Re-Imagine: Summaries of sector-wise research

Re-Imagine: India-UK Cultural Relations in the 21st Century Education

With Re-Imagine our effort is to understand what the relationship between India and the UK will look like in the future and how it can be shaped for mutual benefit.

As part of our research we collected and studied over 45,000 pages of documentation, either commissioned or shared by partners and other organisations, on individual sectors such as Education, including science and innovation and skills; Youth and Civil Society, English Language Teaching and Training, Business and the Arts.

Here, these findings have been summarised for Education to help provide a holistic understanding of the current and potential themes emerging in this sector. We also provide insights into the promoters and barriers for further collaboration between the two countries. This should be read along with the Voices and Perspectives Report to get a 360 degree view.

We also provide a bibliography at the end of each sector for those interested in further reading on the subject.

We welcome your views at www.reimagine.britishcouncil.org.in

Re-Imagine: India-UK Cultural Relations in the 21st Century Education ……………………………………………………………………………………………………………………

Setting the scene Collaborations are currently best in the Higher Education sector

UK-Indian collaborations in education are currently best established in the Higher Education sector. It is estimated that by 2020, 59,000 Indian students will be studying in the UK, increasing by another 20,000 in the following decade14, but relationships are also developing between Indian and British institutions. Programmes between Indian and foreign Higher Education institutions took off in the 1990s. Before that, students simply used to go abroad to earn a foreign degree, usually postgraduate research degrees, but this has changed in response to wider developments2. Foreign institutions are welcomed by Indian institutions in particular for: student exchange, faculty exchange, franchised programmes, dual degrees, joint degrees and research collaborations13.

Branch campuses

There are currently three UK universities with campuses in India: Lancaster University has a partnership with GD Goenka World Institute in Gurgaon; Strathclyde Business School has a campus in Noida, in partnership with transport infrastructure firm SKIL Infrastructure Ltd; and Leeds Metropolitan has a purpose-built campus in Bhopal, in partnership with an education charity, Jagran Social Welfare Society23. With a total of 161 active collaborations in 2011, India is quickly internationalising, and is even opening branch campuses of its own elite institutions overseas12, including a London branch of the Noida-based Amity University23. India is also expected to be among the top ten host countries for international students by 202014.

Research collaboration in science and innovation

In terms of science and innovation, UK research papers co-authored with Indian scholars almost doubled in the 2006-2010 period compared to the 2000-2005 period, but the UK is still some way short of being the ‘partner of choice’ for India, and further investment is needed to codify, track and measure such collaboration21.

Expansion in markets

The Higher Education sector in India has expanded dramatically in recent years, now comprising more than 26,000 institutes, but India’s Gross Enrolment Ratio still lags at 12%, less than half the global average. Accordingly, the government has set a target of 30% by 2020, which will mean some 40 million students in the higher education system2. This greatly increases the scope for collaboration with foreign institutions to cater a new clientele undertaking courses at the undergraduate level. These will mostly be in the age group of 18-21 years and from middle-income family backgrounds. One study estimates that by 2022, there will be around three million gifted Indian students with an ability to pay for tuition but unable to secure places in high quality public funded institutions. These are the students that will be studying at the best private institutions and foreign universities with Indian campuses. They make up a sector worth at least $15bn p.a.13.


Collaborations are market driven

The UK India Education and Research Initiative found in 2008 that 143 Indian institutions and 161 foreign (mostly British or American) universities were involved in delivering a total of 641 collaborative programmes, most commonly twinning programmes, in which two institutions jointly recognise a programme and often award dual or joint degrees. The majority of Indian partners are private institutions offering professional courses. Collaboration is highly market driven, and very few Indian public sector educational institutions are involved8. UKIERI itself is just one of 70 bilateral education agreements between India and other countries13. There is however no register of the institutions involved, nor a system for regulating such collaborations. In terms of science and innovation, India is currently much closer to the US than the UK18.

Skills development a natural area for growth

There is further scope for collaboration in the vocational education and training sectors. In response to desperate need for more skilled workers, the Indian Prime Minister’s National Council on Skill Development has endorsed a Vision to create 500 million skilled people by 20227. There is currently no extensive collaboration in skills development, but this is a natural area for growth.

Other considerations

Finally, with the UK's Department for International Development phasing out its grant programme to India, current education projects such as the Girls Education Challenge are coming to an end6, possibly creating opportunities for other kinds of collaboration and partnerships. Supporting education reform in India remains a priority for the European External Action Service24.

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Barriers and promoters The Indian education system is expanding in all sectors, and India’s tertiary enrolment growth is forecast to outpace China’s between now and 202014. The existing relationship between India and the UK, both institutional and in terms of academic interest in India itself in the UK16, means there is a great deal of potential for further collaboration. Nonetheless, there are several challenges facing any inward investor planning to establish an education institution in India.

Securing accreditation and setting up an operating structure

This includes, firstly, securing accreditation from the many and various education-specific regulatory bodies in India. Second, is setting up an operating structure/entity that is legally permitted to generate profits, given the restrictions in place in the K12 and higher education sectors1.


Identifying the market

Identifying the appropriate market and segment, particularly in respect of further education and vocational training, is another difficulty: forging institutional links with Indian education providers has been most effective in tackling this1, 22.

A price-sensitive market

A further problem is that the Indian market is extremely price sensitive, with tuition fees much cheaper in the higher education sector than in other economies1.

Lack of an information database

A more fundamental problem when it comes to Higher Education in particular is that there is also no easily accessible database which gives crucial information on Indian higher education institutions such as the qualifications of staff, research output, subjects taught, facilities and student performance, or any system of comparative indicators to aid partnerships10.

Transparency issues

There is no transparent mechanism for establishing equivalence and recognition of degrees by the respective countries. There is no formal basis for the international recognition of Indian qualifications or course modules completed in India, and credit transfer is not established even within state institutions in India10. Difficulty in assessing the quality of Indian universities is also a problem affecting investment in science and innovation, along with the ongoing complications of red tape and corruption18.

Problems with pedagogy?

On a cultural level, the prevailing perception is that pedagogical strategies in India do not result in active learning and the inculcation of critical skills; teachers are less qualified and less likely to be engaged in research, and the syllabus is static, with both teachers and students relying on outdated textbooks. This is not always the case, but often is 10.

Further questions are both symbolically and practically important, such as which institution in which country formally grants the degree 10.

Barriers to capacity building

The creation of new capacities and optimisation of existing capacities are both hampered by four key problems2:

1) the need for HE institutions to operate on a not-for-profit status,

2) their lack of autonomy,

3) the complex regulatory environment (especially the current focus on input-based as opposed to outcome-based regulations22 )

4) barriers to foreign capital and collaborations.


To tackle this, the Indian government’s focus is on creating PPP arrangements, relaxing FDI guidelines and providing tax concessions to further spur private sector participation. Pending bills like the Foreign Educational Institutions Bill and the Educational Tribunals Bill and the NCHER Bill are also expected to increase private participation2.

The regulatory regime for foreign educational institutions

A 2008 UKIERI study did not find any full-fledged branch campus of any foreign university in India8, but by 2010 the Observatory on Borderless Education noted the existence of five (see above), despite the uncertain regulatory regime. In all, 631 foreign institutions were operating in India, of which 440 did so from their home campuses, 186 had twinning or some other arrangements with local institutions23. The Foreign Educational Institutions (Regulation of Entry and Operations) Act, 2010 has the provision of promoting branch campuses of properly accredited institutions8. Nevertheless, this could also have a very detrimental effect on UK HEIs operating in India, should the government choose not to confer FEP status, and to penalise those involved in unauthorised collaborations. On the other hand, the UK HEIs already have considerable leverage, should the authorities wish, in order to enforce the requirements laid out in the Act4, and strengthening existing regulatory bodies (UGC, AICTE) with respect to regulating foreign institutional activity in India, could also remove the need for the FEI Bill13. It should be noted that the Association of Indian Universities opposes the bill because of concerns over new competition from foreign providers23.

Other neglected issues

The current UK immigration regime is one barrier to more Indians working in the UK, especially those in the creative sector and entrepreneurial workers who do not meet the requirements of the points-based immigration system. Engaging with entrepreneurs' networks would be a starting point in finding a way to resolve this problem19.

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Emerging themes Improving knowledge of education in India: targeted study visits, research and evaluation

It would be helpful to arrange targeted and discipline-focused study visits between India and the UK. In India in particular, programmes are needed to enable senior leaders and academics to engage with the internationalisation of higher education10. There is also a need for research and evaluation, including case and longitudinal studies on collaborative teaching partnerships between Indian and UK institutions, to showcase successful collaborations and share good practice10.

A higher education qualifications framework

In HE, UK institutions should consider developing a higher education qualifications framework for India to establish threshold standards, facilitate credit transfer, act as a reference point for


quality assurance agencies and provide the basis for the international recognition of Indian qualifications10.

Changing models of the university

It is likely that in future 'student mobility' might be eclipsed by 'study programme mobility', as it is becoming easier to move courses rather than students. The initial cost of developing such programmes may be high, but once the programme is developed, the marginal cost of expanding programmes is low8. India has been described as the world’s leading proponent of the emerging, many-to-many 'interversity' approach to higher education and research, suggesting particular opportunities for non-traditional collaborations based on ICT13. UK universities could turn themselves into ‘universities without walls’ by developing online courses and building on innovative schemes where students can mix online and campus-based study20. Achieving the Indian government’s 2020 higher education enrolment targets would require building eight universities and 417 colleges each and every month. There is therefore an opportunity to develop qualitatively different models of higher education, which maximise the opportunities of new technologies and experiment with new approaches, perhaps especially the emerging Indian model of 'frugal innovation'21.

An expanding role for the private sector

The options for private education providers include setting up universities or colleges or providing services. Both general and professional courses could be offered, and modes of growth include opening new campuses or developing distance learning. There is also scope for collaboration with existing institutions as a means of marketing and brand building. Analysis of leading private sector players reveals that a strong focus on delivering a consistently high quality of education and a deep collaborative network with industry and foreign education providers are considered fundamental to success22.

Collaboration between higher education institutions and industry

An increasing number of international companies are establishing significant operations in India. It may then be possible to work with industry to develop employer-funded programmes12. There is also scope for more effective application of research excellence into commercial activities14. The UK could also learn from the US model of venture capital partnerships with Indian institutions and regional governments in science and technology research18. UK universities should partner with private businesses to fund and attract Indian students to the UK, as one of most cited barriers to studying in the UK is its high cost of living20.

Find a niche in the skills market

There is also scope for India to learn from the UK system of technical and vocational education and training5,15. There are a number of new initiatives of Government of India in financing of training: Upgrading 500 ITIs into Centres of Excellence, upgrading of 1,396 Government ITIs and the establishment of Skill Development Centres7. UK skills providers, particularly smaller businesses, could get involved, probably working through a UK multiplier organisation, such as the UKIBC/UKTI-managed JETCO Skills Forum1. The UK India Skills Forum brings together the whole of the UK TVET sector together to work collaboratively and in partnership with Indian partners17. The UK government actively assists UK companies seeking to do business in India through its sector experts at UK Trade and Investment in order to successfully navigate the


regulatory environment in India. UK institutions should take a long-term view of the opportunities and be prepared to spend time developing relationships and pursuing leads1. Other opportunities in science and innovation

The UK must learn how to tap into its Diaspora networks to support collaboration, perhaps hosting a university summit to share knowledge and inform collective strategies, and making more of the Science and Innovation Network, perhaps involving Regional Development Agencies to explore opportunities in India's neglected but increasingly important second-tier cities18,20. The UK should strengthen its science links not only with traditional institutions, but also with the powerful NGO community in India18. Scientists should be encouraged to travel freely between the UK, India and other countries to make the most of the 'new geography of science' 19. The UK government and its institutions will need to continue evolving their strategies for engagement with India in the face of increased competition from other nations, especially the US, Brazil and Germany13.

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Bibliography 1. Grant Thornton; Education in India: Securing the demographic dividend, March 2010;

UK-India Business Council; www.ukibc.com/wmslib/Documents/Published_Reports/15039_GTI_Education_India_Report_2010_g__3_.pdf?

2. 40 million by 2020: Preparing for a new paradigm in Indian Higher Education, Ernst & Young - EDGE 2011 report; http://www.scribd.com/doc/60133634/EDGE2011-Report-Indian-Higher-Education

3. Knowledge Paper on Strategic and implementation framework for skill development in India, FICCI and Ernst & Young, September 2011 http://www.ey.com/Publication/vwLUAssets/EY_FICCI_Skills_for_India_2020/$FILE/EY_FICCI_Skills_for_India_2020.pdf

4. Nicholas Booker; Analysis of the Foreign Educational Institutions (Regulation of Entry and Operations) Act, 2010; April 2011, Indogenius,

5. Putting skills at the heart of global economic success: a brief guide to UK technical, vocational education and training (TVET); 2012; British Council and UKTI; http://www.britishcouncil.org/a_brief_guide_to_uk_technical_vocational_education_and_training__final_version_1.pdf

6. Tony Davison; Report to British Council: Education project opportunities in India, 17 March 2012; British Council

7. The Challenges Facing Skill Development in India: An Issues Paper, Institute of Applied Manpower Research, May 2010

8. Foreign Education Providers in India, Report on Collaborative Arrangements, by Ivy Dhar (project supported by the UK-India Education and Research Initiative (UKIERI), March 2008

9. Meeting the challenge of 21st century education and a global economy: Student research teams present their initial findings, NESTA and SSAT, March 2010 http://www.nesta.org.uk/library/documents/Meeting-the-challenge-v6.pdf

10. The Indian and UK Systems of Higher Education and Inter-Transferability, by Rajani Naidoo and Sudhanshu Bhushan with Anna Scesa, undated

11. National Skill Development Strategy, March 2009 12. Education Intelligence India 2012 13. River of Innovation: the future of Indian higher education and its impact on research

and innovation, Indogenius, 2012 http://www.nesta.org.uk/library/documents/River_of_Innovation.pdf

14. The shape of things to come: higher education global trends and emerging


opportunities to 2020, British Council, June 2012 http://ihe.britishcouncil.org/news/shape-things-come-higher-education-global-trends-and-emerging-opportunities-2020

15. Vocational education for school learners in India and the UK, FICCI and UK India Business Council, undated, http://www.ukibc.com/wmslib/Publications /Vocational_Education_for_School_Learners_in_India_and_the_UK_2011_09.pdf?

16. Overview of UK University departments with a specific India focus, UK Science and Innovation Network in India, FCO

17. India and the UK: Partners of Choice in Technical and Vocational Education and Training, UK-India Business Council

18. India: The uneven innovator, Kirsten Bound, Demos, 2007 http://www.demos.co.uk/files/India_Final.pdf

19. Knowledge nomads: why science needs migration, by Natalie Day and Jack Stilgoe, Demos, 2009 http://www.demos.co.uk/files/Knowledge_nomads_-_web_1_.pdf?1247483484

20. Linking Innovators: Why the UK and India need to collaborate in a recession-hit world, by Brune Poirson, February 2009 http://www.nesta.org.uk/library/documents/linking-innovators.pdf

21. Our Frugal Future: Lessons from India's innovation system, Kirsten Bound and Ian Thornton, Demos, July 2012; http://www.nesta.org.uk/areas_of_work/economic_growth/assets/features/our_frugal_future_lessons_from_indias_innovation_system

22. Private sector participation in Indian higher education, FICCI Higher Education Summit 2011http://learnos.files.wordpress.com/2012/10/private_sector_participation_in_indian_higher_education.pdf

23. International Branch Campuses: Data And Developments, William Lawton and Alex Katsomitros, Observatory on Borderless Education, January 2012 http://www.obhe.ac.uk/documents/view_details?id=894

24. India: Country Strategy Paper 2007-2013 Mid-Term Review, European External Action Service, April 2010 http://eeas.europa.eu/india/csp/11_13_mtr_en.pdf

25. Student Insight India, British Council Education Intelligence, August 2012 http://ihe.britishcouncil.org/educationintelligence/student-insight-india-0

26. Knowledge, Networks and Nations: Global scientific collaboration in the 21st century, Royal Society, March 2011 http://royalsociety.org/uploadedFiles/Royal_Society_Content/Influencing_Policy/Reports/2011-03-28-Knowledge-networks-nations.pdf

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Re-Imagine is a research and dialogue initiative of the British Council. As part of our effort to create a shared understanding of the current and future cultural relationship between UK and India we have created a database of resources on the India-UK cultural relationship. For more information visit www.reimagine.britishcouncil.org.in

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Re-Imagine : India-UK Cultural Relations in the 21st Century English



Here, these findings have been summarised for English to help provide a holistic understanding of the current and potential themes emerging in this sector. We also provide insights into the promoters and barriers for further collaboration between the two countries. This should be read along with the Voices and Perspectives Report to get a 360 degree view.



Re-Imagine : India-UK Cultural Relations in the 21st Century English ……………………………………………………………………………………………………………………

Setting the scene The English language is perhaps the clearest common legacy of India and the UK. But far from being a mere historical hangover, it looks set to be an important part of India's future. A major shift in the status of English is now under way in India, and it will be used by more people, for more purposes than ever before. The English language appears to be the key ingredient in a new, IT-enabled economy. At the same time, many complain that English has created one of the biggest social divisions in an already divided society – between those who can speak English, and those who cannot. In any case, as the Indian economy grows, it is fast exhausting its English-speaking ‘talent pool’, and there is an urgent need for more and better English-language education7. This is an obvious area for further collaboration with the UK.

The market for English language learning in India

The total market currently comprises 306,469,042 learners, or a massive 25.77% of the Indian population. 255,547,022 of these are in formal education, whether public or private, while a further 4,648,149 are consumers of private English language teaching and 46,273,871 are learning English using self-accessed resources9. The same source indicates there are 1,283,335 English teachers in the formal education system (roughly one for every 200 learners) and 27,144 in private ELT institutes (171 per learner), suggesting a substantial shortfall, especially as the market is only likely to grow1.

English teaching at school

Only 27% of India's young people are educated in wholly or partly English-medium schools5. English is least likely to be spoken by non-graduates, the 88% of the population who do not reach college7, and as the Indian government is committed to upskilling the country's workforce, English education will have to improve for this demographic as well as the more privileged sections of Indian society. While taught in all schools, English is not necessarily taught well. This is because teaching materials are often outdated and of poor quality, teaching methods are old-fashioned and the emphasis is on passing tests rather than real understanding1, perhaps reflecting the fact that English has been thought of as a ‘library language’ rather than one needed both for higher studies and employment7.

ELT institutes

The poor quality of teaching in schools means there is a strong and growing demand among learners, both adults and young learners, for English Language Teaching (ELT) institutes. Demand for English skills at a corporate level is driven by the service sector in particular (such as call centres). English language ability therefore commands a premium in such sectors, particularly in multinational corporations. In such companies, basic English skills are often mandatory, though many provide further training. Most employees, however, many working for smaller companies, are not offered in-company training in English, so there is massive scope for growth in ELT institutes. Within this sector, online learning is growing, but is still tiny proportion of the market1.

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Promoters and barriers There are three main drivers in India towards the greater use of English7:

Education: there is increasing demand for English-medium schools, widening access to higher education, incorporation of English training in vocational education

Employment: many jobs in the organised sector now require good English skills Social mobility: English is seen as an access route to the middle classes and geographical

mobility within India and beyond

According to a 2009 Ipsos-Mori study, India’s private sector education and training market is estimated to be worth US$40bn, with a potential 16% five year compound annual growth rate. Of this, the adult market for ELT (aged 20+) is estimated to be worth around US$450m. English training represents one-third of the US$1,365m market for vocational training1.

Challenges for UK bodies

Naturally, this does not automatically mean there are opportunities for UK-based organisations, as there are numerous India-based providers, and although schools are aware of UK bodies, they often know little about what exactly they have to offer. Public sector schools also have very limited budgets. Cost is also an issue for ELT institutes, and it may become necessary to offer a variety of options including lower-cost ones. Another issue is that ‘international English’ is often preferred to UK English1.

Online English teaching Limited internet access is a key barrier to the development of online teaching – only 7% of population has access – as are the limited opportunities to practice oral skills online. This means UK organisations – need to offer hard copy as well as online learning materials. The rapid adoption of mobile based access may change this, however1. It should also be noted that 40% of internet users in India visit education-related sites, a much higher rate than Asia Pacific (10%) and the world as a whole (23%), and this is expected to grow5. Young people are especially keen on social networking, suggesting the possibility of using such sites for innovative teaching methods2.

Problems in the state sector

If English is to be more than an advantage for privileged sections of society, it will have to be taught extensively, and well, in the state sector. There is solid evidence of a correlation between knowledge of English and better paid employment10, 12 as well as improved development at the societal level11. There is currently a shortage of teachers, and a lack of expertise among teachers, partly because English is often not compulsory or even assessed. Where it is taught, there is often a focus on written rather than spoken English, and classes are often taught in local languages rather than English itself.

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Emerging themes There are real opportunities for UK organisations to help teaching of English in schools1:

Working with universities and school boards to improve course materials and teaching methods – to increase student motivation and ability to apply skills in the real world.

Offering teacher training/professional development programmes – especially the latest teaching techniques (including interactive techniques), communicative language training, student motivation/psychology, discussion forums etc.

There should perhaps be a particular focus on the state sector, where teacher training in both English itself and in pedagogical techniques is most needed. At the same time, the positive reputation of UK ELT and materials means UK organisations are well placed to capitalise on the demand for English teaching outside schools. And there are also opportunities to assist corporates with in-house training programmes tailored to the organisation’s needs1. Online resources Despite current limitations, there is certainly future potential for innovative digital strategies as access and usage increase4. UK providers will have to bear in mind evidence that Indian students prefer materials properly tailored to the Indian market, with imagery and cultural references they can relate to, as well as clear guides to English pronunciation and usage3.

Additional ways to improve English teaching in the state sector

In addition to helping with teacher training and teaching resources, UK organisations could also involve themselves in public advocacy for the teaching of English. Campaigns to demonstrate the advantages of learning English, and even lobbying for changes to the curriculum to ensure English is properly taught and assessed, could go a long way to bridging the gap between attainment in the state sector and in private schools.

Further research

Without knowing more about the English proficiency levels of students and their teachers, it is impossible to make appropriate policy or plan for further training. Without understanding how English skills are distributed in society, it is impossible to estimate the impact of particular interventions. There is therefore a clear need for further research into these questions. Moreover, a new approach is needed to language teaching in general, including lesser used languages and minority languages as well as Hindi and local languages, as the three-language formula as presently implemented does not properly support multilingual development7. There is thus an opportunity to develop English language teaching as part of a much broader reappraisal of language in India.

Bibliography

1. Demand for English Language Services in India; 2009; Ipsos Mori

2. The Cisco Connected World Technology Report; September 21, 2011; Cisco

3. Research on Digital India, First Draft Report; November 2011; Frost & Sullivan


4. Discover how the world lives online, India report; undated; Digital Life TNS

5. Digital India, A TNS Secondary Research Presentation; August 2011; TNS

6. Roger Bowers, Sheila Needham; Consultancy to Inform a Review of British

Council English Language Teaching Strategy in India, Final Report; October 31, 2006; British Council

7. David Graddol; English Next India: The future of English in India; 2010; British Council

8. Market for English in India; British Council

9. Mehtabul Azam (World Bank and IZA), Aimee Chin (University of Houston and NBER),

Nishith Prakash (Dartmouth College, CReAM and IZA); The Returns to English-Language Skills in India, IZA Discussion Paper No. 4802; March 2010; IZA

10. Dr Hywel Coleman; The English Language in Development, A paper commissioned by the

British Council; 2010; British Council

11. Shilpi Kapur1 and Tanika Chakraborty; English Language Premium: Evidence from a policy experiment in India; September 29, 2008; Washington University in St Louis

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Re-Imagine: India-UK Cultural Relations in the 21st Century Arts



Here, these findings have been summarised for the Arts to help provide a holistic understanding of the current and potential themes emerging in this sector. We also provide insights into the promoters and barriers for further collaboration between the two countries. This should be read along with the Voices and Perspectives Report to get a 360 degree view.



Re-Imagine: India-UK Cultural Relations in the 21st Century Arts ……………………………………………………………………………………………………………………

Setting the scene Cultural relations between the UK and India in the arts fall into two broad categories: artistic practice and academic research.

While there is no comprehensive account of the scale of the former in the existing research, studies undertaken on behalf of the Connections through Culture initiative indicate that there is a strong interest in the UK in developing a deeper and more consistent engagement with India1,2..

To this end there is a need for better information, for contact making, and for understanding of 21st Century India, as all these things are currently lacking.

What is most clear from the research in both countries is that any programme that is developed must begin with a ‘level playing field’ where Indian and UK artists, producers, curators, managers and creative entrepreneurs can meet in a situation of equality and mutual respect, with an acknowledgement that both groups have things of value to contribute to the relationship2.

It should be noted, however, that most of the existing research is very much from the perspective of UK institutions working in India rather than vice versa.

Collaborations in arts practice

48% of respondents in a survey of UK arts institutions2 had worked with India in the past five years.

Museums, heritage, visual arts, and literature organisations have worked more with India than the performing arts sector.

The live art and digital arts and media sectors had the least experience of working with India.

Indian work shown in the UK has a particular although not exclusive focus on traditional forms, especially Indian classical music and dance. Presentations mostly take the form of ‘hires’, rather than co-presentations.

Presentation of UK work in India is less common but this is something the classical music and dance sectors are particularly keen to explore further, but the symphony orchestras are concerned about an apparent perception that their work portrays an elitist and outdated view of the UK.

Relationships with India are initiated in a variety of ways, with the Indian Diaspora remaining a major source of information.

Business sponsorship is strong for work with India in comparison to general international work.

The shared language and a degree of shared history are considered benefits which encourage dialogue and exchange.


The development of UK artists is a major incentive for some organisations, while for those working in traditional arts, especially music and dance, the opportunity for in-depth workshops and master classes is important2.

Collaborations in academic research

In terms of academic research in the arts, the UK's Arts and Humanities Research Council (AHRC) has joined forces with various organisations including the British Library, National Library of India and HE Cell Bangalore to organise workshops on topics including climate change records and digitisation of early Bengali texts. The different partners each brought something unique — access to records, contacts, new perspectives and insights — to discussions.

In 2010, AHRC and Research Councils UK (RCUK) India worked with the India Foundation for the Arts on a small project to understand the arts and humanities landscape in India. The report highlighted the very wide range of high quality organisations working in the arts and humanities in India across a broad disciplinary base4.

Research in the arts and humanities in India itself is monitored by the Government of India through regulatory bodies like the University Grants Commission (UGC), and the special councils set up to advance specific disciplinary domains.

According to UGC figures, 88.91 per cent of students are enrolled at the undergraduate level, around 9.42 per cent at the postgraduate level, and only 0.64 per cent are enrolled for research. Research as an area under higher education, therefore, has low priority for the government in comparison to what it perceives as the more 'pressing needs' of a developing nation.

The centres of high quality research in the arts, humanities and social sciences in India are overwhelmingly the autonomous institutions (set up by the councils or by independent philanthropies) and in rare instances, the universities, both old and new.

The relationship between university departments and research institutes – has not been an easy one3. Clearly this will have consequences for UK institutions seeking to collaborate with their Indian counterparts.

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Promoters and barriers Collaborations in the arts

The size and dynamic nature of the Indian economy and market give the drive, to develop links in the arts, a sense of urgency.

Furthermore, the presence of a large Diaspora population in the UK is seen as an important area for audience development and the potential to reach that UK audience through links with India is attractive.


Shared language and a degree of shared history are also considered benefits which encourage dialogue and exchange.

The development of UK artists is a major incentive for some organisations, especially for those working with Diaspora communities.

For those working in traditional arts, especially music and dance, the opportunity for in-depth workshops and master classes is also important.

Working with India can also provide artistic development for non-Indian artists and audiences.

Given the opportunity, 95% of respondents to an online survey said they would be interested in developing opportunities with India2. Main priorities include 1) development of collaborative projects, 2) presenting UK in India, 3) presenting Indian work in the UK, and 4) education projects. Interests vary according to art form and sector.

For UK institutions, the British Council remains the principle source of funding for international work, followed by Arts Council project or Lottery funding.

There is concern over the inconsistency of funding and a particular uncertainty about Arts Council England’s commitment to international work, and about a lack of strategic coordination between funding bodies and facilitating agencies2.

The main barriers inhibiting UK organisations from working with India are:

a lack of information and knowledge

a lack of infrastructure in India

differences in operational practices and attitudes

wider cultural differences

the logistics and bureaucracy in both India and the UK2.

There are also problems of a more philosophical nature, arising from a mismatch in expectations, eg, in the UK arts experimentation is highly valued, and this is not always the case in India, where the emphasis is often on tradition and craft.

There is also a danger that collaborations can perpetuate an out-dated, exotic idea of India unless care is taken to establish a deep understanding at the outset1.

A particular problem is that most projects initiated by cultural institutions represented in India, and curators and producers from international arts organisations travelling to the country, limit themselves to the main metro cities of India.

This restricts the artists involved to those who have access to powerful brokers, perpetuates a particular and limited idea of 'India' and excludes vast swathes of work being created throughout the country1.


The research landscape in India

It is also important for UK bodies collaborating on academic research with Indian institutions to understand the arts research landscape in India.

The government is the largest single funder of research in the arts and humanities. As elsewhere, government funding brings with it a set of problems peculiar to applied or policy-oriented research.

Private funding, however, especially from large foreign donors, brings with it the peril of research programming lacking a solid disciplinary basis, rigour and/or connection to particular institutional identities and histories.

An alternative model is suggested by Subaltern Studies, which was initiated in the 1980s as a collaborative research platform involving a diverse group of scholars based at the Centre for Studies in Social Sciences Calcutta, which funded itself through its publications in order to retain full autonomy.

Meanwhile, the fine arts and performing arts come under the aegis of the Ministry of Culture, rather than Education.

The Akademis – Sahitya Akademi (Literature), Sangeet Natak Akademi (Performing Arts) and Lalit Kala Akademi (Visual Arts) – set up by the Ministry of Culture to advance both research and practice in the literary, performing, and visual and plastic arts respectively, have had no real impact in terms of producing high quality research in the arts.

Arts institutions and departments have largely perceived themselves as teaching institutions responsible for producing artists rather than advance the cause of arts research.

In terms of the content of research in the arts and humanities in India, there are two complementary forces at work.

The first relates to the various moves through which the boundaries of the traditional disciplines are being re-negotiated, both from within and without.

The second pertains to the emergence of new institutional structures and new interdisciplinary courses, or altogether new themes/fields of research within the arts and humanities3. This is perhaps the most promising terrain for international collaboration.

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Emerging themes Arts practice

There are a number of measures that would facilitate collaborations between arts practitioners in India and the UK.

Most important, perhaps, is the consultation and participation of artists themselves at the outset of any initiatives, which might include artist residency programmes or programmes fostering collaborative practice.


There is a need to gather and disseminate information and to encourage networking, which often leads to long-term collaboration.

Research and development visits and exchanges should not be narrowly outcome driven.

It would also be helpful to organise seminars and conferences, support in dealing with ‘red tape’ and in brokering corporate sponsorship as well as capacity building and professional development. There are particular opportunities to be explored beyond India's biggest cities1.

Arts and humanities research

As for arts research, in addition to collaboration between academics, cultural relations between the UK and India can be enriched through exhibitions in museums and galleries, concerts, books, films, but much more broadly, through the direct engagement of people and their communities with research and researchers.

The AHRC also supports a wide range of research on the creative industries, which are a crucial part of both the UK and India’s economy.

There is significant potential for exploring the mutual priorities and exciting research possibilities in this area4.

The AHRC has an International Placement Scheme to support and encourage researchers embarking on research careers to take short-term fellowships at overseas organisations, and this is a model that could be built on in future.

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Bibliography

1. Alice Cicolini; Connections Through Culture Feasibility Study: India; date; British Council 2. Nelson Fernandez & Associates; India-UK Connections through Culture; 27 February 2009;

British Council 3. Arts and Humanities Research Mapping, India; June 2010; India Foundation for the Arts,

Bangalore 4. The UK and India: A Partnership for Research; date; AHRC and RCUK;

http://www.ahrc.ac.uk/News-and-Events/Publications/Documents/UK%20and%20India.pdf 5. Report of the Working Group on Art and Culture for XI Five-Year Plan

(http://planningcommission.nic.in/aboutus/committee/wrkgrp12/wg_tourist0202.pdf)and Proposals for XI Five-Year Plan (2007-12) & Annual Plan (2007-08), Ministry of Culture, Government of India, January 2007 http://planningcommission.nic.in/aboutus/committee/wrkgrp11/wg11_culture.pdf

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Re-Imagine: India-UK Cultural Relations in the 21st Century Youth and Civil Society



Here, these findings have been summarised for Youth and Civil Society to help provide holistic understanding of the current and potential themes emerging in this sector. We also provide insights into the promoters and barriers for further collaboration between the two countries. This should be read along with the Voices and Perspectives Report to get a 360 degree view.



Re-Imagine: India-UK Cultural Relations in the 21st Century Youth and Civil Society ……………………………………………………………………………………………………………………

Setting the scene Global initiatives promote UK youth engagement

The idea that young people should be more engaged in civil society is gaining ground internationally, and related initiatives have an increasingly global character. In the UK, initiatives to encourage 'global citizenship' can be found at both secondary school and university level5, 3. Extensive research is available on youth and civil society initiatives in the UK, including the National Citizen Service4 and the International Citizen Service6, with possible lessons for international collaboration including with India.

UK institutions with India youth agenda

UK institutions are also active in developing civil society programmes for young people in India. Initiatives by British government and related institutions include those undertaken by the British High Commission, India, the Commonwealth Secretariat, the Commonwealth Youth Exchange Council, the Department for International Development, the International Service, Progressio, Skillshare International, Restless Development, VSO International, Global Shapers, International Inspiration, the National Youth Agency, Oxfam India, Raleigh International, Rio+20, SOAS, the Duke of Edinburgh’s Award, and the World Economic Forum. These include scholarships, exchange programmes and other charitable and educational initiatives2.

British Council for the youth

The British Council itself is also very active in this field, engaging millions of young Indians to learn English, develop new skills, experience life and study in the UK and earn UK qualifications. In addition, the organisation enables individuals across the social spectrum - including policymakers, academics, researchers, artists, sports people, scientists, curators, creative entrepreneurs and teachers - to engage with their counterparts in the UK1.

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Promoters and Barriers International outlook, but lack of practice

According to a YouGov study, two-thirds of British students describe themselves as having an ‘international outlook’ on life to some or a great extent They generally felt this way for reasons of personality and character – to be open-minded and well-rounded, but also so as to understand people from other cultures. Despite this, only 13 per cent of students reported being involved in any international activities3.

High costs deter participation

Although awareness of the European Erasmus programme was fairly high, and nearly nine out of ten students felt such programmes were a great opportunity, many (57 per cent) were put off by the perceived expense. Nearly a third had already ruled out participation in work, study or volunteering programmes and only 18 per cent had either done so or thought they would

Re-Imagine: India-UK Cultural Relations in the 21st Century Youth and Civil Society …………………………………………………………………………………………………………………… definitely do so. Cost and poor language skills were the most frequently mentioned barriers to getting more involved3.

Problems outweigh advantages

But there were other issues such as a perceived lack of time and the hassle of doing so. A quarter found the idea ‘daunting’ and many worried about leaving friends behind. Some viewed the available opportunities as interesting but not essential – providing good life skills, but not enough advantages to prove the case for the cost and time involved3.

Lack of international activities with India youth

There is nothing on international activities undertaken by Indian young people in the existing research, but the Study on Youth Leadership and Global Citizenship Initiatives does offer insights into the success of civil society programmes in India itself1.

Retention of interest while adapting to changes

The challenges faced by organisations conducting young programmes include retaining the interest of youth over long durations, responding to changing trends among young people and ensuring clear programme outcomes.

Social attitudes hinder participation

There are also barriers associated with societal attitudes about the place of young people, and a reluctance to take them seriously as decision-makers.

Lead from the front

Another difficulty is striking the right balance between making programmes prescriptive or participant-led.

Spread the word

A key challenge is identifying programme advocates to develop strong word-of-mouth about the programmes.

A voice for the youth

For young people themselves, the barriers are a lack of awareness of and limited access to programmes, and limited 'voice' in certain key decision processes, as well as the need to negotiate with family and elders.

Academic and professional incentives in youth programmes

Civil society programmes are not always seen as worthwhile or relevant to young people's education and career paths, as such informal learning is rarely recognised by employers etc, leaving young people with less incentive to get involved, and few qualms about dropping out.

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Re-Imagine: India-UK Cultural Relations in the 21st CenturyYouth and Civil Society …………………………………………………………………………………………………………………… British Council the chosen one

The British Council has already successfully offered a range of programmes in English, the Arts, Education and Society in India. Many Indian institutions responding to a 2010 survey indicated they would be keen to get more involved in the British Council's work, perhapsindicating a wider appetite for such programmes in general1.

UK programmes with proven impact

The lessons from UK-based programmes are encouraging. The National Citizen Service, forexample, was found to have a range of impacts in improving young people's 'communication,teamwork and leadership' and 'transition to adulthood' as well as a more limited impact on'social mixing' and 'community involvement4.

Professional and academic avenues

A number of recommendations also arise from Demos' evaluation of the International CitizenService (ICS), such as the desirability of pre-placement training and post-placement supportiveactivities, a core fundraising element and options for longer-term placements (beyond sixmonths), including the opportunity to live with a host family. Greater attention is alsorecommended to volunteers’ post-ICS pathway, which could include the awarding ofscholarships or academic accreditation for university applications, as well as work placements.

Wanted: India Next Generation research

Crucially, there remains a lack of firm evidence as to what type of activities are best forcommunities abroad, as well as being most appropriate for the ICS target group, so furtherresearch is required on this question. It would also be useful to have further research into howIndian young people might benefit both from international programmes involving Britishorganisations, and civil society programmes in India itself. The British Council has alreadyundertaken research into Next Generation Pakistan, Bangladesh and Nigeria7, 8, 9. A 'nextgeneration' report on India could also be considered.

Bibliography

1. Study on Youth Leadership and Global Citizenship Initiatives; October 2012; SaarthakDevelopment and Business Solutions Pvt. Ltd. New Delhi, British Council

2. ibid, Annex 1, Youth and Citizenship Secondary Data; October 2012; Saarthak Development andBusiness Solutions Pvt. Ltd. New Delhi, British Council

3. Gavin Ellison & Anne Gammon; Next Generation UK: Research with UK undergraduates aged19-21; December 2011; British Council, YouGov;http://www.britishcouncil.org/new/PageFiles/15492/YouGov_Report_v3.pdf

4. Evaluation of National Citizen Service Pilots Interim Report; May 2012; NatCen Social Research,The Office for Public Management, and New Philanthropy Capitalhttp://www.natcen.ac.uk/media/898405/ncs-evaluation-interim-report.pdf

5. Meeting the challenge of 21st century education and a global economy: Student research teamspresent their initial findings; March 2010; NESTA and SSAT

Emerging themes

Re-Imagine: India-UK Cultural Relations in the 21st Century Youth and Civil Society ……………………………………………………………………………………………………………………

6. Jonathan Birdwell; Service International; 2011; Demos http://www.demos.co.uk/files/Service_International-web.pdf?1311850342

7. Pakistan: The next generation; November 2009; British Council; http://www.britishcouncil.org/pakistan-next-generation-report-download.htm

8. Bangladesh: The next generation; June 2010; British Council; http://www.britishcouncil.org/bangladesh-programmes-nextgeneration.htm

9. Nigeria: The next generation; October 2010; British Council; http://www.hsph.harvard.edu/pgda/WorkingPapers/2010/PGDA_WP_62.pdf

10. Study on Youth Leadership and Global Citizenship – Report inferences and recommendations, October 2012; Saarthak Development and Business Solutions Private Limited, New Delhi

11. Draft National Youth Policy 2012, Ministry of Youth Affairs and Sports, Government of India

12. Digital India, August 2011; A TNS Secondary Research Presentation

13. Discover how the world lives online, India report; 2011; Digital Life TNS

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Re-Imagine: India-UK Cultural Relations in the 21st Century Business



Here, these findings have been summarised for Business to help provide a holistic understanding of the current and potential themes emerging in this sector. We also provide insights into the promoters and barriers for further collaboration between the two countries. This should be read along with the Voices and Perspectives Report to get a 360 degree view.



Re-Imagine: India-UK Cultural Relations in the 21st Century Business ……………………………………………………………………………………………………………………

Setting the Scene Trade between the UK and India

The UK and India are long-standing trading partners. Bilateral trade reached £16.4 billion in 2011 (from £13 billion in 2010). UK exports increased by 28% and goods imported from India rose by 27%. India and the UK seek to increase bilateral trade to £24 billion in 2015 from £11 billion in 20099. (NB, India also has ongoing trade agreement negotiations with China, Indonesia, the European Union and Australia, among others10.)

UK companies are steadily revising their perceptions about India as a trading partner. India is no longer seen primarily as a source of low-cost labour. It is increasingly being seen as a source of value-added goods and services and an important business partner, with particular strengths in services, high-end technology industries (including manufacturing), IT, and contract research and development3.

In 2007, India was the UK’s 14th largest destination for the export of goods, and 19th largest source of imported goods – up from 18th and 23rd positions respectively in 2006. In terms of services, India is the 20th most important export destination for UK goods, and the 12th most important source of imports into the UK. Despite these gains, there remains vast untapped potential. India accounts for just 1.3 per cent of both UK exports and imports. Foreign Direct Investment in both directions remains small in relative terms, although volumes have increased significantly over the past five years. The substantial increase in investment flows between India and the UK in recent years has been driven mainly by major acquisitions – both of and by Indian companies3.

Foreign Direct Investment (FDI)

Between 2007 and November 2011, British investment accounted for 10% of the investment projects (423) with more than 99,600 jobs created in India. During this period, the UK ranked third in terms of the number of FDI projects, with large British companies such as Vodafone, Marks and Spencer and Cairn all making successful investments in India. Overall, British investments are mainly focused on ICT in business services, sales, marketing and support, design, development and testing; and industrial set ups in retail and manufacturing6. There is also significant interest in the food industry8, and particular opportunities in the agri-food supply chain17. Strong bilateral ties, including trade and investment, climate change agreements and mutual acceptance of the global international systems reforms, have been instrumental in bringing UK investors to India6. There will be particular opportunities if and when the Indian government passes pending laws to allow FDI in multi-brand retail and higher education.

Emerging cities

The Indian government expects the next round of economic growth to be driven by emerging cities beyond the established metros (Delhi, Mumbai, Bangalore, Hyderabad, Chennai and Kolkata), and this is increasingly being recognised by British businesses. Of those respondents to a UKIBC survey who were already operating in India, 37.5% were doing business solely in the metros, while around 12.5% did business solely in an emerging city, and 34.4% had operations


in both emerging cities and metros. The most popular forms of business in India’s emerging cities are direct exports, consultancy assignments and joint venture arrangements. Businesses are now operating in, or consider potential destinations to be most notably: Pune, Ahmedabad, Chandigarh and Jaipur3, as well as Kochi, Coimbatore, Nagpur, Vadodara, Indore, Bhubaneswar and Goa. Though these cities compare unfavourably to metros in terms of infrastructure and the availability of certain skills, there are significantly lower operating costs and great future potential2.

Indian enterprise in the UK

In 2006-7 there were 580 Indian companies operating in the UK with a cumulative Indian investment of GBP 795 million. Some of the most important Indian companies in the UK include the Tata Group, Anil Dhirubhai Ambani Group, Reliance Industries Ltd, Infosys Technologies, Wipro, HCL Technologies, ICICI Bank, MindTree Consulting, VIP Industries, Thermax India, United Phosphorus, Rolta India, Sundaram Fasteners, and Wockhardt3.

While a significant number of Indian enterprises are currently operating successfully in the UK (perhaps 700 by 20119), the UK’s status as a mature market, alongside current challenging economic conditions, mean new entrants must develop a distinctive business imperative for setting up a UK-based operation7. One possible advantage is that there are currently around 1.6 million British Indians living in the UK, the fifth largest community in the Indian Diaspora, largely due to the history of Indo-British relations. The Indian community in the UK is well established in all aspects of British life, from cuisine to the creative arts, the professions and the liberal media16.

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Promoters and Barriers Drivers and challenges for UK firms doing business in India There are many common perceptions which hold back UK companies from engaging with India: stifling bureaucracy, poor infrastructure or difficulty in hiring suitable staff, to name but a few. Nonetheless, research indicates that these perceptions are often erroneous and certainly never insurmountable, especially where companies take a long term view of the market, conduct thorough research and take time to identify the right partner or partners. The two key factors stimulating entry into the Indian market are economic reforms which have removed regulatory barriers, and the sheer size and potential for growth based on domestic demand, especially at a time of saturated demand in the UK. The two most common challenges are the regulatory environment and the difficulty in identifying suitable local partners. The size of the country and threat of security risks or political instability are also cited, alongside the need to improve the country’s infrastructure13. Particular drivers and challenges in India's emerging cities The most notable advantages of doing business in an emerging city are the low operational costs and scale of potential opportunities. Cost of land, labour and living are all lower in emerging cities than in metros, where land is highly priced and the talent pool demands higher salaries. Emerging cities also represent new markets with distinct advantages, including


untapped human resources and the potential to incubate new businesses before expanding into the metros or beyond India2. The main barriers are regulatory impediments, difficulties with staffing and problems caused by poor infrastructure and less developed business networks2, 12.

Crucially, however, every city (and the wider region it belongs to) has certain endemic factors that could potentially constitute unique drivers for business or policy leverage. For example, a factor in the emergence of animation and gaming as a sunrise sector in Pune is the city’s unique ability to draw the best human capital from across the country on a sustained basis helping create a diverse talent pool. The presence of these unique drivers can also help explain why one emerging city in North India has emerged as the source of a majority of the country’s chartered accountants, or why a concentration of nearly 40,000 medical practitioners, largely trained in the UK, are engaged in private practice in another emerging city in the west of India3 [latter two cities not named].

FDI and liberalisation

Foreign direct investment is currently allowed in most sectors, but there remain restrictions in retail, print media, insurance, banking, defence and legal services. Foreign investment is generally allowed under the 'automatic route', except for the above mentioned sectors which require approval from the relevant government agencies10. Reforms are likely to be implemented in multi-brand retail and higher education.

Indian CFOs are mostly positive about recent and proposed reforms including FDI in retail, the Goods and Services Tax (GST), the adoption of International Financial Reporting Standards (IFRS) and the land acquisition policy1. (The Federation of Indian Chambers of Commerce and Industry is opposed to the land acquisition policy in its current form on the grounds that it will overburden businesses rather than freeing up the process, but calls for FDI in retail and aviation to be pushed through5.)

Significantly, Indian CEOs see a bigger role for the private sector than their global peers, and have a dual focus on growing their own businesses and ensuring there is a vibrant domestic middle class to provide a market for future products and services, which will require drawing more people out of poverty and reducing inequality4.

Skills development

Skills training has been identified as a key area for UK-India collaboration10. The market situation in India, however, is very different from elsewhere in the world. Lower prices are the norm and consumers are very value conscious and therefore price is a barrier to expanding the scope of UK services in India. Large number of companies in the skills and training space are medium scale and the services therefore need to be designed to meet their expectations, which makes it difficult to find common ground and maintain continuity in the business and skills dialogue. One of the most important challenges in scaling up existing relationships and breeding more partnerships is funding. Lots of exploratory and research work is required for forging partnerships for which some public funding is required. It is important to create a larger framework which maps the existing practices and identifies core strengths of each organisation11.


Indian enterprise in the UK

Indian businesses operating in the UK benefit from the Great Britain brand and the country's status as a tech hub and from London's status as a financial centre, as well as the accommodating culture. Difficulties include the high cost of doing business, especially in London, and restrictions on immigration, which make it difficult to move staff7.

NRI involvement in India

When the UKIBC asked non-resident Indians (NRIs) based in the UK, US and Singapore how they view business prospects in India, 97.6% said good or excellent. Moreover, 85.7% of respondents felt that the recession made investment in India more attractive, possibly as a strategy to compensate for sluggish growth and saturated markets in developed markets. Furthermore, 95.3% felt that India would fare better than their country of residence during the downturn, mainly due to strong domestic demand driven by the expanding middle classes. In terms of the future, 95% of the group expected to do further business or open links with India. Not unrelated is the figure of 88.6%, who felt that NRIs were at an advantage in understanding the business and cultural environment in India16.

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Emerging themes Overall view The UKIBC has identified six priority sectors that offer the greatest prospects for UK businesses in India: advanced engineering and manufacturing; digital innovation; infrastructure; life sciences and healthcare; retail and supply chain logistics; and skills and training10. The sections below do not correspond exactly with these sectors, but reflect the research available.

Horizontal opportunities are also available across sectors and research reveals some areas in India’s emerging markets that do not fall within the priority sectors framework but have substantial impact on them3. Research for the London Development Agency indicates that four of that city's key sectors can be identified as offering a competitive edge in India: education and skills; retail and supply chain logistics; financial and professional business services; and creative and media. The cities of Hyderabad, Pune, Bangalore, Chennai, and Kolkata are presented as ideal destinations for pioneering in emerging sectors12.

Skills training

The UK India Skills Forum bring together the whole of the UK TVET sector together to work collaboratively and in partnership with Indian partners15. Intensification of the skills partnership under JETCO is necessary. The synergy that has been generated in the last few years needs to be harnessed to create programmes that will fast track discussions in important systemic areas such as creation and framework of Sector Skills Councils, National Occupational Standards, Development of Competency, Assessment and Certification, Training of Trainers, etc11.


Life sciences and healthcare

There are multiple benefits for the UK and India to collaborate in life sciences and healthcare. The rich heritage in innovation and drug discovery in the UK combined with India’s fast developing capabilities in clinical research provides a basis for a strong relationship. Given the booming healthcare market in India, it will become a source of growth and revenue for a wide variety of British companies supplying goods and services to the healthcare industry, perhaps in particular providing expertise on medical devices, which are currently mostly imported14.

Infrastructure

Mike Shaw of Balfour Beatty India insists, 'International participation in the development and funding of infrastructure in India is essential if the forecast growth spend is to be achieved, so the timing is right for the authorities to stimulate the market and remove the restrictive barriers of entry and regulatory controls6.

Food and drink

The food and drink sector offers tremendous potential for collaboration across the entire supply chain, but significant challenges exist, including the lack of a strong and integrated supply chain, regulatory restrictions, inadequate infrastructure facilities, and a shortage of trained manpower and retail management skills. Despite these barriers and FDI restrictions, immediate opportunities exist in India for UK businesses through the single brand, wholesale and franchise routes, as well as by sharing technology and know-how in food manufacturing, storage and supply. Given their world class expertise in supply chain management and technical capability, UK companies are ideally placed to work in partnership with Indian companies to devise innovative solutions8. [The passing of the FDI in multi-brand retail bill would obviously increase these opportunities.]

Innovation

The UKIBC’s view is that the model of innovation through partnership where large corporates work with SMEs is one that can increase trade between the UK and India, creating a win-win situation for both the large corporates and the SMEs. The large corporates gain access to new technology and hence are able to win new customers and enter new markets or grow. The SMEs, when taken into these markets, get access to a new market which otherwise may not have been possible to even consider entering9. Key ways to build India's innovation capacities include improving the quality of infrastructure and research laboratories, strengthening industry-academia relationships and exploring government incentives for innovation5.

The importance of networks

India presents many opportunities and they are worth taking prompt action on. Emerging cities offer growing and attractive markets with few competitors. A good network is of utmost importance in India, involving both chambers of commerce and sector-specific networks, as well as networking events convened by UKTI and UKIBC. UKTI’s Overseas Market Introduction Service (OMIS) is a chargeable service providing tailored research to find suitable business contacts (agents, distributors, suppliers or potential partners) in metros as well as in emerging cities of India2.


Bibliography

1. Voice of CFO Survey; November 2012; Confederation of Indian Industry http://www.cii.in/

2. Beyond the Metros: UK Business Success in India’s Emerging Cities; March 2011; UK-India

Business Council; http://www.ukibc.com/wmslib/Publications/BEYOND_THE_METROS_2011_03.pdf?

3. Opportunities for UK Plc in Emerging Cities of India; 2009; UK India Business Council;

http://www.ukibc.com/wmslib/Documents/Published_Reports/ brochure_emerging_cities.pdf?

4. Growth reimagined: The hearts and soul of India; April 2011; PriceWaterhouse Cooper;

http://www.pwc.com/en_IN/in/assets/pdfs/publications-2011/CEO_INDIA.pdf 5. Economy Watch; May-June 2012; FICCI; http://www.ficci.com/ 6. Ready for the transition: Ernst & Young's 2012 attractiveness survey, India, Special edition

for the WEF annual meeting 2012, Davos, Switzerland; Ernst and Young; http://www.ey.com/IN/en/Issues/Ready-for-the-transition

7. Eyes wide open: A survey of opportunities and challenges for Indian enterprises setting up

and operating in the UK; 2012; CII and Deloitte; http://www.cii.in/ 8. Sharing Success Developing new markets across India and the UK;undated; UKIBC,

FICCI; http://www.ukibc.com/wmslib/Publications/FINAL_Case_Study_Retail.pdf? 9. Innovation Imperative for UK-Indian Trade; undated; UK-India Business Council;

http://www.ukibc.com/wmslib/Publications/Innovation_Imperative_Report.pdf? 10. Insight India: By Business, for Business; undated; UK India Business Council;

http://www.ukibc.com/wmslib/Publications/INSIGHT_INDIA.pdf? 11. Forging India Partnerships in UK Skills Development, Under Joint Working Group (JWG) on

Education and Skills of India UK Joint Economic and Trade Committee (JETCO); undated; UKIBC, UKISF, FICCI; http://www.ficci.com/

12. Opportunities For London Businesses In Emerging Cities Of India; 11 March 2011;UK

Trade & Investment; http://www.ukibc.com/wmslib/Documents/Published_Reports/LONDON_OPPORTUNITIES_UKTI_2011_05.pdf?

13. Expanding Your Business into India: Strategies for Success; May 2010; UK India Business

Council, http://www.ukibc.com/wmslib/Documents/Published_Reports/ MarketAccessResearch_May2010_UKIBC.pdf?

14. Report on UK-India Collaborations in Life Sciences & Healthcare; 2012; UK India Business

Council; http://www.ukibc.com/wmslib/Publications/Report_on_UK-India_Collaborations_in_Life_Sciences___Healthcare.pdf?

15. India and the UK: Partners of Choice in Technical and Vocational Education and Training;

UK-India Business Council; http://www.ukibc.com/wmslib/Documents/Published_Reports /UKIBC_20Skills_20brochure_20final_20proof.pdf?

16. Global Indians: a Study of Investment Attitudes; undated; UK India Business Council;

http://www.ukibc.com/wmslib/Documents/Published_Reports/ ukibc_global_indians.pdf?


17. India Agri-Food Supply Chains: Overview and Opportunities; undated; UK India

Business Council; http://www.ukibc.com/wmslib/Publications/UKIBC_Supply_Chain_Final.pdf?

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