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Global and local Challenges in the Institute of Higher learning
Tripta Thakur Professor, MANIT Bhopal [email protected]
“Education is the manifestation of perfection in Man” – Swami Vivekananda
Half of the Education is know how to earn to
live and half is to know how to live
Layout of the talk
• Indian Education System • What is the present Scenario • Where do we stand • Institute of Higher learning • Local challenges • Global Challenges
Indian Educational System
In compiling the vedic mantras, VED VYASA edited them into four books, the Rig-Veda, the Yajur-Veda, the Sama-Veda, and the Atharva-Veda.
The Vedas are a large body of texts originating in ancient India. Composed in Vedic Sanskrit, the texts constitutes the oldest layer of Sanskrit literature and the oldest scriptures of Hinduism.
Scholars have determined that the Rig Veda, the oldest of the four Vedas, was composed about 1500 B.C. Richest country of the world till the 11th century In the 20th century, India was termed as a rich country where poor people live
Gurukul was a type of school in India, residential in nature, with pupils living in proximity to the guru. In a gurukul, students resided together as equals, irrespective of their social standing, learnt from the guru and helped the guru in his day-to-day life. At the end of his studies, the pupil offered dakshina (fees) to the guru. The gurudakshina is a traditional gesture of acknowledgment, respect and thanks.
Nālandā is the name of an ancient university in Bihar, India and was a Buddhist center of learning from 427 CE to 1197 CE. It has been called "one of the first great universities in recorded history.
Indian Educational System after 1834
• T.B.Maculay an English Parliamentarian prepared the pattern of education for India in 1834.
• Schools were started to teach English and General Subjects
• In 1857 – Madras, Calcutta , Bombay universities were started – Three presidency Colleges were started by the Government and affiliated to the respective universities on the basis of the London University.
GRANT MEDICAL COLLEGE,1844
• Rabindranath started an open-air school known as the Patha Bhavan at Shantiniketan that gradually developed into an international university named Visva Bharati where the cultures of the East and the West met in common fellowship and thereby strengthening the fundamental condition of world peace.
PATHA BHAVAN, the school of his ideals, whose central premise was that learning in a natural environment would be more enjoyable and fruitful.
Higher education institutions in India: a brief overview
• There are three main types of tertiary institution in India: 1) universities and university-level institutions, 2) colleges and 3) diploma-awarding institutions. These are categorised by funding source: central government, state government and private.
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© 2014 British Council. All rights reserved.
UNDERSTANDING INDIA - THE FUTURE OF HIGHER EDUCATION AND OPPORTUNITIES FOR INTERNATIONAL COOPERATION
22 Ibid.23 ‘Higher education in India at a glance’: University Grants Commission of India (2012)24 Ibid.
Higher education institutions in India: a brief overview
A brief overview of the Indian higher education system provides an essential backdrop for the following research findings and comments.
There are three main types of tertiary institution in India: 1) universities and university-level institutions, 2) colleges and 3) diploma-awarding institutions. These are categorised by funding source: central government, state government and private.
Table: Higher education institutions in IndiaTYPE AND NUMBER OF INSTITUTION CENTRAL STATE PRIVATE TOTAL
University and university-level institutions 152 316 191 659
Colleges 669 13,024 19,930 33,023
Diploma-awarding institutions 0 3,207 9,541 12,748
Percentage enrolment in 2012 2.6% 38.6% 58.9% 100%
Source: ‘Higher education in India: twelfth five year plan and beyond’, Ernst and Young (2012)
If there is one overall structure which defines Indian higher education, it is the affiliated college system. The vast bulk of students study at public and private colleges which are affiliated to state universities. These colleges do not have their own degree awarding powers; they deliver the courses, curricula and examinations specified and regulated by their parent state university. The affiliated college sector is huge, enrolling over 90% of undergraduates, 70% of postgraduates and 17% of doctoral students22. Some universities have as many as 1000 colleges affiliated to them. There are considerable challenges in regulation and quality control; and while there are notable exceptions, many are perceived to be sub-standard. Last year, accreditation through the National Assessment and Accreditation Council and the National Body for Accreditation of all universities and colleges was made mandatory. A huge exercise is underway to accredit the two-thirds of universities and four-fifths of colleges that do not have accredited status.
State universities, therefore, through their activities, form by far the greatest element of higher education in India. They are run and funded through their respective state governments. There is wide variation in the amount of funding they receive, but in general, they have been critically underfunded over the last 20 years. State universities depend on affiliation fees paid by the colleges for their survival. These fees, supplemented by state government funding, are generally used to pay salaries and little else; most have poor infrastructure and conduct little research, although pockets of excellence exist. Many state universities spend much of their time administering the exams and admissions to their affiliated colleges. Places at state universities are highly sought after by students.
Most, but not all, state governments have legislation in place to grant university status to private colleges, providing them with their own degree-awarding powers and much more autonomy. This is the fastest area of growth in new universities. There are currently 100 such private universities in India (16% of degree-awarding institutions)23.
The central government also has the means to grant university status to private institutions, under the ‘deemed university’ category. There are currently 129 deemed universities (20% of degree-awarding institutions)24. It is unclear whether or not this central role will continue, given the plans to devolve more decision-making to the states.
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Expansion, inclusion, and excellence along with equity and quality have been the overarching goals of the government in the education sector. Several new initiatives were taken up by the central government during WKH�(OHYHQWK�3ODQ������������7KH�HPSKDVLV�has been on enhancing supply and increasing access to quality education. Consequently, the Indian higher education system is one of the largest in the world with over 600 universities and university level institutions and more than 33,000 institutes1.
Sector overview
1 UGC report ‘Higher education in India at a Glance’ February, 2012
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Regulatory Framework
ō� Education is governed by the
Constitution of India. Maintenance of
Standards of Higher Education comes
in the Union List and Setting up of
Universities falls in the Union and
States list.
ō� Investment by Foreign Universities:
- While 100% FDI in companies
engaged in Higher Education is
allowed under the automatic route,
regulatory issues have constrained
WKH�DFWXDO�ĠRZ�RI�)',��7KH�PDMRU�bottle-necks have been the “not
IRU�SURğW�SULQFLSOHń�DQG�ODFN�RI�clarity on existing regulations.
The All India Council for Technical
Education (‘AICTE’)�, in December
2010, permitted section 25
companies to act as sponsoring
bodies of a technical institute with
the rider that no foreign investment
(directly or indirectly) will be
permitted in such a company.
While 100% FDI is permitted in
WKH�(GXFDWLRQ�VHFWRU��WKLV�FRQĠLFW�has resulted in baring foreign
investment in AICTE regulated
technical institutes in the country.
- The aforesaid challenge has
encouraged Foreign Universities to
look for alternative ways to enter
India’s Education market, example,
twinning arrangements with Indian
Educational Institutions. This may
be the reason for the exponential
growth in the number of twining
arrangements forged between
Indian Institutions and Foreign
Universities in recent times in India,
as also the huge interest being
shown in this area.
Accreditation
National Board of Accreditation
National Assessment and Accreditation Council
Regulation
University Grants Commission
AICTE, MCI, PCI, DEC, BCI, NCTE
ICAR, ICMR, ICSSR, CSIR
State Regulators
Policy Making
Association of Indian Universities
Central Advisory Board of Education
State Councils for Higher Education
Ministry of Human Resource DevelopmentHigher Education Department
Note: Please refer Glossary section at end
4 All India Council for Technical Education was set-up in November 1945 as a national level Apex Advisory Body to conduct survey on the facilities on technical
education and to promote development in the country in a coordinated and integrated manner. AICTE is vested with statutory authority for planning, formulation and
NBJOUFOBODF�PG�OPSNT�BOE�TUBOEBSET �RVBMJUZ�BTTVSBODF�UISPVHI�BDDSFEJUBUJPO �NBJOUBJOJOH�QBSJUZ�PG�DFSUJæDBUJPO�BOE�BXBSET�BOE�FOTVSJOH�DPPSEJOBUFE�BOE�JOUFHSBUFE�development and management of technical education in the country.
“Regulatory challenges have encouraged twinning arrangements”
Regulatory Framework
Present Scenario
• Today, the median age of India’s strong population is a mere 32;
• Today, India is the largest contributor to the global workforce.
• India has emerged to be the world’s third largest economy
• Despite these strides of progress, India’s higher education institutions are not yet the best in the world – India has no universities in the top 200.
Some institutions of India, such as the Indian Institutes of Technology (IITs), have been globally acclaimed for their standard of education. The IITs enroll about 8000 students annually and the alumni have contributed to both the growth of the private sector and the public sectors of India.
Growth in number of Universities and
University level institutions
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Overview of the Education sector in India
ō� Over the last decade, the Education sector in India has grown leaps and bounds. The Indian Education space is by far the largest capitalized space in India with Government spend of USD 30 bn and private spend of USD 50 bn1.
ō� In terms of number of collaborations forged by Foreign Universities with Indian Educational Institutions, in 2011 alone, a total of 161 collaborations were reported2.
Source: *UGC report on HE in India Strategies during 11th plan (2007-2012) for Universities and Colleges, **
UGC Report on Higher Education at a Glance - February 2012.
Growth in number of universities and university level institutions
Growth in number of colleges
1 IDFC – SSKI India Report – January 2009
2 UK – India Education and Research Initiative
“Indian education space is the largest capitalised space in India”
Growth in number of Colleges
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Overview of the Education sector in India
ō� Over the last decade, the Education sector in India has grown leaps and bounds. The Indian Education space is by far the largest capitalized space in India with Government spend of USD 30 bn and private spend of USD 50 bn1.
ō� In terms of number of collaborations forged by Foreign Universities with Indian Educational Institutions, in 2011 alone, a total of 161 collaborations were reported2.
Source: *UGC report on HE in India Strategies during 11th plan (2007-2012) for Universities and Colleges, **
UGC Report on Higher Education at a Glance - February 2012.
Growth in number of universities and university level institutions
Growth in number of colleges
1 IDFC – SSKI India Report – January 2009
2 UK – India Education and Research Initiative
“Indian education space is the largest capitalised space in India”
Where do we stand
India: Higher Education sector 5
ō� The Higher Education sector could broadly, be divided into 2 segments: Regulated and Un-Regulated.
ō� While Foreign Direct Investment (FDI) in the Regulated segment is not feasible as of now due to restrictions imposed on the form of legal entity to be set up (viz. trust/ society/ section 25 company), FDI in the Un-Regulated segment is seeing a considerable LQĠRZ��LW�ZDV�86'�����PQ�GXULQJ�WKH�period April 2000 to January 20123.
ō� If Indian statistics are to be compared with other countries, India’s Higher Education system is the world’s third largest with respect to student enrollment, next only to China and the USA (2008; *2010 - 11).
ō� There are several factors which have contributed to the exponential growth the sector has experienced in India:
- Huge demand/ supply gap in the sector;
- Greater number of private players venturing into the Education sector;
- Growth of services sector, particularly the Information Technology sector, leading to demand for skilled workers;
- Increasing FDI into the sector;
- Increase in Internet based education methods;
- Increased ability to capitalise on brand and reputation;
- Opportunity to enhance scale and diversify risk by tapping new markets for entrepreneurs.
ō� Apart from the above, enhanced interest has been shown by Foreign Universities in the Indian Higher Education sector on account of following:
- Increased focus of the Government of India on liberalising the Education sector in recent times, manifested by the proposed introduction of trend-setting Bills like Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010, Educational Tribunals Bill, 2010 etc;
- Increased interest shown by Foreign Universities in India
ō� Developed countries, particularly USA, UK and other parts of Europe are going through a recessionary phase on education, though in a different sense.
ō� The share of their local students is consistently declining and many of them have realized that going global is critical for survival. The recent economic recession has adversely impacted them in terms of the grants and endowments that they usually receive. This is encouraging several universities to look at emerging economies like India for a more stable and self sustaining source of income – taking “campus to the students” seems to be the new mantra.
Students enrolled in Higher Education Institutes (millions)
* 2010 – 11 – UGC Report on Higher Education at a glance – February 2012
Sources: UGC; UNESCO Global Education Digest 2010, MHRD Annual Report 2009-10; US Department of
Education: National Centre of Education Statistics; Ministry of Education of the People’s Republic of China
3 Fact Sheet on Foreign Direct Investment– Department of Industrial Policy and Promotion
Central & State UniversitiesPrivate UniversitiesTechnical InstitutionsPrivate/Professional collegesResearch Institutions
Regulated(Formal Education)
Vocational trainingFinishing schoolsProfessional developmentTraining & coaching classes
Un-Regulated(Non-Formal or Semi-Formal Education)
*
Students enrolled in Higher Education Institutes (millions)
Private Institution
1 2 14
28
82
140 165*
1995 2001 2004 2007 2010 2012 2013
The private sector has played a significant role in expansion of capacity
Higher Education in India: Vision 2030
Private sector and corporate participation is increasing
Share of unaided private higher education institutions (percentage)
1
Number of state private universities
Source: Twelfth Five Year Plan, Planning Commission, UGC Annual Report 2011-12,
42.6%
32.9%
61.8% 54.2%
63.9% 58.9%
Share of institutes Share of enrolments
2001 2007 2012
The number of state private universities has increased by 150 over the last decade…
…partly driven by the increased participation of the corporate sector
*as on 28th October 2013
The share of the unaided private sector has increased significantly since 2001 in terms of the number of institutions and enrollment
► Several private universities have been established recently with the support of the corporate sector. These include (illustrative): ► GD Goenka University (2013) ► Shiv Nadar University (2011) ► Azim Premji University (2011) ► Jaypee University of Engineering &
Technology (2010) ► Dr. K.N. Modi University (2010) ► O.P. Jindal Global University (2009)
Page 61
1 2 14
28
82
140 165*
1995 2001 2004 2007 2010 2012 2013
The private sector has played a significant role in expansion of capacity
Higher Education in India: Vision 2030
Private sector and corporate participation is increasing
Share of unaided private higher education institutions (percentage)
1
Number of state private universities
Source: Twelfth Five Year Plan, Planning Commission, UGC Annual Report 2011-12,
42.6%
32.9%
61.8% 54.2%
63.9% 58.9%
Share of institutes Share of enrolments
2001 2007 2012
The number of state private universities has increased by 150 over the last decade…
…partly driven by the increased participation of the corporate sector
*as on 28th October 2013
The share of the unaided private sector has increased significantly since 2001 in terms of the number of institutions and enrollment
► Several private universities have been established recently with the support of the corporate sector. These include (illustrative): ► GD Goenka University (2013) ► Shiv Nadar University (2011) ► Azim Premji University (2011) ► Jaypee University of Engineering &
Technology (2010) ► Dr. K.N. Modi University (2010) ► O.P. Jindal Global University (2009)
Page 61
• However, despite impressive growth, India’s higher education gross enrolment ratio (GER) at18% is currently well below the global average of 27%.
• This difference is even more stark when compared to China and Brazil at 26% and 36% respectively (2010 figures)
The government plans to increase GER in higher education to 30% by 2020 • By 2020, India needs 40 million university
places- an increase of 14 million - and 500 million skilled workers
To achieve the envisioned state in 2030, transformational and innovative interventions would be required across all levers of the higher education system
Higher Education in India: Vision 2030
► Provide competitive access to public research grants to all institutions
► Encourage corporate and alumni funding
► Link public funding to institutional performance
► Promote individual-based funding
► Strengthen industry-academia linkages across all aspects of the education value chain, from curricula and faculty to infrastructure, research, and placements
► Encourage tie-ups between higher education institutions and providers of skill-based training to conduct skilling modules
► Simplify the regulatory framework, move increasingly towards autonomy and self-regulation of institutions, introduce mandatory accreditation
► Enforce mandatory disclosure of key financial and operational information by all institutions, create a centralized repository of all info related to higher education in India
► Provide a thrust to internationalization of leadership, separate ownership and management for effective governance
► Adopt a learner-centered paradigm of education ► Introduce multi-disciplinary, industry-oriented,
entrepreneurship, and skill-based courses ► Include courses on social sciences and general
awareness for societal development ► Encourage lifelong learning for professionals ► Provide students the choice of entry/exit from
the higher education system ► Adopt new pedagogical techniques: blended
learning, flipped classroom, experiential learning
► Ease faculty recruitment norms and offer incentives for attracting faculty
► Retain high-quality faculty by implementing tenure based and rewards-based systems
► Incentivize/facilitate faculty development and exchange programs with top-end institutions
► Target capacity enhancement for socially- and geographically-deficient segments
► Incentivize high-quality private and foreign participation
► Widen access through virtual classrooms and MOOCs
► Leverage Government initiatives in technology such as NKN, NMEICT
► Attract best-in-class faculty to conduct research ► Adopt the mentor model to develop research
capabilities in Indian institutions ► Promote collaborations with international
institutions, industry, and research centers for generating high-quality basic and applied research
► Encourage community-focused/development- oriented research at academic institutions
1. Curricula
and pedagogy
Higher education architecture
2. Faculty
Strong governance and management structu7.7. 7. re
3. Research
4. Partnerships
5. Infrastructure
6. Funding
Higher education foundation
7. Governance/Leadership
5
1
4
3
2
6 7
Page 29
1. Curricula and pedagogy Adopt a learner-centered paradigm of education
Higher Education in India: Vision 2030
Adopt a learner-centered paradigm of education
Key action steps
► Develop content, pedagogy, and assessment systems that support experiential,
interactive, and student-centered learning
► Revamp the existing structure of teaching in higher education institutions to
cater to the diverse choices and learning styles of students
► Train faculty in being good facilitators
Primary target
Increased
responsibility
of students
for learning
outcomes
Faculty acts
as a
facilitator
Learning from
peers,
immediate
environment
besides the
faculty
Learning
through self
directed
ways
More
experiential
learning
through
activities
Student
Impact
► Effective and customized learning
► Pool of reflexive and thoughtful learners
► Graduates with independent and critical
thinking skills
► Increased innovation capability and
entrepreneurship in the country
► Evolution of a workforce that can readily
adapt to the dynamic work environment
1. Research focused institutions
2. Career-focused institutions
3. Foundation institutions
1
2
3
Page 30
1. Curricula and pedagogy Adopt a learner-centered paradigm of education
Curricula and pedagogy
• Adopt a liberal arts and experiential approach to education, equipping students with the skills needed to adapt to changing environments
• Introduce multi-disciplinary courses to enable students to get broader exposure and develop a holistic worldview
Key Action Required
• Develop content/pedagogy in accordance with requirements to impart the skills mentioned above
• ► Revise of existing evaluation (exam-oriented approach) system to make room for adoption of new teaching techniques
• ► Tie-ups/Partnerships with industry players for internships
• ► Train faculty members to enable them to deliver the revised curricula / pedagogy
Key Action Required
• Introduce ‘industry-oriented’ courses and skill-based training to enable enhanced employability
• Launch specialized courses to cater to the need for trained manpower in “industries of the future”
• Introduce basic skill-based courses and enable flexibility/multiple points to enter and exit the higher education system
Key Action Required • Develop content/pedagogy for courses related to
emerging industries through academia-industry collaborations
• ► Hire faculty with relevant qualifications and industry experience, and train them to ensure effective delivery of curricula
• Undertake measures for ‘on-boarding’ of industry to the new system, and ensure the participation of the industry to provide employment to those opting to exit the system before completing their degree course
Key Action Required
• Adopt the flipped classroom model to improve learning in classroom
1. Curricula and pedagogy Adopt the flipped classroom model to improve learning in classroom
Higher Education in India: Vision 2030
Traditional classroom
Flipped classroom
Instruction by
faculty in
classrooms
Instruction through material
that is already available to
students (including textbooks,
videos and presentations)
from India as well as
international markets
Learning enhanced
through homework
based on in-class
instruction
Understanding enhanced
through discussions and
activities in classroom after
‘pre-reading’
Theory-based
learning
Activity and practice-based
learning ensures better
understanding of concepts
Top higher education institutions have started implementing the flipped classroom model ► Columbia Business School has revamped its MBA
core curriculum for its 2013-15 batch, moving
some course content online to free classroom time
for discussion and activities
► The Indian School of Business (ISB) introduced the
flipped classroom model in 2012 to teach students
a course on entrepreneurial decision-making. It is
planning to expand its usage of this active learning
methodology to other courses as well
Flipped classrooms
50% content
delivered face to face
50% content
delivered online +
► Uses a combination of face-to-face and online delivery, wherein
► Online content provides background reading
material as well as pre-recorded/live lectures for
explaining theoretical concepts
► Face-to-face delivery focuses on project-based
learning/case study method of teaching as
opposed to rote learning
► Ensures effective utilization of infrastructure /
other resources
Key action steps
► Develop adequate bandwidth to ensure fast and uninterrupted internet
connectivity at higher education institutions across geographies
► Develop device-agnostic technology for accessing online content
► Develop content/pedagogy in accordance with the requirements, including
self-learning material for online teaching as well as activity-based content
for face-to-face teaching
► Train faculty in this ‘new age’ pedagogy to enable them to effectively deliver quality learning outcomes
Primary target
Source: “Colombia Launches Revamped MBA Curriculum,” Business Week, “‘Flipped’ classroom teaching clicks with B-Schools in India,” The Economic Times
Adopt the flipped classroom model to improve learning in the classroom
Page 35
Key Action • Develop adequate bandwidth to ensure fast and
uninterrupted internet connectivity at higher education institutions across geographies
• ► Develop device-agnostic technology for accessing online content
• ► Develop content/pedagogy in accordance with the requirements, including self-learning material for online teaching as well as activity-based content
• for face-to-face teaching • ► Train faculty in this ‘new age’ pedagogy to
enable them to effectively • deliver quality learning outcomes
2. Faculty: Ease recruitment
norms • Modify norms relating to recruitment of faculty
members and elaborate on the benefits of teaching as a career option for them
• Give adequate weightage to industry experience while recruiting faculty to encourage industry professionals to take up faculty positions
• ► Develop a mechanism to encourage industry professionals to take up part-time faculty assignments
• ► Depute faculty to relevant industries for short tenures to gain practical exposure to industry practices
Faculty Ease recruitment norms
• Promote a tenure-based system in Indian higher education institutions, public and private, to retain the best talent
• Develop a strong performance culture by introducing a rewards-based system
• Emphasize faculty development to improve the quality of teaching in higher education institutions
• Develop a hub-and-spoke model for faculty development and exchange
3. Research
• Adopt the mentor model for developing research capabilities and incentivize international institutions to collaborate for research
• Promote collaborations between top-tier international institutions and Indian higher education institutions for high-quality academic research
Research • Develop centers of research excellence and
promote collaborative research within academia as well as between academia and research centers
• Develop industry and academia collaborations to promote applied research
• Encourage community-focused/development-oriented research at academic institutions that are relevant for a particular community/region
Research… • Attract high-quality research-oriented faculty by
offering incentives and a conducive research environment
• Provide funding for development of research oriented infrastructure
• ► Develop industry academia collaboration for collaborative research
• ► Encourage corporate endowments for development of research capabilities
• ► Provide grants/scholarships to best-in-class faculty to carry out research activities
4. Partnership
4. Partnerships Strengthen industry-academia linkages and tie-ups between higher education institutions and skill-based training providers
Higher Education in India: Vision 2030
Administration & governance
Delivery of education
Employment and research
► Industry professionals in the institution’s governing body
► Involvement of industry experts in
designing curricula
► Regular seminars/ conferences
► Live industry projects
► Industry professionals encouraged to
take up faculty positions for fixed terms
(similar to the “Teach for India” program in schools)
► Sharing of live case studies
► Counseling / mentoring by industry
practitioners
► Partnerships for internships and
placement
► Sharing of research facility
Leadership
Middle/ Senior-level management
HR and R&D department
Higher education institution Industry
HE institution
Skill based training providers (ITIs, polytechnics, private
vocational training providers such as NIIT and Aptech)
► Develop a system of engagement/ partnership
between higher education institutions and
skill-based training providers, whereby the
latter provides various skill-oriented training
modules/courses to the former’s students to enhance their employability
Key action steps
► Develop a structure to formalize collaborations between higher education and skills-
training institutions
► Undertake regulatory reforms to enable collaborations
► Devise a policy to provide recognized certification to higher education students for
the skills training programs they attend
Primary target
Primary target
Ensure industry interaction at all operational levels to synchronize the country’s higher education system with the requirements of industry
Promote tie-ups/partnerships between higher education institutions and skill-based training providers to launch employment-oriented modules
Page 43
5. Infrastructure
• Undertake strategic expansion of the higher education system to increase access to education for all social groups and geographies while complying with basic quality standards
• Incentivize select private participants to establish high-quality institutions
• Allow high-quality foreign universities to open branch campuses in India
Infrastructure: Digital
• Develop technology-based models such as virtual classrooms to widen access to high-quality teaching
• Enable low-cost access to high-quality education on a mass scale through the MOOCs platform
• Increase effectiveness of National Knowledge Network (NKN) and National Mission on Education through ICT (NMEICT) to increase access to high-quality education through content-sharing
6. Funding
• Provide competitive research grants from government and encourage corporate endowments
• Increase individual-centered funding and implement outcome-based public funding
• Encourage alumni funding, especially for top-tier institutions
7. Governance/Leadership • Introduce reforms in the regulatory
framework governing higher education to reduce ambiguity and promote self- regulation
• Recommend governance frameworks that can be adopted by all higher education institutions for self-regulation
• I n t r o d u c e s y s t e m o f m a n d a t o r y accreditation for all higher education institutions by independent organizations
Governance/Leadership
• Provide thrust towards internationalization of leadership
• Separate ownership and management for effective governance; Mandate creation of effective and accountable Boards of Management (BoMs)
While it is important to address the existing shortcomings in the higher education system, it is more important to move towards a bold and aspirational vision
71 million enrolment 40 million additional capacity GER: 50% Disparity in GER across states reduced to 5 percentage points Improved social indicators Improved health, sanitation, law and order and life expectancy as a result of greater awareness amongst youth
90% of graduates readily employable Single largest provider of global talent Advanced economic models at block/ district level
20 Indian universities in the top 200 in the world Among the top 5 countries in terms of research papers and citations Among the top 5 countries in terms of number of PHDs 5-6 Nobel laureates across categories from the Indian higher education system Regional hub for higher education, attracting global learners from all over the world
Vision 2030 for Indian HE Current state
Source: National employability report: graduates 2013, Times Higher Education Rankings 2013, Eleventh Five Year Plan: Chapter on Higher and Technical Education
31 million* enrollment GER: 22.5%* Disparity across states (20 percentage points) and social groups Human Development Index: Ranked 136 amongst 186 countries
Only 10% of general graduates and 25% of engineers and MBAs are employable
Only 4 Indian institutes in the top 400 universities in the world No institutes in the top 200 in the world
Social imperatives
Economic imperatives
Intellectual imperatives
Higher Education in India: Vision 2030 Page 74
*EY estimates
Local challenges
• Language • MIT Linguist Ken Hale: When you loose a
language, You lose a culture, intellectual wealth, a work of art. It’s like dropping a bomb on the Louvre
• Of the 7000 languages spoken today, fully half are not being taught to children. Effectively, unless some thing changes, they will disappear within our lifetimes.
Local challenges
These fall into four broad categories: • The low quality of teaching and learning;
• The supply-demand gap;
• Uneven growth and access to opportunity;
• Constraints on research capacity and innovation.
The low quality of teaching and learning;
• Shortage of faculty (30-40%), High student: teacher ratio • Outdated, rigid curricula and the absence of employer
engagement in course content and skills development. • Pedagogies and assessment have little opportunity to
develop a wider range of transversal skills, including critical thinking, analytical reasoning, problem-solving and collaborative working.
• Separation of research and teaching; lack of early stage research experience.
• An ineffective quality assurance system and a complete lack of accountability by institutions to the state and central government, students and other stakeholders
The supply-demand gap • Despite an average growth rate of over 7% in the last
decade, India’s GER in higher education is very low. • By some estimates, even if India succeeds in its target
of 30% GER by 2020, 100 million qualified students will still not have places at university.
• India needs to drastically increase the number of places at universities and enrolment through distance learning programmes.
• Over the last decade, the diversity of courses offered by universities and colleges has narrowed, resulting in saturated markets for engineers, technology graduates and MBAs.
Uneven growth and access to opportunity
• Despite efforts to spread the location of higher education institutions more evenly across the country, there is wide variation, particularly between urban and rural areas, but also between states.
• There are still significant multi-dimensional inequalities in enrolment rates between rural and urban populations, rich and poor, minority and mainstream communities, men and women and people with disabilities. ‘Inclusive growth’ is a priority for reform in Indian education..
Constraints on research capacity and innovation
• India does not have enough high quality researchers. The number of students taking PhDs and entering research posts is very low: 4,500 PhDs are awarded per year in science and engineering, compared to 30,000 in China and 25,000 in the US.
• There is systemic segregation of teaching and research; most teaching-focussed universities (the vast majority) do not provide students with research experience or the skills which would prepare them for research careers.
Constraints on research capacity and innovation
• Despite a growing reputation for ‘frugal innovation’, mainly driven from the private sector, the ecosystem for innovation in Indian research institutions is weak. The causes, among o the rs , s t em f r om a l ack o f multidisciplinary working, no development for faculty and students in areas to stimulate innovation and few links with industry. These constraints reveal themselves in the failure of Indian institutions to make their mark in the world global rankings.
Challenges facing India’s State University System
• Governance Issues • Planning deficit • Quality of teaching and research • Faculty shortages • Financing problems • Academic and examination reforms • Availability of higher educational institutions
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• Escalating market pressures • Increasing unfunded mandates • Declining public support • Intensifying legislative oversight • Accelerating pace of change • Global competition
Global Challenges in Higher Education
Global Challenges • Significant Growth in the Number of
Students Opting to Go Abroad - US accounts for the largest share (74%) - There has been a 58% increase in the number of students going to US in the past two years
On an average a student going to the US spends in the range of USD 20,000 to USD 40,000 on tuition fee alone
Global Challenges
• Centralized control and a standardized approach. 21 century but we are still in 20th century
• During this time China, Korea and Singapore, transform from developing to advanced economies in a decade due to strategic planning and a larger vision that correlated economic development to transformation higher education and research, to become globally competitive.
Quality of higher Education
• Remarkable achievements of western universities
• Student migration to American, West European, Russian and Chinese Universities.
• Indian students are larger in number in any university abroad in search of quality education
• New subjects – new methodology- inter disciplinary
• Source of revenue for advanced countries.
Recent Developments In India
• New Colleges and universities under Self Financing Scheme (Private)
• Autonomous status to colleges • Degree Conferring status to colleges • Accreditation by Professional bodies like NAAC • Supervision and Control by Professional Bodies
like MCI,AICTE • Job Oriented courses for employability • Add on courses – Certificate,Diploma
Way Forward • Focus on the agriculture sector • More attention to seeming neglect of the middle
classes. • To enhance quality of higher education in India,
the government plans to launch the ‘‘Revitalising Infrastructure and Systems in Education (RISE)” with a total investment of ₹1,00,000 crore in next four years.
Way Forward
• The focus is on stepping up investments in research and related infrastructure in premier educational institutions in the country. The RISE initiative will be funded by a restructured Higher Education Financing Agency (HEFA).
• Launching of the ‘‘Prime Minister’s Research Fellows (PMRF)’’ Scheme for 1,000 best BTech students each year from premier institutions being provided facilities to do PhD in IITs and IISc is also a welcome step to enhance the quality of technical research in the country.
Way forward • student at the center stage to foster innovation
and choice, • an ICT architecture that will increase access,
equity and quality, • and a transparent governance framework that
will enable autonomy and self –regulation. • A mechanism should be devised based on
outcomes and strong institutional accountability, clearly delineating the role and responsibilities of the government as well as public and private higher education institutions
Way forward • By 2030, India will be amongst the youngest nations in
the world. With nearly 140 million people in the college-going age group, one in every four graduates in the world will be a product of the Indian higher education system. By 2030, the already existing challenges for Indian higher education – access, equity and quality – will only be greatly exacerbated unless we significantly transform our higher education model.
• Needless to say, 2030 calls for a new vision and a new aspiration, and this is the genesis of the “Higher Education in India: Vision 2030” report – to articulate an ambitious vision for higher education reform and lay out a roadmap to achieving it.
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My parents told me, "Finish your dinner. People in China and India are starving."
I tell my daughters, "Finish your homework. People in India and China are starving for your job."
-Thomas L. FriedmanNew York Times columnist and Pulitzer prize winner – and writer of "The World is Flat…"
