text of the speech at the Seminar on “Emerging Trends Impacting Higher Education: Managing Quality, Competition and Expectations” organized by Knowledge Resources Development and Welfare Group at India International Centre, New Delhi on 31 August 2013.
Education is a very important role in our lives. Everyone has been being educated since the day they were
born. There is a rapidly growing demand for a higher education in the world today. Although a higher
education is difficult to receive, the rewards of self-improvement, job insurance, a development of
character, and social improvements etc satisfy individuals. Sure it is hard to attain formal education
longer, but learning for personal knowledge greatly improves individuals. Individuals learn skills like
problem solving which will teach them to figure things out for themselves. A better education will also
gain individuals’ experience. Individuals would never know what they liked or did not like if they never
had a chance to experience it. If one doesn’t know how to make educated decisions, s/he will never be
content with herself / himself. How good does it feel to outsmart someone when an individual applies
what s/he have been taught or have been able to help somebody just from the education which s/he
received? Knowledge is a very powerful thing that can change the lives of others and self.
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 document discusses the privatization of education in India. It notes that privatization has increased in the education sector through various means like the rise of private tuition and contracting private agencies to publish textbooks. The quality of education in government schools has declined due to lack of infrastructure and accountability issues with teachers. There is a growing need for privatization in education to address issues like the growing population, financial burden on the government, and demand for higher education that the public sector cannot meet alone. However, privatization also raises concerns about furthering educational inequalities.
Delivering Quality in Higher Education in the Knowledge EconomyCEMCA
This document discusses quality in higher education. It begins by introducing the Commonwealth Educational Media Centre for Asia (CEMCA) and its role in improving access to quality education. It then explores different understandings of quality and higher education. Key points made include that quality is contextual, not achieved by chance but through design, and requires common understanding. The document also examines rankings of Indian higher education institutions, criteria used for rankings, and issues with comparing unequal institutions. It proposes learning from quality approaches used in industry and improving higher education quality through openness, technology, capacity building, and developing a value framework.
This document discusses the benefits of pursuing higher education, including personal and academic development, career progression and choices, and social opportunities. It covers various aspects of choosing a university program and institution, such as available fields of study, factors to consider like location and extracurricular activities, and the application process. The document also addresses differences in learning compared to secondary education and provides examples of student life, including clubs, volunteering, and opportunities to study abroad. Overall, it promotes higher education as an investment that can lead to greater career and financial rewards over time.
Total Quality Management in Higher Education Institutionsfatinnah
This document discusses implementing total quality management (TQM) in higher education. It begins by outlining the importance of higher education for economic development and establishing global leadership. The objectives of the study are then presented, which are to address the low quality of higher education in developing nations, incorporate TQM principles into higher education institutions, and explore TQM strategies. The document provides background on TQM and quality in education. It conceptualizes applying TQM approaches like continuous improvement, customer focus, and top management leadership to higher education. Overall, the document theoretically presents how TQM could help revolutionize higher education systems by improving performance and satisfying stakeholders.
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.
Education is a very important role in our lives. Everyone has been being educated since the day they were
born. There is a rapidly growing demand for a higher education in the world today. Although a higher
education is difficult to receive, the rewards of self-improvement, job insurance, a development of
character, and social improvements etc satisfy individuals. Sure it is hard to attain formal education
longer, but learning for personal knowledge greatly improves individuals. Individuals learn skills like
problem solving which will teach them to figure things out for themselves. A better education will also
gain individuals’ experience. Individuals would never know what they liked or did not like if they never
had a chance to experience it. If one doesn’t know how to make educated decisions, s/he will never be
content with herself / himself. How good does it feel to outsmart someone when an individual applies
what s/he have been taught or have been able to help somebody just from the education which s/he
received? Knowledge is a very powerful thing that can change the lives of others and self.
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 document discusses the privatization of education in India. It notes that privatization has increased in the education sector through various means like the rise of private tuition and contracting private agencies to publish textbooks. The quality of education in government schools has declined due to lack of infrastructure and accountability issues with teachers. There is a growing need for privatization in education to address issues like the growing population, financial burden on the government, and demand for higher education that the public sector cannot meet alone. However, privatization also raises concerns about furthering educational inequalities.
Delivering Quality in Higher Education in the Knowledge EconomyCEMCA
This document discusses quality in higher education. It begins by introducing the Commonwealth Educational Media Centre for Asia (CEMCA) and its role in improving access to quality education. It then explores different understandings of quality and higher education. Key points made include that quality is contextual, not achieved by chance but through design, and requires common understanding. The document also examines rankings of Indian higher education institutions, criteria used for rankings, and issues with comparing unequal institutions. It proposes learning from quality approaches used in industry and improving higher education quality through openness, technology, capacity building, and developing a value framework.
This document discusses the benefits of pursuing higher education, including personal and academic development, career progression and choices, and social opportunities. It covers various aspects of choosing a university program and institution, such as available fields of study, factors to consider like location and extracurricular activities, and the application process. The document also addresses differences in learning compared to secondary education and provides examples of student life, including clubs, volunteering, and opportunities to study abroad. Overall, it promotes higher education as an investment that can lead to greater career and financial rewards over time.
Total Quality Management in Higher Education Institutionsfatinnah
This document discusses implementing total quality management (TQM) in higher education. It begins by outlining the importance of higher education for economic development and establishing global leadership. The objectives of the study are then presented, which are to address the low quality of higher education in developing nations, incorporate TQM principles into higher education institutions, and explore TQM strategies. The document provides background on TQM and quality in education. It conceptualizes applying TQM approaches like continuous improvement, customer focus, and top management leadership to higher education. Overall, the document theoretically presents how TQM could help revolutionize higher education systems by improving performance and satisfying stakeholders.
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.
Access and enhancing the quality of higher educationicdeslides
Sustainable Development Goals: Ensuring Access and Enhancing the Quality of Education. Lecture at the UNESCO IITE Series of Open Lectures at St. Petersburg State University of Aerospace Instrumentation 5-6 September 2016, St Petersburg, Russia
Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher education by introducing a common quality assurance framework to enable mutual understanding and trust between higher education institutions, national and international quality assurance actors and the society in general.
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.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATIONMary Blaise Mantiza
This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.
The idea behind this large “Teacher Centric” education project was born in my IMS days. I felt
that there was a need for a project which was targeted at teachers with the objective of attracting
the best minds, once again, to a career in teaching. Setting up one such school as a pilot project
to establish proof of concept was what I had in mind.
For more help mail me @ kumar.amiya@gmail.com
These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
1) The document discusses the opportunities and challenges presented by India's large youth population and growing digital landscape.
2) It notes that 48% of India's population is between 15-65 years old, making it potentially economically productive. The 13-24 year old segment is very active digitally.
3) This "digital native" generation prefers multimedia and self-paced learning over text. Education must move from rote learning to applied knowledge to engage them.
4) Initiatives like MOOCs, SWAYAM, and programs by CEMCA aim to leverage digital tools and open educational resources to make quality education accessible for all.
A presentation summarizing the work done by CEMCA for Department of Science and Technology to engage Community Radios for promoting Science for Women's Health and Nutrition
CEMCA Director's presentation on Community MediaCEMCA
The document discusses CEMCA and its work promoting community media and lifelong learning in Asia. Some key points:
- CEMCA was established in 1987 as a regional office of the Commonwealth of Learning based in New Delhi to deliver educational media and opportunities for lifelong learning.
- It works in 8 Asian Commonwealth countries, focusing on areas like open educational resources, community learning programs, and skills development.
- CEMCA supports community radio through advocacy, facilitating new community radio stations, capacity building, and mentoring for content creation. It has helped establish over 70 new community radio stations.
- Examples of CEMCA projects include a science for women's health and nutrition project delivered through community radio stations in partnership with India
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
This newsletter issue from CEMCA provides updates on their activities and events. It includes a guest column discussing how some distance education institutions are increasingly moving to online models of education delivery. The column raises concerns about the effectiveness and student outcomes of purely online education compared to blended models. It highlights how the Korean National Open University has retained some face-to-face teaching requirements based on student surveys finding value in overcoming isolation and difficulties learning online alone. The issue also previews CEMCA's plans and targets for their new three-year plan focusing on course development, capacity building, and partnerships across Asia.
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.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
This document contains a 10 question true/false or multiple choice quiz about copyright and fair use. Each question is presented along with the answer and a brief explanation. The questions cover topics such as public domain works, fair use, what can be copyrighted, copyright terms in India, and factors considered for fair use determinations. The quiz aims to help participants learn about the basic concepts and issues related to copyright.
Community media is media that is operated by, for, and about a community. It aims to give community members a voice and promote participation, ownership, and accountability. In Maldives, community media could empower communities by addressing local issues, disseminating important information like during natural disasters, and supporting livelihoods like fishing. It works as a tool for development by facilitating co-learning, sharing best practices, and guiding community empowerment through skills development and promoting local talent.
Access and enhancing the quality of higher educationicdeslides
Sustainable Development Goals: Ensuring Access and Enhancing the Quality of Education. Lecture at the UNESCO IITE Series of Open Lectures at St. Petersburg State University of Aerospace Instrumentation 5-6 September 2016, St Petersburg, Russia
Presentation given at the meeting of the TEMPUS TRUST project at the University of Coimbra, Portugal, January 25, 2012. The TEMPUS TRUST project aims to support the modernization of Ukrainian higher education by introducing a common quality assurance framework to enable mutual understanding and trust between higher education institutions, national and international quality assurance actors and the society in general.
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.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATIONMary Blaise Mantiza
This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.
The idea behind this large “Teacher Centric” education project was born in my IMS days. I felt
that there was a need for a project which was targeted at teachers with the objective of attracting
the best minds, once again, to a career in teaching. Setting up one such school as a pilot project
to establish proof of concept was what I had in mind.
For more help mail me @ kumar.amiya@gmail.com
These slides are about Quality Education, this presentation will help you to find the factors, dimensions and approaches of quality education, and will make you aware of issues and problems which are affecting the quality of education
- In India, teachers (gurus) are highly respected and seen as instrumental in guiding students to God. The tradition of gurukuls involved students living with their teacher and helping with daily life in exchange for education.
- The Vedas are among the oldest texts of Hinduism, dating back to around 1500 BC. Key figures like Ved Vyasa compiled and organized the Vedic mantras.
- Over time, universities and institutions of learning were established across India, such as Taxila, Nalanda, and early medical colleges. Reforms under British rule formalized the education system but also aimed to further their own interests.
- Post-independence, the government took control of
1) The document discusses the opportunities and challenges presented by India's large youth population and growing digital landscape.
2) It notes that 48% of India's population is between 15-65 years old, making it potentially economically productive. The 13-24 year old segment is very active digitally.
3) This "digital native" generation prefers multimedia and self-paced learning over text. Education must move from rote learning to applied knowledge to engage them.
4) Initiatives like MOOCs, SWAYAM, and programs by CEMCA aim to leverage digital tools and open educational resources to make quality education accessible for all.
A presentation summarizing the work done by CEMCA for Department of Science and Technology to engage Community Radios for promoting Science for Women's Health and Nutrition
CEMCA Director's presentation on Community MediaCEMCA
The document discusses CEMCA and its work promoting community media and lifelong learning in Asia. Some key points:
- CEMCA was established in 1987 as a regional office of the Commonwealth of Learning based in New Delhi to deliver educational media and opportunities for lifelong learning.
- It works in 8 Asian Commonwealth countries, focusing on areas like open educational resources, community learning programs, and skills development.
- CEMCA supports community radio through advocacy, facilitating new community radio stations, capacity building, and mentoring for content creation. It has helped establish over 70 new community radio stations.
- Examples of CEMCA projects include a science for women's health and nutrition project delivered through community radio stations in partnership with India
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
This newsletter issue from CEMCA provides updates on their activities and events. It includes a guest column discussing how some distance education institutions are increasingly moving to online models of education delivery. The column raises concerns about the effectiveness and student outcomes of purely online education compared to blended models. It highlights how the Korean National Open University has retained some face-to-face teaching requirements based on student surveys finding value in overcoming isolation and difficulties learning online alone. The issue also previews CEMCA's plans and targets for their new three-year plan focusing on course development, capacity building, and partnerships across Asia.
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.
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
This document contains a 10 question true/false or multiple choice quiz about copyright and fair use. Each question is presented along with the answer and a brief explanation. The questions cover topics such as public domain works, fair use, what can be copyrighted, copyright terms in India, and factors considered for fair use determinations. The quiz aims to help participants learn about the basic concepts and issues related to copyright.
Community media is media that is operated by, for, and about a community. It aims to give community members a voice and promote participation, ownership, and accountability. In Maldives, community media could empower communities by addressing local issues, disseminating important information like during natural disasters, and supporting livelihoods like fishing. It works as a tool for development by facilitating co-learning, sharing best practices, and guiding community empowerment through skills development and promoting local talent.
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This document discusses open educational resources (OER) and the role of libraries and librarians in promoting OER. It defines OER and outlines their history from early initiatives like MIT OpenCourseware. It describes how OER allow knowledge to be shared and reused freely through open licensing. The document recommends that governments, institutions, teachers support OER through policies, infrastructure, capacity building, and research. It explains how librarians can evaluate, manage, curate, and create OER materials to make them discoverable and help promote their use.
This document discusses copyright and open licensing. It defines key terms like author, creator, copyright and what can be copyrighted. Copyright gives the original creator exclusive rights to copy, distribute, license and sell their work. Open licenses like Creative Commons allow authors to specify how their work can be shared and reused through options like attribution, share-alike, non-commercial and non-derivative. The document provides examples of remixing and reusing content under different Creative Commons licenses and discusses copyrighted material.
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
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Delivering Quality in Higher Education in the Knowledge Economy: structure and parameters
1. Delivering Quality in Higher Education in the Knowledge Economy: structure and
parameters
By Sanjaya Mishra
Director
Commonwealth Educational Media Centre for Asia, New Delhi
At the Seminar on “Emerging Trends Impacting Higher Education: Managing Quality,
Competition and Expectations” organized by Knowledge Resources Development and
Welfare Group at India International Centre, New Delhi on 31 August 2013.
Text of the speech
1. Good Morning to all the distinguished experts and thinkers present here.
At the outset, I am thankful to the organizers for their kindness for
considering me worthy of making a presentation before this august
gathering. I truly believe that there are others in this audience who can
articulate better on this topic than me, and I am humbled by the
invitation to speak before you.
2. The Commonwealth of Learning was established in 1987 by the
Commonwealth Heads of Government to encourage the development
and sharing of open learning/distance education knowledge, resources
and technologies. COL is helping developing nations improve access to
quality education and training.
The Commonwealth Educational Media Centre for Asia (CEMCA) was
established by COL in 1994 to encourage, develop and foster the
exchange and sharing of educational media techniques and resources,
and promote meaningful and appropriate use of educational media in
Commonwealth Asia. CEMCA has widened its scope over the years to
embrace emerging educational technology formats, even while
broadening the scope of education itself to cover formal, non-formal
and lifelong learning. However, our focus remains “Learning for
Development” and we continue to foster quality improvements through
appropriate use of media and technology.
2. 3. My presentation will focus on some of our current work and my
experiences in promoting quality in Indian higher education. Being a
teacher and trainer in Open, Distance and eLearning, quality has always
been a matter of concern for me, as I have to continuously explain
people around me, including other teachers, institutional decision-
makers, policy-makers, friends, and even family members that the topics
I am engaged in is worthy for everyone. We all have our notions of
quality, and see things from our won angle. I will also speak from my
own experience. I also wrote the introductory guide on Quality
Assurance in Higher Education for the National Assessment and
Accreditation Council, and some of my presentation today will be drawn
from that publication.
4. What quality is? I quote Pirsig (1974) “Quality … you know what it is, yet
you don’t know what it is. But that’s self-contradictory. But some things
are better than others, that is, they have more quality. But when you try
to say what the quality is, apart from the things that have it, it all goes
poof! There’s nothing to talk about it. But if you can’t say what Quality
is, how do you know what it is, or how do you know that it even exists?
If no one knows what it is, then for all practical purposes, it doesn’t exist
at all. But for all practical purposes it really does exist… So round and
round you go spinning mental wheels, and nowhere finding any place to
get traction. What the hell is Quality? What is it? (p. 179).” Thus, it
actually means many things to many people; it is contextual (for
example if you do not have food, for you the quality if having food; and
if you are in a five star hotel, you may be looking at the presentation and
behaviour of the staff; it happens by design and not by chance; and
needs common understanding by all stakeholders involved.
5. Our understanding of higher education decides the way we look at
quality. The popular understanding of the role of university as centres
for teaching, research and extension has been there for some time now.
But, all have our own understanding of what higher education should do
and what not. Ronald Barnett, a contemporary thinker in Higher
Education states that Higher Education largely does four roles:
3. • Higher education as the production of qualified human resources
• Higher education as training for a research career
• Higher education as the efficient management of teaching
provision
• Higher education as a matter of extending life chances
6. The Delors Commission emphasised the role of higher education as: to
prepare students for research and teaching; to provide highly specialized
training courses adapted to the needs of economic and social life; to be
open to all, so as to cater to the many aspects of lifelong education in
the widest sense; and to promote international cooperation through
internationalization of research, technology, networking, and free
movement of persons and scientific ideas (UNESCO, 1996). For some of
us, it should provide employable skills, and for other, it should promote
innovation and research. Whereas, it is not just one, but multiple views
of higher education that makes what it is.
7. Quality in higher education is all about the “iron triangle”. The biggest
dilemma of educational administrators all over the world is to increase
access to higher education, improve quality, and reduce costs. While this
is possible by using technology enhanced learning systems that my
organization -- Commonwealth of Learning promotes, the same is yet to
be mainstreamed. We see the emerging trends in technology and its
applications such as the Massive Open Online Courses has the potential
to increase access, improve quality and reduce costs. Quality in higher
education is “a high evaluation accorded to an educative process,
where it has been demonstrated that, through the process, the students
educational development has been enhanced … not only have they
achieved the particular objectives set for the course but, in doing so,
they have also fulfilled the general educational aims of autonomy of the
ability to participate in reasoned discourse, of critical self- evaluation,
and of coming to a proper awareness of the ultimate contingency of a
thought and action” (in Barnett, 1992, p 61)
4. 8. Currently I am reading a book entitled “the art of thinking clearly”, and
the author talks of “Swimmer’s Body Illusion” and I think it is highly
contextual to bring this at this juncture, as to how we perceive quality.
Largely, we fall into an illusion trap while making decisions. Dobelli asks
this question – Does Harvard Make You Smarter? “Harvard has the
reputation of being a top university. Many highly successful people have
studied there. Does this mean that Harvard is a good school? We do not
know. Perhaps … it recruits the brightest students around” (Dobelli,
2013). This is true of many of our Indian Higher Education institutions.
9. Now, let me turn to Indian higher education in particular. We are
concerned about rank of Indian higher education institutions in the
Times Higher Education ranking and QS World ranking systems. There is
a need to understand the business of ranking as quality. While there is
some truth about what the rankings show, there are also concerns about
the methodology as well as statistical errors in the processes.
10. A quick analysis of the criteria adopted by some of the well-known
ranking systems will show that these are not contextual, and therefore,
Indian universities are bound to face the difficulty of being on the top
list. In most of these rankings the quality of research is the main focus.
These also look into the income from the industry and number of
international students and faculty. While exchange rates will have
impact on the parity of calculations of the earnings, local policies, cost
and quality of living have impact on recruitment of foreign faculty. So,
for quality to be ingrained, it is better to focus on the processes than to
the indicators of the ranking industry.
11. This brings to quality in inequality. The whole quality paradigm as
applied in education draws from the business and industry. While it has
its own merit, and I will emphasise some points later, we need to
understand the inequality within the educational systems largely
supported and maintained by the Governments as a public good.
Institutions across the country, for that matter across a state/province
do not get equal treatment in terms of funds and encouragement for
5. growth and excellence. So, our efforts to assess quality and ranking are
filled with inherent inequality, and thus, we largely compare oranges
with apples. Certainly the process is not scientific, but is based on
certain perceived values of large number of people. Yet again it is about
“Social Proof”. We do some things, as it is more common and acceptable
in the society. According to Pillai (2006) there are limitations in applying
the market metaphor to education. According to him the products of
education are not really finished products that can be bought off the
shelf. The student (customer) competes to get admission and the
educational institution (provider) often chooses its customers. Though
the customer pays the fees, the output (graduation) is not guaranteed.
The student has to play an active role in the process; and behaves more
like an entrepreneur (investing time, efforts and money) to produce
(acquire) knowledge and skills that are useful in the job market. Thus,
quality cannot and should not be managed in the way it is done in
business and the industry. There is need to rethink quality in higher
education.
12. What we can learn from business and industry for improving quality?
There are certain aspects that we should adopt from business and
industry. The philosophy of continuous improvement is highly suitable to
educational institutions. For that matter, the Plan-Do-Study-Act Cycle of
Deming is also highly suitable for adopting in higher education. The
concept of systems thinking is probably common to many of social
systems, and higher education can be viewed as an open system that
should be managed for excellence. Leadership, academic freedom, and
collegial decision making are some other concepts that influence quality
in higher education. The nature of the educational enterprise is complex,
but certainly not immune to application of best practices from industry,
despite its not so similar approaches. It is difficult to fire a teacher in
educational institution for poor performance, whereas in industry, it
may be comparatively easier. In educational institutions, everyone is a
leader in their own sphere of work, and there are lot many freedoms,
but still it is possible to have organizational policies aligned to improve
quality.
6. 13.Therefore, I would urge you to consider the basic parameters of defining
quality and focus on the processes. We at CEMCA believe that quality is
a continuous journey, and is not a destination in itself. We recommend
certain strategies for the institutions to follow continuously to move
towards the moving quality. We focus on use of technology to create an
open environment for learning and research. We focus on development
of policy and capacity building of all stakeholders to improve the
teaching and learning process, as educational transaction is a two-way
process and can’t be measured only by the inputs in the system. The
transformation process and the engagement of the learner in the
process are equally important.
14. Technology as enabler of quality improvement has applications in all the
dimensions of the educational enterprise. Invariably, use of technology
brings in transparency and openness in teaching, learning, research, and
administration. Classroom teaching can be enhanced by appropriate use
of technology in the classroom. Rather than using the class for
information transfer, the opportunity of being in the same place and
time can be used for debate, discussion, and collaborative problem
solving. Technology can help save time in searching and finding
resources and relevant information to conduct research. Appropriate
use of technology can facilitate more time in the research lab or the
sports field.
15. Research being an important aspect of higher education, it is important
that higher education institutions have equal access to research
information. Interestingly, this is not possible in today’s infrastructure
and policies. There is high inequality of access to research information in
our institutions, and therefore, it is important to create an enabling
environment of Open Access to research information and results
produced in our higher education institutions. At a time, when grants,
funding, and industry support are related to research and visibility and
impact of research, institutions should create infrastructure to facilitate
improved access to research work.
7. 16. So far educational institutions taught in a classroom that is only
accessible to certain privileged sections of the society, and outside world
was not aware of what happened there. With technology use,
educational institutions can not only increase access to the educational
resources to more people, it can also improve quality by peer pressure.
Just by putting lecture notes on the web, MIT OpenCourseware became
a wave to reckon with in the higher education sphere, which led to
development of the term Open Educational Resources. Can our
educational institutions share what is happening inside the classrooms?
Our educational institutions should focus on teaching and learning
besides focusing on the building and campus.
17. Improving the quality of teaching, learning, and research in higher
education requires continuous capacity building of teachers and
learners. While teachers need to upgrade their knowledge on latest
developments through refresher and research, students need to develop
capacities as lifelong learners. We do not teach some of the necessary
skills to be successful in many of our institutions; learners teach
themselves successful traits and skills. While universities are not industry
and we can’t have mechanical approaches to teaching and learning, it is
important to help the learners to learn themselves in a systematic way.
18. Prof V S Prasad, former Director of National Assessment and
Accreditation Council argued for a value framework for improving
quality in higher education. He stressed that improvement of quality is a
system-wide activity and all areas of operations and all stakeholders
should focus on the five value framework, covering national
development, global competencies, values, use of technology and quest
for excellence.
19. Finally, I would bring to your attention that if we build systems and
processes that develop common understanding of quality and an
enabling environment for excellence, we will achieve higher standards.
20.Thank you for your attention.