This document, report discusses about the recent trends towards globalization in Higher Education

1. 4
EXPERIMENTS AND PROSPECTS OF GLOBALISATION TOWARDS
HIGHER EDUCATION IN INDIA
ABSTRACT
Globalization has brought in anumber ofchanges in the world today changing in to a global
market. Thedirect inter relation betveen the industries, corporate worldandhigher education has
brought atransformation in the skills required forvariou_jobs. Theprocess of globalization has
brought significant transformation in the world trade, communications, educationalactivities and
economic nelations since the latterpart of 20hcentury. Student's optionforhighereducation is no
longer constrained by national boundaries. Forthe firsttime in history in the era of globalization,
world 's student population truly have access to a 'global market place' of higher education.
Education system in India has got a history which can be dated centuries back to the age of
Buddha and, now, along with passed span, there has infact been substantial improvement in the
higher education state of afairs of India in both quantitative and qualitative terms post
globalization. Globalisationin higher education has extremne potential and benefits for the
developing countries such as India. It is an opportunity forthose who are aware ofthe benefits,
whohas the information, who knows from where to get the information, who has the where
wit-halts toget this information andhas the inguisitiveness to get more andmore and take benefit
from that. In India a very small percentage of populationis getting all the benefits and yet
demandingfor more andmore. It isa threatforthose who are ignorantandhas no information,
and no means toget this information, andnot even knowfrom where toget this information andto
the extent not even known that theydo not have the information, and impact ofthisstatus on them.
This group, which is large enough to ignore, would remain the sufferers. The present study
critically analyzes the growth of higher education sector in India and identifes the major
prospects and concerns ofit. It also evaluates thepreparedness ofthe countryfor the opening up
its border for foreigninstitutions.
3-VI0 Introduction
Robert Muller, the fatherofglobal educationhasposed rightlyto the teachers and policymakers a
challenging situation which goes like this -"A child born today willbe faced as an adult, almost
daily, with problems of aglobal interdpendent nature, be it peace, food, the quality of life,
inflation,orscarcityofresources. He (sic willbe bothanactorand abeneficiaryoravictim in the
total world fabric, and he may rightly ask: "Why was I not warned? Why was I not better
cducated? Why did my teachers not tell me about these problems and indicate my behaviour as a
member of an interdependent human race?". These are the questions we as a teacher need to
address.
1

2. Globalization is an umbrella term that refers to increasing global connectivity, integration and
interdependence in the economic, social, technological, cultural, political, and ccological spheres.
It isaunitary process inclusive of many such sub-processes, perhaps as best understood as
cnhancedcconomic interdependence, increased cultural
The key clements ofglobalization include the knowledge society, information andcommunication
technologies, the market economy, trade liberalization and changes in governance structures.
These elements ofglobalization have impacted significantly the education sector in general and
Ghighereducation in particular.The present studycriticallyanalyzes thegrowth of highereducation
sector in India and identifies the major prospects and concerns of it. It also evaluaes the
preparedness of the country for the opening up its border for foreign institutions, Higher,Tahea
post-secondary, or third level education refers to the stage of learning that occurs at acadermies,
universities, colleges, seminaries and institutes of technology. Higher education also includes
certain collegiate-level institutions, such as vocationálschools, trade schools, and career colleges
that award degrees, diplomas and certificates.] Over the last two decades globalization has
impacted operations of various institutions including academic institutions all over the world.
Higher education institutions have beenboth the agent and objects ofglobalization (Scott, 1998).
Intermational mobility, global comparison, bench marking etc. has gained lot ofimportance in
policy making.Teichler(2004), notewith surprise the amount ofdebate on globalphenomena in
higher education focusing on marketization, competition and management in higher education.
Some ofthe countries adopted institutional devolution, quasi-market competition in the system
and performance managed staffing to address the global competition (Valimaa, 2004a). The other
countries have responded differently to the changes in global environment. In the
English-speaking world, intemational operations have become the primary mode ofdevelopment.
In Europe, the negotiation ofthe common higher education area and European Research Area has
been the major development leading to the emergence of global higher education environment.
Global research circuits have been wired into the rapidly developing higher education systerns of
China, Singapore and Korea. India has not yet opened up the direct entry offoreign institutions in
education sector.
Globalization is a multi-faceted process and can affect countries in vastly different ways -
economically,culturally and politically, but it does not take an ideological stance oraposition as
to whether this impact has positive and/or negative consequences. There are a number offactors
which are closely related to this worldwide flow, which are seen as key elements ofglobalization.
These include the knowledge society, information and communication technologies, the market
economy, trade liberalization and changes in governance structures. These elements of
globalization have significant impact on the education sector (Knight, 2004). Technology have
made it possible for parent companies to operate satellite enterprises and give directions and
instruction from the home base with minimum requirement for physical presence. This, however,
has called for new skills and specialized knowledge, the absorption of which requires the
availabilityofa well-trained and highly educated cadre ofworkers in the host economies (Gibbs,
1989).
2
influence, rapid advances ofinformation
technology, and novel govemance and geopolitical challenges:16

3. |,Some of the developing countries such as India, Singapore and Malaysia see a niche in
establishing themselves as key and reliable exporters ofservices. Developed countries such as the
US on the other hand, see investment in education abroad as a strategy to strengthen the
competitive position of its corporations in host countries (Gibbs, 1989). Another factor that is
shaping the new global skillstructure is the imperativeto useeducationto standardizeskills. The
Curent expansion in agriculture, manufacturing and services has created a global need for
harmonious standardization of skills and qualifications. As international economic advantage
becomes increasingly linked to knowledge-based sectors, tertiary education, which generates
much ofthis knowledge, is being rapidly reconceptualised in tradable terms (Bennell and Pearce,
1998).This had led to the proliferation of nçwmodes particularly those concerning distance
educatiotyand commercial presence. The use ofinformation technology is prolific in the west,
however, it acts only as main stream education.On campus is and will remain the dominant
learning setting (Collis and Wende, 2002).
As we come to the end ofthis section and after going through the above discussion now we are in
the position to answer the question which has been raised by Robert Muller in the starting part of
this section. It is theduty and the self-enlightened interest ofgovernments to educate their children
properly about the type of world in which they are going to live. They must inform them of the
action, the endeavour, and the recommendations of their global organizations and prepare their
young people to assume responsibility for the consequences oftheir actions and help in the care of
several billion more fellow humans on Earth. The next section is devoted on discussion of the
globalization and higher education in the world scenario.
1.1 Globalization and Higher Education: World Scenario
The start of the 21" century has marked a significant rise in the global number of the foreign
,w students. In 2004, at least 2.5 million tertiary students' studies outside of their home country
compared to 1.75 millions just five years back, representing a 41% increase since the year 1999.
Asper the GED2006, for the past 30 years, the mobile student population has been rising, with
three notable surges in growth. The first occurred between 1975 and 1980 when the total number
ofmobile students grew by 30%, from 800,000 to just over Imillion. The next wave took place
between 1989 and 1994 with arise of34%. The third and biggest surge of41% is also the most
recent, observed between 1999 and 2004.
Globally, the percentage of the age cohort enrolled in tertiary education has grown from 19% in
2000 to26% in 2007, with the most dramatic gains in upper middle and upperincome countries.
There are some 150.6 million tertiary students globally, roughly a 53% increase over 2000. In
low-income countries tertiary-level participation has improved only marginally, from 5% in 2000
to 7% in 2007. Sub-Saharan Afica has the lowest participation rate in the world (5%).
3

4. Peroent
70
60
1,817
40
30
20
Workd
1.286
2000
Arca
Sub
Sahar
244
514
Note: Thesedata incude all post-secondary students (ISCED4,5 and 6)
Year 2000: total number I,825 thousand
:2007
131
South
and
West
164
ASia
200
Figure I: Tertiary gross enrolment ratio by geogaphical region, 2000 and 2007
Year 2007: total number 2,800 thousand
269
Arab
States
More than 2.5 million students are studying outside their home countries. Estimates predict the rise
to 7 million international students by 2020. One of the most visible aspects of globalization is
student mobility (Figure 2). The flow ofinternational students has been a reflection ofnational and
institutional strategies but also the decisions of individual students worldwide.
80
EastAsia
andthe
Pacific
48
4
-25
-22
BO
73
52
Central
Asia
53
Ladn
Amerka
11
and
theCaribbean
Central
andEastern
Europe
a East Asa and the Pacific
North Ameria and Western Europe
ICentral and Easten Europe
0.Arab States
a Sub SaharanAfrica
Central Asia
North
Amerka
matin Ameriaand the Caribbean
aSouth and West Asia
Eurone
Figure 2: Number of internationally mobile students by region of destination, 2000 and 2007
This increasein studentmobilitymust, nonetheless,be analyzed in light ofthe general expansion
of tertiary education. Between 1999 and 2004, tertiary enrolment grew globally from 92 to 132
million,agrowth of 40%compared to the 41% rise in student mobility. There was, only marginal

5. SOwth (l.S7%)in the actual share of nobilestudents among the total number of students,which is
alled thc world average outbound mobility ratio. Thisimplies that the rise inthe world's total
Tumber of mobile students does not mean that young people are increasingly studying abroad but
Ther that they are increasingly pursuing their cducation in general. Neverthcless, the rising
umbers of mobile students has had a significant impact on mnajor host couhtrics (thosc recciving
dents).
As per data from GED 2006, six countrics host 67% of the world's mobile students: the United
States (23°%), the United Kingdom (12%), Germany (11%), France (10%), Australia (7%) and
Japan (50%). Mobile student populations grew almost three times as fast as domestic enrolment in
ese bost countries, 41% compared to 159%. The largest groups of mobilestudents come from East
Asia and the Pacific (701,000 or 29% of the world total) and Western Europc (407,000 or 17%).
gher education is growing rapidly, and becoming a
veritable global sector in its own right. That
make challenges for educators, students and policy makers.
As higher education has grown and expanded, it has also become more intenational. OECDdata
shr that the number of students attending institutions outside their country of origin tripled
hetacen 985 and 2008,and it is expected that this trend will continue. It is, however, a very
Vmmerical market, dominated by some strong providers, mostly in English speaking countries.
The Uaited Stateshosts thelargest number of intermational tertiary students, while the proportion
such students is highest in Australia. It is avolatile market, as well, where public perceptions
be quickyswayed byrelatively minorincidents. For example, the US market share has been
declining since 2000, while the Russian Federation has doubled its market share during the same
Perod, and many Asia-Pacificcountries are now entering the field, as well.
But if thosewho are responsible for the "supply side" ofhighereducation are struggling to keep up
wth developments, spare a thought for the students and prospective students who make up the
demand side". Many countries offer various scholarships and other kinds of financial assistance,
hle others let students fend for themselves financially. In addition, the quality and relevance of
gher education programmes and institutions are far from obvious for prospecting students, even
when hunting for courses within their own country. At the internatigonal level, students can fall
prey to misleading- and sometimes fraudulent-advertising; often, their only guides are
institutional rankings, which are largety based on fesearch outcomes (see "League tables that
rank" in OECD Observer No. 287). As a result, thesestudents might not have all the information
they need to make a well-informed choice about something that will have a significant impact on
the rest of their lives.
Some efforts to help them are at hand. The OECD and UNESCO, for instance, have worked
together to develop guidelines on quality in cross-borderhigher education. First published in 2005,
the non-binding guidelines invite governments to establish comprehensive systems of quality 22
assurance and accreditation for cross-border higher education. They also call on institutions and
providers of higher education to ensure that the programmes that they deliver, across borders and
in their home country,are ofcomparablequality, and suggest thatstudents become active partners
at international, national and institutional levels in developing, monitoring and maintaining the
5

6. ß
quality ofhigher cducation. Do we cven know what this demand side is demanding? Surveys, such
as the Australian Survey ofStudent Engagement or the National Survey ofStudent Engagement in
the United States, have collected infonation about how studcnts lcarn and what they cxpect from
higher cducation. They provide institutions with detailed reports on how students spend their time
and what they gain from attending collcge and univcrsity.
But not allstudents are 18 years old, and universities also have to be able to provide a service to
hfelong leamers and older students sccking to refresh, upgrade or complement their knowledge
nd skills. This is becoming increasingly important as the global economy retrenches and labour
market demands shift. At the moment, while policy makers are struggling to decide whether to
reat higher education as a business or as a public service, some of our traditional models are
olving fast. Fees are being introduced in many countries, while the focus on quality and
sparency that has been gathering pace over the past two decades will only become more
cese
Aodthere willbe a new drive for efficiency and productivity in higher education as public and
e resources shrink and competition becomes more fierce. Students are becoming customers,
good higher cducation as something to pay for as a way to ábetter career. The notionof n
tertiary education is becoming harder for governments to defend, either in theory or in
tce. The govemance and regulatory arrangements that applyto higher education will continue
aSe under ever closer scrutiny.
Experiments and Prospects ofGlobalisation in Higher Education: Indian
context
onsystem in India has got a history which can be dated centuries back to the age ofBuddha
T, along with passed span, there has in fact beensubstantial improvement in the higher
a state of affairs of India in both quantitative and qualitative terms post globalization.
ctIndia only Brahmin class was allowed access to the education as part ofVarna system.
atktonally Gurukul systen was common form of learninginstitution in India where scripts of
tas ad Upanishadas were followed as syllabi. Thesubjects taught were arithmetic, theology,
Unomy, metaphysics, ethics, medicine and Religion, When Buddhism spread in ndia,
nbecame available to everyone and this led to the establishment of some world famous
nal institutions Nalanda, Vikramshila and Takshashila. These educational institutes in fact
mthe monasteries. Nalanda University flourished from the Sth to 13th century AD with
i0,000 resident students and teachers on its roll at one time. These students included
cese, Sri Lankan, Korean and other international scholars, In the 11th century the Muslims
sbad universities at cities like Delhi, Lucknow and Allahabad. Medieval period saw
acet interaction between Indian and Islamic traditions in all fields of knowledge like
aigy. religion, philosophy, fine arts, painting, architecture, mathematics, medicine and
Oy. Later, when the British arrived in India, Western education has made steady advances
6

7. 31
has brought in a number of changes in the world today changing in to a global
The drect inter relation between the industry, corporate world and higher education has
atransformation in the skills required for various jobs. The process of globalizationhas
ifcant transformation in the world trade, communications, educational activities and
relations since the latter part of 20th century.
soptionfor higher education is no longer constrained by national boundaries. For the firs
htory in the era ofglobalization,world's student population truly have accessto a'global
t pace' of higher education.
mber of students who are able to pursue education in other countries has really changed,
i e advent of anew Indian middle class and incrcascd wcalth of the Indian upper class, as a
t f hich there has been a rapid integration of countrics across the globe in terms of
ties as well as finance.
bsaion can be most commonly defined as the process of international integration arising
th interchange of world views, products, idcas, and other aspects of culture, which promisces
and rewarding change to the higher cducation systems of the developed as well as
countries. If we analyse the case of the developing countries like India, where the
facing the scarcity of resource, it threatens the stability needcd to build the well
system. Developing countries gets entangled in the volatile atmosphere of the
sation as there is akind of anunexpectcd change which requires an immediate adjustment (
ingiy or unwillingly) both to that quickening pulse of international change, and accordingly it
neform on several fronts simultancously, which gives rise to agrim plight under the given
e status of higher cducation.
ng into consideration the positive contribution of the Globalisation in India in form of the
opunities, the evolution of information technology has enhanced the relationship between
oomic development and higher education and resultantly, highly skilled and educatedpeople
an important pillar in cconomic growth.
volution of technology, according to him,increased the competition between universities
sclves. The process goes on in the manner that, Universities realize the existence competitive
Cgrammes from national and intermational academic institutions. As a result, governments and
versities becanme responsible for improvement in higher education. Council for Higher
Eacation (2008) confirms that some western nations have the goal of becoming global leaders in
gher education. This new goal requires re-evaluation of curriculum and programmes to make
hee adequate for the challenges ofglobalization.
Lae the other sectors, there exist and a nexus between the industrial and education sector also and
a strong relationship among them can be important for the sustainability of the both system. In
adia, quality of higher education was also an important agenda of the government reform. In the
Teceni span, Indian reform policies gave much weight to the quality of higher education. This has
been done keeping in view the undeniable fact that our nation has aneed for new technology and
ciucation to improve their social and economic life. For example, in the field of information
tiechnology, its advancement is helping people around the world connect in a unified global
culture.
This technological development encouraged universities to interact effectively with students from
different nationalities. There is no more a distance hindrance by the augmentation of the concepts
7

8. like Virtual classes. Foreign universities have opened their doors for Indian students and providing
their access towards the specialised courses through student Visa.
Higher cducation systems arvund the world, have encouraged the usc of technology, enhanced
individual's capabilities, and responded to future demand in order to compete in aglobal market.
Concepts like online universitics, private universities, and other privately owned and managed
programs are the resultant accomplishments.
Higher education systems in developed countries like USA, UK became exporters of the
commodity of cducation to developing countries like India. Indeed, both developed and
developing countrics are benefiting from cach other.
The profitability of the higher education industry can also being realised fronm the increasing
demand for academic degrees. The development in technology has also affected cultures in many
countries anvund the world. The technology has encouraged the creation of global culture and
global education but may diminish cultures of smaller and poor countries.
India'saspirations to establish aknowledge society in the context of increasing globalization, is
based on the assumption that higher and technical education essentially empowers people with the
requisite competitive skills and knowledge. It has been realized that it is the quality ofeducation
that prepares one for all pursuits oflife and in the absence ofan acceptable level ofquality, higher
education becomes a
mere formalism devoid of any purpose or substance. As result, from around
the turn of thecentury, increasing attention has also been paid to quality and excellence inhigher
education.
Globalization, as a process no doubt has given importance to decentralized educational
governance andcontrol. The centre has viewed decentralization as awayto increase efficiencyby
giving more responsibility to local level functionaries, which in turn is expected to increase
motivation and accountability. Further it is trying to involve the local community in the very
planning and decision-making process ofeducation and making them responsible for the state of
the art". Globalization though has contributed for rise in living standards, improvement in health
and education and Technology advancement, especially in the area of communication and
computers during this period, yet in the recent past, there have been apprehensions expressed in
terms of itsimpact, especially on the people who still live below the poverty line
The Planning Commission in its approach paper to 12th Five Year Plan had suggested that the
current "not-for-profit" approach in the education sector should be re-examined in a pragmatic
manner so as to ensure quality without losing focus on equity - we believe that the Govemment
should seriously consider this suggestion toattract private/foreign investment in this sector.
Government should take such a positive step in the higher education sector also by reducing
complexities governing foreign investment. This should also help the Government in achieving its
aggressive goals ofaccess, equity and excellence in higher education.
Higher education is assuming an upward significance for developing countries, especially
countries including India which is experiencing service-led growth. Higher education is all about
generating knowledge encourage critical thinking and imparting skills relevant to society and
determined by its needs. Education general and higher education in particular, is a highly
nation-specific activity, determined by national cultureand priorities. The growthofIndia's higher

9. cducational institutions has indeed been outstandingly rapid should form the four guiding
prnciples, i.e. access,equity, accountabilityand quality which should considerwhile planning for
higher education development in India in the twenty-first century.
According to the UNESCO Institute of Statistics, around 200,000 students from India went to
Study overseas in 2012, bestowingthe countrythe status of havingthe second-largest populationof
so called "mobile students" after China, China sent almost 700,000 students to study overseas that
year.
Bnghtening chances of a UPA-era proposal that was once opposed by the BJP, the NITI Aayog
has submitted areport to the Prime Minister's Office (PMO) and Ministry of Human Resource
Development (HRD) in April 2015 in favour ofinviting foreign universities to set up campuses in
India. The report has justifiedNITI Aayog's support for the proposal on the ground that foreign
universities will help meet the demand for higher education in the country, increase competition
and subsequently improve standards of higher education. Recognition of online degrees abroad,
improving infrastructural capacityto ofer online courses, encouraging leading Indian institutes to
set up campuses abroad, new parameters for ranking and accreditation, removal of procedural
hurdles and participation in global trade promotional events were some of the highlights of the
broad strategy.
NITIAayog has suggested three routes to permit entry of foreign education providers: a new law
to regulate the operation of such universities in the country; an amendment to the UGC Act of
1956 and deemed university regulations to let them in as deemed universities; and, facilitating
their entry by tweaking UGC and AICTE regulations on twinning arrangements between Indian
and foreign institutions to permit joint ventures.
Faced with political opposition in enacting the law, the HRD ministry had in September 2013
decided to take the executive order route to open the doors for the top 400 institutions to set up
campuses in the country and award degrees. The regulations, however, were never issued with the
government's legislative department failing to notify them. So there is at present no legal and
regulatory framework toallow foreign universities toset up campus in India.
An increasing number of students have been opting to go overseas for undergraduate and
post-graduate studies in recent years, partly also because ofthe difficulty in getting admissions to
top colleges of their choice. Avast majority ofthem also choose to work and settle abroad, in the
process depriving the country of its best brains. This also the costs the country precious foreign
exchange as studying abroad is not cheap. Thus we can conclude that it is very much time
appropriate to open the doors for international initiatives to set up full-fledge higher education
ventures in the country. This will lead us to meet the global standards in higher education and
provide our ignited young minds to get quality higher education in the country.
9

10. 13
Different Perspectives ofGlobalisation in Indian Higher Education
Asa result of Globalization the opportunities in India in the field of Higher Education now,
appcars to be immense, and arcas are diverse. The remarkable development in information
technology has promoted lcarners' methodof learning in both the formal and distance modes.
Globalization is simply putting 'the space - time compression' which brings together nations,
cultures, economics and at the same time increasing Interdependency. Interaction is expected to
Improve the qualityof education. Changes in Indian education system that pervasive the core
appears to remain the same only the notion of change and the rate at which it takes place varies
Virtually andspatially and in field operations.
Distance cducation and virtual Institutions, that is commonly regarded to be an industrialized form
of education, is now taking place in India, which is proving to be more cost effective. With one
global world, the aspiring students who are left out and failed to secure their seats in India's
premiere Institutions can now go abroad to fulfill their aspirations. With the fast growing
Information and communication technology the availability and flow of academic resource
materials is providing input to the academicians to compete with their counterparts anywhere in
the world. It assists in avoiding of duplicacy in research and inspires the Indian academicians for
research and publications on issues that are ofinternational importance in order to make their mark
in their respective disciplines.
The envisioned policy reform has facilitated in opening up space for establishment of private
universities, easing and eliminating research restrictions, entry of graduate students,
encouragement for "foreign collaboration" in the university sector and joint ventures in an
Bcademicactivities as it now exists in private industries. System-wide higher education reform and
Incremental approach to liberalization of higher education may help India take advantage of
opportunities in the new global environment. Policy makers in India might have to be concerned
with increasing adult participation in continuing education and training, particularly in relation to
enhanced employability. It is expected to facilitate new international orders centering on lifelong
iearning and the "learning society".
Globalization, as a process no doubt has given importance to decentralized educational
governance and control. The centre has viewed decentralization as away to increase efficiency by
giving more responsibility to local level functionaries, which in turn is expected to increase
motivation and accountability. Further it is trying to involve the local community in the very
planning and decision-making process of education and making them responsible for "the state
of the arn". It has been realized the role of Internet, is as interactive medium with potential global
individuals and nations. But Unequal access to the Internet, the digital divide," creates inequity
that exacerbates other inequities. No developing country has benefited more from the digital
revolution than India, and in no country is the digital divide wider or deeper. On the otherside of
the digital divide are the 45 percentofthe population who cannot read or write (57 percent ofthe
female population), the 44 percent who survive on less than Rs. 50 per day, and those who live in
the 370,000 villages where there is no telephone connections. Budgetary restraints in most ofthe
states in India have placed increasing emphasis on improving cost-efficiency in educational
10

11. provisions. This has led to widespread interest in new forms of quality control and performance
evaluation at all levels ofeducation which is giving more avenues to the private education and in
tum affecting the equity consideration. The major concern of globalization has been "how to
fulfill the national objective of equality?
As apart ofthe liberalization policy, it has been suggested that education should be progressively
pivatized and that access to it should be made subject to the payment ofappropriate prices. The
government, therefore, encouragcs the establishmentofa larger number of private institutions and
even private universities are being encouraged. Simultaneously mechanism to cater to the needs of
those who cannotafford payment ofhigh fees in also being evolved.
The process and effects of economic and cultural globalization are becoming evident in our
educational Programmes and are expressed by teachers and students with particular reference to
the ways in which the global media (such as television media and internet) are deployed in the
construction ofknowledge. -The threat ispossibilityoferosionofnationalvalues byimbibing the
alien culture. The changes that are taking place in the country, even at the bottom level of the
country; there seem to be shift in the power relations and consciousness at various levels ofcivil
societies. The macro change brought by international capital, technology and mass media has
brought new culture, but to what extent the new cultural assertions of identity will enable the
people of variousregions to face the new capitalistorder,remains to be seen. -The threat is for the
national cultural values.
InIndia, during this period ofglobalization, much ofthe contemporary thought has gone into the
issues ofprogrammed learning, multimedia teaching, macro-micro-teaching, distance learning and
other problems related to curriculum. No subject has been so much neglected as has been done to
the development ofhumanistic values, creativity, cultural, moral and spiritual dimensions in the
teaching-learning process. -The threat is for the erosion ofrich and old culture ofhuman values.
The ideologies of the states and ofmultinational agencies brought the technological revolution.
The process has been promoted by the transport system, communication network, and it has
increased the Economic activity, but Globalization does not necessarilyresult in homogenizations;
on the contrary, it is leading to the strengthening ofthe ethnic identities both at local &regional
levels- The threat is to the Nations Integrity.
As we have seen that globalization is both an opportunities and a threat. The issue still remains
with regard to:(i)the quality ofthe Indian universities when the cream ofstudents and staffopts
for Global choices; (iü) the choice that universities will make towards the poor who cannot afford
the global choices; (ii) the standards of universities and the capacity to compete with the world
market. Our universities willraise standards and employ all those business tricks to attract foreign
students to our universities. (iv) the political complexities impinging on the higher education
system and the possibilities under given circumstances; (v) the state ofthe art resource condition
and its impact on the infrastructural, library and laboratory conditions; (vi)the computer facilities
and Internet access etc. are only afew to be mentioned.
Under these circumstances the so-called India's elite institutions and their capacity to attract and
retain world-class faculty and students in the face of attractive offers from foreign universities,
11

12. scarch institutes and multi-national comorations is the main issue. The cream of students
batherto the prerogative of these clite institutions might have to choose amongst the second and
thurd level. Theapprehension that hauntstheIndian mind is that universitiesand students in India
mght be the losers in the game of global higher cducation.
R
would be equally interesting to view globalization as a rcal opportunity for India and can
bencfitsgnificantly from the global revolution in higher education. Obviously, it wouldrequire
mar policy refoms with regard to university structure: function, structure function relation,
fnds and the way universities are regulated. It would require closer links betwcen industries and
strtutions especially in the growing technology-based sectors, and an entrepreneurial style of
icadcrship to headthe Indian universities. Given these inputs, India might be able to capture the
benefits of globalization. No doubt, the country has potential and individuals are capable, yet "ifs
nd buts appear to be the crux of the matter. The matter is how to achieve the concrete gains
rom cxisting higher system, competing with Global trends without sacrificing national goals of
gher education and development and without abandoning its commitment to Indian tradition and
cultural values is a real challenge. With the liberalization ofthecountry's economy, global market
rces have generated new fears and dilemmas for higher education in India. In order to take
avantage of the low cost of educated labor, multinationals have been locating many of their
abor-intensive operations here. While institutions of higher education are moved to produce fail
mode skilled manpower to suit their requirements. Nobody is clear about what is its
contribution tothe country's economic growth andto the society at large. Commercialization of
etucation may in turn penalize the participation of brilliant students coming from poor
background. In nation building an overwhelming emphasis on commercializationand competition
also involves risk of undermining the inculcation of higher values of sacrifice, service and
commitment to the country, a loss that may be diffcult to overcome; It may contribute for
materialism and self-centeredness converting students towards self-centered personality. Already
there is a belief amongst villagers that education alienates persons from their grass roots.
In addition to the above, there are other issues, which need consideration in the context of
globalization of Indian higher education system. The issues can be classified in Socio Economic,
Political and Academic categories. Much has already been said in the.socioeconomic category;
however there are political dimensions to trade in services. The sovereignty of the state to take
decision with regard to free provision of these services, as well as location of these services in
difficult areas even if economically inefficient is the issue. Education being on the concurrent list,
the states' acceptance becomes essential this would call for amendments in the Education Acts of
the states and universities. Internationalization of higher education where in mutual sharing of
knowledge, skills and rescarch generally takes place with the objective of mutual benefit and also
aimed at national and global development? In this, globalization process the issue ofrelevance of
programmes is questioned in term of relevance to whom? What would be the mechanism of
mutual recognition, global and national certification? What are the mechanism for accreditation
and quality control? What would be the structure of accrediting institution and similarly their
functions?
12

13. Ai these would obviously bring in the issue of roles ofvaridu<egulalosy bodies in terms of its
slready defined functions and necded changes.
o doub, it is an opportunity for those who are aware of the benefits, who has the information,
o knows from where to get the information, who has the where wit-halts to get this information
nd has the inquisitiveness to get more andmore and take benefit from that. In India avery small
percentage ofpopulation is getting al the benefits and yet demanding for more and more. It is a
reat for those who are ignorantand has no information, and no means to get this information, and
0teven know from where to get this infomation and to the extent not even known that they do
st have the information, and impact of thisstatus on them. This group, which is large enough to
re, would remain the sufferers.
o
coveri thethreat into an opportunity it is essential to concentrate on:
IN.
Urbanization ofRural areas i.e. provide all those facilities to rural mass;
Nationalization prior to Globalization;
Equalization ofaccess and opportunities;
Decentralization ofpowers to the stakeholders;
Qualificationofexisting institutions to the international standards.
Wh these, preparationprobablythe impact ofglobalizationwould bepositive.
4 Global and Indian Trends in Higher Education
Gobalisation has Impacted alot to the growth and spread of higher education throughout the
ord. Someofthefuturetreadsandresearchcanbepointedasfollows.
L4.1 International Branch Campuses are Expanding to Include Non-Traditional
Countries
Thecountries throughout the world are spreading their campuses not only inside the country but
e also trying to open up campuses in different countries basedon the demand and global
expectations in higher education.
I4.2 International Engagement is increasingly Research-Focused
As institutions develop more experience internationally, there is agrowing shift away from
student-focused initiatives, thatis, intermationalstudent recruitrmentand branch campuses,towards
developing research capacity in partnership with colleagues overseas. In part this is atactical shift
Feflectingthegrowthof academic engagement inindustrial R&D, and in part this has grown out
of an undestanding that developing research partnerships works forthe benefit of both
institutions. Anew joint UK-US initiative aims to boost global multilateral collaboration,by
providing grants to international university consortia working on a range of STEM issues of
global significance. Unlike the ETH Zurich Centre inSingapore, the US-UK Global Innovation
Initiative is not based in aspecific location, but works to strengthen research collaboration
between US-UK universities and emerging economies, with each collaboration having apartner
13

14. C
L dening Access
S. the UK, and at least one out of the four partner countries: Brazil, China, India and
The programmethus develops research infour emerging economies,and brings access
ech projects and new research funding for established universities in the UK_and
Ehevg sbecoming central to the process oflearning and teaching in higher education and,
:nes, is driving wider access to educationand training. As societies rapidly develop
8
tth
saige-based infomation economies, information technologybecomes a key driver of
competitiveness and social development. Fluency ininformationtechnology has
central pillar ofhigher education both implicitlyin how information is shared and
preparingstudents for the global markets they will enter after graduation. Massive
OpenOnoCourses (MOOCs) have becom oneofthe most high profile aspects of the use of
mgnteachingin recent years, with 142 universities providing free coursesopen to all
pents via Coursera and edX alone. Initiallya development ofthe movementto develop open
acaaresourcesand widen access toeducation, online courses arenothing new, with the UK's
oersity oftering a number of free online courses since 2006, and India's Institutes of
ogy using video and web-based teaching since2003. Other initiatives being taken up for
tng the demands of higher education includes E-Pathshala setup by UGC and NROER
aes by MHRD.
New Ways ofTeaching
Jangsde classes taught wholly online, technology is also influencing traditional campus-based
and learning. Virtual learning environments, flipped classrooms and blended learning
become an accepted part of theclassroom lexicon overthepast few years. All three offer
pproaches to traditional campus-basedteaching, with irtual learning environments such as
Beckhoard and Moodle primarily used for course administration, storage of course content and
aiional resources, while flipped classrooms have influenced pedagogical methodology by
ring a way to blend online and class learning. Wide uptake of online courses, - whether as
eestanding courses or as part ofa flipped classroom, has also given faculty access to a newset of
mncs for assessing student participationand engagement in acourse. Online courses collect and
Tport data about learners, allowing the course to be adapted in response to student needs, thus
Ving up student comprehensionand test scores. Although in Indian context the start up of using
new ways ofteachingis late but we are trying to adapt and apply these methods in the coming
rfuture as earlyas possible.
LA.5
Internationalizing Access ToResearch
Much of the debate around technologyin higher education in recent years has focused on online
learming and teaching and MOOCs, yet other game-changers are also developingin the
background.Technological innovations such as digital curation and
preservation, (big) data and
analytics, and open access to
peer-reviewed scholarly research are already significantly shaping
both research and teaching. Digital technology gives researchers new tools to facilitate data
collection,analysis and
dissemination,while students now have access to an
ever-increasingrange
14

15. et online resources for study. Digitisation of manuscripts and rare bÍoks. and digital curation of
webpages and otherephemera has been a mainstream practice for libraries for some years, but
TOcent developments in technology have led to a huge incrcase in mass digitisation as a way to
yandaccess to books and manuscripts for readers all over the world. The British Library, for
ample, has digitised many ofitsmanuscript collections over theyears, but the process is slow
d painstaking. These initiatives willcertainly going to help in conducting quality rescarch in the
Coming future,
L46 Open Access
Poviding digital access to library holdings and archival collections also sparked interest in
opening access to research findings bymoving to a model of online accessto peer-reviewed
cademic research, whether journal articles, theses or monographs.There are two primary ways an
thor canmake his or her work open tothe public, and that is by either placing their work in an
open-access repository such as Oxford's Mathematical InstituteEprints Archive and TextArchive,
r by publishing an article with an open access journal. For example, all articles published on
each fundd by the US NatiÑnal Institutes of Healthmust be included in the open access
pository PubMed Central, whether fully peer-reviewedoronlyscreened. By2014 nearly 1,800
nalswere represented in PubMed, an increase of112% since 2010. Arecent survey by Taylor
niFrancis indicated that academic acceptance ofopen access is growing. In Indian perspectives
L4.7 Internationalization' To Achieve Other Goals X
Education has long been seen as a crucial tool for national development, with various education
itiatives designed to work towards eliminating poverty, increasing the health ofapopulation or
ehancing local economies, among others. International education has developed into a means to
achieve arange of broadergoals, ranging from study abroad to improve students' work readiness,
strategic development ofinternational collaborations to drive up national university research
rankings, to using transnational education to build regional identity. These changes are expanding
naure of tertiary education at all levels to include personal skill development, new ways of
thinking, and practical job preparation in addition to subject-specific knowledge and skills.
L48 Professional Education and Job Training
Over the past few years there has been asignificant change in the way that doctoral education in
Europe is delivered. The drive to push up national capacity and cconomic competitiveness
gobally has led to an increased focus on the job readiness of new graduates, particularly at
postgraduate and postdoctoral level. In response to employer concerns about the practical,
employmentoriented skills of new graduates, many universities have already developed new
aiministrative structures and doctoral schools to support wider skills development for their
students, particularly research students.Thisnew form of PhD training still centres around the
production of athesis based on original research, but also incorporates formal research training
alongside additional courses on topics such as leadership and management, conference
organisation, and communicating specialist ideas to non-specialist adiences among others. The
15
GvankOshof IGNOU,e-patshalaofUGC, NROER of NCERTand MHRD are some ofthe open
cessresources and the contents ofthis repository is day by day increasing.

16. phasson fomal training - both for specialist and transferable skills - is designed to better
coalstudents for awide range of carcers within and beyond academia.
Conclusion
ton, no doubt, promises dramatic and rewarding change to the higher education systems
opedcountries. Whereas for the developing and the under developed countries, where
s facing the scarcity of resource, it threatens the stability needed to build the well
system. Developing countries often have to adjust willingly or unwillingly both to the
Akning pulse of intemational change, and accordingly, refom on several fronts
ultaneously, which may not be possible under the given resource status of higher education.
pite of continued debated and discussions on this issue, still it is not clear whether this new
phal policy would keep in view the interests of global capitalism or the needs of particular
Ketics in general and disadvantaged groups in particular. The fear that the process of
Gbalization Policy may apparently shape the perspectives of educational reforms in favour of
swho have already benefited from the system as they are in the position to influence the policy
s hxnting those who are not in aposition to influence the policy.
Gitalization is expected to be aprocess through which an increasingly free flow ofideas, people,
Ois, services and capital would lead to the integration of economies and societies. It is
ctrcterized by an accelerated flow of trade, capital, and information, as wellas mobility of
niiduals, across geographical borders. It reflects comprehensive level of interaction than that
soccurred in the past, suggesting something beyond the word "international". It implies a
`inishing importance of national borders and strengthening of identities, that stretch beyond
Sose rooted in alimited locale in terms of particularcountry or region. It can also be defined as the
asification of worldwide social relations which link distant localities in such a way that local
gpenings are shaped by events occurring at any distant place and vice versa. It is this
cORStruction of time-space compression that has given rise to popular notion of "One-World
Gobal Village", etc.
Gohalization though has contributed for rise in living standards, improvement in health and
eçacation and Technology advancement, especially in the area of communication and computers
rng this period, yet in the recent past, there have been apprehensions expressed in terms of its
pact, especially on the people who still live below the poverty line and the question that is being
raised repeatedly is will they also equally share the benefits?" ifnot equal, then what will they
t?More than these "What is that which is typical Indian and is known to be precious and pride
ofthe country that both the groups i.e. "haves" and "have nots" have to loose?
The thrust of Globalization is expected to push Higher Education to face far-reaching challenges.
According to the Spanish sociologist, Manuel Castells, one of the leading authorities on
Globalization states, "effects on the university will be more drastic than industrialization,
urbanization and secularization combined. It is, the biggest challenge that the University has ever
aced for more than acentury and ahalf."
Guy Neave and Frans Van Vught suggest "there was a neo-Keynesian consensus in higher
education operating from the end of the war to the late seventies. This consensus saw higher
education as having an economic aspect in the advancement of resource development through
public investment, apoliticalaspectinraising theoverall levelofeducation, andasocialaspect in
16

17. e provision of access and opportunity.This consensus has now broken down due to a greater
phasison the need for higher education to respond to industry and ensure national economic
Srvival"
obalisationin higher education has extreme potential and benefits for the developing countries
ch as India. It is the taskofour govermment as recommendedby Niti Ayog to open up market for
nternational collaboration in the area ofhigher education., The need ofthe time thus entails us
s to invite global leaders and institution of potential excellence to set up campuses in our
Sountry for the big mass of young Indian population. This will in turn lead towards the
evelopmentof our human resources which will be skilled enough to face the global standards. It
also the demand of the time for the govermment to increase the share of investments for the
elopment of higher education in India. It is also thus essential to improve the quality of our
gher education institutions such as ISc, Bangalore and WTs so that they have astanding in the
Bop 50universities of the world. We had aremarkable example ofNalanda and Vikramshilla from
oer past history which where the global hub for higher education. This must motivate us to develop
Sach centers which not only be successful in India but also have the potential to be par or excel
than the top global education centers,
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