Dear All,
Please have the self-reflection on the followings:
1.
Are our University Acts, Statutes, Ordinances useless? These are the wonderful
documents but no implementation.
2.
What exactly we understand by autonomy? Is it total freedom to one's whims and
self-vested interests? What is the status of autonomous institutes?
3.
Do we have any process and performance management? Do we go for Academic Audit? If
going in a few cases, is it really rigorous?
4.
Do we link pay with performance?
5.
What is the % of faculty terminated because of poor performance?
6.
With the implementation of the 6th Pay Scales, are we performing better?
7.
IITs, IIMs, NITS, and medical colleges are limited in number, students (especially
from upper class) prefer coaching classes spending huge amounts, turning
institutes only as approval c and examination centers. Is it not true?
8.
Whatever changes we propose, are these market driven? Or driven for the sake of
changes or to pretend that I am vibrant, dynamic and innovating?
9.
There is a divide in students' population in higher education, hardly 2% turn
through institutes of national importance at exorbitant costs to both stakeholders
and Public, and 98% left to their fate, unemployable.
10.
Politics is Omnipotent and omnipresent in India in all sectors. But mostly it is
the dirty types of politics, anti-national, against the interests of masses. This
is one of the major reasons why after independence HE started dwindling down.
Many more things can be added.
Please see the attachments, my some publications, you will find some ways to come
out the present trap.
Regards.
Yours,
____________________________
On Tue, 30 Apr 2013 06:54:10 +0530 wrote
>Very well written article
We discussed this issue in the Education session at the recent Economist
conference in Delhi
While Indians give over 30 billion a year to overseas institutions our colleges
languish
We need the Meeta Senguptas of this country to participate in the transformation
Regards
Ganesh
www.ganeshnatarajan.com
-------- Original message --------
From: "Prof. Bholanath Dutta"
Date:
To: 'join_mtc'
Subject: [MTC Global] Does India Have only three good Colleges ? [Forbes India ]
Does India have only three good colleges? [Forbes India]
Meeta Sengupta,
An experienced educationist and advisor to CxOs, school leaders and foundations
It is the season when Phil Baty and his Times Higher Education Rankings unleash a
flurry of results, that invariably lead to a series of Op-Eds and articles that
bemoan the terrible state of higher education in India.
I honour that tradition with this piece. Firstly, it is disappointing to see the
celebration surrounding the 3 IITs that have made it to the top 100 in the Asian
list. The Asian list, not the global list. Just 3 of the IITs, which form the
cream of educational institutions of the country. Serving a sixth of humanity.
Serving a nation that claims to have soft power based on its graduates and
engineers who turn the gears of the world’s businesses. Sorry, not good
enough.
While these IITs did qualify to be ranked along with the world’s best
universities, it is also true that they are not universities at all. Nor are they
deemed universities. They are focused centres of excellence that do not have the
drag of managing a range of departments as a typical university would. With such
focus, they have an edge over other institutions and should indeed have performed
better in the global rankings.
The celebration over the mention of these IITs also seems to let the other
Universities off the hook. Since India is represented in the rankings, the others
can carry on oblivious, and sooner or later into oblivion. Indian Higher Education
institutions, especially the Universities are in dire crisis and there is very
little being done to reform them. Any conversation about higher education reform
still revolves around structures, regulations and procedures. This, being led by
the supply side rather than a clear drive to lead for the future via granular
understanding of the demand is the fatal flaw in reform design. If there is any
reform designed.
Our Universities have serious governance issues. And a leadership crisis. For
years faculty have been speaking of the politicisation of key positions in
Universities. And it is true that not only in India, but globally, institutional
excellence in education has been delivered by autonomous public institutions. Each
of these have been led by strong leaders in their transformational years and it is
these leaders that have created the ethos, personality and standards within these
organisations. Present institution design does allow for strong political
influences in leader selection which has corroded the institution of the
educational leader.
It is not just politics but also a design issue that needs attention. Currently
all three functions –operations, strategy and governance are vested in the
single seat of the Vice Chancellor. While in theory these are delegated, with the
Vice Chancellor holding over arching responsibility, in practice the VC does have
to deal with the nitty gritty of each of these strands. Good governance demands a
separation of these functions.. a compliance officer cannot be the same as the
operations officer. Conflicts of interest should be managed by counter balancing
roles and people (assuming they are honest) for good decisions to be made. The
design of organisations and procedures in higher education needs serious reform,
and needs to be built around serving their core client –the students.
Universities are not built for bureaucracy, they are built to create and
disseminate knowledge.
Any changes or reforms in the University system need to be well thought through
before they are implemented -as one would expect from a body of intellectuals who
teach students rigorous thinking within their subject area. Yet, one of the
largest changes we have seen recently is the move to a four year semester based
system in Delhi University. The professors, who deal with the details have gone as
far as to support an open petition against this move. Senior professors rightly
point out that three to four months is inadequate to move over to a new course
design and seek more time to question the need for this change. While the four
year degree is supposed to match the duration of the degree in the West, there has
been little work done on what exactly the extra year is supposed to contribute to
the development of the student. It is also interesting that this change is
proposed as the conversation in the West has started to move towards the
possibility of three year degrees due to cost pressures. What is worse about the
proposed four year degree is that the intent of creating a liberal arts kind of
free flowing first year is not borne out in practice –students actually
have
very little choice or flexibility in their choices of minor subjects. The
synergies that were expected to be gained from multidisciplinary cannot be
harvested as the idea does not map to operational design.
Stakeholders question the need for this change –who will it really serve?
Will
it make for better quality education? Or do we need other models to make Indian
Higher education hold its own in the world. Would more private participation,
international collaboration help? Or should there be more autonomy and
accountability and less policing? Should there be more and better peer learning
such as via the Higher Education Forum (disclaimer, I am a member and a node for
the Delhi chapter) that self organises faculty development programs. Is this a
central responsibility, a federated one or a local one?
The issue really is not about international rankings, which perform a limited
(though important role) in understanding and benchmarking for quality. The Times
rankings put a high weightage on international connections within higher
education, and this has not been a priority for Indian Higher Education so far.
Since the domestic demand for higher education seats, especially at the better
institutions, is so high –there is little reason to seek students from
other
countries in large numbers. Research collaborations are few and far between since
most Universities are de facto more teaching institutions than research hubs â
€“and this is a hole that must be plugged. At the same time, the rankings do
point
to the gaps in achievement. This is borne out by anecdotal evidence and industry
reports that state that most graduates are barely functionally literate and almost
unemployable. Clearly the universities are failing in the twin core functions of
creating employable youth, and that of creating bodies of knowledge via research
that is acknowledged and useful around the world.
As Indian universities continue to fail their students, they will see more of the
creamy layer go away to different countries for higher education. Technology,
including variations of the popular MOOCs (Massive Online Open Courses) will
reduce the centrality of the mediocre universities or indifferent professors,
reducing them to examination and certification centres. To stem the rot, to become
relevant and respected again, Indian Higher Education will need to take a good
hard look at itself and design its reinvention. In this re-invention they will be
well advised to work on the principles of the centrality of the learner and on the
inexorable necessity of good governance.
Educate, Empower, Elevate
Prof. Bholanath Dutta
Founder, Convener & President
MTC Global & Knowledge Cafe
Participant: United Nations Global Compact
www.mtcglobal.org /www.knowledgecafe.org
[cid:image001.png@01CE4458.05EA8730]
Cell: +91 96323 18178
Email: president@knowledgecafe.org
president@mtcglobal.org
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Regards,
Dr P H Waghodekar
Advisor (HR), IBS & PME (PG)
Marathwada Institute of Technology,
Aurangabad: 431028 (Maharashtra) INDIA.
(O) 02402375113 (M) 7276661925
E-Mail: waghodekar@rediffmail.com
Website: www.mit.asia
Engineering & Management Education: An Engine of Prosperity.
Classroom teaching must match with Boardroom needs!
MTC GLOBAL- Educate, Empower, Elevate
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