This document summarizes the key challenges facing higher education in India, with a focus on management education. It discusses how the goals of higher education need to balance factors like preparing students for the job market while also developing critical thinking. It outlines issues like low enrollment rates, lack of access for disadvantaged groups, outdated regulations, shortage of quality faculty, and underfunding. Private institutions have grown but need better regulation. Overall, expansion of the system is needed while ensuring quality and inclusion to meet India's growing needs and achieve sustainable development.
The document discusses the present scenario and need for foreign direct investment in higher education in India. It notes that while India has a long history of higher education, modern universities were only established in 1857 and there were just 20 universities and 500 colleges at independence in 1947. Currently there are over 600 universities but the gross enrollment ratio remains low at 18.8%, below many other countries. The government aims to increase this to 30% by 2020 but lacks the resources, creating a need for private investment. Allowing foreign investment could help meet targets by improving infrastructure, technology, and quality of education, but it may also risk commercializing education and benefitting foreign countries more than India.
This document discusses the problems facing education in Pakistan and potential solutions. It finds that Pakistan is lagging in achieving education goals and has low literacy and enrollment rates. The education system lacks proper planning, funding, and quality control. It is not aligned with local needs and realities. There are also large disparities between provinces in infrastructure, resources, and outcomes. Overall, the education system is poorly configured and unable to meet Pakistan's development needs despite numerous reform plans. Solutions proposed include improving access, quality, planning, and reducing regional disparities to make education more effective.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
11.effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It provides background on the Indian education system and challenges like low literacy rates and high dropout rates. Open and distance learning has helped increase access to education. ICT has further enhanced open and distance education by making teaching and learning more engaging and practical. Institutions in North-East India like Krishna Kanta Handiqui State Open University have successfully used ICT-enabled open and distance learning to provide educational opportunities to thousands of learners.
WHY WE NEED TO RE-ENGINEER OUR HIGHER EDUCATION INSTITUTIONS?Saurabh Chandra
1) Indian higher education has grown significantly since independence but institutions still struggle with weaknesses and failing to meet changing needs.
2) The system needs re-engineering to address major issues like inadequate research output, funding and quality compared to countries like the US and China.
3) The UK higher education system is one model that India could study and draw from given its world-class reputation, to help reform governance and management techniques in Indian institutions.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
The document discusses the present scenario and need for foreign direct investment in higher education in India. It notes that while India has a long history of higher education, modern universities were only established in 1857 and there were just 20 universities and 500 colleges at independence in 1947. Currently there are over 600 universities but the gross enrollment ratio remains low at 18.8%, below many other countries. The government aims to increase this to 30% by 2020 but lacks the resources, creating a need for private investment. Allowing foreign investment could help meet targets by improving infrastructure, technology, and quality of education, but it may also risk commercializing education and benefitting foreign countries more than India.
This document discusses the problems facing education in Pakistan and potential solutions. It finds that Pakistan is lagging in achieving education goals and has low literacy and enrollment rates. The education system lacks proper planning, funding, and quality control. It is not aligned with local needs and realities. There are also large disparities between provinces in infrastructure, resources, and outcomes. Overall, the education system is poorly configured and unable to meet Pakistan's development needs despite numerous reform plans. Solutions proposed include improving access, quality, planning, and reducing regional disparities to make education more effective.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
11.effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It provides background on the Indian education system and challenges like low literacy rates and high dropout rates. Open and distance learning has helped increase access to education. ICT has further enhanced open and distance education by making teaching and learning more engaging and practical. Institutions in North-East India like Krishna Kanta Handiqui State Open University have successfully used ICT-enabled open and distance learning to provide educational opportunities to thousands of learners.
WHY WE NEED TO RE-ENGINEER OUR HIGHER EDUCATION INSTITUTIONS?Saurabh Chandra
1) Indian higher education has grown significantly since independence but institutions still struggle with weaknesses and failing to meet changing needs.
2) The system needs re-engineering to address major issues like inadequate research output, funding and quality compared to countries like the US and China.
3) The UK higher education system is one model that India could study and draw from given its world-class reputation, to help reform governance and management techniques in Indian institutions.
This document is a summer training report submitted by Pooja Devi to Dr. Supreet Sandhu at Eduris International in partial fulfillment of an MBA degree. The report analyzes India's higher education system and includes sections on declaration, acknowledgment, executive summary, introduction, company profile, literature review, methodology, objectives, data analysis, findings, recommendations, and conclusion. It provides an overview of India's education system, including primary, secondary, and higher education. It also discusses the role of education in national development and the changing nature of education as an industry.
The document summarizes the current state of higher education in India. It notes that India aims to be the third largest economy by 2050 but that the gross enrollment ratio in higher education is only 12%, compared to nearly 70% in developed countries. It outlines some of the major issues facing higher education in India, including over-centralization, poor academic research, low faculty standards, and a mismatch between education and industry needs. Potential solutions proposed include increasing the use of e-learning, attracting more foreign direct investment, and strengthening corporate partnerships and curriculum reforms.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
Higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 25,000 colleges. However, enrollment rates are only around 12% currently, and increasing to 30% by 2020 would require 800 new universities and 40,000 new colleges. The main challenges are meeting the large demand-supply gap in higher education and increasing spending on education to the recommended levels.
Higher education access in India is limited, with only 10% of the college-aged population having access. Geographic disparities exist, as northern India is less developed economically than southern India, resulting in fewer higher education opportunities. Social and economic status also influence access, as India's caste system historically discriminated against lower castes, limiting their financial resources and access to education. The government has implemented affirmative action policies like quotas to increase lower caste representation in education, though the effects have been limited. Disparities in India are similar to issues in the United States regarding lower economic class citizens having less access to higher education.
- Education in India has traditionally been imparted through religious institutions like temples and by Brahmin priests, with a focus on religious texts and duties specific to social classes. Currently, education is provided by both public and private sectors under the guidelines of the central and state governments.
- The higher education sector in India is large and growing, with over 150 million people aged 18-23. It has seen significant expansion in institutions and enrollment in recent decades. However, challenges remain around low enrollment rates, quality of education, management structures, and regulatory frameworks.
- Moving forward, there are opportunities to increase private and foreign investment and partnerships to help meet the growing demand and supplement public funding, though reforms are still needed regarding accredit
The document discusses the higher education sector in India. It notes that higher education holds promising prospects due to India's large population of 18-23 year olds and low literacy rate. There are over 600 universities in India and the government spends around 3.8% of its GDP on education. However, less than 1% of government education spending goes towards capital expenditures. The higher education sector in India is seen as a large untapped market with significant growth potential and an expected growth rate of 16% over the next 5 years.
The document discusses issues with higher education institutions in India. It summarizes a survey that found that 90% of management school faculties have no industrial experience, 75% of management institutions are run by politicians, and only 10% of MBA graduates meet corporate standards. Interactions with students proved most lack communication skills, personality, market knowledge, and completed copycat projects. The regulatory system has failed to maintain standards or prevent exploitation, despite entry barriers. For India to build world-class institutions, it needs critical mass of students on university campuses, autonomy for colleges, and an end to the affiliation system that hinders innovation.
The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
A study on contemporary issues in higher education nilraja
1. The document analyzes higher education in India, including the growth in the number of approved colleges and universities over time, as well as trends in higher education expenditure as a percentage of GDP.
2. It finds that while the number of colleges and universities has increased substantially, higher education expenditure as a percentage of GDP has remained relatively constant or declined slightly.
3. The document concludes that higher education in India is expanding rapidly to meet the needs of a growing population and more students graduating secondary school. However, this expansion is increasingly reliant on private institutions rather than public funding.
IRJET- Framework for Improving Quality and Ranking of Higher Educational ...IRJET Journal
This document discusses issues facing higher education institutions in India and proposes a framework to improve quality and rankings. It notes that while India has seen impressive growth in higher education institutions and enrollment, challenges remain around access, faculty shortages, infrastructure, research quality, and ensuring education meets employer needs. The objectives are to analyze India's higher education growth, identify current issues, and suggest strategies to drive quality improvement and better global rankings. The research is based on a literature review of government reports, research works, and other secondary sources. Key issues identified include the need for institutions to balance quality enhancement with accountability, adopt quality assurance processes, and strategically plan research and teaching to meet evaluation standards and position themselves competitively in rankings.
Self Financing Courses in Higher Education--Pricing and Quality IssuesDr. Subir Maitra
This document summarizes the debate around who should pay for higher education and discusses self-financed courses in India. It notes that globally, there is a debate between those who believe higher education is a private good that students should pay for, versus those who believe the state should finance universities. In India, self-financed courses have a wide range of prices depending on the type of institution, with private universities charging the highest fees to cover all costs, while government colleges can only charge fees to cover recurring expenses. The document examines issues of pricing and quality for self-financed courses in India.
The public sector efficiency in the education departmentAlexander Decker
1. The document analyzes the efficiency of public sector educational expenditures in Punjab and Sindh provinces of Pakistan using data envelopment analysis (DEA).
2. DEA was used to calculate efficiency scores and rankings for each district based on educational expenditures as inputs and total student enrollments as outputs.
3. Preliminary results found variation in efficiency scores across districts, with some districts performing better than others in converting educational funds into student enrollments.
Education is the beacon that guides a society to a better future. Human Resources Development depends on the quality of Education provided. The aims of Higher Education i.e. equity, inclusiveness and quality can be achieved through Good Governance in High Educational Institutions. Good Governance features like Accountability, Transparency, Participation, Equity and Inclusiveness, Efficiency and Effectiveness, Responsiveness and Participation must be adopted by all the Higher Education Institutions.
The document discusses higher education in India and the ongoing debate around quantity versus quality. It notes that while India has greatly expanded access to higher education since independence, issues of quality, equity and inclusion remain challenges. The document examines some of the key issues facing higher education in India, including the complexity of the federal system, funding challenges, quality assurance, and meeting the demands of the knowledge economy. It recommends reforms to admission and evaluation processes, greater use of technology and collaboration between institutions, and continued policy reforms to improve the standard and competitiveness of higher education in India.
The document summarizes the higher education sector in India. It notes fundamental shortcomings in the current scenario including low gross enrolment ratio and low public spending on higher education. It also cites a lack of cooperation between the public and private sectors and lack of large players in the market. Key drivers of growth in the sector include a growing middle class able to afford private education, India's demographic advantages, and its services-dominated economy, though poor perceptions of alternative education streams persist.
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
The document outlines 10 essential steps needed to improve higher education in India, which faces serious challenges from increasing student numbers and declining quality. These include: 1) conducting manpower planning to ensure relevant education and employment opportunities, 2) improving quality to rank Indian institutions globally in the top 100, 3) overhauling the examination system, 4) reforming administrative practices, 5) regulating the number of educational institutions, 6) promoting teaching as a respected profession, 7) increasing support for rural students, 8) fostering creativity and innovation, 9) enhancing collaboration, and 10) making India a provider of trained global manpower. It calls for an action-oriented roadmap to address these issues within the next 12 months.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
The document summarizes the current state of higher education in India. It notes that India aims to be the third largest economy by 2050 but that the gross enrollment ratio in higher education is only 12%, compared to nearly 70% in developed countries. It outlines some of the major issues facing higher education in India, including over-centralization, poor academic research, low faculty standards, and a mismatch between education and industry needs. Potential solutions proposed include increasing the use of e-learning, attracting more foreign direct investment, and strengthening corporate partnerships and curriculum reforms.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
Higher education in india structure, statistics and challengesAlexander Decker
This document summarizes the structure, statistics, and challenges of higher education in India. It notes that India has the largest higher education system in the world with over 500 universities and 25,000 colleges. However, enrollment rates are only around 12% currently, and increasing to 30% by 2020 would require 800 new universities and 40,000 new colleges. The main challenges are meeting the large demand-supply gap in higher education and increasing spending on education to the recommended levels.
Higher education access in India is limited, with only 10% of the college-aged population having access. Geographic disparities exist, as northern India is less developed economically than southern India, resulting in fewer higher education opportunities. Social and economic status also influence access, as India's caste system historically discriminated against lower castes, limiting their financial resources and access to education. The government has implemented affirmative action policies like quotas to increase lower caste representation in education, though the effects have been limited. Disparities in India are similar to issues in the United States regarding lower economic class citizens having less access to higher education.
- Education in India has traditionally been imparted through religious institutions like temples and by Brahmin priests, with a focus on religious texts and duties specific to social classes. Currently, education is provided by both public and private sectors under the guidelines of the central and state governments.
- The higher education sector in India is large and growing, with over 150 million people aged 18-23. It has seen significant expansion in institutions and enrollment in recent decades. However, challenges remain around low enrollment rates, quality of education, management structures, and regulatory frameworks.
- Moving forward, there are opportunities to increase private and foreign investment and partnerships to help meet the growing demand and supplement public funding, though reforms are still needed regarding accredit
The document discusses the higher education sector in India. It notes that higher education holds promising prospects due to India's large population of 18-23 year olds and low literacy rate. There are over 600 universities in India and the government spends around 3.8% of its GDP on education. However, less than 1% of government education spending goes towards capital expenditures. The higher education sector in India is seen as a large untapped market with significant growth potential and an expected growth rate of 16% over the next 5 years.
The document discusses issues with higher education institutions in India. It summarizes a survey that found that 90% of management school faculties have no industrial experience, 75% of management institutions are run by politicians, and only 10% of MBA graduates meet corporate standards. Interactions with students proved most lack communication skills, personality, market knowledge, and completed copycat projects. The regulatory system has failed to maintain standards or prevent exploitation, despite entry barriers. For India to build world-class institutions, it needs critical mass of students on university campuses, autonomy for colleges, and an end to the affiliation system that hinders innovation.
The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
A study on contemporary issues in higher education nilraja
1. The document analyzes higher education in India, including the growth in the number of approved colleges and universities over time, as well as trends in higher education expenditure as a percentage of GDP.
2. It finds that while the number of colleges and universities has increased substantially, higher education expenditure as a percentage of GDP has remained relatively constant or declined slightly.
3. The document concludes that higher education in India is expanding rapidly to meet the needs of a growing population and more students graduating secondary school. However, this expansion is increasingly reliant on private institutions rather than public funding.
IRJET- Framework for Improving Quality and Ranking of Higher Educational ...IRJET Journal
This document discusses issues facing higher education institutions in India and proposes a framework to improve quality and rankings. It notes that while India has seen impressive growth in higher education institutions and enrollment, challenges remain around access, faculty shortages, infrastructure, research quality, and ensuring education meets employer needs. The objectives are to analyze India's higher education growth, identify current issues, and suggest strategies to drive quality improvement and better global rankings. The research is based on a literature review of government reports, research works, and other secondary sources. Key issues identified include the need for institutions to balance quality enhancement with accountability, adopt quality assurance processes, and strategically plan research and teaching to meet evaluation standards and position themselves competitively in rankings.
Self Financing Courses in Higher Education--Pricing and Quality IssuesDr. Subir Maitra
This document summarizes the debate around who should pay for higher education and discusses self-financed courses in India. It notes that globally, there is a debate between those who believe higher education is a private good that students should pay for, versus those who believe the state should finance universities. In India, self-financed courses have a wide range of prices depending on the type of institution, with private universities charging the highest fees to cover all costs, while government colleges can only charge fees to cover recurring expenses. The document examines issues of pricing and quality for self-financed courses in India.
The public sector efficiency in the education departmentAlexander Decker
1. The document analyzes the efficiency of public sector educational expenditures in Punjab and Sindh provinces of Pakistan using data envelopment analysis (DEA).
2. DEA was used to calculate efficiency scores and rankings for each district based on educational expenditures as inputs and total student enrollments as outputs.
3. Preliminary results found variation in efficiency scores across districts, with some districts performing better than others in converting educational funds into student enrollments.
Education is the beacon that guides a society to a better future. Human Resources Development depends on the quality of Education provided. The aims of Higher Education i.e. equity, inclusiveness and quality can be achieved through Good Governance in High Educational Institutions. Good Governance features like Accountability, Transparency, Participation, Equity and Inclusiveness, Efficiency and Effectiveness, Responsiveness and Participation must be adopted by all the Higher Education Institutions.
The document discusses higher education in India and the ongoing debate around quantity versus quality. It notes that while India has greatly expanded access to higher education since independence, issues of quality, equity and inclusion remain challenges. The document examines some of the key issues facing higher education in India, including the complexity of the federal system, funding challenges, quality assurance, and meeting the demands of the knowledge economy. It recommends reforms to admission and evaluation processes, greater use of technology and collaboration between institutions, and continued policy reforms to improve the standard and competitiveness of higher education in India.
The document summarizes the higher education sector in India. It notes fundamental shortcomings in the current scenario including low gross enrolment ratio and low public spending on higher education. It also cites a lack of cooperation between the public and private sectors and lack of large players in the market. Key drivers of growth in the sector include a growing middle class able to afford private education, India's demographic advantages, and its services-dominated economy, though poor perceptions of alternative education streams persist.
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
The document outlines 10 essential steps needed to improve higher education in India, which faces serious challenges from increasing student numbers and declining quality. These include: 1) conducting manpower planning to ensure relevant education and employment opportunities, 2) improving quality to rank Indian institutions globally in the top 100, 3) overhauling the examination system, 4) reforming administrative practices, 5) regulating the number of educational institutions, 6) promoting teaching as a respected profession, 7) increasing support for rural students, 8) fostering creativity and innovation, 9) enhancing collaboration, and 10) making India a provider of trained global manpower. It calls for an action-oriented roadmap to address these issues within the next 12 months.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
The document discusses several challenges facing higher education in India. It notes that while the government has introduced reforms, bills aimed at structural changes are facing issues being implemented. It highlights problems with accessibility, equity, and quality of higher education. Private institutions have grown to meet demand, but privatization also creates new issues. Overall, the challenges reflect needs for improved infrastructure, curriculum innovation, research, and addressing disparities across regions and socioeconomic groups. Government funding limitations mean greater private sector involvement is needed, but the non-profit structure creates financial constraints.
This document provides a comprehensive project report on the impact of academic stress among management students of Gujarat Technological University. It includes a student declaration, preface, acknowledgements, executive summary, table of contents, and general information about the education industry and market in India. The report examines the causes and effects of academic stress on MBA students through primary research conducted at colleges under GTU. It aims to understand the nature and management of stress and its relationship to academic performance.
1) The document is the January 2015 issue of the CEMCA Newsletter. It includes sections on guest columns, news, case studies, and upcoming events.
2) In his column, the Director discusses the focus and priorities of CEMCA over the next few years, which will include improving ICT integration in teacher education, skill development, community media, and open educational resources.
3) The Director notes that CEMCA will support developing open educational resource-based courses for skills training, strengthen communities of practice for teacher educators, and integrate new ways of providing quality learning in the informal sector through community media.
Leadership Strategies In Overcoming Educational Problems.pdfSana152249
The Organisation for Economic Co-operation and Development (OECD) conducts the Programme for International Student Assessment (PISA) for its members and partner nations every three years. PISA is meant to assess the key knowledge and skills of 15-year-old students in mathematics, science, and reading.
11.fracas over privatisation quality assurance and corruption in indian highe...Alexander Decker
This document summarizes the state of higher education in India. It discusses issues with privatization of education leading to profit-motive and lack of infrastructure/quality. It also notes disparities in access to education between rural/urban, gender, religion, and socioeconomic groups. While India has many universities, overall quality is low with few ranked globally. The document calls for reforms to improve access, equity and quality through regulation and accountability.
A STUDY ON FACTORS DETERMINING PRESENT EDUCATION SYSTEM IN SELF FINANCING COL...IAEME Publication
This document summarizes a study on the factors determining the present education system in self-financing colleges in Thanjavur District, India. It has the following key points:
1. The study analyzes various socio-economic factors like gender, age, area of domicile, and educational qualification that may influence respondents' opinions on factors like teaching methods, smart classrooms, e-learning infrastructure, and job-oriented learning.
2. Statistical tests like ANOVA and multiple regression analysis were used to determine if differences exist between the factors and respondents' satisfaction levels. Some factors like e-learning and job-oriented learning showed significant differences.
3. The study aims to understand how factors determining the present
This document provides an overview of the education industry in India and discusses key details about the industry. It notes that education in India is provided through both public and private sectors, with free and compulsory education required between ages 6-14. It also discusses the growth of literacy rates in India and increasing enrollment in education. The private education market is large and growing significantly. The document then discusses the structure and regulation of private schools in India and policies around affirmative action and reservations in education.
Contribution of Skill Development Program on Self-Employment in Nyamagana Dis...AI Publications
This study aimed to investigate the contribution of skill development to self-employment. The study specifically aimed to identify skills development programs required for self-employment among youth. To identify the roles of stakeholders in contributing to skills development programs on self-employment among youth and to examine factors hindering the contribution of skills development programs towards self-employment among youth. Based on the findings through questionnaires and interviews it can be concluded that skills development programs are very important for youth selfemployment in society. That skills development contributes highly to the youth in the determination of entrepreneurship opportunities; it then gives youth time to learn about the management of their enterprises as well as creating a link between one economic sector to another. However, it was established that there are challenges facing skills development programs among youth, which need to be mitigated properly to obtain positive, results about the improvement of youth selfemployment.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
Bridging the gap between educational needs for development and current educat...Alexander Decker
This document discusses the current state of education in Sylhet, Bangladesh and identifies gaps between educational needs and the existing education system. Key findings include:
1. Education rates in Sylhet are among the lowest in Bangladesh despite the region having significant natural resources and human capital.
2. The study analyzes both qualitative and quantitative data to understand educational development challenges in Sylhet. It tests several hypotheses about factors hindering development.
3. Preliminary results suggest lack of quality teachers, inadequate educational infrastructure, limited vocational programs, and underinvestment in education negatively impact Sylhet's development. Recommendations will provide strategies to close gaps between needs and the current education system.
A Viewpoint Toward Technical and Vocational Education for Industrial Developm...BRNSSPublicationHubI
This document discusses technical and vocational education (TVE) in Iran. It notes that TVE is important for developing job skills and reducing unemployment. The state plays a major role in financing and providing education services. TVE in Iran is overseen by the Technical and Vocational Training Organization, which trains around 1.5 million people annually through its network of public and private schools. The organization aims to increase skills for various groups including students, employees, vulnerable populations, and international students. It also operates an Instructor Training Center to develop new education technologies. Overall, the document examines the role and structure of Iran's TVE system in developing workforce skills and promoting economic and social development.
Restructuring Educational Goals for National and Economic Development in Nigeriaiosrjce
Successful development strategy entails more than just formulating economic policies, investing in
physical capital, or closing the gap in capital, but also involves designing educational curriculum that has
economic relevance, having the ability to bridge the gap in economic need. This is where Nigeria and most
developing countries tend to be lacking in policy relevance. Educational policies do not seem to correlate with
economic needs, thus, with the much emphasis on compulsory education, increase in school enrolment at all
levels and the proliferation of universities in the country, national productivity and economic development
remain stiffened. Given this concern, there is need to develop knowledge- based educational curriculum in core
economic areas that requires building a strong link between universities and industry for research, development
and entrepreneurship. This will involve creating opportunities in collaboration at institutional level, capturing
the labour market and private sector needs, and capturing needs in capacity building in quality assurance,
research and leadership development in higher education. This is informed by a policy front in Education for
the attainment of Economic Objective, established by this paper.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Bangalore-based CSR consulting startup leverages technology to resolve pain points in the CSR life cycle through a collaborative digital platform. The platform enables corporate CSR players to discover, fulfill, and engage with NGOs for effective strategy formulation and efficient implementation. The platform acts as an end-to-end, cloud-based digital marketplace. The startup offers CSR consulting, NGO evaluation, proposal preparation, project monitoring, impact assessment, statutory compliance training, and addresses challenges of time-consuming NGO selection, inability to track project performance, and working with multiple NGOs simultaneously.
This document provides an overview of Callidus Social Enterprises Pvt Ltd, a Bangalore-based CSR consulting startup. It aims to bridge the gap between businesses and society by designing a collaborative online platform for CSR strategy formulation and implementation. The platform will help companies discover implementation partners, channel investments, and achieve sustainability goals. Callidus aims to help address India's social challenges through a market-based model in accordance with CSR compliance requirements. It faces challenges such as the discovery of partners and impact assessment. The solution is an end-to-end digital marketplace platform that enables corporations and NGOs to discover, fulfill and engage in meaningful CSR activities with efficiencies and best practices.
Business plan writing guest lecture 05.09.14(1)Amit Gupta
Prof (Dr) Amit Gupta, a business planning consultant, gave a guest lecture on how to write a successful business plan. He emphasized the importance of rigorous research, relevance, and planning from conception to commissioning. Gupta stressed that a good business plan requires candidates to define a value proposition for their product or service and conduct significant research to logically present their concept in a coherent form that proves its credibility. The discussion covered a variety of topics related to business models, marketing strategies, and frameworks like Porter's Five Forces that can help analyze opportunities.
Leadership Of Indian Coop Dairy IndustryAmit Gupta
A Tribute to the Milkman of India,Dr V.Kurien who passed away recently-tracing the history of Amul innovation & competitiveness of Indian dairy industry
Role of entrepreneurship in national economic developmentAmit Gupta
This document discusses the role of entrepreneurship in economic growth in India and China. It provides background on the recent economic development of both countries since liberalizing their economies in 1978 (China) and 1991 (India). Entrepreneurial activity has played a key role in the manufacturing and services sectors that have driven growth. While political and historical factors have influenced entrepreneurship development differently in each country, both still face challenges like corruption and bureaucracy that hamper business. The ability of institutions to adapt to changing global business conditions will be important for continued economic progress.
This document summarizes the key challenges facing higher education in India, with a focus on management education. It discusses how the goals of higher education need to balance factors like preparing students for the job market while also developing critical thinking. It outlines issues like low enrollment rates, lack of access for disadvantaged groups, outdated regulations, shortage of quality faculty, and underfunding. It argues that reforms are needed to expand access, improve quality and relevance, and ensure the education system contributes to sustainable development and social inclusion.
This document discusses the role of entrepreneurship in economic growth in India and China. It provides background on the recent economic development of both countries since liberalizing their economies in 1978 (China) and 1991 (India). Entrepreneurial activity has played a key role in the manufacturing and services sectors that have driven growth. While political and historical factors have influenced entrepreneurship development differently in each country, both still face challenges like corruption and bureaucracy that hamper business. The ability of institutions to adapt to changing global business conditions will be important for continued economic progress.
This document discusses the role of entrepreneurship in economic growth in India and China. It provides background on the recent economic development of both countries since liberalizing their economies in 1978 (China) and 1991 (India). Entrepreneurial activity has played a key role in the manufacturing and services sectors that have driven growth. While political and historical factors have influenced entrepreneurship development differently in each country, both still face challenges like corruption and bureaucracy that hamper business. The ability of institutions to adapt to changing global business conditions will be important for continued economic progress.
This document discusses challenges facing the education sector in India, with a focus on higher education and management education. It notes that India's education system must rapidly improve to meet the needs of the country's large young population and changing economy. The goals of higher education in India should be to develop critical thinking skills, create new knowledge, increase social mobility, and mold citizens while respecting India's diversity. However, the current system struggles with issues of quality, access, and inclusion. Expansion of the system is needed to achieve targets like increasing enrollment rates to 20% or more of the relevant population.
Leadership Of Indian Coop Dairy IndustryAmit Gupta
The document discusses the Indian dairy cooperative industry, its growth driven by Operation Flood from 1971-1996, and current issues and challenges in the context of globalization. Key points:
1) Operation Flood led to the development of a 3-tier cooperative structure that provided farmers an assured market and established linkages between rural milk production and urban demand.
2) It helped transform the dairy industry and greatly increase milk production and farmers' incomes, establishing India as the world's largest milk producer.
3) However, the cooperative system now faces issues such as rising costs, competition from the private sector following trade liberalization, and the need to focus on value-added products to benefit farmers.
This document discusses challenges and opportunities for entrepreneurship education in India. It begins by quoting experts on the importance of entrepreneurship education. It then outlines an agenda covering reforms to education systems, defining entrepreneurship education and its relationship to economic development. Key challenges discussed include developing entrepreneurship-focused curricula and creating a critical mass of entrepreneurship teachers in India. Recommendations call for partnerships across education ecosystems to foster an entrepreneurial mindset at all levels.
Role of entrepreneurship in EconomicDevelopmentAmit Gupta
This document compares the role of entrepreneurship in the economic growth of India and China. It finds that both countries have experienced rapid economic development since liberalizing their economies in 1978 (China) and 1991 (India). This growth has been closely linked to rising entrepreneurial activity, as evidenced by the Global Entrepreneurship Monitor. While political and historical factors have shaped entrepreneurship differently in each country, the ability of institutions to adapt to a changing global business environment will be important for continued growth. China has transitioned from a centralized to market economy since joining the WTO, while India's democracy has a long history of entrepreneurship in certain communities that is now spreading more broadly.
Leadership of indian coop dairy industryAmit Gupta
The document discusses the Indian dairy cooperative industry, its growth driven by Operation Flood from 1971-1996, and current issues and challenges in the context of globalization. Key points:
1) Operation Flood led to the development of a 3-tier cooperative structure that provided farmers an assured market and established linkages between rural milk production and urban demand.
2) It helped transform the dairy industry and greatly increase milk production and farmers' incomes, establishing India as the world's largest milk producer.
3) However, the cooperative system now faces issues such as rising costs, competition from the private sector following trade liberalization, and the need to focus on value-added products to benefit farmers.
This document discusses challenges facing the education sector in India, with a focus on higher education and management education. It notes that India's education system must rapidly improve to meet the needs of the country's large young population and changing economy. The goals of higher education in India should be to develop critical thinking skills, create new knowledge, increase social mobility, and mold citizens while respecting India's diversity. However, the current system struggles with issues of quality, access, and inclusion. Expansion of the system is needed to achieve targets like increasing enrollment rates to 20% or more of the relevant population.
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 ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
GLOBAL CHANGES & SECTORAL CHALLENGES-
EDUCATION SECTOR
PROF. AMIT GUPTA*
*Doctoral Student,
National School of Leadership,
Pune, India.
ABSTRACT
The world is going through unprecedented changes in the last 2 years which is impacting all
sectors of industry, agriculture and services in such a way that basic tenets of knowledge
paradigm are being questioned, leading to introspection of the roles of educators in general, and
business schools in particular, with ramifications on the sustainability of such systems for the
evolution of the future.
As defined by Fein, “Education for Sustainable Development has come to be seen as a process of
learning how to make decisions that consider the long-term future of the economy, ecology and
social well being of all communities”.
Just like sustainable development focuses on three aspects – social, economic and environmental
much like the “triple bottom line” concept adopted by many enlightened corporates who
understand importance of sustainable growth through market mechanisms. Thus higher
education should be able to inculcate basic values and beliefs in the youth about social relevance,
economic growth and environmental sustainability to carry forward this legacy and get into
productive sectors of the economy, propelled by the sweeping forces of globalization.
It is therefore essential that the education system is re-oriented to shape these beliefs by
absorption of ethics and value systems (the lack of which has resulted in the current economic
recession), thus integrating economic growth with social inclusion and environmental
sustainability.
This paper aims to highlight the various ways in which Indian higher education system ( with
specific focus on management education) can be fine tuned to ensure sustainable development in www.zenithresearch.org.in
decades to come and discuss opportunities and constraints in this regard to move ahead in its
march towards a knowledge society.
KEYWORDS: Knowledge paradigm, management education, sustainability, globalization,
ethics, value systems, social inclusion, and knowledge society.
______________________________________________________________________________
102
2. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
1.0 INTRODUCTION
Before discussing the various facets of management education, it would not be out of context to
understand the various challenges facing the education sector with greater focus on higher
education and by corollary the management education vertical, given the socio-economic fabric
of our society and the regulatory structure in which we operate, at the same time taking
cognizance of the fact that we are living in a globalized society, mutually interdependent among
the comity of nations, irrespective of the state of economy in each country.
Based on this perspective, what are the goals and objectives of our higher education system
which is necessary to be articulated to come up with a well aligned policy structure and approach
in line with our national development goals and keeping in mind the demographic needs of our
ever increasing population?
2.0 GOALS OF HIGHER EDUCATION SYSTEM
Few issues are likely to have as crucial an impact on India‟s future as its ability to rapidly and
significantly improve its human capital. The fundamental underlying question is:
WHAT ARE THE GOALS OF INDIAN HIGHER EDUCATION?
Is the intention to train people to enter the labor force, or to prepare them to be easily trainable
by their employers? If the former, then one might emphasize professional education; if the latter,
then an education that develops analytical and critical thinking skills would be more desirable.
Should the emphasis be primarily on developing skills, disseminating knowledge or creating new
knowledge?
Is an important goal the creation of a middle class, or a society with greater social mobility?
Is it to mould the minds of young people? If so, to what end? Do we seek to create better citizens
or promote a stronger sense of nationhood?
While for a multicultural, multiethnic, pluralistic nation like ours it would be difficult to pick on
any one of the goals in isolation above, in all likelihood it would be an optimum combination of
www.zenithresearch.org.in
all the above to achieve the national development goals of access with social inclusion and rapid
economic growth with sustainability and equitable redistribution of the fruits of liberalization
and integration into the global economy.
Keeping these goals and context in perspective we discuss the status quo, current challenges, key
issues and approaches in the rest of the paper.
Demographic explosion in the young population of the country means that higher education
needs to keep apace with the growth in the relevant population. As per the 2001Census, 31.2 per
cent of the country or 337 million were below the age of 15. Providing higher education for this
group is imperative and has to be provided on an unprecedented scale to meet the challenges of
this unique demographic trend. The higher education sector currently faces major challenges of
103
3. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
quality and excellence, and of improving access with inclusiveness. The proportion of our
population, in the relevant age group, that enters the world of higher education is only about 10
per cent (2004-05). Access to higher education in terms of the available number of seats in
universities is simply not adequate in relation to the current demand. There are also large
disparities in
Enrolment rates across states, urban and rural areas, sex, caste and poor-non-poor.
3.0 CURRENT SCENARIO
3.1 INSTITUTIONS: As in 2006, the Indian higher education system consisted of 355
universities and 18,064 colleges - there exist 20 Central Universities, 216 State
Universities, 101 Deemed Universities, 5 Institutions established through State Legislation and
13 Institutions of National Importance.
www.zenithresearch.org.in
3.2 ENROLMENT: Around 110 lakh students were estimated to be currently enrolled in the
Indian higher education system in 2005-06. The growth of student enrolment in higher education
in India has been uneven and slow. For instance, while the enrolment grew by 6.7 per cent in
2001-2002, in 2005-06 it grew by 5.2 per cent.
104
4. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
3.3 TEACHERS: The total number of teachers in the higher education system is 4.88 lakhs. Out
of the total teaching faculty, 84 per cent were employed in affi liated colleges and only 16 per
cent in the universities and university colleges. The student-teacher ratio works out to 18 in the
university departments and colleges and 23 in the affi liated colleges.
www.zenithresearch.org.in
105
5. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
4.0 ISSUES IN THE CURRENT FRAMEWORK
4.1 EXPANSION: The current enrolment in higher education stands at about 11 million. While
there has been a consistent growth in enrolment in higher education over the last few years, this
is not enough when compared to other countries. The gross enrolment ratio (GER) for higher
education currently is around 10 per cent.
Whereas it is 25 per cent for many other developing countries. Even South-east Asian countries
show much higher enrolment: Philippines (31 per cent), Thailand (19 per cent), Malaysia (27 per
cent) and China (13 per cent). The enrolment figure for the USA is 81 per cent, 54 per cent in the
UK and 49 per cent in Japan. Various committees that have examined the higher education
scenario in India have recommended an increase in the GER to at least 20 per cent. For instance,
the CABE Committee on Financing of Higher Education concluded on the basis of international
experience that an enrolment rate of 20 per cent or more is consistent with a turnaround in
economic performance. If India has to achieve the target soon, it would imply more than
doubling the scale and size of the higher education system within the next 5 to 7 years.
www.zenithresearch.org.in
4.2 ACCESS: With high disparities, inclusive education has remained an elusive target. Inter-
caste, male-female and regional disparities in enrolment still remain prominent.
For example, while the gross enrolment ratio for people living in urban areas was almost 20 per
cent, it was only 6 per cent for rural areas. Further, the gross enrolment ratio for Scheduled
Tribes (STs), Scheduled Castes (SCs) and Other Backward Classes (OBCs) was 6.57, 6.52 and
8.77 respectively, much lower than the all-India figure of 11.
106
6. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
4.3 REGULATIONS: The regulatory structures in the current higher education system are
cumbersome. Entry through legislation alone, at present, is a formidable barrier. It
requires an Act of Legislature of Parliament to set up a university. The deemed university route
is much too difficult for new institutions. The consequence is a steady increase in the average
size of existing universities with a steady deterioration in their quality. The absence of
competition only compounds problems. A vast majority of the colleges are not recognized by
UGC under section 2(f ) of UGC Act. This poses a great challenge for the UGC in respect of
maintenance of standard of teaching and examination in higher education. Also the current
system of affiliated colleges for undergraduate colleges is not adequate. These are affiliated to
large unwieldy universities, making it difficult to monitor the standard of education being
imparted. Currently about 90 per cent of the undergraduate enrolment and 67 per cent of the
postgraduate enrolment is in the affiliated colleges. There are a large number of institutions that
are technically under the purview of the UGC but are not provided financial support by it
because they fail to fulfill the minimum eligibility norms.
www.zenithresearch.org.in
4.4 FACULTY: Shortage of quality faculty is one of the main problems afflicting higher
education in India today. Teacher shortages often occur due to non availability of suitably
qualified people. Further, the academic profession has seen a steady decline in popularity –
possibly as a result of lack of incentives here and more lucrative opportunities in other
professions. Apart from increasing compensation of teachers, there is also a need to introduce
performance-based incentives in order to ensure teaching of superior quality.
107
7. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
4.5 FUNDING: Public expenditure (Centre and States) on education is only around 3.6 per cent
of GDP. Government funding of higher education is still below 1 per cent of GDP. The
percentage expenditure on University and Higher Education to GDP, which was 0.77 per cent in
1990-91 showed a gradual decrease to 0.66 per cent in 2004-2005. Various committees have
unanimously recommended that state funding be increased to 6 per cent. While the Central
Advisory Board for Education (CABE) recommends spending 1 per cent to higher education and
0.5 per cent to technical education, the proportions in 2004-05 were 0.34 per cent for higher
education and 0.03 per cent for technical education.
India also has one of the lowest public expenditure on higher education per student at 406 US
Dollars, which compares unfavorably with Malaysia (11,790 dollars), China (2728 dollars),
Brazil (3986 dollars), Indonesia (666 dollars) and the Philippines (625 dollars). In nominal terms
the public expenditure per student in higher education stood at Rs.12518 respectively in 2003-04.
The trend analysis shows that the increase is not that marked if we consider the growth in
enrolment, with the nominal public expenditure per student in higher education going up by only
40 per cent from 1993-94 to 2003-04. In fact, in real terms, public expenditure per student in
higher education has declined from Rs. 8961 in 1993-94 to Rs. 7117 in 2003-04.
www.zenithresearch.org.in
108
8. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
4.6 PRIVATE INSTITUTUONS: The share of private unaided higher education institutions
increased from 42.6 percent in 2001 to 63.21 per cent in 2006. Their share of enrolments also
increased from 32.89 per cent to 51.53 per cent in the same period. This trend is likely to
continue and therefore, it is reasonable to expect that about half of incremental enrolment
targeted for higher education will come from private providers.
There is a need for the state to recognize the role of the private sector and encourage their
participation. There has already been a de-facto privatization of the professional education
sector, with more than 80 percent of the engineering colleges being privately funded and
managed. While there are strict entry barriers for the private sector, there is not enough
regulation on the products and outputs of the private sector.
www.zenithresearch.org.in
109
9. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
4.7 ACCREDITATION: Accreditation in higher education pertains to determining the quality
of an institution. The criteria on which institutions are judged typically involve expected student
achievement, quality of curriculum, faculty, academic support and services for students, and
financial capacity. In India accreditation (unlike in other countries such as the USA and the UK)
is performed by government agencies. The National Assessment and Accreditation Council
(NAAC) was set up by the UGC in 1994 to accredit institutions of higher education. The
NAAC‟s assessment is based on pre-determined criteria that combine self-study and peer review.
NAAC accredits and certifies for educational quality in institutions based on seven criteria with
different weights for each criterion, and for different types of institutions. NAAC has so far
completed accreditation of only 140 out of the 355 universities and 3,492 out of the 18,064
colleges. This covered just over 10 per cent of all institutions, and barely any private colleges
and universities. The results of the accreditation process thus far indicate serious quality
problems. Only 9 per cent of the colleges and 31 per cent of the universities are rated as „A‟
grade and the rest fall in „B‟ and „C‟ categories. Accreditation by NAAC is voluntary and valid
for five years. However, very few institutions have applied for accreditation by NAAC.
4.8 QUALITY: There are concerns about the quality of higher education provided in India
currently. There is an annual outflow of more than 1,50,000 students to Institutes in the west
every year – driving out nearly 2-3 billion dollars in foreign exchange per annum. It makes India
the second-largest target market globally for education institutes in the west. Though the problem
of reaching world class standards is not as pressing as meeting the larger needs of the population,
India‟s standing in this regard is indicative perhaps of the generally low standards. In a London
Times Higher Education Supplement ranking of the top 200 universities, only 1 Indian institution
was listed, while the Shanghai University ranking of 500 world-class universities featured only 3
Indian universities.
www.zenithresearch.org.in
110
10. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
5.0 IDEA OF UNIVERSITY
A university is a place where new ideas germinate, strike roots and grow tall and sturdy. It is a
unique space, which covers the entire universe of knowledge. It is a place where creative minds
converge, interact with each other and construct visions of new realities. Established notions of
truth are challenged in the pursuit of knowledge.
To be able to do all this, universities have to be autonomous spaces. They are diverse in their
design and organization, reflecting the unique historical and socio-cultural settings in which they
have grown. This diversity reflects the organic links that they have with their surroundings,
which are not only physical but cultural as well. Through research and teaching, they create,
evaluate and bring about advances in knowledge and culture. The principle of moral and
intellectual autonomy from political authority and economic power is ingrained in the very idea
of the university. This autonomy ensures freedom in research and training and it is expected that
the governments and the society would respect this fundamental principle. Teaching and research
have to be inseparable, because the task of the university is not only to impart knowledge to
young people but also to give them opportunities to create their own knowledge. Active and
constant engagement with the young minds and hearts of the society also implies that the
universities are to serve the society as a whole, and in order to achieve this, considerable
investment in continuing education is essential. The slow but increasing democratization of
higher education in India has meant that the university is no longer the preserve of the children
of the elite, or of the educated/professional middle-class. As more youngsters from a different
segment of society enter the universities, they look at higher education as a means to transcend
the class barriers. Consequently, university education is no longer viewed as a good in itself, but
also as the stepping-stone into a higher orbit of the job market, where the student expects a
concrete monetary return, and consequently in this perception, the university of today is expected
to be in tune with the emerging needs of the society. Even so, graduates should be sufficiently
exposed to interdisciplinary experiences, which can sustain them when the demands of a
particular job market changes. The university has also been regarded as the trustee of the
humanist traditions of the world and it constantly endeavors to fulfill its mission by attaining
universal knowledge, which can be done only by transcending geographical, cultural and
political boundaries. By doing so, it affirms the need for all cultures to know each other and
keeps alive the possibilities of dialogue among them. It is also important to remember that the
university aims to develop a scholarly and scientific outlook. This outlook involves the ability to
www.zenithresearch.org.in
set aside special interests for the sake of impartial analysis. Standing for more than specific
factual knowledge, a scientific outlook calls for an analytical and questioning attitude and the
continuous exercise of reason. All this requires us to go beyond specialized knowledge and
competence. This universal approach to knowledge demands that boundaries of disciplines be
porous and scholars be constantly on guard against the tendency towards „cubicalization‟ of
knowledge. Apart from resisting fragmentation of knowledge, the idea of a university should at
the same time aspire to encompass the world of work in all its forms. Work constitutes the
human sphere where knowledge and skills are born, and where new knowledge takes shape in
response to social and personal needs. Indeed, the experience and culture of work represents that
core space where the humanities and the sciences meet. The founders of the Indian Republic,
with these essential features of a University at the back of their minds, realized even during the
freedom struggle that the future of Indian democracy depended largely on the ability of the
111
11. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
society to create new knowledge. The enrichment and development of cultural, scientific and
technical resources was to be done in centres of culture, knowledge and research, as represented
by true universities. These expectations were to be fulfilled in a social context characterized by a
sharp division between the rural and the urban, the elite and the masses, and between men and
women. Since a university is based on the fundamental principle of transcendence and meeting
of minds from diverse backgrounds, higher education was increasingly perceived as a means to
overcome caste and class hierarchy, patriarchy and other cultural prejudices and also a source of
new knowledge and skills, a space for creativity and innovations. Higher education, therefore,
was and continues to be considered a national responsibility and the state has to make necessary
provisions to realize its potentials.
For higher education to thrive, there are five key areas of the knowledge paradigm – access to
knowledge, knowledge concepts, knowledge creation, knowledge application and development
of better knowledge services.
5.1 ACCESS TO KNOWLEDGE: Providing access to knowledge is the most fundamental way
of increasing the opportunities and reach of individuals and groups. Therefore, means must exist
for individuals who have the ability to receive and comprehend knowledge to readily obtain it.
This also includes making accurate knowledge of the state and its activities available to the www.zenithresearch.org.in
general public. Certain issues concerning this are:
1. Right to Education
2. Language
3. Translation
4. Libraries
5. Networks
112
12. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
5.2 KNOWLEDGE CONCEPTS: Knowledge concepts are organized, distributed and
transmitted through the education system. It is through education that an individual can make
better informed decisions, keep abreast of important issues and trends around him or her and
most importantly, question the socio-economic arrangements in a manner that can lead to change
and development. This can cover many aspects of the Indian education system:
1. School Education
2. Vocational Education
3. Higher Education
4. Medical Education
5. Legal Education
6. Management Education
7. Engineering Education
8. Open and Distance Education
9. Open Educational Resources
10. More Quality Ph.Ds
5.3 CREATION OF KNOWLEDGE: A nation can develop in two ways – either it learns to
use existing resources better, or it discovers new resources. Both activities involve creation of
knowledge. This makes it important to consider all activities that lead to the creation of
knowledge directly or help in protecting the knowledge that is created. India must therefore
examine issues such as :
1. Science and Technology
2. Legal Framework for Public Funded Research
3. Intellectual Property Rights (IPRs) www.zenithresearch.org.in
4. Innovation
5. Entrepreneurship
5.4 KNOWLEDGE APPLICATIONS: Knowledge can be productively applied to promote
technological change and facilitate reliable and regular flow of information. This requires
significant investment in goal-oriented research and development along with access models that
can simplify market transactions and other processes within an industry. Initiatives in the areas
of agriculture, small and medium enterprises (SMEs) and traditional knowledge can demonstrate
that knowledge can be very effectively applied for the betterment of the rural poor.
113
13. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
1. Traditional Knowledge
2. Agriculture
3. Enhancing Quality of Life
5.5 DELIVERY OF SERVICES: Knowledge services have the potential to simplify many
different points at which citizens interact with the State. Traditionally, these points of interaction
have been vulnerable to unscrupulous activities and rent-seeking. Technology provides us with
an opportunity to ensure accountability, transparency and efficiency in government services. E-
governance is one of the ways in which citizens can be empowered to increase transparency of
government functioning, leading to greater efficiency and productivity.
6.0 CHALLENGES OF HIGHER EDUCATION
Higher education in India refers to education beyond school (class 12). The medium term macro
objective with regard to higher education would be to increase the gross enrolment ratio to at
least 15% by 2015. This would imply more than doubling the scale of higher education within
the next few years. Further the system needs to be expanded without diluting quality and in fact
by raising the standard of education imparted and making higher education more relevant to the
needs and opportunities of a knowledge society. There is also a widespread recognition of the
need to make higher education more accessible to all sections of society.
There is a need for excellence in the system, expansion of the higher education sector in the
country, and providing access to higher education for larger numbers of students.
Some of the issues that have been highlighted by the National Knowledge Commission are:
Systemic issues like quantity and quality of higher education
Regulatory framework
Access to higher education
Financing of higher education
www.zenithresearch.org.in
Institutional architecture of universities
Governance and administration
Content in terms of curriculum and examinations
Faculty and Research
identify constraints, problems and challenges relating to curriculum, teaching,
infrastructure, administration and access and to suggest means of raising standards and
promoting excellence in undergraduate education.
114
14. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
Colleges, affiliated and constituent, form the backbone of the undergraduate education system in
India. At present, there are approximately 17,625 colleges and 348 universities with an
enrolment of roughly 10.48 lac students in affiliated colleges and universities (Source:
University Grants Commission).
Approximately, 8% of the relevant age group is enrolled in higher education, which is very low
as compared to other developing and developed countries. If we have to move towards a
knowledge economy and society, we need to revisit the prevailing model of undergraduate
colleges in terms of quantity as well as quality. It is widely recognized that colleges in different
parts of the country are of varying standards with indeed a few which can compete with the best,
internationally. However, with honesty one should also accept that the vast majority only serve
the needs of “academic squatters.”
The identity of colleges as a distinct space has been lost sight of. Their purpose of initiating
students into life long learning and skill building has been sidelined to give primacy to churning
out degrees. Most undergraduate colleges suffer from a paralysis of inaction – stifled by
excessive regulations and outmoded procedures, lack of resources and lack of incentives to
change. They continue to merely exist. India faces today two exciting challenges in Higher
Education: to increase the access to higher education and to provide educational institutions of
academic excellence. It may seem that these are contradictory challenges and that we can only
address one of them at a time. However, the Working Group feels that neither challenge can be
sacrificed for the other. They need simultaneous attention and given our resources and
possibilities, both can be addressed effectively. Government funding of education and, in
particular higher education, needs to increase. However, private and corporate funding for
education cannot be avoided given the immense task ahead.
The challenge is to examine alternative models which could work towards academic excellence,
without creating only islands of excellence. The challenge is to examine diversity rather than
uniformity. The challenge is to increase access to higher education to meet the needs of school
leavers, without compromising on standards. The challenge also is to look for parallel systems
which can equip students with learning skills as well as equip them with the means of earning a
livelihood.
7. 0 NEEDS OF THE FUTURE
Although India produces a large number of management graduates, perhaps next only to the www.zenithresearch.org.in
U.S., scholarly debate on curriculum, pedagogy, and innovation is negligible. There are, as
already noted, many reports prepared on behalf of, or addressed to, the Government or the
regulatory authorities but little generated by or addressed to the Professional community, which
has to deliver the results. Action by government or regulatory authorities on the various reports is
slow and sometimes inconsistent. Most institutions depend on curricula and materials developed
elsewhere and have not developed an intrinsic capacity to respond and evolve to the changing
needs of various sectors of industry and services, student interests, Non-Government
Organizations, or the economy and society. Many are unable to fulfill the mandatory Changes
imposed on them, such as upgrading of the curriculum by the Universities or the Board of
Management Studies.
115
15. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
There is need for greater autonomy for management education entities as well as a better
regulatory regime. The market has to be enabled to consistently discriminate different
programmes/institutions based on their capacity to provide education of value. In a well
functioning system, more and better resources have to flow to those Institutions that have a
capacity to consistently deliver better value and respond well to professional influence. There
would be in such a system serious and continuing debate among management scholars and
educationists on the goals, objectives and content of management education as the context and
needs keep changing. Capacity growth would be guided by systematic forecast of the educational
needs of the Economy/various sectors. Those institutions that have a higher level of commitment
and depth of resources should be the ones that grow and respond to needs.
There are few systematic attempts at forecasting the demand for managerial manpower in India.
There is general consensus among industry that the needs are increasing at an accelerating speed.
Also, the emphasis is increasingly on quality, both at entry and middle levels. Management
institutions in India are today estimated to be graduating approximately 400,000+ students
annually. HR managers in various industries, especially in the “sunrise” industries, foresee a
manifold increase in their requirements. However, what proportion of the total requirement will
be for the increasingly more expensive post graduates in management and what proportion
would be for the less-expensive lower levels of managers is not clear. In the Group‟s judgment,
quite a large percentage of the huge additional requirement could be met more speedily and
satisfactorily by adapting the Bachelors programmes in Management so as to focus on
specialization and practice. The retailing sector, which is expected to hire large numbers in
future, has already initiated through several institutions long-duration educational programmes
and short-term sector-specific training of experienced managers. It is important to ensure that the
students do acquire enduring knowledge, skills and aptitudes that are well recognized, as in a
recognized professional degree, and upon which they can build later, if desired. Notwithstanding
the above, there is no doubt there will be a steep increase in the demand for postgraduates in
management. Based on the assessments of HR managers, as a best estimate, the Group foresees
the need for a three-fold increase over the next 10-15 years. Thus, there will be a need to raise
the output from the current level of 100,000 managers (employable) to about 300,000 a year over
the next 10-15 years. For these, specialized management training/development programmes
would be needed. The number of business schools has trebled in the last ten years, with many of
indifferent quality. The market has already started discriminating the quality of institutions and
graduates. This is expected to intensify in future. A good information system on all the schools
www.zenithresearch.org.in
can sharpen the working of this market process, which is currently based on incomplete, and
sometimes inaccurate, data and exaggerated claims of various educational organizations. An
improved working of the market processes would have its consequences for those institutions not
gearing up to meet minimum quality standards and expectations of the stakeholders. It is in this
context that there is the need to put in place an appropriate promotional and mentoring agency,
and a regulatory architecture and supportive infrastructure.
116
16. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
8.0 MANAGEMENT EDUCATION IN THE WIDER CONTEXT OF SOCIETY
In the 1950s, when India sought to give an impetus to its management education with assistance
from abroad, particularly the United States, rationality or positivism was at its peak in the West.
Knowledge in each field was considered separate with its own reasoning and technology.
Science and technology was separated from history, sociology, or philosophy. Observation and
fact was the guiding source for knowledge, a position that encouraged a compartmental view of
management education. Further, the establishment of management institutes in India outside the
University system distanced management education from other fields. Management did draw
from a number of other fields, including science, technology, psychology or sociology. But since
its own knowledge, methodology and objectives in society were different, management
education did not have to go deep into the bases of the other fields or the wider context of society
itself.
Since those days, however, scientific reasoning has come full circle in the West. There is
increasing realization that subjective dimensions of the observer are inextricably embedded in
observations and facts. There exists today an environment for accepting the validity of multiple
approaches and societal assumptions, a notion celebrated in Indian philosophy and society.
With the impact of management on society greatly increased over the last several decades,
management educationists in the West are debating on how to root management education more
solidly in the basic fields it draws upon such as sociology, psychology or mathematics. With
globalization, the need for management education to pursue greater scope and aim at a more
wholesome impact on society has increased.
Such thinking is particularly relevant to India, with its diverse socio-cultural contexts and
disparities in different occupations. Management education, while strengthening its roots in
various fields, should also understand and reflect on India‟s diversity and preserve the age-old
Vedantic wisdom that holds our society. The strengthening of the Universities and their pursuit
of knowledge relevant to the understanding of behaviour and values in society is extremely
important. Management Departments in Universities, even while being independent and
autonomous, should draw deeply from the knowledge sources in other departments and do
research.
A majority of management education organizations in India is oriented primarily to teaching.
The materials used for teaching are also not of relevance to the student background or living www.zenithresearch.org.in
experiences in India. The focus on campus interviews, careers and jobs further detracts students
from gaining a disciplinary understanding of the specializations and society in which they have
to innovate and be influential leaders. There is need to increase research support not only in
management but also in the many of its supporting disciplines.
117
17. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
9.0 CONCLUSIONS
Need to move beyond conventional boundaries of thinking:
1. BEYOND BUSINESS: BUSINESS +SOCIETY
Uncertainty is inevitable; worrying is optional
Need to develop competencies-
- ability to anticipate
- dealing with ambiguity
- adaptability to changing market conditions
2. BEYOND SUCCESS: SUCCESS + SIGNIFICANCE
Passion + Purpose = Performance
3. BEYOND U.S CENTRIC CURRICULUM: DEVELOPED + EMERGING MARKETS
4. STAKEHOLDERS: KEY ISSUES
- Students (including potential students): “Earning v/s Learning”
- Faculty: “research v/s teaching”- excellent in one/ good in other:
-Alumni: “Engagement v/s Involvement”
-Corporate Partners: “Rigour v/s relevance”
-Media: “Ranking v/s Reputation”
Therefore the key challenges that need to be addressed are:
a. Increasing competition
www.zenithresearch.org.in
b. Alumni involvement and engagement
c. Building a culture of philanthropy among individuals and society
d. Faculty attraction, development & retention
e. Managing student expectations
f. Building corporate partnerships
g. Academic governance
118
18. ZENITH International Journal of Business Economics & Management Research
Vol.2 Issue 4, April 2012, ISSN 2249 8826
Online available at http://zenithresearch.org.in/
h. Geopolitical and economic environment
i. Media Relations
j. Collaboration / multi stakeholder partnerships.
10.0 REFERENCES
1 .Reports of Ministry of HRD,Govt of India
2. National Knowledge Commission Report to the Nation
3. Yashpal Committee report on Higher Education
4. World Economic Forum: Global Education Initiative Reports
5. UN Millenium Development Goals
6. UGC/ AICTE/ MCI/ ACI websites
7. Journal of Management Research
www.zenithresearch.org.in
119