Indian Higher Education: Negotiating Globalization and the

Knowledge Economy

Fazal RizviUniversity of Illinois at Urbana-Champaign

July 2008

The rise of India as an emerging economic power

is widely attributed to India’s decision to:

open up its economy in early 1990s deregulate and privatize its key economic sectors

engage with global processes, actors and agenciesbetter utilize its enormous pool of knowledge workersprovide competitively price laborestablish robust links with transnational corporationsdevelop infrastructure necessary to support information

industries

July 2008

Recognition of the role of higher education in sustaining high levels of economic growth and broader distribution of national wealth

“the success of the Indian economy has been based squarely on our participation in the global information economies, but this participation will falter without an enhanced role by our colleges and universities” (Minister of HRD 2007) “…in order to ensure that India does not throw away its advantage in BPO/KPO, it is imperative that it continues to produce a critical mass of highly skilled manpower at an accelerated pace.” (Sanat Kaul ICRIER 2006)

“India’s economic future is dependent on the extent to which our universities have the determination to reform themselves” ( VC University of Delhi 2007)

July 2008

Structure of Higher Education in India

Colonial beginning in the mid nineteenth century with a strong emphasis on disciplinary learning and examinations Different types of institutions: universities with affiliated colleges (responsible for providing curriculum and overseeing academic standards); unitary universities without affiliated colleges; universities with both constitutive and affiliated colleges. responsibility for distribution of public funds to universities and colleges and for quality assurance lies with the University Grants Commission (UGC), working in consort with the Department of Human Resource Development and the Planning Commission and to lesser extent with state governments.

July 2008

Some indicative data

… Third largest system in the World (after China and USA)… 17973 institutions (348 universities and 17625 colleges)… small elite sector of IITs, IIMs and IIS.… 20 central universities, the rest state universities… a large number of research centers and laboratories … average enrolment: 530 students (compared to 4300 in USA)… over 10 million students (7.8 % of the age cohort)… only 26 private universities… 5750 aided private colleges, 7650 unaided private colleges… around 150 foreign institutions.… most private and foreign universities and colleges focus on business studies, engineering and IT.

July 2008

Indicators of Decline The inability of the system to meet the growing demandConsiderable evidence of poor teaching, especially in state universities Ineffective quality control‘Ritualization’ of Distance EducationPoor graduate outcomes (‘unemployablity’ of most graduates from colleges)Declining Research performance and productivityLow status of Indian universities in International Ranking SystemsWidespread corruption in appointments of faculty and selection of studentsPoor governance (cumbersome bureaucratic impediments to reform)

July 2008

Sources of criticism

Internal: academics and researchers; media commentators; major employers; and many politicians External: international organizations; transnational corporations; and the Indian diaspora (NRIs)

July 2008

Policy Anxieties

July 2008

National Knowledge Commission (2005-2008)

Chaired by Sam Pitroda (with 5 other members) supported by a small secretariat  “The time has come to create a second wave of institutional building…” (PM M M Singh 2005) “To respond to the global challenges more strongly than ever before, India today needs a knowledge-oriented paradigm of development to give the country a competitive advantage in all fields of knowledge” (NKC 2006) “NKC’s overarching aim is to transform India into a vibrant Knowledge economy. This entails a radical improvement in existing systems of knowledge as well as the creation of avenues for generating new forms of knowledge”. (NKC 2006)

July 2008

Five Aspects of the Knowledge Paradigm Access to Knowledge: Literacy, Libraries, Translation, Language, Networks, Portals Knowledge Concepts: School education, vocational education, higher education, open and distance education, professional education (medical, legal, management and engineering) Creation of Knowledge: intellectual property rights, innovation, science and technology Knowledge Applications: Agriculture and Traditional Knowledge Delivery of Services: E-governance

July 2008

 NKC’s Recommendations for reforming Higher Education Expansion Create many more universities (1500 to attain the gross enrolment ratio of 15 % by 2015, up from existing 365)

Change the system of regulation of higher education (establish an Independent Regulatory Authority for

Higher Education (IRAHE)Increase public spending and diversify sources of

financingEstablish 50 national universities

 Excellence Reform existing universities

Restructure undergraduate collegesPromote enhanced quality

 Inclusion Ensure access for all deserving students

Affirmative action

July 2008

Issues: Policy Coordination Declining authority of the UGC Complexities of Indian Federalism (central-states relations)Political and legal inertia Politicization of policy communication and implementation

July 2008

Issues: Contested Claims about Knowledge Economy 

what knowledge is most worth?Knowledge, economy and cultureDebates over values and traditionsContribution of KE to HE

July 2008

Issues: Funding Some increase in public funding but sufficient for NKC’s targetsAlternatives funding sources reluctant to investProblems with the allocation and distribution of funds

July 2008

Issues: Privatization Occurring at a rapid rate without a coherent policy frameworkPrivate Education Bill still languishing in ParliamentQuality of private institutions uneven at best

July 2008

Issues: Quality Assurance No coherent mechanismAffiliated college mechanism not workingDecline in the role of professional association in quality assurancePeer review systems by faculty and students almost non-existent

July 2008

Issues: Organizational Cultures Deteriorating physical conditions of campusesPoor accountability structuresPoliticization of faculty and students

July 2008

Issues: Access and Equity Strong policy dictates for affirmative action often ignoredNarrow conceptions of access (as entry without much support)Educational outcomes for some minorities deteriorating

July 2008

Issues: Internationalization Policy ambiguity over signing GATSEntry of foreign campuses without any clear policy frameworkIncreased interest in international links

July 2008

Prospects

July 2008