1177/1523422304266075
Advances in Developing Human Resources
Rao / HRD IN INDIA
August 2004
tians, Sikhs, Jains, Buddhists, and Parsis. The caste system reflects Indian
occupational and religiously defined hierarchies. Despite economic modernization and laws countering discrimination against the lower end of the
class structure, the caste system remains an important source of social identification for most Hindus and a potent factor in the political life of the country. The caste system, superimposed with religious, socioeconomic, and linguistic differences, leads to issues of classification and conflict. It creates
divisiveness and poses the biggest human resource development (HRD)
challenge.
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established HRD departments to promote employee development, organization development, and culture building. Human resource development was
viewed in an integrated way, and it was defined as a set of systems and processes to promote the development of individuals as persons, individuals in
relation to their roles, dyadic relationships, teamwork and productivity,
organizational culture, and capabilities (Rao, 1985)
By the mid-1980s, HRD had become an accepted role, and most organizations had changed their personnel, training, and other related functions to
HRD. Human resource development has come to mean new expectations, a
new body of knowledge, and a new function. The establishment of the Centre for HRD at XLRI, a premier Management School in the eastern part of
India; the formation of the National HRD Network in 1985; the initiation of
the Indian Academy of HRD in 1990; the inauguration of a doctoral program in HRD by AHRD India and XLRI; and so on are highlights of HRD in
India (for a detailed discussion of these, see Rao, 2003).
The public sector in India, which has been the largest employer of people,
also had success stories in its HRD policies and implementation. Corporations like Hindustan Machine Tools, Bharat Heavy Electricals, Hindustan
Aeronautics, State Bank of India and other public sector banks, Steel
Authority of India, and Coal India had extensive experiences with HRD policies and experimented with innovative HRD and OD practices.
Thus, HRD in the corporate sector may be viewed as a success story in
terms of new conceptualizations, networking, and learning from each other.
As a result of the National HRD Network and other professional bodies,
such as the Indian Society for Training and Development and the National
Institute of Personnel Management, the knowledge base of HRD has spread,
and many corporations have learned from each other (see Rao, 2003, for a
detailed discussion of the accomplishments of Indian HRD).
The benefits of the lessons of HRD did not, however, flow from the corporate sector to the National HRD Ministries, through either their ministries
or the thousands of educational institutions that are managed in similar
ways to the corporate sector. Perhaps one of the reasons for this failure is
that various departments in government operate as independent entities, and
there is reluctance to learn from each other. For example, based on a review
of the work of the National Institute of Educational Planning and Administration a few years ago, I conclude that the educational administrators in the
ministry have mostly felt that the principles that govern the management of
industry are different from those of education. Added to the complexity of
the country, absence of a single policy-making body to look at NHRD policy
and reluctance of the educational policy makers to learn from within or from
outside have resulted in India not getting the best out of its own human
resources.
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NHRD policy, but essentially it is the only policy available to guide the
development of a large part of the human resources in the country; it covers
children, youth, and adults in terms of various forms of development (literacy, numeracy, skills, technical development, and functional development).
The process followed in formulating the policy is noteworthy. The entire
country spent about a year debating and discussing the various issues in education. An analysis was done by various groups of people, experts, communities, schools and colleges, and various bodies throughout the country to
diagnose what was wrong with education, what was needed, and what
should be done. Expert committees were appointed, a series of seminars and
conferences were held throughout the country, many issues were raised, and
suggestions were made, debated, and discussed.
The Department of Education included nonformal education (meant for
out-of-school youth who had not had the opportunity to complete their education or school dropouts), adult education (to provide literacy, numeracy,
and other functional aspects of literacy), primary education, secondary education, higher education, technical education, medical education, agricultural education, and education in other specialized subjects, although the
respective ministries also participated in enhancing the standards. All of
these institutions involved in the development of education and educational
policy were also part of the Ministry of HRD.
Subsequent to this, however, the Ministry of HRD did not perform much
of an integrating role. Perhaps, given the countrys size, diversity, and complexity, such integration was not easy. Very understandably, therefore,
NHRD policies were limited to the public at large and normally covered
adult education, preprimary and primary education, secondary education,
and higher education. The concerns of NHRD policies centered on integration of the country into one nation in spite of its diversity. Common syllabi
or curricula; common values; common cultures; learning about the country,
its heritage, and its leaders; learning the dominant official language, which
is necessary to integrate the country; and learning to be tolerant of each
other due to many castes and religions have all been the focal points of
NHRD policy.
The education policy also had to occupy itself substantially with the
administration of such a large system of education. Therefore, the concerns
focused on maintaining standards of education. Thus, new bodies that
ensure standards of education were brought in. Fund-giving bodies were
also brought in to promote research and development. The NCERT focused
on the development of curricula and on providing educational support services through its research, experiments, dissemination, and programs. The
Central Board of Secondary Education (CBSE) was the body to set standards at the school level, the University Grants Commission at the university level, and the All-Indian Council for Technical Education (AICTE) at
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corporate sector. In fact, the people associated with industry were rarely
involved in NHRD policy formulation. It is only in recent years that efforts
have been made to involve industry.
Future Directions
In the past decade, after structural adjustments and economic reforms
undertaken by the country, India has begun to feel global pressure and also
the advantages of access to global knowledge. Although the Indian corporate sector is benefiting from global HRD and other management practices,
there is little knowledge and experience flowing to NHRD policies or their
implementation in India. Because Indias problems and issues are unique,
and there is practically no parallel country that can offer lessons that can
benefit India in totality, India has to seek solutions from its own experience
and experimentation. There is no other democracy as large and complex as
India that is committed to people and their participation in governance.
There is no other country as multidimensional and as divided as India and
therefore as complex as India. Hence, no uniform solutions are likely to be
applicable.
India could, however, learn a lot from small experiments and encourage
experimentation within itself. The issues are complex, but some internal
networking, learning from each other, and managing such learning will pave
a way for the future. Perhaps the Commonwealth Secretariat guidelines
(Commonwealth Secretariat, 1993), the Human Development Index, and
experiences drawn by the UNDP for developing countries will help in such a
path (United Nations Development Program, 2003).
References
Cho, E. S., & McLean, G. N. (2002). National human resource development: Korean
case. In U. Pareek, A. M. Osman-Gani, S. Ramnaravan, & T. V. Rao (Eds.), Human
resource development in Asia: Trends and challenges (pp. 253-260). New Delhi,
India: Oxford & IBH.
Commonwealth Secretariat. (1993). Foundation for the future: Human resource development. London: Author.
Government of India. (2003). Economic survey 2002-2003. New Delhi, India: Ministry
of Finance and Company Affairs, Economic Division.
Govinda, R. (Ed.). (2002). India education report: A profile of basic education. New
Delhi, India: Oxford University Press.
Ministry of HRD, Government of India. (1992). National educational policy with modifications. Retrieved September 9, 2003, from http://www.education.nic.in/html.web/
natpol/htm
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