The main aim behind preparing the global country report is to study the environment of a country and turn challenges into opportunities through forming country specific strategies. The global country report on Togo includes economic, social, cultural, technological, infrastructural, and environmental, ethical, demographical background of it. The STEEPLED analysis is done to know the macro-environment of Togo and to use it as a strategic tool to understand market growth or decline, business position, potential and direction for operations in Togo. The Scope of Business and Business Model Comparison is done to know various businesses in Gujarat, India & Togo and which business has more opportunity to establish or expand in other country.
In This Report we have covered Overview of Country, Economical Overview, and STEEPLED Analysis of country, Scope of Businesses and Business model of Comparison between Gujarat/India & Togo.
In This Report we have covered nine Industries to analyze overall country like Tourism sector, Medical Industry, Pharmaceutical Industry, Education Sector, Textile Industry, Transportation, Industrial Equipments, FMCG and Food Sector.
Introduction of Country
REASON FOR NAME OF TOGO
In many Polynesian languages, Togo built-in, the word Togo means "south", as the archipelago is the southern collection of islands of central Polynesia. In Togo, the name is marked as and it is usually pronounced in English. The name of Togo is similar to the Hawaiian area of Kona.
Name (Official): R??publique Togolaise
In Short Name: Togo
Border Countries are: Benin ( East), Burkina Faso ( North), Ghana (West)
Related Countries: Germany, France, United Kingdom
Country Calling Code: +228
Togo’s Capital: Lome
Government: Republic since years under transition to multiparty democratic rule.
Nationality: Togolese.
Population: 6.2 million (2010)
Ethnic Groups: native African (37 tribes; largest and most important are Ewe, Mina, and Kabre) 99%, European and Syrian Lebanese less than 1%.
Religions: Traditional African religions 51%, Christian 30%, Muslim 15%.
Languages: French, Ewe and Mina, Kabye and Dagomba (the two major African languages in the north).
Literacy: Male:75.4%, female:46.9%
Natural resources: Phosphates (main source of foreign exchange), limestone, marble, arabland.
Agriculture products: Coffee, cocoa, cotton, yams, cassava (tapioca), corn, beans, rice, millet, sorghum, livestock, fish.
Industries: Tourism, Medical, Pharmaceutical, Education, Textile, Transportation, Industrial Equipments, FMCG, Food, Agricultural processing, cement; handicrafts, textiles, beverages.
DEMOGRAPHIC AND GEOGRAPHIC PROFILE OF THE TOGO
The territory of Togo is a Polynesian sovereign state and an archipelago comprising 176 islands with an outside area of about 750 square kilometers (290 sq mi) scattered over 700,000 quadrangle kilometers (270,000 sq mi) of the southern. Fifty-two of these islands are occupied with its 103,000 people.
Lengthwise, the kingdom stretches over aloofness of about 800 kilometers (500 mi) in a north-south line located about a third of the distance from New Zealand to Hawaii. It is bounded by Fiji and Wallis and Futuna (France) to the northwest, Samoa to the northeast, Niue to the east, Kermode to the southwest (the later both to New Zealand) and New Caledonia (France) and Vanuatu to a more remote west.
Situated east of the Fiji Islands in the South Pacific, Togo (also called the Friendly Islands) consists of some 150 islands, of which 36 are busy. Most of the islands hold lively volcanic craters; others are coral atolls.
Population106,146 (July 2012)Population growth rate0.192% (2012)Birth rate24.7 births/1,000 population (2012)Death rate4.88 deaths/1,000 population (July 2012)UrbanizationUrban Population: 23% of total population (2010)
Rate Of Urbanization: 0.8% annual rate of change (2010-15)Sex ratioAt Birth: 1.03 male(s)/female
Under 15 Years: 1.03 male(s)/female
15-64 Years: 1.01 male(s)/female
65 Years And Over: 0.86 male(s)/female
Total Population: 1.01 male(s)/female (2011)ReligionsChristian (Free Wesleyan Church claims over 30,000 adherents)Education expenditures3.9% of GDP (2004)Maternal mortality rate110 deaths/100,000 live births (2010)Health expenditures6.2% of GDP (2009)Physicians density0.291 physicians/1,000 population (2002)Hospital bed density2.44 beds/1,000 population (2008)
COUNTRY AT A GLANCE
In Year of 2012
‘ Population $6.643 million
‘ GDP $3.814 billion
‘ GDP growth 5.6%
‘ Inflation 2.6%
Low income
‘ GDP (current US$) $3.814 billion 2012
‘ Population, total 6.643 million 2012
‘ Togo has a tropical climate. Around Lom?? in the south, there are two rainy seasons with the first running from approximately April to June and the wettest part of the second, shorter wet season occurring in October. In the north, the rainy season runs from around May to September. Temperatures on the coast are fairly uniform, with minimums in the low to mid 20s and maximums peaking at around 32??C. Minimum temperatures in the north are similar, but in the dry season average maximums reach around 37??C. Much of the country in the dry season, but rarely reaches the coast.
‘ Health care standards in Togo are not high. There were only 225 doctors in Togo or one for every 25 000 people. Similarly low numbers were reported for nurses, pharmacists, midwives and dentists. The use of traditional health care widespread in Togo. Many people consult traditional healers as well as or instead of a doctor.
‘ Medical facilities are poor in Togo. Emergency facilities are extremely limited. For serious medical treatment, medical evacuation would be necessary.
‘ Malaria and water-borne diseases are common to Togo. Travelers are advised against swimming in any pools, lakes or similar sources of native water which might be contaminated. Long term visitors to the country should also obtain
‘ Vaccinations against TB and Diphtheria for protection.
‘ All travelers should seek medical advice before travelling to the country and ensure that all appropriate vaccinations are up to date.
‘ The pharmaceutical industry has wrought many drugs that have benefit man. Following frameworks designed to govern the manufacturing must support these benefits. However, regulation needs to be adequately robust to defend public health from drugs that are unsafe, ineffective, or needless. The extent of industry power over drug rule, at the expenditure of other interested parties, suggests that the present system could be healthier. The many ways in which the pharmaceutical manufacturing can force governments and narrow agencies are discussed, and methods by which this pressure can be limited are optional.
‘ In Togo primary education, which is free and in theory compulsory too takes 6 years to complete. This is an improvement over previous decades when parents still had to pay teachers in rural areas themselves. Schools are state-owned, Christian or Islamic, yet 10% of children are still deprived of a basic education.
‘ In Togo, there is no textile industry developed in such a country huge revolution come and now a days they are exporting textile materials to other under developed countries like Ghana. The government majorly focuses on the regulation of the country. They firstly liberalize the policy of foreign direct investment and also make country suitable to work for the people who came from outside the country. They can’t export to country like India and china because these country’s are giant in textile industry so what they did is they start importing from these countries and start selling in their country and other countries.
‘ Togo can make an international business to increase foreign direct investment and foreign portfolio investment. An international market will affect sales of the product because if the economy of the country has not much income it will affect the business.
‘ Local market cannot maintain the all supply of raw materials so country should import some materials from other countries. The real growth rate of GDP was 5.6% in 2012, in line with initial expectations.
‘ Togo has experiences both balance of trade deficit as well balance of payment deficit over various years. Major exportable items of the Togo are phosphates, cotton, manufactures and coffee. Togo exports to the countries such as Benin, Ghana, Mali and Netherlands. Important importable items of the country are capital goods, fuel and energy, and foodstuffs. For imports it depends upon the countries such as Italy, Germany, South Africa and China. The following diagram shows the levels of exports and imports of Togo over various years’ relation of industry.
‘ Given the size of industry and development stage the FMCG sector is key focus area for the government of Togo. So that government of Togo focusing on the commercialization and value addition to FMCG product and minimizing pre and post harvest wastage , generating employment and export growth sector through a number of regulatory and fiscal incentives.
‘ The government has formulated several schemes to provide financial assistance for setting up and modernizing of food processing units, creation of infrastructure, support for research and development. In addition to other promotional measure to encourage to growth of processed FMCG sector.
Summary of the SEM 4Report:
Introduction of Ganpat University
Established2005TypePrivate
LocationKherva, Mehsana, Gujarat, India
CampusUrban
AffiliationsUGC
Websitewww.ganpatuniversity.ac.in
Ganpat University is located in Kherva, Mehsana, and Gujarat, India. It is managed by the Mehsana District Education Foundation.
Institutes and colleges
Ganpat University provides graduate programs through the following institutions (seats in brackets):
1. U. V. Patel College of Engineering
The college offers B.Tech programs in the following:
‘ Computer Engineering
‘ Electronics and Communication Engineering
‘ Information Technology
‘ Biomedical & Instrumentation Engineering
‘ Mechatronics Engineering
‘ Mechanical Engineering
‘ Electrical Engineering
‘ Civil Engineering
‘ Master of Computer Applications
More: http://www.uvpce.ac.in/
2. A.M.Patel Institute Of Computer Studies
The institute offers three programs:
‘ Master of Computer Application -M.C.A
‘ Postgraduate Diploma in Computer Application
‘ Bachelor of Computer Application
More: http://www.ampics.ac.in/
Department of Computer Science
‘ Master of Science (CA&IT) (B.Sc. (CA&IT)+M.Sc.(CA&IT) 5 year Integrated Course) M.Sc.(CA&IT)(180)
‘ Master of Science(Computer Science) M.Sc (CS)
More: http://www.dcs.gnu.ac.in/
3. S. K. Patel College of Pharmaceutical Education & Research
Courses offered:
‘ Master of Pharmacy- In seven major disciplines in pharmaceutical sciences.
‘ Bachelor of Pharmacy
More: http://www.skpharmacycollege.org/
4. V.M.Patel Institute Of Management
Course offered:
‘ Master of Business Administration (120)
5. V.M.Patel College of Management Studies
The college offers a three year BBA program for 10+2 students (Science, Commerce and Arts-with Economics and English).
Course offered:
‘ Bachelor of Business Administration
Morehttp://www.vmpim.ac.in/
‘ Centre for Management Studies
‘ Master of Business Administration (Pharmacy)
‘ Mehsana Urban Institute of Biosciences
6. B.S.Patel Polytechnic
B.S.Patel Polytechnic is a polytechnic college in Gujarat. It is affiliated with G.T.U. It is one of the largest intake institutes and runs in two shifts (morning and evening). Established in August 1999, it offers
‘ Civil
‘ Mechanical
‘ Electrical
‘ Electronics and Communication
‘ Computer
‘ Information & Technology
‘ Mechatronics
‘ Automobile engineering diploma course.
Facilities
The campus near Mehsana is spread over 300 acres (1.2 km2) of land with more than 50,000 trees creating a lush-green and pollution free environment.
‘ Staff-Quarters
‘ Guest House
‘ Shopping Center
‘ Bank Counter
‘ Open-Air Theatre
‘ The Schools
‘ The Gymnasium
‘ The Campus Clinic
Togo Policy
Togo experienced a long period of socio-political crisis from 1991 to 2007. As a result, there was little development of the education system. Since 2007, Togo has sought international financial support for the development of its public services and, especially, education. In 2011, the government adopted a sector policy document on education that was designed to garner further international support for the development of its education services.
The current primary objectives of the government are to recruit and train teachers, improve classrooms and other education facilities, give books free of charge to students in pre-school and primary schools, and abolish all fees in pre-school and primary schools.
The numbers of students participating in education has increased significantly over the past decade. In the private sector, the number of students increased from 126,362 in 2001-2002 to 165,911 in 2011-2012. In the same period, the number of teachers in private schools dropped randomly.
Teacher salaries are low and, although they have been increased and taxes reduced, it is still difficult to recruit enough teachers to meet the growing need. Nonetheless, four new teacher training institutions are under construction and should be operational by 2014.
The government does not consult the unions consistently in developing education policy reforms. The unions participate actively in the national Coalition for Education for All.
Licensing
Good economic governance in areas such as taxation, regulations, and business licensing is a fundamental pillar for the creation of a favorable business environment. Effective regulations address market failures that inhibit productive investment and reconcile private and public interests. The number of permits and approvals that businesses need to obtain, and the time it takes to obtain them, are expensive and time consuming.
The existing legislation of a country also determines the mixed of legal forms private firms take and determines the level of protection for investors thus affecting the incentives to invest. The Enterprise Surveys provide qualitative and quantitative measures of taxation, regulations, and business licensing. The first set of indicators focuses on the efficiency of business licensing and permits services. The indicators evaluate the delays faced when demanding these services.
The second set of indicators first approximates the ‘time tax’ imposed by regulations: it measures the time spent by senior management in meetings with public officials. Second, it measures the average number of tax inspections or meetings with tax inspectors in a given year. The third indicator shows the relative use of the different legal forms in the private sector. Most legal forms around the world can be classified into shareholding companies with shares traded privately or non-traded at all (closed), shareholding companies publicly traded (open), sole proprietorships, partnerships, and limited partnerships. A residual category is included to capture legal forms not easily classified into the other categories.
Taxation
CUSTOMS TAXATION:
1. Applicable duties and taxes:
‘ Customs duties: applied customs duties range from 5 to 35 % of the CIF value of goods. All customs duties and taxes are payable in CFA F or in foreign currency converted according to the official rate.
‘ Ad valorem duties: Customs duties are levied on a CIF value, including the purchase price, transport charges, price of packaging, insurance commissions, freight and all other expenses incurred in shipping the goods to the port of entry. ‘Fixed market value’ is determined by the Customs department.
‘ Preferential duties: There are no preferential duties. The countries of le conseil de l’entente are striving to remove trade barriers between member states.
‘ Customs surcharges and indirect taxes and: In addition to fiscal duty Togo levies the following taxes and surcharges on all imports: statistical tax of 3%, general tax of 5 % to 30 % on business, a temporary tax of 15% on the imports of locally produced articles. The general business tax is assessed on the CIF value plus the fiscal import duty. All other import taxes are levied on the CIF value only.
Introduction of Ganpat University
Established2005TypePrivate
LocationKherva, Mehsana, Gujarat, India
CampusUrban
AffiliationsUGC
Websitewww.ganpatuniversity.ac.in
Ganpat University is located in Kherva, Mehsana, and Gujarat, India. It is managed by the Mehsana District Education Foundation.
NameDesignationShriAnilbhai T. PatelPresidentDr.Mahendra S. SharmaI/C DirectorDr.Mahendra S. SharmaDeputy Director (Academic)Dr.Mahendra S. Sharma -Faculty of Management StudiesDeanDr.NarendraJ.Patel- Faculty of Computer ApplicationDeanDr.Rakeshkumar K. Patel – Faculty of PharmacyDeanDr.Paresh H. Shah – Faculty of Engineering & TechnologyDeanDr. Bharat N. Patel – Faculty of ScienceDeanDr.Krishnakumarsinh M. Chudasama – Faculty of Social Sciences & HumanitiesDeanDr.Amit A PatelRegistrar
Institutes and colleges
Ganpat University provides graduate programs through the following institutions (seats in brackets):
7. U. V. Patel College of Engineering
The college offers B.Tech programs in the following:
‘ Computer Engineering
‘ Electronics and Communication Engineering
‘ Information Technology
‘ Biomedical & Instrumentation Engineering
‘ Mechatronics Engineering
‘ Mechanical Engineering
‘ Electrical Engineering
‘ Civil Engineering
‘ Master of Computer Applications
More: http://www.uvpce.ac.in/
8. A.M.Patel Institute Of Computer Studies
The institute offers three programs:
‘ Master of Computer Application (M.C.A.)
‘ Postgraduate Diploma in Computer Application
‘ Bachelor of Computer Application
More: http://www.ampics.ac.in/
Department of Computer Science
‘ Master of Science (B.Sc. (CA&IT) +M.Sc. (CA&IT) 5 year Integrated Course) M.Sc.
‘ Master of Science(Computer Science) M.Sc(CS)
More: http://www.dcs.gnu.ac.in/
9. S. K. Patel College of Pharmaceutical Education & Research
Courses offered:
‘ Master of Pharmacy – In seven major disciplines in pharmaceutical sciences.
‘ Bachelor of Pharmacy
More: http://www.skpharmacycollege.org/
10. V.M.Patel Institute Of Management
Course offered:
‘ Master of Business Administration
11. V.M.Patel College of Management Studies
The college offers a three year BBA program for 10+2 students (Science, Commerce and Arts-with Economics and English).
Course offered:
‘ Bachelor of Business Administration
Morehttp://www.vmpim.ac.in/
‘ Centre for Management Studies
‘ Master of Business Administration (Pharma)
‘ Mehsana Urban Institute of Biosciences
12. B.S.Patel Polytechnic
B.S.Patel Polytechnic is a polytechnic college in Gujarat.It is affiliated with G.T.U. It is one of the largest intake institutes and runs in two shifts (morning and evening). Established in August 1999, it offers
‘ Civil
‘ Mechanical
‘ Electrical
‘ Electronics and Communication
‘ Computer
‘ Information & Technology
‘ Mechatronics
‘ Automobile
Facilities
The campus near Mehsana is spread over 300 acres (1.2 km2) of land with more than 50,000 trees creating a lush-green and pollution free environment.
‘ Staff-Quarters
‘ Guest House
‘ Shopping Center
‘ Bank Counter
‘ Open-Air Theatre
‘ The Schools
‘ The Gymnasium
‘ The Campus Clinic
SWOT Analysis of the Company
Strengths
‘ Highly-skilled teachers.
‘ History of successful Open day events
‘ School has a strong ethos of openness, sharing and commitment to increasing parental confidence
‘ Parents wanting to get involved
‘ PTA willing to participate
Weaknesses
‘ Teachers not available to meet parents often enough
‘ Current open days events not increasing voluntary activity
‘ Not enough staff time to plan more events
‘ Staff not clear of their role in the parent relationship
‘ Narrow focus on open events not partnership activities
‘ Curriculum too stretched for additional activity
Opportunities
‘ Active volunteer committee willing to plan and organize events
‘ Head Teacher is willing flex curriculum to free up teacher time
‘ Use parents to contribute to curriculum delivery
Threats
‘ Confidentiality is at risk
‘ Pupil coercion to do things they do not wish to do
Policies & Norms of India Education to the Togo
POLICY INITIATIVES
In line with the goal of nation building, India has been committed to providing free and compulsory education to all children. Towards this end, Indian Parliament has enacted a legislation making free and compulsory education a Right of every child in the age group 6-14 years whiRashtriya Madhyamik Shiksha Abhiyan has been launched recently as a step to universalize secondary education. Simultaneously, efforts are being made to create a robust and vast system of higher and technical education.
Building upon the existing capacities and recognizing the immense contribution to nation building that the large network of educational institutions has made in the post independent India; the country has embarked upon a second phase of expansion and establishment of centers of excellence in higher education. It is envisioned that strengthening the two ends of the spectrum, namely, elementary education and higher/technical education would help in meeting the objectives of expansion, inclusion and excellence in education.
The Central Advisory Board of Education (CABE) is the highest advisory body to advise the Central and State Governments in the ‘eld of education. Recent years have seen certain important committees and commissions deliberate on education. National Knowledge Commission (2006) Report on higher education supports a strong reform agenda through public investment. Recently, the report of the committee on renovation and rejuvenation of higher education (Yashpal Committee) has recommended protecting the intellectual autonomy of educational institutions and the creation of an all-encompassing National Commission for Higher Education and Research (NCHER) to replace or subsume the existing regulatory bodies. The report talks about the concept of a university as a place where research and teaching become two important pillars of the creation of knowledge and should go together. It should provide practical training to the people that should be based on new knowledge and in response to social and personal needs. Most importantly, university should allow for the diverse growth of knowledge and should not lead to fragmentation of knowledge. It is, therefore, recommended that normally, no single discipline or specialized university should be created. There is also an idea that undergraduate programs should be restructured to enable students to have opportunities to access all curricular areas with fair degree of mobility.
The government has already initiated steps in the direction of implementing some of the recommendations.
PERMISSION
HEALTH AND FAMILY WELFARE (PME) DEPARTMENT
G.O.Ms.No. 300
Dated: 01.11.2011
Read:
1. G.O.Ms.No.1438, Health DT: 28.07.1987
2. G.O.Ms.No.758, Health dated 27.05.1991
3. G.O.Ms.No.1190, Health dt: 30.08.1991
4. G.O.Ms.No.13, Health, dated 05.01.1993
Read also:
5. G.O.D.No.925 Health DT: 06.07.2001
6. From the Director of Medical Education lr.No.63178/Para Medical Education 2/2001 DT: 06.09.2001.
Order:
In the Government orders first to fourth read above, the Government has stipulated guidelines for starting of Para Medical Courses by Self Financing Private Organizations as detailed below:
S.No.G.O.No. & DateName of the Course1G.O.Ms.No.1438, Health dt.28.07.1987Diploma in Nursing, Certified Radiological Assistant, Dental Mechanic and Dental Hygienist, Laboratory Technician, Prosthetics and Orthotics.
2G.O.Ms.No.758, Health dt.27.05.1991B.Sc. Nursing
3G.O.Ms.No.1190, Health dt.30.08.1991B.Pharmacy Course
4G.O.Ms.No.13, Health dt.05.01.1993BPT / BOT
The Government reviewed the norms and conditions laid down in the above 4 G.Os for starting of Para Medical Courses by Private Organisations especially in backward and rural areas in this State and decided to take a policy decision.
2. In the G.O. fifth read above, the Government constituted a committee consisting of eminent experts in Medical Department with instructions to send its report to frame revised / new guidelines to grant permission to Private Organizations for starting of Para Medical Courses. The committee met on 24.8.2001 and sent its report. The committee has observed that since guidelines for granting permission to various Para medical course are already available, some new conditions relevant to the present time are to be included in the existing guidelines laid down in the above Government Orders.
3. The Government has examined the recommendation of the committee including general conditions suggested by the committee for granting permission for starting of Para Medical Courses by Self Financing Private Organizations/Registered Trusts/Registered Societies and decided to accept the recommendations and suggestions except few modification. Accordingly the Government issues the following orders:-
(a) There are more number of private institutions offering Para Medical Educational courses in the Districts of Coimbatore, Chennai city, Salem, Erode, Madurai, Trichy, Thanjavur, Kanyakumari, and Tiruvallore. In the southern districts like Sivagangai, Ramnad, Virudunagar, Karur, Pudukottai Thiruvarur, Nagai, Perambalur, Ariyalur, Villupuram, Theni, Nilgiris, Dindigul, Cuddalore, Tuticorin, as well as in Kancheepuram only a few institutions are available and the required number of institutions are not available resulting inconvenience to students of that rural area. Hence, the institutions which are willing to start Para medical educational courses in the above needy districts and backward areas will be given preference.
(b) The private institutions which are able to provide 150 bedded own hospital for Nursing/BPT/BOT courses and 75 bedded own hospital for other courses should alone be considered, since such hospitals are quite essential requirement for clinical training of their students. However attachment of Hospitals may be allowed, but the same hospitals should not be shown by any other institutions.
(c) Request from a trust already running paramedical courses which applies again to start paramedical courses in the same area under a new different Trusts name consisting the same members as trustees or their nearest blood relationship such applications will not be considered since it will result in monopoly of a single set of trustees or institutions in that particular area and also in the particular course.
(d) It is further ordered that as a general policy of government while granting permission to start paramedical courses by private institutions applications received from the Registered Trust/ Registered Society/Registered Charitable Trust /Registered Charitable Society alone will be given preference.
(e) The Trust/ Society permitted by the Government to start Para Medical Courses should pay Rs.5,000/- towards Inspection fee/Administrative fee to the Government account. The above Administrative fee/Inspection fee should be paid one time only before starting the course.
4.The Government also issue relevant amendments to the following Government Orders on the recommendation of the committee in the annexure noted against each of Government Orders
recommendation of the committee in the annexure noted against each of Government Orders
1G.O.Ms.No.1438, Health dated 28.071987Annexure-I
2G.O.Ms.No.758, Health dated 27.05.1991Annexure-II
3G.O.Ms.No.1190, Health dated 30.08.1991Annexure-III
4G.O.Ms.No.13, Health dated 05.01.1993Annexure -IV
5. The Director of Medical Education is directed to adhere the above conditions strictly in addition to the earlier norms and conditions stipulated by the Government while sending proposals to Government to grant permission for starting of Para Medical Courses by Private Organisations / Registered Trusts/ Registered Society. The necessary documents such as Trust /Society registration deed, registered land and building sale deed, registered lease deed, building plan duly approved by local authorities, proofs for creation of Endowment fund, Bank Guarantee and Solvency Certificate obtained for a period of five years and proofs for availability of necessary infrastructure facilities should accompany each proposal for verification and consideration by the Government. The Director of Medical Education is also informed that the incomplete proposals which do not satisfy the norms and conditions laid down in relevant G.Os for starting of para medical courses and proposals which do not include necessary document as indicated above will be summarily rejected.
BY ORDER OF THE GOVERONOR
SYED MUNIR HODA
Secretary to Government
To
The Director of Medical Education,gujarat-10
The Registrar,gujarat Dr.MGR Medical University,gujarat-32
The Registrar,gujarat Nurses and Midwives Council,
140, Santhome High Road, Mylapore,Chennai-4
The Special Personal Assistant to Minister for Heath,gujarat-9
Copy to
G.O.Ms.No.1438, Health DT: 28.7.87
G.O.Ms.No.758, Health dated 27.5.1991
G.O.Ms.No.1190, Health DT: 30.8.1991
G.O.Ms.No.13, Health, dated 5.1.1993
//FORWARDED // BY ORDER//
SECTION OFFICER
Taxation
Measuring Barriers to Trade in Education Services: Field Survey and Estimation Results
The measurement of barriers to trade in services, and the gains associated with removing such barriers, has been of keen interest for the past several decades. This is more due to several negotiations carried on the helm of the World Trade Organization (WTO). While the ‘invisible’ barriers to trade in goods are gradually disappearing across countries, the role of services trade has gained due importance ‘ multilaterally and otherwise.
In general, barriers to trade in services are not like tariffs. They are typically regulatory barriers, rather than explicit taxes. The underlying economic rationale for these policy reforms is that the removal of barriers to trade in services is likely to result in lower prices, improved quality, and higher competitiveness. As with trade in goods, restrictions on trade in services reduce welfare because they create a wedge between domestic and foreign prices, leading to a loss to consumer surplus. A number of barriers are specific to higher education services. The more important ones that education and trade policy-makers need to pay close attention to are listed below
In past few years, several studies were carried out to measure the welfare impact from liberalization of services trade.32 Most of the studies find that, regardless of the sector under analysis and the methodology used, on average, developing countries are more restrictive than developed countries. Some of these studies also indicate that services liberalization is likely to imply potentially large gains for countries with high initial trade barriers. Consequently, developing countries are expected, in the long run, to gain most from services liberalization. Most of these gains arise from liberalizing one’s own domestic service sector, not from seeking better market access to foreign services markets. In the short and medium run, however, gains may be negatively affected by the adjustment costs of barriers removal and re-regulation. These are likely to be particularly burdensome in developing countries. Gains from services liberalization are also found to exceed those from goods liberalization by up to a factor of five. Estimates, however, vary on the basis of the size of initial trade barriers, theoretical frameworks, modeling techniques and datasets used. For this reason, it does not seem appropriate to single out as representative of potential gains from trade liberalization any specific figure or range.
Econometric studies that analyze the dynamic effects of liberalization and the impact on specific sectors find higher gains than CGE simulations. When the econometric model is well specified, this result is likely to stem from the dynamic element of econometric studies which take account of the long-run adjustments occurring through capital accumulation, population growth, and technological change.
NTBs are generally measures taken by both governments and firms. These measures can affect the entry and operations not only of foreign suppliers, but also of new domestic suppliers, and consequently directly raise the price or cost of both foreign and domestic supply. Conventional non-tariff barriers to trade can be classified as market access instruments or national treatment measures and can take the form of quantitative restrictions, price based instruments, licensing or certification requirements and discriminatory access to distribution or communication systems. Similarly, in services, trade restrictive measures either restrict market access or discriminate against foreign providers and barriers can be classified according to whether they impinge on the right of establishment (Mode 3) or the right to supply or consume services in a foreign country (Modes 1, 2, 3, 4). See, Findlay and Warren (2000), Chen and Schembri (2002) and McGuire (2002) for detailed reviews on the literature and methodologies to measure the barriers to trade in services.
Quantifying the welfare effects of liberalisation in services requires two steps: the estimation of barriers and the insertion of these estimates into a general equilibrium (CGE) framework. Measuring the magnitude of restrictions and barriers is thus a fundamental step towards a correct assessment of the impact of services liberalization. It is also important per se because ‘it crystallizes the costs of protection for governments, the benefits that will accrue from their removal and is impetus for reform’ (McGuire, 2002).
The literature assessing the nature and magnitude of barriers mainly follows methodologies previously developed to measure Non-Tariff Barriers (NTBs) in manufacturing.33 As a result; tools for measuring barriers to services trade and the impact of liberalization are still subject to some limitations and still need to be improved to address the distinctive features of services.
In addition to the larger spectrum of barriers than in the case of goods, it is necessary to determine whether regulations actually constitute barriers to trade, as one cannot simply equate regulations with barriers. Further, given that regulations on services are generally designed to serve a range of policy objectives, it might also be relevant to consider whether the regulation is more burdensome than necessary to achieve its policy objective and whether other, equally effective but less trade restrictive, measures might be available. These policy measures are not easy to quantify and require the development of sophisticated measurement methods.
In present context, we propose to measure barriers to trade in education services through partial equilibrium model ‘ a panel data analysis over a set of Asian countries for the period 1999-2000 to 2004-2005. This may come closest to the macro dynamic study in Mattoon, Rathindran and Subramanian (2001), but is certainly different in orientation. Our first approximation is to consider number of internationally mobile students from Asian countries, mainly from developing ESCAP countries in developed country (IMSA) depends on per capita GDP in the destination countries, taken at constant US$ (PCY), Tertiary School enrolment ratio SCH (in the destination countries), internet use per 1000 population in destination countries INET, and relative cost of living PRCOLI (relative to US GDP at current PPP prices in percentage term in the destination country). This regression will try to identify the main quantifiable supply or demand factors which influence the movement of international students. At the same time the regression will reveal whether there are factors, mainly qualitative, which are left out but significantly influences such movements. In the latter case these qualitative factors will
.
The second parallel exercise which is done is a primary survey based evaluation of the barriers to educational trade in some of the major educational institutes in India. The main aim of this survey is to generate the kind of pilot survey needed to go for a larger and more comprehensive survey. Appendix 1 provides the questionnaire framed to carry the primary survey among 14 premier higher education institutions and authorities in India, whereas list of institutions covered in this study is given in Appendix 2. As the questionnaire reveals, the data reveals the actual physical presence of the foreign students in Indian institutions as well as the responses from the administrators to this question about the possible barriers to movement of foreign students in their respective institutions.
We discuss the empirical results in two parts. In first part, we discuss the results of the primary survey, and in the second part, we deal with the regression results.
5.1 Primary Survey Results
The main aim of this primary survey is to get a preliminary idea about the nature of education availed by foreign students in India. Following findings are worth noting.
(i) Courses Pursued
There is a clear distinction between courses undertaken by foreign students in Kolkata and Delhi, the two metropolitan cities where the survey is carried out. In Delhi, foreign students could be found taking different types of regular courses in all disciplines. In Kolkata (including the Tagore-established Visva Bharati University in Shantiniketan, located about 150 km. from Kolkata), in contrast, foreign students are found to be placed in specialised courses. Most of these are short term or casual courses. For example, Indian Statistical Institute (ISI), Kolkata offers one year special course on statistics through International Statistical Education Centre, Jadavpur University offers several one year certificate courses in language, Visva Bharati University offers multidisciplinary casual courses, etc. The reason seems to be the location factor. Delhi being the national capital gets comparatively more foreign students in general due to the direct students aids offered by the Government of India. On the other hand, Kolkata being a regional city, all the universities and institutions located in the State, except few, such as Indian Statistical Institute, Indian Institute of Management, and Visva Bharati University, are aided by the State government. The survey reveals that openness in the education sector is pursued more vigorously in the Delhi institutes, compared to Kolkata.
Collected from UNESCO and educational ministries web sites of respective countries.
(ii) Tuition Fees Structure
Tuition fee is somewhat similar for foreign students across the educational institutions in India. The survey reveals that there are several classifications followed across institutions, and some of them are as follows.
‘ Students (nationals) of SAARC countries pay much less than others, usually less than 50 percent.
‘ NRI students get special concessions in some cases. There are special schemes promoted by Government of India like Direct Admissions of Students Abroad (DASA) to enlisted institutions. The tuition fees in this case, however, are almost the same for other foreign students.
‘ Indian Council of Cultural Relations (ICCR) provides liberal scholarships to students from developing countries. But there are quotas for different countries. Altogether there are about 1800 scholarships of various types, offered by the Government of India.
‘ In general, tuition fees of physical science courses are found to be higher than social science and humanities courses, while management courses command the highest fees. However, the tuition fees of engineering courses are lower than the same of management courses. Course fees also differ for undergraduate and graduate courses. Table 10 gives us an idea about the fee structure for graduate courses.
Average Tuition Fees Structure, as of December 2006 Postgraduate Course Institute Tuition Fees per Annum (US$) Physical science Jawaharlal Nehru University, Delhi 1500 Jadavpur University, Kolkata 5000 Humanities and social science Jawaharlal Nehru University, Delhi 1000 Delhi University, Delhi 4150 Engineering Indian Institute of Technology, Delhi 4000 Jadavpur University, Kolkata 5000 Management Indian Institute of Management, Kolkata 8000 Indian Institute of Foreign Trade, Delhi 10000 Distance education Indira Gandhi National Open University, Delhi 750 ‘ 1000
TOGO POLICY
Togo experienced a long period of socio-political crisis from 1991 to 2007. As a result, there was little development of the education system. Since 2007, Togo has sought international financial support for the development of its public services and, especially, education. In 2011, the government adopted a sector policy document on education that was designed to garner further international support for the development of its education services.
The current primary objectives of the government are to recruit and train teachers, improve classrooms and other education facilities, give books free of charge to students in pre-school and primary schools, and abolish all fees in pre-school and primary schools.
The numbers of students participating in education has increased significantly over the past decade. In the private sector, the number of students increased from 126,362 in 2001-2002 to 165,911 in 2011-2012. In the same period, the number of teachers in private schools dropped significantly.
Teacher salaries are low and, although they have been increased and taxes reduced, it is still difficult to recruit enough teachers to meet the growing need. Nonetheless, four new teacher training institutions are under construction and should be operational by 2014.
The government does not consult the unions consistently in developing education policy reforms. The unions participate actively in the national Coalition for Education For All.
Licensing
Good economic governance in areas such as taxation, regulations, and business licensing is a fundamental pillar for the creation of a favorable business environment. Effective regulations address market failures that inhibit productive investment and reconcile private and public interests. The number of permits and approvals that businesses need to obtain, and the time it takes to obtain them, are expensive and time consuming.
The existing legislation of a country also determines the mixed of legal forms private firms take and determines the level of protection for investors thus affecting the incentives to invest. The Enterprise Surveys provide qualitative and quantitative measures of taxation, regulations, and business licensing. The first set of indicators focuses on the efficiency of business licensing and permits services. The indicators evaluate the delays faced when demanding these services.
The second set of indicators first approximates the ‘time tax’ imposed by regulations: it measures the time spent by senior management in meetings with public officials. Second, it measures the average number of tax inspections or meetings with tax inspectors in a given year. The third indicator shows the relative use of the different legal forms in the private sector. Most legal forms around the world can be classified into shareholding companies with shares traded privately or non-traded at all (closed), shareholding companies publicly traded (open), sole proprietorships, partnerships, and limited partnerships. A residual category is included to capture legal forms not easily classified into the other categories.
Taxation
CUSTOMS TAXATION:
1. Applicable duties and taxes:
‘ Customs duties: applied customs duties range from 5 to 35 % of the CIF value of goods. All customs duties and taxes are payable in CFA F or in foreign currency converted according to the official rate.
‘ Ad valorem duties: Customs duties are levied on a CIF value, including the purchase price, transport charges, price of packaging, insurance commissions, freight and all other expenses incurred in shipping the goods to the port of entry. ‘Fixed market value’ is determined by the Customs department.
‘ Preferential duties: There are no preferential duties. The countries of le conseil de l’entente are striving to remove trade barriers between member states.
‘ Customs surcharges and indirect taxes and: In addition to fiscal duty Togo levies the following taxes and surcharges on all imports: statistical tax of 3%, general tax of 5 % to 30 % on business, a temporary tax of 15% on the imports of locally produced articles. The general business tax is assessed on the CIF value plus the fiscal import duty. All other import taxes are levied on the CIF value only.
‘
Chapter 7
Future projections of Trade
Income statement
For the year ending [dec. 31, 2014 & dec 31, 2013 amt. in Rs.]
Revenue20142013fees collection 45,00,000 30,00,000 (less sales return allowance) Service revenue 6,00,000 3,00,000 bus service 1,00,200 93,000 Other revenue Total Revenues 52,00,200 33,93,000 [42][42]Expenses Advertising 4,20,000 6,00,000 Depreciation (5 %) Furniture and equipment 7,20,000 4,80,000 Insurance premium 15,000 12,000 Interest expense 2,52,000 3,12,000 Maintenance and repairs 54,000 30,000 Office supplies 90,000 54,000 Rent 1,20,000 90,000 Research and development 1,20,000 90,000 Salaries and wages 1,80,000 1,50,000 Software 42,000 30,000 Bus repair Expense 9,000 6,000 Web hosting and domains 11,400 10,200 Other expenses 3,600 74,700 Total Expenses 20,37,000 19,38,900 Net Income Before Taxes 31,63,200 14,54,100 Income tax expense (3%) 9,490 4,362 Income from Continuing Operations 31,53,710 14,49,738 {42}[42]Net Income 31,53,710 14,49,738
Resources Required for the Business Opportunity
Method/Strategy Used1Production PlanResourceInfrastructure, Lab, Library, Hall, Pharmacy lab.Student, intact As Per Availability
First year :250
Second Year : 3002Operational PlanTechnology utilization Pharmacy , Medical Instruments , Drugs3Marketing Plan Fees of Student Rs15000 (Per Semester)DistributionMedical DegreePromotion / Advertising On line adds, brochure Product forecastIn Future can be Start Engineering Course
Financial Planning
‘ Sources of Fund
‘ Investment Plan
InvestmentAmount (Rs) Land4,92,000 (On Lease)Equipment (Infrastructure)39,36,000
‘ Funding Investment
ParticularAmount (Rs)Govt. Grant12,00,000Bank Loan9,00,000Venture Capital Fund12,00,000Foreign Donnie18,00,000
Chapter 9
Findings & Suggestions:
‘ Findings:
‘ Ganpat Uni covers the Gujarat state and Spread a wide distribution network comprising strong network of Education of Various Program available.
‘ Ganpat Uni is the Flagship University of Gujarat based, which is engaged in Education and Provide so many degrees and courses.
‘ The Ganpat Uni is affiliated by Delhi one of the largest business groups in Northern part of Gujarat, with interests in different Education verticals.
‘ Suggestions:
‘ Ganpat Uni should use the strategy of market mix
‘ The Ganpat uni may offer Management and Technological Course.
‘ The University should support to other education Course.
‘ They should Offered the Other Courses more to the African countries because there are many rural and backward areas where literacy ratio is law.
Conclusion
(In terms of Business plan)
‘ As per the business plan institute’s profit may increase.
‘ Huge kinds of Equipments are required for institute business plan.
‘ Our institute’s degree certificate is accepted at global level.
‘ The chances of success of business plan is higher because, in Togo pharmacy course in not offered by any institute.
Bibliography
‘ http//: www.ganpatuniversity.ac.in
‘ http//:www.univ-lome.tg
‘ http://business.mapsofindia.com/edu/recent-developments-in- edu.html#sthash.AkgBqFsS.dpuf
‘ http://www.uvpce.ac.in/
‘ http://www.ampics.ac.in/
‘ http://www.dcs.gnu.ac.in/
...(download the rest of the essay above)