1. There is a large gap between the demand for higher education in India and the available supply of seats and institutions. The demand for higher education is growing at 20% annually but the growth in supply is only 11%, leading to a shortfall of 45% in available seats.
2. There is also a mismatch between the skills demanded by industry and those possessed by graduates. India will face a shortage of 5.3 million skilled workers over the next few years.
3. The government has undertaken several initiatives to expand higher education such as increasing the number of universities and colleges. However, with an investment of only Rs. 40,000 crores, these measures will not be enough to meet the large unmet
There is a large gap between the skills possessed by India's workforce and the needs of the job market. 80% of the workforce lacks marketable skills, and 85% of graduates are unemployable in high-growth industries. Vocational training capacity meets the needs of only 2.3 million people, while the gap is over 18 million. Solutions proposed include introducing vocational education streams aligned with industry needs, improving industry connections through internships and partnerships, and encouraging entrepreneurship through funding and recognition of startups.
1) Higher education in India faces several systemic deficiencies that have led to poor academic standards and unemployable graduates despite emerging skilled labor shortages. Issues include a large number of small, substandard institutions, declining funding, and an inability to maintain quality or regulate the private sector.
2) Reforms are needed to improve infrastructure, increase funding, upgrade technology, strengthen regulation, and make education more affordable and accessible through measures like social equity funds. The future of higher education in India will require addressing concerns through coordination, leveraging new opportunities, and strategic paradigm shifts.
Keynote Address At Kristu Jayanti CollegeRam Purohit
The document discusses the need for industry involvement in higher education in India. It notes that the current higher education system is not producing the skills needed for the 21st century. It outlines a proposed framework for higher education that focuses on core subjects, thinking/learning skills, ICT literacy, life skills, and 21st century content. It also discusses how industry can contribute through philanthropy, collaboration with universities on research and training, and establishing private education institutions. The speaker argues that systemic reforms are needed to increase autonomy of institutions and scale higher education to meet growing demand.
EduServeIndia aims to provide comprehensive assistance services to foreign students coming to India for education. It will help students with visa assistance, course registration, accommodation, travel, and cultural adaptation. EduServeIndia plans to partner with top Indian universities and establish offices in major cities while being incubated at IIT Bombay. It will expand through strategic partnerships and growing its team over time to serve a large market of foreign students in India.
Industry Insight Higher Education in IndiaRajesh Maji
This analysis gives an overview of the Indian Higher Education industry with a SWOT analysis and a business model. In Indian context, Higher Education is a sunshine though very regulated sector. It's business model differs to a large degree from the same of other baseness. This brief analysis provides a first hand understanding of the sector
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document outlines AICTE's vision for 2025 which includes the following key goals:
1. Revising curriculum every three years and providing language content online for all.
2. Developing world-class infrastructure in higher education institutions.
3. Mandating AICTE certification for faculty and developing them further.
4. Requiring all institutions to obtain accreditation.
5. Connecting each institute to at least five industries.
6. Providing holistic and learner-centric education to all students.
7. Establishing research and innovation cells in all institutions and enabling one lakh startups by 2025.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
There is a large gap between the skills possessed by India's workforce and the needs of the job market. 80% of the workforce lacks marketable skills, and 85% of graduates are unemployable in high-growth industries. Vocational training capacity meets the needs of only 2.3 million people, while the gap is over 18 million. Solutions proposed include introducing vocational education streams aligned with industry needs, improving industry connections through internships and partnerships, and encouraging entrepreneurship through funding and recognition of startups.
1) Higher education in India faces several systemic deficiencies that have led to poor academic standards and unemployable graduates despite emerging skilled labor shortages. Issues include a large number of small, substandard institutions, declining funding, and an inability to maintain quality or regulate the private sector.
2) Reforms are needed to improve infrastructure, increase funding, upgrade technology, strengthen regulation, and make education more affordable and accessible through measures like social equity funds. The future of higher education in India will require addressing concerns through coordination, leveraging new opportunities, and strategic paradigm shifts.
Keynote Address At Kristu Jayanti CollegeRam Purohit
The document discusses the need for industry involvement in higher education in India. It notes that the current higher education system is not producing the skills needed for the 21st century. It outlines a proposed framework for higher education that focuses on core subjects, thinking/learning skills, ICT literacy, life skills, and 21st century content. It also discusses how industry can contribute through philanthropy, collaboration with universities on research and training, and establishing private education institutions. The speaker argues that systemic reforms are needed to increase autonomy of institutions and scale higher education to meet growing demand.
EduServeIndia aims to provide comprehensive assistance services to foreign students coming to India for education. It will help students with visa assistance, course registration, accommodation, travel, and cultural adaptation. EduServeIndia plans to partner with top Indian universities and establish offices in major cities while being incubated at IIT Bombay. It will expand through strategic partnerships and growing its team over time to serve a large market of foreign students in India.
Industry Insight Higher Education in IndiaRajesh Maji
This analysis gives an overview of the Indian Higher Education industry with a SWOT analysis and a business model. In Indian context, Higher Education is a sunshine though very regulated sector. It's business model differs to a large degree from the same of other baseness. This brief analysis provides a first hand understanding of the sector
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document outlines AICTE's vision for 2025 which includes the following key goals:
1. Revising curriculum every three years and providing language content online for all.
2. Developing world-class infrastructure in higher education institutions.
3. Mandating AICTE certification for faculty and developing them further.
4. Requiring all institutions to obtain accreditation.
5. Connecting each institute to at least five industries.
6. Providing holistic and learner-centric education to all students.
7. Establishing research and innovation cells in all institutions and enabling one lakh startups by 2025.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
1. There is a large gap between the number of graduates coming out of Indian universities and the number that are employable, with estimates that only 25% of engineering and 10% of general graduates have the necessary skills.
2. This skills gap is caused by academics that focus only on theoretical knowledge and a lack of interaction between industry, government, and academia to develop curricula tailored to industry needs.
3. Improving employability will require bringing employers into the course design process, modifying courses to match industry needs, and building links between educational institutions and local employers through activities like guest lectures, internships, and research collaborations.
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
The document summarizes a presentation on skill development and capacity building in the energy sector. It discusses how the energy industry is facing unprecedented changes due to factors like changing geopolitics, new technologies, and environmental pressures. This is changing the nature of work. It emphasizes the need to develop the workforce for the future through initiatives like industry-academia collaboration, developing a global training strategy, strengthening vocational training programs, and focusing on skills like agility and mobility. Specific examples of collaboration between industries and academic institutions are provided, as well as recommendations around apprenticeship programs and vocational education.
Sourajit Aiyer - All India Management Association Indian Management journal -...South Asia Fast Track
1. The article discusses opportunities for private and foreign investment in India's higher education sector.
2. It notes that while private investment has been restricted to vocational and technical education, the school and university segments that make up the bulk of higher education lack quality and investment.
3. The article analyzes challenges like regulations limiting investment structures and profit models, and identifies opportunities for foreign players to partner with Indian institutions in areas like teaching, research, corporate training, and specialized professional courses.
The document proposes a holistic solution to boost the employability of India's youth by addressing the mismatch between formal education and employer requirements. It involves counselling students to help them identify skills, providing training in soft skills, technical skills and domain knowledge through apprenticeships and collaborating with industry, and helping trainees to secure jobs or become entrepreneurs. It outlines the implementation approach, including piloting the solution in focus areas and using existing infrastructure, as well as addressing potential challenges through mitigation strategies. The solution aims to equip 1 lakh youth with job-ready skills in the pilot phase itself.
The document discusses strategies to increase employability amongst youth in India by boosting their skillsets. It outlines several challenges including a lack of practical and job-ready skills amongst graduates, as well as a mismatch between the skills taught and those required by employers. It then proposes several strategies across five principles - amendments to the vocational course system, educational reforms, tax system reforms, improved training programs, and counseling services. Challenges and opportunities of each strategy are also discussed. The document emphasizes training and counseling to help youth identify their strengths, weaknesses, opportunities and threats to develop their skills and career paths.
UoTs can play an important role in developing high-level skills in South Africa. Policies call for improving skills to support economic growth and address skills shortages. UoTs are well-positioned to develop skills through responsive career-focused programs, cooperative education with industry, and applied research. UoTs can offer certificates, diplomas, and degrees to broaden access and support applied knowledge production. Strategic partnerships with industry, FET colleges, and governments further skills development through curriculum collaboration, research, and work-based learning opportunities. UoTs face challenges in balancing qualifications, developing articulation pathways, promoting interdisciplinarity, and focusing on attributes like innovation and entrepreneurship.
Creativity, innovation and entrepreneurship are the seeds to economic activity and entrepreneurs are the sources of jobs in an economy. According to TiE (The IndUS Entrepreneurs, a non - profit organization, which promotes entrepreneurship), each entrepreneur creates approximately 30 jobs. Entrepreneurship helps to make the Indian market export competitive and equally contributes in making the Indian brand more acceptable. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem, and an overall greater sense of control over their own lives. But the present younger generation is not able to enjoy all these benefits. A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003 shows that young people are afraid to start their own business because they are not confident, not capable, and lack knowledge in starting a business. Many people would have the opportunity to change jobs or become an entrepreneur if they are properly trained. The students in India are not confident merely with the traditional education they receive in the universities. This throws a demand for education programs specifically designed to expand students’ knowledge and experience in entrepreneurship.
Entrepreneurship education in India faces cultural and financial constraints along with insufficient government capacity and private participation. Research points to the significant impact that good entrepreneurship education can make more towards entrepreneurial success and promotes entrepreneurial culture. Hence the plethora of entrepreneurship academics and academic programs at UK and US universities. A mainstay of many of the more successful entrepreneurship programs at business schools around the world is the involvement of successful entrepreneurs whose business careers provide an invaluable part of any university student’s entrepreneurship education.
At this backdrop, this paper tries to explain the need for a comprehensive formal system of entrepreneurship education against the present scenario.
Keywords: entrepreneur, entrepreneurship, entrepreneurship education
- The document discusses challenges with skill development and vocational training in India, including low rates of formal training, high dropout rates, and lack of employability. It proposes several solutions like integrating skill training into MGNREGS, establishing vocational courses tailored to regional needs, and improving the accreditation system for vocational institutions. However, challenges remain such as lack of trainers, infrastructure issues, and ensuring programs reach people in a timely manner. Mitigation strategies include leveraging existing programs and private sector involvement.
The document discusses several issues with India's higher education system and proposes solutions. It notes that while India has the second largest higher education system, only 6% of the eligible population accesses it, below developed countries. The key issues discussed are: education promotes rat racing over critical thinking; skills taught are irrelevant for jobs; students lack entrepreneurial ambition; and education fails to reduce social disparity. Solutions proposed include public-private partnerships, industry-academia connections, funding increases, e-learning, uniform standards, and forming an Indian Higher Education Service. The overall goal is for higher education to better prepare students for an unpredictable future.
This document provides an executive summary of the opportunity in the Indian education marketplace. Key points include:
- The e-learning market in India is estimated at over $3 billion and expected to grow 70% annually.
- There is a large demand for skilled workers that is not being met, such as 25 million additional workers needed in logistics by 2022.
- The government is investing in education initiatives to help meet this demand through programs like 20 new world-class universities.
- An education marketplace platform could generate $25 million in revenue and $7.5 million in profits by the third year of operations by connecting students with accredited courses from around the world.
The Wadhwani Foundation aims to accelerate economic development in emerging economies by creating jobs and opportunities through skills development, entrepreneurship, policy impact, and promoting the disabled and research. Its goals are to skill and place 5 million people in jobs, create half a million entrepreneurial jobs, facilitate high-impact policies, place 100,000 disabled people in corporate jobs, and enable world-class research. However, there is a large skills gap in countries like India where most youth do not learn trades and there is a mismatch between aspirations and market needs. The Foundation seeks to address this through innovative, scalable models that leverage technology and strengthen collaboration between educators, employers and youth.
The Future of Skills Support Presentationstevemartin75
This document outlines the UK government's new skills strategy to link public funding of skills training to economic growth. It aims to prioritize funding and resources for sectors offering high employment and new industries. The strategy seeks to simplify the skills system, give more autonomy to high-performing colleges, and introduce skills accounts to give learners more choice over their training. Overall, the strategy emphasizes targeting skills funding to strategic economic priorities.
Online Lecture-Sessions at HRDC, GJUS&T, Hisar on Higher Education in India and its Ecosystem on 21st September 2020 by Prof. Karam Pal Narwal , Director ,Haryana School of Business, Guru Jambeshwar University of Science&Technology, Hisar in Ist Technical Session
PENDIDIKAN KEJURUAN - TANTANGAN DAN REALITA.pptxAMRIFRIHATIN2
This document discusses the challenges and realities of vocational education in Indonesia. It notes that vocational education (TVET) is expected to remain highly relevant in the future as it addresses skills demands, bridges skills gaps, promotes innovation and supports lifelong learning. However, TVET systems face challenges in preparing students for the changing needs of the job market. The labor market is becoming polarized, with growth in high-skilled and low-skilled jobs but declines in middle-skilled work. Additionally, informality remains high in many labor markets. The document outlines key reforms countries have implemented to vocational education systems and policies to help ensure TVET students develop skills aligned with industry needs.
The document proposes solutions to increase the employability of Indian youth by boosting their skillsets. It discusses how 57% of Indian youth and 80% of the workforce lack marketable skills. The solutions proposed include expanding vocational training programs, reforming educational structures, and increasing corporate partnerships. Vocational training would partner schools and employers to increase exposure to careers. Educational reforms aim to standardize evaluations and introduce entrepreneurship programs. Corporate partnerships focus on boosting corporate social responsibility drives for job training and establishing employment partnerships with foreign firms.
This document provides an overview of language production and summarizes some of the key methodological challenges in studying it experimentally. It discusses how production involves conceptualization, formulation, and articulation processes. Two main challenges are how to control the input being produced and the output responses. Experimental methods discussed manipulate either the pathways of language processing or the message content to study production. Observational methods also analyze patterns in spontaneous and disfluent speech.
This document discusses language, power, and political correctness. It examines issues with imprecise language like vague, overgeneral, and ambiguous terms that can lead to misunderstandings or disputes. Different types of definitions are outlined, including stipulative, persuasive, lexical, and precising definitions. Strategies for constructing good lexical definitions are provided. The document also discusses emotive language, euphemisms, and political correctness.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
1. There is a large gap between the number of graduates coming out of Indian universities and the number that are employable, with estimates that only 25% of engineering and 10% of general graduates have the necessary skills.
2. This skills gap is caused by academics that focus only on theoretical knowledge and a lack of interaction between industry, government, and academia to develop curricula tailored to industry needs.
3. Improving employability will require bringing employers into the course design process, modifying courses to match industry needs, and building links between educational institutions and local employers through activities like guest lectures, internships, and research collaborations.
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
The document summarizes a presentation on skill development and capacity building in the energy sector. It discusses how the energy industry is facing unprecedented changes due to factors like changing geopolitics, new technologies, and environmental pressures. This is changing the nature of work. It emphasizes the need to develop the workforce for the future through initiatives like industry-academia collaboration, developing a global training strategy, strengthening vocational training programs, and focusing on skills like agility and mobility. Specific examples of collaboration between industries and academic institutions are provided, as well as recommendations around apprenticeship programs and vocational education.
Sourajit Aiyer - All India Management Association Indian Management journal -...South Asia Fast Track
1. The article discusses opportunities for private and foreign investment in India's higher education sector.
2. It notes that while private investment has been restricted to vocational and technical education, the school and university segments that make up the bulk of higher education lack quality and investment.
3. The article analyzes challenges like regulations limiting investment structures and profit models, and identifies opportunities for foreign players to partner with Indian institutions in areas like teaching, research, corporate training, and specialized professional courses.
The document proposes a holistic solution to boost the employability of India's youth by addressing the mismatch between formal education and employer requirements. It involves counselling students to help them identify skills, providing training in soft skills, technical skills and domain knowledge through apprenticeships and collaborating with industry, and helping trainees to secure jobs or become entrepreneurs. It outlines the implementation approach, including piloting the solution in focus areas and using existing infrastructure, as well as addressing potential challenges through mitigation strategies. The solution aims to equip 1 lakh youth with job-ready skills in the pilot phase itself.
The document discusses strategies to increase employability amongst youth in India by boosting their skillsets. It outlines several challenges including a lack of practical and job-ready skills amongst graduates, as well as a mismatch between the skills taught and those required by employers. It then proposes several strategies across five principles - amendments to the vocational course system, educational reforms, tax system reforms, improved training programs, and counseling services. Challenges and opportunities of each strategy are also discussed. The document emphasizes training and counseling to help youth identify their strengths, weaknesses, opportunities and threats to develop their skills and career paths.
UoTs can play an important role in developing high-level skills in South Africa. Policies call for improving skills to support economic growth and address skills shortages. UoTs are well-positioned to develop skills through responsive career-focused programs, cooperative education with industry, and applied research. UoTs can offer certificates, diplomas, and degrees to broaden access and support applied knowledge production. Strategic partnerships with industry, FET colleges, and governments further skills development through curriculum collaboration, research, and work-based learning opportunities. UoTs face challenges in balancing qualifications, developing articulation pathways, promoting interdisciplinarity, and focusing on attributes like innovation and entrepreneurship.
Creativity, innovation and entrepreneurship are the seeds to economic activity and entrepreneurs are the sources of jobs in an economy. According to TiE (The IndUS Entrepreneurs, a non - profit organization, which promotes entrepreneurship), each entrepreneur creates approximately 30 jobs. Entrepreneurship helps to make the Indian market export competitive and equally contributes in making the Indian brand more acceptable. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem, and an overall greater sense of control over their own lives. But the present younger generation is not able to enjoy all these benefits. A survey done by the Entrepreneurship Development Institute, India (EDII) in 2003 shows that young people are afraid to start their own business because they are not confident, not capable, and lack knowledge in starting a business. Many people would have the opportunity to change jobs or become an entrepreneur if they are properly trained. The students in India are not confident merely with the traditional education they receive in the universities. This throws a demand for education programs specifically designed to expand students’ knowledge and experience in entrepreneurship.
Entrepreneurship education in India faces cultural and financial constraints along with insufficient government capacity and private participation. Research points to the significant impact that good entrepreneurship education can make more towards entrepreneurial success and promotes entrepreneurial culture. Hence the plethora of entrepreneurship academics and academic programs at UK and US universities. A mainstay of many of the more successful entrepreneurship programs at business schools around the world is the involvement of successful entrepreneurs whose business careers provide an invaluable part of any university student’s entrepreneurship education.
At this backdrop, this paper tries to explain the need for a comprehensive formal system of entrepreneurship education against the present scenario.
Keywords: entrepreneur, entrepreneurship, entrepreneurship education
- The document discusses challenges with skill development and vocational training in India, including low rates of formal training, high dropout rates, and lack of employability. It proposes several solutions like integrating skill training into MGNREGS, establishing vocational courses tailored to regional needs, and improving the accreditation system for vocational institutions. However, challenges remain such as lack of trainers, infrastructure issues, and ensuring programs reach people in a timely manner. Mitigation strategies include leveraging existing programs and private sector involvement.
The document discusses several issues with India's higher education system and proposes solutions. It notes that while India has the second largest higher education system, only 6% of the eligible population accesses it, below developed countries. The key issues discussed are: education promotes rat racing over critical thinking; skills taught are irrelevant for jobs; students lack entrepreneurial ambition; and education fails to reduce social disparity. Solutions proposed include public-private partnerships, industry-academia connections, funding increases, e-learning, uniform standards, and forming an Indian Higher Education Service. The overall goal is for higher education to better prepare students for an unpredictable future.
This document provides an executive summary of the opportunity in the Indian education marketplace. Key points include:
- The e-learning market in India is estimated at over $3 billion and expected to grow 70% annually.
- There is a large demand for skilled workers that is not being met, such as 25 million additional workers needed in logistics by 2022.
- The government is investing in education initiatives to help meet this demand through programs like 20 new world-class universities.
- An education marketplace platform could generate $25 million in revenue and $7.5 million in profits by the third year of operations by connecting students with accredited courses from around the world.
The Wadhwani Foundation aims to accelerate economic development in emerging economies by creating jobs and opportunities through skills development, entrepreneurship, policy impact, and promoting the disabled and research. Its goals are to skill and place 5 million people in jobs, create half a million entrepreneurial jobs, facilitate high-impact policies, place 100,000 disabled people in corporate jobs, and enable world-class research. However, there is a large skills gap in countries like India where most youth do not learn trades and there is a mismatch between aspirations and market needs. The Foundation seeks to address this through innovative, scalable models that leverage technology and strengthen collaboration between educators, employers and youth.
The Future of Skills Support Presentationstevemartin75
This document outlines the UK government's new skills strategy to link public funding of skills training to economic growth. It aims to prioritize funding and resources for sectors offering high employment and new industries. The strategy seeks to simplify the skills system, give more autonomy to high-performing colleges, and introduce skills accounts to give learners more choice over their training. Overall, the strategy emphasizes targeting skills funding to strategic economic priorities.
Online Lecture-Sessions at HRDC, GJUS&T, Hisar on Higher Education in India and its Ecosystem on 21st September 2020 by Prof. Karam Pal Narwal , Director ,Haryana School of Business, Guru Jambeshwar University of Science&Technology, Hisar in Ist Technical Session
PENDIDIKAN KEJURUAN - TANTANGAN DAN REALITA.pptxAMRIFRIHATIN2
This document discusses the challenges and realities of vocational education in Indonesia. It notes that vocational education (TVET) is expected to remain highly relevant in the future as it addresses skills demands, bridges skills gaps, promotes innovation and supports lifelong learning. However, TVET systems face challenges in preparing students for the changing needs of the job market. The labor market is becoming polarized, with growth in high-skilled and low-skilled jobs but declines in middle-skilled work. Additionally, informality remains high in many labor markets. The document outlines key reforms countries have implemented to vocational education systems and policies to help ensure TVET students develop skills aligned with industry needs.
The document proposes solutions to increase the employability of Indian youth by boosting their skillsets. It discusses how 57% of Indian youth and 80% of the workforce lack marketable skills. The solutions proposed include expanding vocational training programs, reforming educational structures, and increasing corporate partnerships. Vocational training would partner schools and employers to increase exposure to careers. Educational reforms aim to standardize evaluations and introduce entrepreneurship programs. Corporate partnerships focus on boosting corporate social responsibility drives for job training and establishing employment partnerships with foreign firms.
This document provides an overview of language production and summarizes some of the key methodological challenges in studying it experimentally. It discusses how production involves conceptualization, formulation, and articulation processes. Two main challenges are how to control the input being produced and the output responses. Experimental methods discussed manipulate either the pathways of language processing or the message content to study production. Observational methods also analyze patterns in spontaneous and disfluent speech.
This document discusses language, power, and political correctness. It examines issues with imprecise language like vague, overgeneral, and ambiguous terms that can lead to misunderstandings or disputes. Different types of definitions are outlined, including stipulative, persuasive, lexical, and precising definitions. Strategies for constructing good lexical definitions are provided. The document also discusses emotive language, euphemisms, and political correctness.
Language production involves four stages: conceptualization, formulation, articulation, and self-monitoring. In conceptualization, the speaker forms the thought they want to express. In formulation, they plan the linguistic representation. During articulation, the brain sends signals to speech muscles. In self-monitoring, the speaker assesses if their speech matches their intent and corrects any errors. Speech errors provide clues about how language is planned and produced, and that speakers have multiple competing production plans. Native speakers can self-correct immediately, showing production is constantly regulated and sensitive to mistakes.
The document provides an introduction to the study of automata theory. It discusses five major topics covered in automata theory: finite state automata, context-free languages, Turing machines, undecidability and complexity. Finite state automata are defined as abstract computing devices composed of a finite number of states. They can be used to model hardware, software, algorithms and other processes. The document provides examples of finite state automata, including an on-off switch and a gas furnace.
This document provides information about an upcoming two-day national conference on psychology and mental health disorders being organized by Dr. D. Y. Patil Arts, Commerce and Science College in Pune, India. The conference will focus on topics like anxiety, stress, depression, psychiatric disorders, neuropsychology, and bipolar and schizophrenia. It invites research paper submissions from students and academics to be presented at the conference and potentially published in a journal. The organizing committee is led by the principal of the college and includes several assistant professors. The conference aims to increase awareness of mental health issues and promote a balance of mental and physical well-being.
Ferdinand de Saussure (1857-1913) is considered the father of modern linguistics. He taught a course in general linguistics from 1907-1911 that was published posthumously in 1916. In this work, he introduced key concepts in structuralism such as langue and parole, the linguistic sign comprising the signifier and signified, and the distinction between synchronic and diachronic analysis of language. Saussure viewed language as a system of signs defined by relationships between the concepts they represent and the sounds used to express them.
This document discusses parameters for evaluating student writing, including productivity, correctness, complexity, text organization, and literary richness. It recommends assessing the writer's background and experience level, and keeping assignments relevant to their needs. Key aspects to focus on include use of proper writing conventions, mastery of vocabulary, clarity of arguments, and logical structure. Rubrics should be used to quantify evaluations in a way that differentiates for different students. The stages of language production are conceptualization, formulation, articulation, and self-monitoring.
This document provides an overview of several influential theories of child development, including:
- Piaget's stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational)
- Vygotsky's sociocultural theory including the zone of proximal development and scaffolding
- Erikson's psychosocial stages of development and the conflicts at each stage (trust vs mistrust, autonomy vs shame/doubt, etc.)
- Freud's psychosexual stages of development including oral, anal, phallic, latency, and genital stages
- Skinner's operant conditioning and behaviorism which views learning as shaped by consequences like reinforcement
- Bronfenbren
1) The document discusses concepts, problem solving, creative thinking, language acquisition, and reasoning. It covers how humans form concepts using exemplars and prototypes. It also discusses different problem solving approaches like algorithms and heuristics.
2) Language acquisition is reviewed through its stages from babbling to telegraphic speech. Both innate factors like brain lateralization and environmental factors like social interaction influence language development.
3) Problem solving strategies include changing mental sets, using analogies, and forming subgoals. Creative thinking uses divergent thinking to generate multiple solutions.
This chapter discusses language and thought. It covers topics like the cognitive revolution in the mid-20th century that led to the empirical study of cognition. It also discusses the properties and hierarchical structure of language, language development milestones in children, theories of language acquisition, and debates around animal language. Additionally, it examines problem solving approaches and barriers, decision making processes, and heuristics and pitfalls in reasoning.
Cognitive development occurs through social interaction and internalization of socially shared processes. Children first learn skills and concepts through interaction with others, then internalize them to perform independently. For example, a child learns to point through social interactions with caregivers before understanding it as a means of communication. Similarly, a child learns to tie shoes through verbal guidance from an adult before being able to do it alone. Vygotsky's theory of the zone of proximal development also illustrates how children can perform higher-level tasks with assistance from others before mastery alone. Language plays a key role in cognitive development, first appearing between people and then within the individual through private speech that later becomes inner speech.
This document summarizes key topics in language and thought, including:
- The cognitive revolution in the 19th century shifted focus to the mind from just observable behavior.
- Language has properties like being symbolic, semantic, and generative. It has a hierarchical structure from phonemes to morphemes to semantics and syntax.
- Language develops through milestones like babbling and first words in the first year, and combining words between 18-24 months. Bilingualism provides cognitive benefits.
- Problem solving involves inducing structure, arrangement, and transformation. Effective problem solving avoids biases while different cultures influence styles.
- Decision making evaluates alternatives using heuristics and strategies despite flaws in human reasoning. Evolution
Intelligence tests have found average differences in IQ scores between racial groups, with Blacks and Hispanics scoring lower on average than Whites and Asians. There are several possible explanations for these observed differences:
1. Genetic differences cause racial groups to have different intelligence levels. However, within-group genetic variations do not fully explain between-group differences.
2. Environmental factors like socioeconomic status, stereotype threat, and test bias may impact scores. Studies matching Blacks and Whites on socioeconomic factors find smaller IQ differences.
3. Tests themselves could be racially biased in ways that disadvantage some groups. The causes of observed racial IQ differences remain controversial and complex, with both genetic and environmental factors likely playing
This document provides instructions for using a Christmas presentation template. It explains that the template can be used for free under a public domain waiver. It describes how to edit the template in Google Slides or PowerPoint by downloading it as a theme or template. It includes tips for using various visual elements like images, charts, tables and diagrams to enhance a presentation. It also provides credits for the template and links to download fonts used in the design.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including using words as data and exploring meanings rather than reports or measures. The lecture also explores reflective, intentional, and constructionist views of language and compares qualitative and quantitative research methods. The goal is to further ground students in the philosophical foundations of qualitative research.
1. The document discusses when to design assessment in the course design process. It recommends designing assessment items immediately after writing learning objectives so the objectives are still fresh in mind and to check if objectives can be assessed.
2. The document also discusses what domains of learning to assess, including declarative knowledge, intellectual skills, cognitive strategies, attitudes, and psychomotor skills. It provides descriptions of each domain.
3. Key takeaways include planning assessment early based on course goals, considering the purpose and timing of assessment, and designing an assessment blueprint aligned with learning outcomes that assesses the different domains of learning appropriately.
This document discusses five approaches to qualitative research: ethnography, grounded theory, phenomenology, narrative research, and case study. It provides details on the focus, analytical focus, background, data collection, data analysis, questions addressed, and challenges overcome for each approach. Ethnography focuses on understanding culture, grounded theory discovers theories from data, phenomenology describes lived experiences, narrative research reports stories, and case study explores issues in a setting. The approaches are compared, noting narrative research inquires about chronological stories while ethnography focuses on cultural context, and both can analyze individuals.
This document provides an overview of the first part of a lecture on the foundations of qualitative research. It discusses key characteristics that define qualitative research, including that it uses words rather than numbers as data, seeks to understand meanings rather than behaviors or cognitions, and recognizes researcher subjectivity. The document also contrasts qualitative and quantitative research, noting differences in their aims, data collection and analysis approaches, and views on objectivity. Finally, it provides brief definitions of reflective, intentional, and constructionist views of language.
This document provides guidance on teaching art to children. It discusses the benefits of art for children's development, including expression, self-identity, and appreciation for beauty. It recommends taking children's art seriously without judgment and emphasizing free expression and the process over the product. Stages of children's art are outlined from scribbling to realism. A variety of art activities are suggested using different materials like play dough, bubbles, and fabric. Creativity is defined, and left and right brain functions are contrasted in learning.
The document outlines several explanations for artistic development in children and stages of development. It discusses that physical ability, emotions, perceptions, cognition, and general development all influence a child's art. Artistic development progresses through scribbling, pictorial, schematic, and realistic stages as children's skills increase. Understanding these stages helps set expectations and evaluate a child's artwork appropriately.
More from The English and Foreign Languages University(EFL Central University) (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. 1
Role of Corporate Sector in Higher
Education : Preparing Workforce for the
Knowledge Economy
Mrs. Sushma Berlia
President, Apeejay Stya Group
FICCI Higher Education Summit, Nov. 25-26, 2008, New Delhi
2. 2
Access - The Demand Supply Gap
India has 421 Universities and 20,918 Colleges
GRE in India – 11.3%, average of 25% in developed
countries.
– Total enrolment in Higher Education is 1.86 crore
– Expected to reach 2.2 crore by 2012 if India achieves 15 % GER
NKC - Creation of 1,500 colleges & Univ. to reach 15% GER
by 2015
Growth of Higher education needed as per five year plan – 37%
– Growth of Higher education increase/year – 11%*
– Demand for Higher education increase/year – 20%*
– Human resource demand is increasing/year – 18%*
– Shortfall in no. of seats required and available - 45 %*
Thus there is a Gap between the Aspiration and the
Availability
Urgent need to meet the rising demand for higher education
hence India surely needs more Higher Edu. Institutions
*Source: Derived from Planning commission Documents & MHRD Educational Statistics
3. 3
Access - The Demand Supply Gap Contd..
Strange Phenomena in India
Skill development
– India over the next five years will have surplus of
un-trained and under-educated people - 1.3 million *
– India will fall short of real talent by about - 5.3 million*
– We will have a surplus that we will not need and a
deficit that we cannot fulfill
– Further crises to be caused by mismatch between
jobs available and skill shortage
Thus there is a Gap between the Needs of the Industry
and the Availability
* Source- Boston Study Group, 2008
4. 4
Government Initiatives - (XIth Plan)
30 Central Universities –including one in each of the
16 States so far uncovered
Strengthening of 6000 colleges and 150 Universities
not receiving UGC grant
Establishment of 373 New Degree Colleges
Expansion and up gradation of 200 State Technical
Institutions;
Up gradation of Technical Institutions/Department of 7
Universities
8 New IITs; 7 new IIMs; 5 IISERs, 2 SPAs,
20 new IIITs - as far as possible in the PPP mode.
10 new NITs
50 centers for training and research in frontier areas
5. 5
Increasing capacity of existing IITs & IIMs by 200%
Strengthening of existing polytechnics
1000 new polytechnics – 300 by State Govt, 300 in PPP
mode, 300 by Pvt. Sector.
50,000 Skill Development Centres.
National Education Mission through ICT
Incentivising State Govt. for expansion / upgradation of
existing and new universities/professional institutions.
Greater public and the private sector interface in Higher
and Technical education
Foreign collaborations, bilateral agreements & opening
doors for quality foreign education providers
Government Initiatives - (XIth Plan) Contd…
6. 6
The Big Question
With Rs. 40,000 crores of investment only for 2.5% of the
relevant age group - not going to solve the purpose of Higher
education (Edge 2008).
– Already in the second years of the XIth plan – nothing concrete
seen on the ground yet
Current framework of Pvt. Channel not encouraging in
generating a highly scalable supply
– 23 Private Universities & 70 Private Deemed University able to
Enroll not more then One Million (no great numbers expected)
Foreign Education providers Act still languishing and in its
current framework may not be the right Catalyst
Skill Development is critical
– University education is not for all.
– Industry requires skilled manpower
– With SDM initiative not much has taken off keeping in view
employability & acceptability by the industry.
The Access & Quality Issues still continue……..
7. 7
For Scalability & Fulfilling Aspirations of the people
& Needs of the Industry/Economy
Skill
Development
Traditional
Hr. Education
Training /
Re-training
Higher Education
(Post Class X & XII)
8. 8
For Scalability & Fulfilling Aspirations of the people
& Needs of the Industry/Economy Contd….
Skill development initiatives
– Programmes other than pure academic university traditional
education, with lateral linkages with higher education.
– Popular Programmes which attracts desirous students
– Testing, Certification through Industry/Chambers/Ind. Associations
Traditional Higher Education
– Better quality Hr. Edu. Institution of Academic & Professional in
nature which is - ‘Higher’ not because of its sheer structure, but it should be
higher by its quality and excellence”..
– Private universities that impart quality education, as expected .
– Transnational provisions - Foreign univ. campus, Branch Campuses,
Offshore Institutions
– Corporate & Corporatized universities
– Virtual universities, Distance education providers, other non
traditional modes
Institutions specialized in training and Retraining
– Independent Skill development Institutes (NIIT, Aptec)
– Specialist ‘vendor-led’ training, companies like (Microsoft, Intel and
Cisco Systems) in partnership with other providers
– Other New Modes
10. 10
Corporates as Consumers
Corporates as consumers/users of trained/skilled
manpower may partner with Universities/Academia :
– In Research and Development
– Training to graduates (generic & job specific skills) to employ
them
– Academic supervised Internship
– Collaborative courses/Programmes keeping in view the
demand of the market
– Funding collaborative Projects & Research
– Exchange Programmes
– Crossover of Faculty & Employees
– Infrastructural Support, Financial Support
– Promoting Industry – Academia Interface
Not as a CSR initiative but to gain concrete benefits
Contd…
11. 11
Quality Education with more Research
No. of Graduates & Post graduates in US & India is Same.
– Graduates
India - 20 Lakhs
US. - 14 lakhs & 7 Lakhs with associate degrees
– Post Graduates
India – 5.4 Lakhs
US. - 5.8 lakhs
There is a sharp distinctions in the number of Ph. Ds
– US- 60,000 Ph.Ds and approx 7000 first degree professionals
– India- only 8000 Ph.Ds.
The real distinction lies in
– Real research and Dismal numbers of PhDs
– The quality of the PhDs and reportedly the employability of only 20%
of the Graduates & Post Graduates
Hence merely increasing Access without ensuring Quality will not reap
the benefits for either the students, the Corporates or the Country
Corporates as Consumers Contd….
12. 12
Corporates as Consumers Contd…..
Expectations from Academia
– Who have right balance of
knowledge,
Attitude
– Maturity, Positive Attitude & Aptitude
Skills
– Generic if not Specific
– People & Communication Skill
– Who knows
How to think critically
How to Analyse effectively
How to Learn & apply the learning
– Exposure to Industry environment – its discipline &
Teamwork & Expectation
– Multicultural & Transnational Exposure and Vision
13. 13
As Corporate Social Responsibility
Investing in Institution
– Few corporates have the expertise, money or skill to invest
in this mode
– However very good institutions could come Independently
or in PPP Mode
Potential to become Centres of Excellence,
Have Brand name to protect
Done as a CSR initiative (not for Profit.
Operational
– Helping, Administrative, Management –contribution in running of t
institutions,
– Volunteering, Academic contribution in form of Lectures,
Research & Development and Training- (may not be a long term model)
Corporates put in funding only for
– Autonomous institutions imparting quality education
scholarships,
naming buildings,
invest in research only if they find it beneficial
establish chairs etc
14. 14
Corporates/Pvt. Sector as Enterprise
FOR PROFIT APPROACH
This to be open to all provisions of Education
– Either in form of Universities, setting up Training Centres, Skill
Development centres, Vocational Education, Distance Education
Institutes, New mode of Provision etc
Nothing lost – Much gained: because Corporate/private sector
is there to
– Supplement govt.’s investment & effort and not to supplant it;
– Supplement those who do it for Not-For-Profit as CSR and not to
supplant them
As Market mechanism may be imperfect in education, hence
– Transparent Autonomous Regulator like TRAI to ensure
Consumers Interest (students & Corporates)
Already FOR PROFIT already happening SUBVERTLY
Number of students going abroad to study – a reflection of a
large pool who are willing to pay for Good Quality Education
15. 15
Scalability will come with Entrepreneurship
Entrepreneurship / CSR
is Spontaneous Response
to perceived Gap in Demand – Supply
What is needed to Trigger It ??
16. 16
Need of an Alternative Model
The Current Model under the Current Policy
– not replicatable for a large scale provision, and
– not likely to fill the gap (Aspirations and Skill Demand)
The current Pvt. universities have come up in the existing
framework and part of the License Permit Quota Raj
– Not able to deliver to the potential that they can
For successful model
– Remove shackles as removed for the industries in 1991
– Need Governance not Regulations
– Autonomy- Academic, Administrative & Financial
– Freedom for foreign collabotation
Regulatory models like TRAI may be explored
– Single window approach
– Based on transparency and disclosure norms
– Self regulations
– Free entry with adequate capitalization norms
Contd…
17. 17
The Organistion of the Providers maybe
– Firms (proprietary/ partnership) or be Corporatized (Pvt
Ltd., Pub Ltd companies)
– Desirous Institutions may get listed on stock exchange
– Listing & disclosure norms to be customized for
education by SEBI
For degree granting institutions additionally
– Accreditation mandatory
– More stringent listing & disclosure norms by regulators & if
listed by SEBI
Proper funding mechanism with free pricing
– Resolve the impasse towards creating the necessary
impetus for many more institutions to come up
– attractive tax breaks and incentives
– Flexibility in fee fixation
reserve seats on minimal cost basis-rest free to charge
Need of an Alternative Model Contd…..
18. 18
Guidelines for financing sectors framed by RBI w.r.t
– loans and leverage norms for education firms/companies
Student funding and Loans (go for variable fee structure)
– those who are able to pay should pay
effective scholarship schemes
well established proper Loan mechanism with
provision of repayment on employment or services
Negative budgeting signals to be removed
– Skill development & non-degree or non-university
affiliated courses to be treated on par with degree and
affliated courses for tax purposes
– Education loans & repayments to be treated on par
with housing loans
– Education fees to be out of the preview of F. B. T
Need of an Alternative Model Contd…..
19. 19
For Profit and Not for Profit Universities – An Example
Profit sector have been growing and increasing
respectability
– They run with declared objective to make profit
– They don’t look for donations,
– they look for investments and they give dividends to those
investing in it
– For profit will continue to grow in numbers and market
share*
– Growth in no-profit will continue to decline*
For Profit growth is evident by their
– Maintained standards of Accreditation
– Tend to regard Accreditation as a business objective
Source: : Integrated Postsecondary Education Data System (IPEDS)
of the National Center for Education Statistics (NCES), U.S.
Department of Education
Contd….
20. 20
Non-Profit & For-Profit Distinction in Higher Education
Non-Profit For-Profit
Tax Exempt Tax-paying
Donors Investors
Endowment Private investment capital
Stake-holders Stock-holders
Shared governance Traditional Management
Prestige motive Profit motive
Cultivation of Knowledge Application of Learning
Discipline-driven Market-driven
Quality of inputs Quality of outcomes
Faculty power Customer power
Both Modes are needed in any Country for fulfilling Varied
Aspirations
21. 21
Profit vs Not-For-Profit
Not all public universities are good and it is not that all
private higher education institutions are bad. “The old-
fashioned public universities are becoming ever more
promiscuous in their pursuit of income.
In America, ‘public university’ is fast becoming a figure of
speech. At a university of Virginia, the share of the operating
budget coming from the state declined from about 28% in 1985
to 8% in 2004-5.
As one university president put it, his university has evolved
from being a ‘state institution’ to being ‘state supported’ then
‘state-assisted’, next ‘state-located’ and now ‘state- annoyed’.”
Source: The Brain Business, Survey of Higher Education, The Economist, Sept. 10, 2005
22. 22
History will not forgive us if we do not set
right the structure, procedural obstacles and
political apathy that keeps our youth away
from acquiring the right Knowledge & Skills
leading to the right career
TIME TO ACT IS NOW