The document discusses higher education in India. It notes that while India has the third largest higher education system, it only provides access to 12% of the eligible age group. It emphasizes that the main purpose of universities should be to work for the benefit of society. Research, teaching, and extension are identified as the three key dimensions of higher education. Research and development are described as the backbone that brings transformation. However, no Indian university is ranked among the top 200 globally according to recent reports. The document advocates for improving research capacity in India through better infrastructure, funding, administrative support, and international collaboration.

2. Indian perspective
 India the third largest higher education
system in the world, India provides access
only to 12% of the 18-23 age group.
 Kothari Education Commission: main
purpose of a University is to working for the
benefit of society and for the service of
mankind.
 Research is the key ingredient in the
institutional identity.

3.  Three dimensions of Higher Education namely,
Teaching, Research and Extension.
 Research and development is the Backbone of
Higher education system.
 No development, without research.
 Quality is a base for both research and
development.
 The reputation of any institution(Nation) depends
on the quality of research conducted.
 APJ Abdul Kalam,(2007): Research brings
transformation and development and also
enhances the quality of Education.

4.
 NEW DELHI, March 11, 2011
 No Indian university in global top 200
 Harvard University, according to The Times
Higher Education, a world reputation ranking
report, is at the top, with an overall score of
96.1.

5.  based on the global survey of academic opinion
of13,000 experienced academics from 131 countries
give their expert insight.
 China has performed well with 6 of its universities figuring
in the list of 200, 2 in the first 50s as per the World
University Rankings 2010-2011
 Between 2004 and 2009, the Indian Institutes of
Technology, Indian Institutes of Management and the
Jawaharlal Nehru University figured in the global list of
200 institutes but have slipped out in the new scoring
system.
 However, the Indian Institutes of Technology Roorkee,
Kharagpur, Delhi, Kanpur and Bombay; Tata Institute of
Fundamental Research, Indian Institute of Science,
University of Delhi and Anna University do figure in the
top 100 Asian Universities.

6.  The ranking was done based on the points
scored for teaching, research, citation,
innovation and international mix of students
and teachers.

7. Smith: Teaching is an organized system of specific
activities aimed to help the learner to learn
something.
Gage defined,
Teaching as personal relationship between the
teacher and the taught causing behavior
modification.

8. Nature of teaching:
It is a process,
TEACHER
STUDENT
SOCIETY

9.  A damaging misconception
“Research dominates and diminishes Teaching”
 Two are inseparable,
 Teaching makes for better Research.
 Teaching and Research, Symbiosis
 Teaching and research flourish best in combination,
 they both suffer in isolation.
 complementary and mutually supporting.
 go hand in hand, each helping to other to reach
excellence.

10.  ‘University Extension’ was first suggested at
Dexter college, oxford university by William In
1850.
 James Stuart, university of Cambridge gave the
first extension lecturer in 1873.
 the movement spread widely through out the
world thereafter.
 UGC India articulated the idea of extension in
1977
 1982 introduction of extension as a third but
equally imported function of the system of
higher education;

11.  Extension means different things to
different people.
 It means reaching fruits of knowledge,
research and new skills to millions of
people.
 ‘University extension means’ which
incorporates various aspects of work
intend and performed by the university
other than the established job of
teaching and research, intended not
only for its regular students but other also.

12.  Extension is one of the responsibilities of
higher education institutions as universities
have more social responsibility.
 University must concentrate on the
disadvantaged population such as
women,
Un-employed youth,
people below the poverty,
Information and skills which result in better
production of goods and services.

13. Community Development
 Potable water, soil analysis, modern
agricultural methods, horticulture, animal
husbandry, sericulture, poultry etc.
 Helping mothers to pick up the right
practices like breast feeding, immunization,
weight monitoring, family planning etc.
 Water management, banking awareness,
bank facilities, consumer protection and
training in Yoga, rural sports and stress
management

14.  Dairy farming
 Radio and TV repairing
 Travel and tourism
 Interior decoration
 Electronics repairing
 Photography
 Fitness and nutrition
 Fashion designing
 Mushroom culture
 Aquaculture
 Sea food production
 Seeding production

15.  opportunities to different groups of
people like
industrial workers,
household women and
others who are in employment /semi
employment but are in need to improve
their qualifications or upgrade their
skills.

16.  University must concentrate on Nation
building activities.
 The country is facing problems like HIV/AIDS,
Degradation of environment,
Natural disaster like earth quakes, tsunami,
floods and famines,
Erosion of family values,
Malnutrition and under-nutrition,
Antisocial activities like terrorism, nexulism
and so on.

17.  Existence
 Extent of use
 Effectiveness of processes
 Effect of product
 Good research is only possible in a situation where research is
valued, supported, and autonomous.
 Good research cannot be had cheaply; often it needs a
great deal of money, it often needs national, international
cooperation, sharing resources.
 The ethical are crucial for maintaining integrity, openness
and transparency of research process.
 Research programmes are bureaucratic regulations,
 No proper recognition for researchers and scientists in terms
of remuneration, rewards and social status.
 No industry –institution linkage, would reach a larger section
of beneficiaries.

18.  Capacity development is a huge task that required
more joined up thinking and greater co-operation.
 Capability for research is related to training and
selection, i.e.,
 quality of preparation in research design,
appropriateness of research methodology,
 research organization,
 interpreting research concepts,
 objectivity in selecting population and sample.
 Research capacity also depends on:
 infrastructure, laboratories, libraries, access to digital
resources.

19. List of activities Reaction of
teachers
Not doing any kind of research together with 52%
teaching
Expressed difficulty to manage Teaching and 68%
Research
Having complaints about career advancements 44%
Unable to get funding for research 16%
Lack of administrative support 52%
Having international collaboration 01%
Research projects undertaken 28%
Apathy of teachers engaged in teaching and research

20. Faculty Improvement programme(FIP)
 Full salary with a permission of conducting
full time research for a period of 2 years
Research exchange programme
 Conducting research in other countries by
the faculties of colleges/universities.

22. Teaching
Society
Research Extension
Higher Education

23.  Aristotle :“Education is necessary for good life”.
 Plato:
“Good Education is necessary to make man better
than he is and if good Education is necessary for
making man better, a good teacher is necessary
for making Education whatsoever it can be”.
“Life’s battle do not always go
To the strongest or the fastest man, soon or later
The man who wins
Is the man who thinks he can”

24. Thank you
E-Mail: jkdange@gmail.com