Devi Ahilya Vishwa VidyalayaTeachers’ Day (September 5, 2014)

Role of Faculty in Reinventing Indian Higher Education

A Vision for 2030

Dr. H. ChaturvediDirector, BIMTECH

Outline1. Where Do We Stand in the 21st Century As a Nation?

2. How Do We Perceive India as a Knowledge Society?

3. What Milestones have We Achieved During the last 67 Years? (Status of Indian Higher Education)

4. Reinventing Indian Higher Education – A Vision for 2030

5. What Ails Indian Higher Education?

6. What Can Be Done For Indian Higher Education by 2030?

7. What Can An Individual Faculty Do?

8. How Can We become “Engaged” Scholars? – A Model of Engaged Scholarship

9. Our Icons

1. Where Do We Stand in the 21st Century As A

Nation?

India : From ancient roots to global routes

Soft power: Reaching out to the world

Tradition of peace and tolerance, cultural and scholarly interactions

India was considered the richest country on Earth until the

time of the British in the early 17th Century

Are the wheels of time turning…..?

Now, in the 21st century, the elephant is poised for switching genes and acquire the traits of a tiger

Will the tiger roar?

• The second most populous country and the world’s largest democracy,

population: 1.27 bn 1.72bn in 2060;

• A mosaic of multi-cultural, multi-religion and multi-lingual (23 official and

352 regional languages) societies - living in peace and harmony;

• An all-inclusive society with the minorities and weaker sections -

constitutionally protected.

THE IDEA OF INDIA

India celebrates its diversity

"Oneness amongst men,

the advancement of unity in diversity –

this has been the core religion of India.”

- Rabindranath Tagore

THE ADVANCE OF INDIA

Among world’s fast growing economies - since 2000

Increasing per capita income - $5032 p.a. on PPP basis

Impressive framework of socio-economic inclusion

Worlds 2nd largest system of education and pool of S & T persons

Galloping mobile phone market (<900M); 200M internet users

India’s ICT infrastructure – largest bandwidth capacity

THE OTHER INDIA: EMBRACING CONTRADICTIONS

• Highest English speaking population vs majority of world’s illiterates

• 300 Million middle class vs almost equal below poverty line (BPL)

• High (3rd) in ‘Forbes’ list of billionaires (55) vs 134 on UNDP- HDI

• Launched ‘Mangalyaan’ vs inability to provide safe drinking water

• Promising IT and pharma hub vs home to 40% of world’s child brides

• Legacy of Buddha and Gandhi vs unacceptable violence/corruption

2. How Do We Perceive India as a Knowledge

Society?

Role & Purpose of Education in the 21st Century

“The aim of education is not the acquisition ofinformation, although important, or acquisition oftechnical skills, though essential in modern society, butthe development of that bent of mind, that attitude ofreason, that spirit of democracy which will make usresponsible citizens” - Dr S. Radhakrishnan

“No man should escape our universities without knowing how little he knows”

- J Robert Oppenheimer

Three Pillars of Knowledge Domain

Human resources – educated, skilled workforce

Cutting edge R & D - Seamless approach to knowledge

Sustainable cycle of innovations

“Arth Karicheye Vidya”: Create Wealth from Knowledge- Kautilya (350-283 BC)

Humancapital

Knowledgecapital

Socio-economic development

HE

S&T

Policy

HUMAN CAPITAL - THE INDIAN CONTEXT

An exceptionally young & vibrant nation – ‘YOUNGISTAN’

population below the age of 30 : 54% (Median age 26.5 y)

Resilient people, skilled in adaptive innovations

An exploding education system - 20-25 M;

Inadequate investment ~ 4% of GDP; HE ~1%

Imperatives of people as a renewable resource for competitive edge, knowledge creation and innovation

“Education is simply the soul of a society as it passes from one generation to another”

- G. K. Chesterton

Idea deficit, quality issues, missing navigational tools, skill gaps,

unemployablity….

Re-purposing Education

Evolving role

Traditional role

Encouraging professional growth and

satisfying individual aspirations

To meet the human resource needs – work

force for nation building

Repository of nation’s scholarly resources

To create a pool of enlightened citizenry

• Building human capacity for competitive edge

• Fusion of legitimate life goals with values

• Training and grasping the ideas of

sustainability

• To shape a more inclusive and equitable

world order – Global citizenry

‘World of work’

New learning paradigms

• Digital learning – leaps in access and content

• 24x7 and life long learning (one India school-house)

• Synergizing formal and informal learning

"to teach is to model and demonstrate, to learn is to practice and reflect”

• Sniffing, blending disciplinary flavors & skills

• Flexi-learning - options to switch

Think it – Learn itEnabling technologies…

3D printing, virtual expt.,augmented reality….

Connectivity

Access

Content

The illiterates of 21st century will not be those who donot know how to read and write, but those who donot know how to Learn, Un-Learn and Re-Learn

-Alwyn Toffler in ‘Future Shock

3. What Milestones have WeAchieved During the last 67 years?(Status of Indian Higher Education)

Growth of Universities and Colleges

Year Universities Colleges

1950-511960-611970-711980-811990-912000-012010-112011-12

355

103133190256634

700+

6951542360447227346

1688533023

35000+

India’s GER (1950-2020)

0.40%

11% 11.89% 12.74% 13.58%15%

19%

25.20%

30%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

1950-51 2005-06 2006-07 2007-08 2008-09 2011-12 2012-13 2017-18 2020-21

GER for Male and Female

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

Male Female

22.80%

15.80%

GER of Select Countries

20%

30%

15%

83%

57%

71%

62%

77%

68%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Average Age in 2020

0

5

10

15

20

25

30

35

40

45

50

Europe USA Japan India

47

40

46

29

Transaction From Higher Secondary to Higher Education

61.46% 61.69%

67.55%

58.00%

59.00%

60.00%

61.00%

62.00%

63.00%

64.00%

65.00%

66.00%

67.00%

68.00%

69.00%

2007 2008 2009

65667013

7496

4036 4270

5064

0

1000

2000

3000

4000

5000

6000

7000

8000

2007-08 2008-09 2009-10

12th Pass-outs (in 000's)

in HEI (in 000's)

Students Transiting From Higher Secondary to Higher Education

Growth of Teaching Staff in Universities and Colleges

Year No. of TeachingStaff

Fold Increase

1950-511960-611970-711980-811990-912000-012010-11

2354959073

128876193341263125411628816966

02.535.478.21

11.1717.4834.69

Student-Teacher Ratio in Selected Countries

0 5 10 15 20 25

United States

United Kingdom

Sweden

Russian Federation

India

China

Canada

Brazil

Argentina

13.6

18

9.5

18.1

24

16.8

17.4

22.2

16.3

Proportion of Universities and Colleges accredited by NAAC

0%

10%

20%

30%

40%

50%

60%

70%

80%

Eligible and not accredited Eligible and accredited

76%

24%

Universities

Proportion of Universities and Colleges accredited by NAAC

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Eligible and not accredited Eligible and accredited

83%

17%

Colleges

4. Reinventing Indian Higher EducationA Vision for 2030

• India has augmented its GER 50% while also reducing disparity in GER across states to 5 percentage points

• 25 Indian universities are among the global top 200, going from none two decades ago

• In the last 20 years alone, 6 Indian intellectuals have been awarded the Nobal Prize across categories

• India is a regional hub for higher education, attracting global learners from all over the world

• India is the single largest provider of global talent, with one in four graduates in the world being a product of the Indian system

Contd…

• India is among the top five countries globally in research output, its research capabilities boosted by annual R&D spends totaling over US$ 140 billion

• India is the fourth cycle of its research excellence framework, with at least a 100 of Indian universities competing with the global best

• The Indian higher education system is needs-blind, with all eligible students receiving financial aid. Two-thirds of all government spending towards higher education is spent on individuals, including faculty and students

• India’s massive open online courses, started by several elite research universities, collectively enroll 60% of the world’s entire student population

• Indian higher education institutions are governed by the highest standards of ethics and accountability, with every single one of them being peer-reviewed and accredited

India will have the largest population in the world, in the higher education age

bracket by 2030

Increasing urbanization and income levels will drive demand for higher

education

India is expected to become the most populous country by 2030

0

200

400

600

800

1,000

1,200

1,400

1,600

India China US Indonesia Brazil

1,461 1,391

366

275 224

Population in 2030 (in million)

Its population, aged between 18-23 years is expected to reach 142 million by 2030, accounting for 10% of the total global population

128

130

132

134

136

138

140

142

2010 2015 2020 2025 2030

133

137

140

142 142

Estimated population inthe age group of 18-23years (in million)

CAGR 0.3%

India’s urban population is expected to grow faster than its overall population and is estimated to account for 41% by 2030

32%

41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2011 2013

Growth Urban Population (in million)

Growth Urban Population(in million)

CAGR 2.4%

India’s real GDP per capita is expected to grow at a CAGR of 5.9%, higher than emerging market’s average of 5.4% and global avg of 4%

3,4393,784

5,190

7,099

9,090

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

2013 2015 2020 2025 2030

Real GDP per capita in2030 (in US$ billion at 2005PPP)

CAGR 5.9%

India’s economy is expected to grow at a fast pace; industry

and services sectors will further dominate the economy

India is expected to be the fastest growing economy in the World over the next 15-20 years

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

China US India Japan Brazil

6.60%

2.50%

6.70%

1.10%

3.90%

Real GDP in 2030 (in US$billion at 2005 PPP)

Industry and Services Sectors are expected to contribute ~92% of India’s GDP by 2030

15%

28%

57%

8%

24%

68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Agriculture Industry Services

FY 10

FY 30

GDP : Share estimates by sector (Percentage)

Industry and Service Sectors in India would require a gross

incremental workforce of ~250 million by 2030; India could

potentially emerge as a global supplier of skilled manpower

While the net incremental workforce required in the industry and service sectors is ~145 million, the gross incremental manpower needed is estimated at ~250 million given retirements/drop outs

0

50

100

150

200

250

Agriculture Industry Services

245

99116

212

191

169

FY 10

FY 30

Employment estimated by Sector (in million)

With a median age of 32 years in 2030

39

42

49

52

37

44

43

32

35

0 10 20 30 40 50 60

United States

United Kingdom

Germany

Japan

Iran

Russia

China

India

Brazil

Projected median age in years (2030)

Projected median age inyears (2030)

47Mn

19Mn 7

Mn

3Mn

5Mn

3Mn

India

Bangladesh

PakistanIran

Brazil

Mexico

Philippines

5Mn

4MnVietnam

2Mn

Turkey

Figure 2: Potential surplus population in working age group (2020)

-10Mn

China

-6Mn

Russia

5Mn

Indonesia

1Mn

Malaysia

0Mn

Ireland

Israel

0Mn

Future Demographic Map

Iraq

2Mn

-1Mn

CzechRepublic

Note: Potential workforce surplus is calculated keeping the ratio of working population (age group 15 – 59) to total population constant and under the assumption that this ratio needs to be broadly constant to support economic growth. Therefore, India will have 47 Million more people in the working age group/total population by 2020 compared to today, while France will have a deficit of 3 Million people in the working age group compared to today.

Source: U.S. Census Bureau; BCG Analysis

4Mn

Egypt

-17MnUS

-2 MnUK

-2 Mn

Italy

-3 MnFrance-9 Mn Japan

-0.5 Mn

Australia

-3 MnSpain

-3 MnGermany

5. What Ails Indian Higher Education?

Existing deficiency

• Significant disparities in higher education across genders, social groups and geographies

• Low employability of graduates perceived by industry

• Lagging behind other countries in university rankings and research output

Curricula and pedagogy

• Outdated curricula not reflecting the requirements of dynamic market environment

Faculty• Vacant faculty positions, even in top institutions • Inadequate teacher training• High student teacher ratios

Research

• Low focus on research, even in top institutions

• Lack of industry involvement to drive industry oriented research

International Partnerships

• High quality partnerships with foreign institutions restricted to a few institutions

Infrastructure

• Most institutions not meeting infrastructure norms

• Upkeep and maintenance is poor

• Allocated funding for infrastructure development not being utilized effectively

Funding

• Public Spending on higher education is not sufficient

• Low government spending on research relative to other countries

Governance / Leadership

• Multiple regulatory bodies with duplication and ambiguity of regulations

• Regulatory bodies are unable to transfer themselves as bodies for nurturing higher education

6. What Can Be Done By 2030?

Critical Need of A Differentiated System of Institutions

Research-focused

institutions

Career-focused institutions

Foundation institutions

High-quality institutions with research and innovation as the prime focusCritical role in addressing intellectual imperatives

Institutions offering technical/professional courses, with a focus on producing industry-ready graduatesCritical role in addressing economic imperatives

Institutions offering a wide range of courses aimed at providing a well-rounded and holistic education to India’s masses Imparting skills that are relevant to the local industry/communityCritical role in addressing social imperatives

Curricula and Pedagogy

• Adopt a learner-centered paradigm of education• Introduce multi-disciplinary, industry oriented,

entrepreneurship, and skill-based courses• Include course on social science and general

awareness for social 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

Faculty

• Ease faculty recruitment norms and offer incentive for attracting faculty

• Retain high-quality faculty by implementing tenure based and rewards-based system

• Incentivize/facilitate faculty development and exchange program with top end institutions

Research

• Attract best-in-class faculty to conduct research

• Adopt the mentor model to develop research capabilities in Indian institutions

• Promote collaborations with national andinternational institutions, industry, and researchcenter for generating high-quality basic andapplied research

• Encourage community-focused/development oriented research at academics institutions

Partnerships

• Strengthen industry-academia linkages acrossall aspects of the education value chain, fromcurricula and faculty to infrastructure,research, and placements.

• Encourage tie-ups between higher educationinstitutions and provider of skill-based trainingto conduct skilling modules

Infrastructure

• 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 and NPTEL

Funding

• Provide competitive access to public research grant to all institutions

• Encourage corporate and alumni funding

• Link public funding to institutional performance

• Promote individual based funding

Governance/Leadership

• Simplify the regulatory framework, moveincreasingly towards autonomy and selfregulation of institutions, introduce mandatoryaccreditation

• Enforce mandatory disclosure of key financial andoperational information by all institutions, createa centralized repository of all info related tohigher education in India

• Provide a thrust to internationalization ofleadership, separate ownership and managementfor effective governance

7. What Can An Individual Faculty do?

•View yourself as more than a teacher

- Instead, as an “engaged scholar”

•Benchmark against the best- Continuous improvement

- Stretch targets, deliberate practice

•Focus & Strategic Intent- A burning desire to be known as an expert in that field

•Manage your time judiciously- Align teaching, research and writing

8. How Can We become “engaged” Scholars?A Model of Engaged Scholarship

Academic Journals

IMPACT

Research

Exec Ed Programs

Conferences

Thought Leadership

PostGraduate Programs

Books

Practitioner Journals

Professional Activity

Faculty Chairs

Board Positions

Relevance

InsightRigor

Doctoral Program

UnderGraduate Programs

9. Our IconsLet us Resolve To follow Footsteps of

Eminent Educationists Who Have Build Indian Education Brick-by-brick, Layer-by

layer !

Rabindra Nath TagorePt Madan Mohan

MalviyaDr S Radhakrishnan

Maulana AbulKalam Azad

Sir Syed Ahmad Khan

Sir AshutoshMukherjee

Dr C D Deshmukh Dr D S Kothari Dr K N Raj

AcharyaNarendra Dev

Dr ZakirHussain

Dr Shanti SwarupBhatnagar

Thank you !