r1813A'22' ASHUTOSH BASOTRA

8/8/2019 r1813A'22' ASHUTOSH BASOTRA

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TERM PAPER REVIEW OF QT:-2

TOPIC:- EDUCATION PRIVATE SECTOR VSGOVERNMENT SECTOR

SUBMITTED TO:- SUBMITTED BY:-

Mr SATINDER ASHUTOSH BASOTRA

SECTION:- R1813A

ROLL NO:- A 22


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IMPO RTANCE:-

Education is the process of instruction aimed at the all round development

of boys and girls. Education dispels ignorance. It is the only wealth that

cannot be robbed. Learning includes the moral values and the improvement

of character and the methods to increase the strength of mind. So the

importance of this study will leads to more insights in education system

and will tell the current scenario of education system.

OBJECTIVE:-

1) To see the growth in education sector.

2)To see the difference in private and government education.

ARTICLES :-

1) Every 2nd student in India enrols in pvt

collegeHemali Chhapia, TNN, Jun 21, 2009, 04.41am IST

MUMBAI: Despite higher education being vital to a rapidly developing country likeIndia, the government's share in higher education in terms of number of institutesand student enrollment has dwindled over time. Simultaneously, academics note, thestake of profit-seeking politicians in the higher education business has risen.

In 2001, when private unaided institutes made up 42.6% of all higher educationinstitutes, 32.89% of Indian students studied in them. By 2006, the share of privateinstitutes went up to 63.21% and their student share went up to 51.53%. In other words,every second student in India signed up with a private institute.

Globally too, the private sector has seen opportunities in higher education, but therehave been few takers in comparison to India. For instance, although there are 39.1%private higher education institutes in China, merely 8.9% students study in them. In theUS, private universities constitute 59.4% of higher education institutes, but only 23.2%of American students pursue their education in them.


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"It does signify that higher education in these countries is predominantly a publicservice," noted Ved Prakash, vice chancellor of the National University of EducationPlanning and Administration (NUEPA). Academics in India have researched on how public spending by the Union and provincial governments has fallen. In his work,

Prakash notes that between 2002 and 2006, deemed universities or 'doomeduniversities' as one academic waggishly described them grew by a whopping 96%. Inthe same time span, central and state universities grew by a modest 11% and 22%respectively.

This unabated growth without any quality check has forced academics from HarvardUniversity to scrutinize this sector and note, "The rapid expansion of capitation feescolleges came about as a result not of great middle-class pressure or demand, but ratherthe entrepreneurial activities of politicians."

Even the Supreme Court recently expressed its concern about the quality of education inprivate institutes and the corruption that is rampant there. Within private highereducation, the professional streams have seen the maximum growth.

Private engineering colleges, which accounted for just 15% of seats in 1960, now accountfor over 85% according to data from the All-India Council for Technical Education, theregulatory body for professional technical education. From a tiny base in 1970, medicalcolleges in the private sector have grown by an eye-popping 900%. The private sectornow accounts for over 45% of medical colleges in the country.

In 2006, Sanat Kaul in his paper Higher education in India: Seizing the opportunityhighlighted instances of a single politician running more than 100 educationalinstitutes. "There are rampant cases of malpractice in the form of illegal charges forallocating seats from the management quota. Income tax raids have revealed that seatsare sold for cash, and a medical seat can fetch as much as Rs 25 lakh. The black money involved runs into thousands of millions of rupees," Kaul observes in his study funded by the Indian Council for Research on International Economic Relations.

But none of this has elicited any action from the government. And naturally so. In their2004 paper, Indian higher education reform: From half-baked socialism to half-bakedcapitalism, Devesh Kapur and Pratap Bhanu Mehta, both fellows of Harvard College,argued that politicians who had been sugar and liquor barons had turned to highereducation as an industry because of its high returns.

"Even as political parties rail against de jure privatization, de facto privatizationcontinues unabated," they noted. Kapur and Mehta acknowledged that while there wasno statistical data, "there is little doubt that a majority of private institutions have beensupported or made possible by the direct involvement of politicians."

Arun Nigavekar, former chairman of the University Grants Commission, said privateinstitutes have been granted recognition without a sense of responsibility. "Time andagain, the HRD ministry has failed. There is a need for a surgical process to undo certain


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decisions taken by it," he said.

Echoing Nigavekar, academics say that minister for science and technology Kapil Sibal will not only have to untangle some policies set by his predecessor, but also work toensure high quality in public higher education.

2)Experience of Privatization of Education in IndiaBy Naraginti Reddy

The experience over the last few decades has clearly shown that unlike school education,privatization has not led to any major improvements in the standards of higher andprofessional education. Yet, in the run up to the economic reforms in 1991, the IMF, World Bank and the countries that control them have been crying hoarse over thealleged pampering of higher education in India at the cost of school education. The factof the matter was that school education was already privatized to the extent thatgovernment schools became an option only to those who cannot afford private schoolsmushrooming in every street corner, even in small towns and villages. On the otherhand, in higher education and professional courses, relatively better quality teachingand infrastructure has been available only in government colleges and universities, while private institutions of higher education in India capitalised on fashionable courses with minimum infrastructure.

Nevertheless, successive governments over the last two decades have only pursued apath of privatization and deregulation of higher education, regardless of which politicalparty ran the government. From the Punnaiah committee on reforms in highereducation set up by the Narasimha Rao government to the Birla-Ambani committee setup by the Vajpayee government, the only difference is in their degree of alignment to themarket forces and not in the fundamentals of their recommendations.

With the result, the last decade has witnessed many sweeping changes in higher andprofessional education: For example, thousands of private colleges and institutesoffering IT courses appeared all across the country by the late 1990s and disappeared inless than a decade, with devastating consequences for the students and teachers whodepended on them for their careers. This situation is now repeating itself inmanagement, biotechnology, bioinformatics and other emerging areas. No one askedany questions about opening or closing such institutions, or bothered about whetherthere were qualified teachers at all, much less worry about teacher-student ratio, floorarea ratio, class rooms, labs, libraries etc. All these regulations that existed at one time(though not always enforced strictly as long as there were bribes to collect) have now been deregulated or softened under the self-financing scheme of higher and professionaleducation adopted by the UGC in the 9th five-year plan and enthusiastically followed by the central and state governments.
http://ezinearticles.com/?expert=Naraginti_Reddyhttp://ezinearticles.com/?expert=Naraginti_Reddy


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This situation reached its extreme recently in the new state of Chattisgarh, where over150 private universities and colleges came up within a couple of years, till the scam gotexposed by a public interest litigation and the courts ordered the state government in2004 to derecognise and close most of these universities or merge them with theremaining recognized ones. A whole generation of students and teachers are suffering

irreparable damage to their careers due to these trends, for no fault of theirs. Evengovernment-funded colleges and universities in most states started many "self-financing" courses in IT, biotechnology etc., without qualified teachers, labs orinfrastructure and charging huge fees from the students and are liberally giving themmarks and degrees to hide their inadequacies.

It is not that the other well established departments and courses in government fundedcolleges and universities are doing any better. Decades of government neglect, poorfunding, frequent ban on faculty recruitment and promotions, reduction in library budgets, lack of investments in modernization leading to obsolescence of equipment andinfrastructure, and the tendency to start new universities on political grounds withoutconsolidating the existing ones today threatens the entire higher education system.

Another corollary of this trend is that an educational institution recognized in aparticular state need not limit its operations to that state. This meant that universitiesapproved by the governments of Chattisgarh or Himachal Pradesh can set up campusesin Delhi or Noida, where they are more likely to get students from well off families whocan afford their astronomical fees. What is more, they are not even accountable to thelocal governments, since their recognition comes from a far away state. Add to this anew culture of well-branded private educational institutions allowing franchisees at faraway locations to run their courses, without being responsible to the students orteachers in any other way. This is increasingly becoming a trend with foreignuniversities, especially among those who do not want to set up their own shop here, but would like to benefit from the degree-purchasing power of the growing upwardly mobileeconomic class of India. Soon we might see private educational institutions gettingthemselves listed in the stock market and soliciting investments in the education business on the slogan that its demand will never see the sunset.

The economics of imparting higher education are such that, barring a few courses in artsand humanities, imparting quality education in science, technology, engineering,medicine etc. requires huge investments in infrastructure, all of which cannot berecovered through student fees, without making higher education inaccessible to a largesection of students. Unlike many better-known private educational institutions in Western countries that operate in the charity mode with tuition waivers and fellowships(which is one reason why our students go there), most private colleges and universitiesin India are pursuing a profit motive. This is the basic reason for charging huge tuitionfees, apart from forced donations, capitation fees and other charges. Despite huge publicdiscontent, media interventions and many court cases, the governments have not beenable to regulate the fee structure and donations in these institutions. Even the courtshave only played with the terms such as payment seats, management quotas etc., without addressing the basic issue of fee structure.


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Name:Naraginti Amareswar reddy Father Name: N.M.Reddy Sex: MaleDate of Birth: 10th Fed 1981Ed Qua: M.Sc., M.Ed., research scholar in the dept. of education, sri venkateswara

university, tirupati, indiae-mail ID: [email protected]

Article Source: http://ezinearticles.com/?expert=Naraginti_Reddy

3) More kids in private schools inMaharashtra, TN now

Hemali Chhapia, TNN, Mar 15, 2009, 02.49am IST

MUMBAI: Even as public schools are mushrooming around the country, thanks to theeducation cess that powers the UPA government's flagship Sarva Shiksha Abhiyan (SSA)programme, the student numbers in government schools are dwindling. Fewer parentsare opting to put or keep their kids in free schools across India. This trend ispronounced in two states-Maharashtra and Tamil Nadu-where, for the first time in2007-08, the student population in private schools exceeded that in public schools.

The most recent data released by the Union government reveals some disquietingtruths. Between 2002-03 and 2007-08, state governments constructed and started atotal of 1.49 lakh schools across the country, and boasted increased enrolment. But thereality was strikingly different-the student population kept dwindling in the publicinstitutes. Educationists note that private fee-levying English-medium schools, oncepopular in urban centres, are increasingly sought after in even the most obscure cornersof the country.

Between 2002-03 and 2007-08, Maharashtra started 1,874 new public schools (primary and upper primary). But educationist J M Abhayankar notes that the state cleared thedecks for opening an even larger number of private schools in rural areas. "There was atime when districts merely had zilla parishad-run schools. Now, Maharashtra'scountryside has close to 6,000 private schools running at full capacity," Abhayankaradds. Little wonder then that the total enrolment numbers in government schools fellfrom 80 lakh to 77.5 lakh, while in private schools they soared from 73.5 lakh to over 79lakh.

Equally telling is the data from Tamil Nadu, where the student numbers in privateschools have outpaced those in public institutes. Chennai-based education activist S SRajagopalan points out that his government has a policy of encouraging private schoolsso that the state's financial commitment dips. "It's a two-pronged attack--permit private
mailto:[email protected]://ezinearticles.com/?expert=Naraginti_Reddymailto:[email protected]://ezinearticles.com/?expert=Naraginti_Reddy


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schools to start, and reduce facilities in the government schools by not filling upteaching posts."

The Tamil Nadu government set up 3,139 schools between 2002-03 and 2007-08 underthe SSA, but Rajagopalan observes that only "new buildings" came up. "If private

primary schools have five teachers, the government institutes have just two teachers,"he says. Parents cottoned on and "even ordinary people living a hand-to-mouthexistence started moving their children to private schools".

At issue is what National University of Education Planning and Administration(NUEPA) vice-chancellor Ved Prakash calls "the large-scale privatization of schooleducation". But the enrolment numbers for private schools available with the DistrictInformation System for Education (DISE) are way short of the real figures, says anotherNUEPA research fellow.

"Government data on the student population in private schools is way lower than inactuality. Across India, there are tens of thousands of unrecognized private schools which are not recorded in any government registry." Recently released governmentfigures reflect information that has been collected from 98% of the country's recognizedschools.

The thousands of crores of rupees collected through the education cess has indeedfunded school buildings. But educationists know the harsher truth-- imparting quality education needs more than just money.

4) Role of the private sector inEducation

Jayanti Ghose, TNN, May 4, 2003, 06.20am IST

Education helps to increase people's awareness of opportunities and scope foradvancement. It also empowers them with the ability to seize them. Self-help is easierfor an educated person than one who is not educated.

Education empowers an individual not just with the knowledge of his/her rights but alsothe capacity to keep learning.

Education has become even more important because we live in a knowledge-basedsociety driven by information technology. An educated population can easily catch upand exploit the potential of the emerging opportunities for progress and economicadvancement in the globalised environment.


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Most of our premier institutions of education have for long been backed/ funded by thegovernment (State or Central) and they are all run as not-for-profit enterprises.

The entry of the private sector in education came about initially in the context of professional courses such as engineering, dentistry, medicine, pharmacy, etc which were

the limited professional avenues for a long time. Private entrepreneurs realised thatthere was reasonable supply of such interested students who could afford the cost of education.

The cost of setting up such institutions would be borne by a private entrepreneur or acorporate house but could later be paid back through the fees. Sometimes, it also helpedcreate a pool of talent that could be absorbed by the company. Private educationalenterprises, therefore, came with social, industrial and economic pay-offs.

But private enterprise in education became even more important when the Indianeconomy went through liberalisation and we realised the existence of professionalopportunities in fashion design, computers, media, jewellery design, travel and tourism,hotel management, bioinformatics, private security, management, insurance, etc.

There were some government -backed institutions to provide the necessary training butthe supply of students far exceeded the available seats. During the eighties and ninetiesprivate institutions seriously considered entry into the educational fold to tap the hugedemand for newer courses and created an entirely new educational vista for Indianstudents.

Educational institutions funded by the government have been strictly not-for-profit while private sector educational institutions are definitely not so.

Despite the higher cost of education at private institutions, there is enthusiasm amongpotential students because traditional colleges and universities offering highly subsidededucation are not always in a position for proactively updating facilities, infrastructureor curricula.

They were able to offer limited seats and hence entry was highly competitive. Privately funded or corporate funded educational institutions thus came to be viewed as a viableoption by students keen to get education in the desired field when they wanted it.

Economists have always been uncomfortable with the conflicting pulls between what'sgood for society and the profit motive of private enterprise.

The entry of private sector in education has been on the basis of a realistic recognition of the needs and interests of the population. It has added new dimensions and alternativesfor the education-hungry population.

Private educational enterprises offer greater variety of educational choices that matchthe greater variety of educational needs and interests inherent in a radically expandedand more heterogeneous student population.


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Not just variety but modernity in course content appeals to the students craving directrelationship between the job market and formal education. Short-term, part-time,placement-oriented courses are a niche opportunity successfully catered to by privateinstitutions.

Student must however define their career goals before committing to any institution/course. They must clarify issues like accreditation, defining content, delivery andduration.

They must look for a definite placement programme if they are looking for direct entry into the workplace. They must accept that private institutions are there to fulfil theirdemands, but outlining those demands and ensuring the right match is theirresponsibility.

Formal accreditation may not be a major concern for those contemplating self-employment rather than regular employment. However, such individuals must find out whether the course offers useful practical content and work-orientation.

Schooling at the new private institutions offers a larger variety of curricula includingBritish and American educational systems and a wide range of personality developmentactivities. Parent and students must be the best judge of whether this matches theirlong-term objectives or not.

Private institutions are popular for providing alternate or non-conventional educationalavenues. To make it beneficial for yourself, be clear about your objectives andexpectations of pursuing such education.

Private sector involvement has undoubtedly helped to raise the general level and variety of educational opportunities. It has helped many students to tap rapidly emerging andevolving local as well as global career opportunities.

There is the possibility of disturbing the educational balance by focusing on high-endtechnologies or specific industry demands for short-term gains. This would seriously inhibit possibilities of long-term success for private institutes, so it is to be hoped thatthey would avoid this trap.

There appears to be scope for public-private partnership in education for more effectiveutilisation and management of funds invested in premier government institutions andupgradation of technologies to deliver newer programmes and improved quality of service

5) Privatization of Professional Education inIndia


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Source: http://www.articlesbase.com/college-and-university-articles/privatization-of-professional-education-in-india-522208.html

HIGHER AND PROFESSIONAL EDUCATION IN INDIA Higher education in India is gasping for breath, at a time when India is aiming to be animportant player in the emerging knowledge economy. With about 300 universities anddeemed universities, over 15,000 colleges and hundreds of national and regionalresearch institutes, Indian higher education and research sector is the third largest inthe world, in terms of the number of students it caters to.

However, not a single Indian university finds even a mention in a recentinternational ranking of the top 200 universities of the world, except an IIT Kharagpurranked at 41, whereas there were three universities each from China, Hong Kong andSouth Korea and one from Taiwan.On the other hand, it is also true that there is no company or institute in the world that

has not benefited by graduates, post-graduates or Ph.D.s from India be it NASA, IBM,Microsoft, Intel, Bell, Sun, Harvard, MIT, Caltech, Cambridge or Oxford, and not allthose students are products of our IITs, IIMs, IISc/TIFR or central universities, whichcater to barely one per cent of the Indian student population. This is not to suggest that we should pat our backs for the achievements of our students abroad, but to point outthat Indian higher educational institutions have not been able to achieve the same statusfor themselves as their students seem to achieve elsewhere with their education fromhere. While many reasons can be cited for this situation, they all boil down to decades of feudally managed, colonially modelled institutions run with inadequate funding andexcessive political interference. Only about 10 per cent of the total student population

enters higher education in India, as compared to over 15 per cent in China and 50 percent in the major industrialised countries. Higher education is largely funded by thestate and central governments so far, but the situation is changing fast. Barring a few newly established private universities, the government funds most of the universities, whereas at the college level, the balance is increasingly being reversed.THE PRIVATISATION EXPERIENCE The experience over the last few decades has clearly shown that unlike school education,privatisation has not led to any major improvements in the standards of higher andprofessional education. Yet, in the run up to the economic reforms in 1991, the IMF, World Bank and the countries that control them have been crying hoarse over thealleged pampering of higher education in India at the cost of school education. The factof the matter was that school education was already privatised to the extent thatgovernment schools became an option only to those who cannot afford private schoolsmushrooming in every street corner, even in small towns and villages. On the otherhand, in higher education and professional courses, relatively better quality teachingand infrastructure has been available only in government colleges and universities, while private institutions of higher education in India capitalised on fashionable courses with minimum infrastructure.
http://www.articlesbase.com/college-and-university-articles/privatization-of-professional-education-in-india-522208.htmlhttp://www.articlesbase.com/college-and-university-articles/privatization-of-professional-education-in-india-522208.htmlhttp://www.articlesbase.com/college-and-university-articles/privatization-of-professional-education-in-india-522208.htmlhttp://www.articlesbase.com/college-and-university-articles/privatization-of-professional-education-in-india-522208.html


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Nevertheless, successive governments over the last two decades have only pursued apath of privatisation and deregulation of higher education, regardless of which politicalparty ran the government. From the Punnaiah committee on reforms in highereducation set up by the Narasimha Rao government to the Birla-Ambani committee setup by the Vajpayee government, the only difference is in their degree of alignment to the

market forces and not in the fundamentals of their recommendations. With the result, the last decade has witnessed many sweeping changes in higher andprofessional education: For example, thousands of private colleges and institutesoffering IT courses appeared all across the country by the late 1990s and disappeared inless than a decade, with devastating consequences for the students and teachers whodepended on them for their careers. This situation is now repeating itself inmanagement, biotechnology, bioinformatics and other emerging areas. No one askedany questions about opening or closing such institutions, or bothered about whetherthere were qualified teachers at all, much less worry about teacher-student ratio, floorarea ratio, class rooms, labs, libraries etc. All these regulations that existed at one time(though not always enforced strictly as long as there were bribes to collect) have now been deregulated or softened under the self-financing scheme of higher and professionaleducation adopted by the UGC in the 9th five-year plan and enthusiastically followed by the central and state governments.This situation reached its extreme recently in the new state of Chattisgarh, where over150 private universities and colleges came up within a couple of years, till the scam gotexposed by a public interest litigation and the courts ordered the state government in2004 to derecognise and close most of these universities or merge them with theremaining recognized ones. A whole generation of students and teachers are sufferingirreparable damage to their careers due to these trends, for no fault of theirs. Evengovernment-funded colleges and universities in most states started many "self-financing" courses in IT, biotechnology etc., without qualified teachers, labs orinfrastructure and charging huge fees from the students and are liberally giving themmarks and degrees to hide their inadequacies.It is not that the other well established departments and courses in government fundedcolleges and universities are doing any better. Decades of government neglect, poorfunding, frequent ban on faculty recruitments and promotions, reduction in library budgets, lack of investments in modernization leading to obsolescence of equipment andinfrastructure, and the tendency to start new universities on political grounds withoutconsolidating the existing ones today threatens the entire higher education system. Another corollary of this trend is that an educational institution recognized in aparticular state need not limit its operations to that state. This meant that universitiesapproved by the governments of Chattisgarh or Himachal Pradesh can set up campusesin Delhi or Noida, where they are more likely to get students from well off families whocan afford their astronomical fees. What is more, they are not even accountable to thelocal governments, since their recognition comes from a far away state. Add to this anew culture of well-branded private educational institutions allowing franchisees at faraway locations to run their courses, without being responsible to the students orteachers in any other way. This is increasingly becoming a trend with foreignuniversities, especially among those who do not want to set up their own shop here, but would like to benefit from the degree-purchasing power of the growing upwardly mobileeconomic class of India. Soon we might see private educational institutions getting


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themselves listed in the stock market and soliciting investments in the education business on the slogan that its demand will never see the sunset.The economics of imparting higher education are such that, barring a few courses in artsand humanities, imparting quality education in science, technology, engineering,medicine etc. requires huge investments in infrastructure, all of which cannot be

recovered through student fees, without making higher education inaccessible to a largesection of students. Unlike many better-known private educational institutions in Western countries that operate in the charity mode with tuition waivers and fellowships(which is one reason why our students go there), most private colleges and universitiesin India are pursuing a profit motive. This is the basic reason for charging huge tuitionfees, apart from forced donations, capitation fees and other charges. Despite huge publicdiscontent, media interventions and many court cases, the governments have not beenable to regulate the fee structure and donations in these institutions. Even the courtshave only played with the terms such as payment seats, management quotas etc., without addressing the basic issue of fee structure.PRIVATIZATION OF TEACHER EDUCATION The destiny of India is now being shaped in her class rooms. This is the openingsentence of the Kothari Education Commission report (1964-66). What kind of destiny has been actually shaped during the last sixty years? There are thousands of schools without primary needs. The position of teachers economic condition is also poor whencompared to USA teachers. Majority of teacher educational institutions are under thecontrol of private sector. The main aim of private organizations is to get profit.It is not only students but also teachers who are at the receiving end of the ongoingtransformation in higher and professional education. The nation today witnesses thedeclining popularity of teaching as a profession, not only among the students that weproduce, but also among parents, scientists, society and the government. The teachingprofession today attracts only those who have missed all other "better" opportunities inlife, and is increasingly mired in bureaucratic controls and anti-education concepts suchas "hours" of teaching "load", "paid-by-the-hour", "contractual" teachers etc. Withprivatisation reducing education to a commodity, teachers are reduced to tutors andteaching is reduced to coaching. The consumerist boom and the growing salary differentials between teachers and other professionals and the value systems of theemerging free market economy have made teaching one of the least attractiveprofessions that demands more work for less pay. Yet, the society expects teachers notonly to be inspired but also to do an inspiring job!PRESENT STATUS OF TEACHER EDUCATION

Permission is granted by the NCTE regional centres to number of teachereducation institutions/colleges especially in the private unaided sector. Take forexample, in Andhra Pradesh, there are more than 300 B.Ed Colleges in the privateunaided sector and there are less than 20 B.Ed colleges in Government and aided sector.Is there any kind of supervision either by the university authorities or by thegovernment officials or by the officers of NCTE with regard to availability of the staff during college days, proper attendance of the students, proper organization and runningof different programmes of B.Ed Course? It is a doubtful validity. The first and foremostsupervising authority for running B.Ed programme is the concerned University. Theconcerned officials of the university have to make frequent surprise visits to the B.EdColleges under its Jurisdiction. If any loopholes identified, necessary steps may be taken


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for rectifying them at the earliest possible time; then only the quality of B.Edprogrammes can be improved.In the most of the private B.Ed. colleges in the state of Andhra Pradesh, there are two orthree teaching staff only. In some of the universities, there are no selection committeesfor these colleges. The managements will run the colleges according to their whims and

fancies. In majority of the situations, they are charging Rs.6000/- for a set of B.Ed.records which cost about Rs.300/- in the market. They will pay less than Rs. 5000/- tothe teaching staff. They are collecting huge amounts from the students under the heads;practical examinations, study tours, etc. they allow less than 20% attendance studentsto the examinations by collecting huge amounts from them. Some private managementresort to all types of fraud activities. Then, who will set right these things? The first andforemost is the concerned affiliating university, then the state government and NCTE atthe regional level and national level. Honesty persons with surprise visits can make thesituation better

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