GOVERNANCE | higher educationExpansion of university education is a prerequisite for India’s economic growth
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by VIJAY SANGHVI
IN the coming decade, a major challenge for the Manmohan Singh government is the expansion of university education in order to churn out nearly 40 million graduates a year. This would keep the pace of economic growth that can help India outrun China as the emerging super economic power. The government would have to cover nearly 30 per cent of the student population rather than the current 12 per cent. More world-class universities would have to be set up in the next five years. This is a formidable challenge because the work would involve not merely allocation of funds but active planning for selection of sites, construction of campuses, and mobilization of first-rate faculty. India would also need to transform its approach and curriculum, so far attuned to churning out technocrats who can be directly absorbed by the industry. The new curriculum would need to aim at fostering leadership and capacity for innovation and research.
The Chinese government is way ahead of India in attending to its future education needs. In the past 10 years, it has virtually doubled its universities from 1,122 to 2,263. However, China’s expanding university education lacks multi-discipline breadth and critical thinking that fosters leadership and aptitude for research. Japan, on the other hand, already has a wide network of universities that can meet the challenge of the West. Korea is also implementing a programme to ensure that Korean students do not need to look outside the country for university education. The scene of action has gradually shifted to the Asian countries because of the potential for rapid economic growth and these nations’ desire to stand on their own feet. These countries also need to adopt their own systems, more suited to their culture and aptitude.
For two decades, Western universities have remained economically viable because nearly half their students are from Asia – paying fees four times what is charged from the local students and thus subsidizing the latter’s education. A drop in foreign students owing to world-class university education being available at home and at less cost would affect Western universities’ financial health. Their governments are economical in allocation of funds. Some of them have already taken the initiative to establish campuses in Asian countries. Their first preference seems to be China. Australia made a bid to turn its universities into an industry by offering facilities to Asian students. But the racial attitude of their young generation put paid to this effort even before it could take off. Neither was the Australian government’s attitude helpful. Many of its Ministers could not reconcile to the thought that Asian students could be brighter than their own.
India has a wide base and a wealth of world-class teachers. India’s teachers have worked with Western universities for nine decades. Given a proper climate and facilities, Indian teachers would not be averse to returning to India. In fact, they need to look for fresh pastures because the growth of the West has already reached saturation point. But, as Robin B Levin, president of Yale University, has pointed out, setting up world-class universities is a tall order. It is not just a question of buildings and campuses. It also involves assemblage of a large number of qualified teachers and trainers. His opinion was expressed in articles published in Hong Kong, Singapore and Shanghai newspapers after his recent visit to these places. India has an advantage because of its IIMs and IITs that have earned a reputation for themselves in the world. This is reflected in the hordes of recruitment managers of multinationals who mop up the entire talent from India every year. Even they have noticed a change –many of their recruits prefer India as a work station rather than the US or Europe. Gradually, students from other developing nations have been looking towards India for educational facilities. So India has the potential to turn its education facilities into a thriving new industry.
THE question is whether Indian bureaucrats can take up this challenge. Do they have the vision to meet the challenge that cannot be ignored if we are to stay in the race against China and other Asian nations in economic development and be a leader in our own right? The recent moves and legislation are laudable. However, there are no viable plans to expand education facilities so that they are easily available. More important is the challenge to provide quality education at primary and secondary level so that universities can turn young minds into what is required for the larger interest.
Since Independence, India has followed the education pattern bequeathed by the British without new orientation to meet the changing social and economic needs of the country. The British wanted educated graduates to carry out clerical work. In the 21st century, India has different requirements. Unless we improve the quality of primary and secondary education, it may not be possible to meet the challenge of numbers. Experience has shown that the private sector is not a dependable ally for the government as it tends to view educational institutes as profit shops rather than centres for providing quality education. The number of MBA institutes that flourish even in ruralia without adequate and qualified teaching staff, while handing out diploma certificates after the customary 18 months, tell a sad tale of private sector involvement in expansion of education. The government’s education department could not even work out a proper monitoring mechanism to ensure that students were not taken up the garden path with promises of a better economic future.
Philanthropist industrial houses with aims of establishing quality educational institutes in the country have done their bit but of late new industrial houses with less lofty perceptions have taken the front row. They figure in the Fortune 500 lists but have not moved in the direction of establishing any educational institute worth a name. Their objectives were merely profit-making. That leaves the formidable task of development to the government.
Expansion of education facilities is far more than brick and mortar, it involves building of minds and attitudes. It requires even more focused attention. It is for the Prime Minister to lead the race and win it for India.
by VIJAY SANGHVI
IN the coming decade, a major challenge for the Manmohan Singh government is the expansion of university education in order to churn out nearly 40 million graduates a year. This would keep the pace of economic growth that can help India outrun China as the emerging super economic power. The government would have to cover nearly 30 per cent of the student population rather than the current 12 per cent. More world-class universities would have to be set up in the next five years. This is a formidable challenge because the work would involve not merely allocation of funds but active planning for selection of sites, construction of campuses, and mobilization of first-rate faculty. India would also need to transform its approach and curriculum, so far attuned to churning out technocrats who can be directly absorbed by the industry. The new curriculum would need to aim at fostering leadership and capacity for innovation and research.
The Chinese government is way ahead of India in attending to its future education needs. In the past 10 years, it has virtually doubled its universities from 1,122 to 2,263. However, China’s expanding university education lacks multi-discipline breadth and critical thinking that fosters leadership and aptitude for research. Japan, on the other hand, already has a wide network of universities that can meet the challenge of the West. Korea is also implementing a programme to ensure that Korean students do not need to look outside the country for university education. The scene of action has gradually shifted to the Asian countries because of the potential for rapid economic growth and these nations’ desire to stand on their own feet. These countries also need to adopt their own systems, more suited to their culture and aptitude.The Chinese government is way ahead of India in attending to its future education needs. In 10 years, it has doubled its universities from 1,122 to 2,263.
For two decades, Western universities have remained economically viable because nearly half their students are from Asia – paying fees four times what is charged from the local students and thus subsidizing the latter’s education. A drop in foreign students owing to world-class university education being available at home and at less cost would affect Western universities’ financial health. Their governments are economical in allocation of funds. Some of them have already taken the initiative to establish campuses in Asian countries. Their first preference seems to be China. Australia made a bid to turn its universities into an industry by offering facilities to Asian students. But the racial attitude of their young generation put paid to this effort even before it could take off. Neither was the Australian government’s attitude helpful. Many of its Ministers could not reconcile to the thought that Asian students could be brighter than their own.
India has a wide base and a wealth of world-class teachers. India’s teachers have worked with Western universities for nine decades. Given a proper climate and facilities, Indian teachers would not be averse to returning to India. In fact, they need to look for fresh pastures because the growth of the West has already reached saturation point. But, as Robin B Levin, president of Yale University, has pointed out, setting up world-class universities is a tall order. It is not just a question of buildings and campuses. It also involves assemblage of a large number of qualified teachers and trainers. His opinion was expressed in articles published in Hong Kong, Singapore and Shanghai newspapers after his recent visit to these places. India has an advantage because of its IIMs and IITs that have earned a reputation for themselves in the world. This is reflected in the hordes of recruitment managers of multinationals who mop up the entire talent from India every year. Even they have noticed a change –many of their recruits prefer India as a work station rather than the US or Europe. Gradually, students from other developing nations have been looking towards India for educational facilities. So India has the potential to turn its education facilities into a thriving new industry. THE question is whether Indian bureaucrats can take up this challenge. Do they have the vision to meet the challenge that cannot be ignored if we are to stay in the race against China and other Asian nations in economic development and be a leader in our own right? The recent moves and legislation are laudable. However, there are no viable plans to expand education facilities so that they are easily available. More important is the challenge to provide quality education at primary and secondary level so that universities can turn young minds into what is required for the larger interest.
India’s IIMs and IITs have earned a reputation for themselves in the world. This is reflected in the hordes of recruitment managers from multinationals.
Since Independence, India has followed the education pattern bequeathed by the British without new orientation to meet the changing social and economic needs of the country. The British wanted educated graduates to carry out clerical work. In the 21st century, India has different requirements. Unless we improve the quality of primary and secondary education, it may not be possible to meet the challenge of numbers. Experience has shown that the private sector is not a dependable ally for the government as it tends to view educational institutes as profit shops rather than centres for providing quality education. The number of MBA institutes that flourish even in ruralia without adequate and qualified teaching staff, while handing out diploma certificates after the customary 18 months, tell a sad tale of private sector involvement in expansion of education. The government’s education department could not even work out a proper monitoring mechanism to ensure that students were not taken up the garden path with promises of a better economic future.
Philanthropist industrial houses with aims of establishing quality educational institutes in the country have done their bit but of late new industrial houses with less lofty perceptions have taken the front row. They figure in the Fortune 500 lists but have not moved in the direction of establishing any educational institute worth a name. Their objectives were merely profit-making. That leaves the formidable task of development to the government.
Expansion of education facilities is far more than brick and mortar, it involves building of minds and attitudes. It requires even more focused attention. It is for the Prime Minister to lead the race and win it for India.
