demographic dividend' because India has a higher proportion of the working-age population of 20-25 years. India's abundance of human capital is attracting the global economy towards it and is one of the reasons for the growth of FDI. Rightly, therefore, our government has a commendable aim of making more in India which means improving the efficiency of Indian products irrespective of agriculture and allied products, mining, manufacturing or services. ‘Make in India' campaign launched on September 25, 2014, got boosted with later announcements like, ‘Skill India' mission, and ‘Digital India' programme. Notwithstanding some advantages, the manufacturing base of the Indian economy is very low as its contribution to GDP is 15.1 per cent. There will be a need for a workforce of 3.3 billion by 2020, increasingly in the services and capital-intensive manufacturing sectors. The phenomena is also expected to play out in India – by 2020, 90 per cent of India's GDP and 75 per cent of employment is expected to be contributed by the services and manufacturing sectors plans to create more than 100 million skilled jobs in manufacturing and also increase the share of GDP to 25 per cent by 2022. But to achieve these people need better knowledge, appropriate skills and best practices which are valued in labour markets. Education is essential to increase the productivity of human capital. For some, ‘Make in India' is a new chapter in education. Value-based and value-oriented education help realise the goals of entrepreneurship and empowerment, without sacrificing ethical standards. Many reforms in the education sector are on the anvil. The primary purpose of this paper is to bring out the importance of the educational content and strategies required for ‘Make in India', the challenges before it and also various measures to achieve success. We think that "Make in India" should not become an export-oriented strategy instead we need to create an environment that makes our firms able to compete with the rest of the world and also encourage the foreign producers to utilise of our human capital and thereby create employment opportunities. The quality /assurance of education should be based on accessibility, affordability, universality and measurability of both inputs and outcomes. The ultimate goal has to be to make people have national competence and global relevance, meaning convergence of transformational education and transnational education, and balancing of academics with advocacy and praxis.
Keywords: Education, entrepreneurial, ‘Make in India’, skill, smart.
Title: Make in India- The Role of Education
Author: Sowjanya S. Shetty, V. Basil Hans
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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