Revisit the hypothesis:
"Kapur and Mehta begin with their hypothesis that
Indian higher education is faced with a 'trilemma'—scale or size, costs and quality. They argue that only two of the three can be pursued with the remaining third being determined in the process rather than being a policy variable. For example, if the size of higher education sector is expanded by the government, cost escalation cannot be reined in unless we compromise with quality. If we want to ensure quality and are willing to step up budget allocation, the size has to stay put."The three elements "scale, cost and quality" are the basics of engineering economics. In manufacturing we have job production (quantity is one), batch production (small or large batch size) and mass (flow: quantity infinite in size) production (see 2nd slide of Attachment 3). As we we move from job to mass, the cycle time is reduced, line layout emerges and productivity enhances many folds reducing the cost, improving the quality as the scale is enlarges. In fact, quality is free as they say.
Keeping two variables active and variable and judging them against the third as a constant is an outdated approach for we have tools like DOE. In education too, it can be argued in the present age of digitization, AI and 3D printing, as we move towards massification cost of education can be reduced drastically maintaining excellent quality of education as we are dealing with living raw material (teacher and taught) as against inanimate material in a manufacturing unit.
Thus, approaches for cost reduction and LEAN philosophy (why do we need 30-35 hours teaching load/prg/week?) coupled with digitization can squarely face the challenges posed before HE.
Please see the attachments.
Regards,
Dr. P H Waghodekar, PhD (Egg), IIT,KGP, IE&M, 1985,
Advisor (HR), IBS & PME (PG)
Marathwada Institute of Technology,
NH 211, Beed by pass road,
Aurangabad: 431010 (Maharashtra) INDIA.
(O) 02402375113 (M) 7276661925
E-Mail: waghodekar@rediffmail.com
Website: www.mit.asia
and
Chairman, Advisory Board, MTC Global, Bangalore.
Engineering & Management Education: An Engine of Prosperity.
Classroom teaching must match with Boardroom needs!
From: "Prof. Bholanath Dutta"
Sent: Tue, 02 May 2017 11:25:22
To: join_mtc
Subject: [MTC Global] [Good Read] Indian higher education is faced with a 'trilemma'
Higher education in India holds the key to inclusive growth and reaping the benefits of a demographic dividend India is arguably bestowed with. The much contested space in the emerging Indian landscape has been witness to conflicts and debates in the wake of reform measures mooted and being implemented by the government. Navigating the Labyrinth: Perspectives on India's Higher Education, edited by noted political scientists Devesh Kapur and Pratap Bhanu Mehta, is a collection of articles written by scholars from India and abroad which deals with a range of issues and challenges Indian higher education is confronted with.
Kapur and Mehta begin with their hypothesis that
-- Kapur and Mehta begin with their hypothesis that
Indian higher education is faced with a 'trilemma'—scale or size, costs and quality. They argue that only two of the three can be pursued with the remaining third being determined in the process rather than being a policy variable. For example, if the size of higher education sector is expanded by the government, cost escalation cannot be reined in unless we compromise with quality. If we want to ensure quality and are willing to step up budget allocation, the size has to stay put. They argue that India has embarked on 'massification' without commensurate rise in the budgetary allocation at the expense of quality with a substantial part of the costs being borne by students. Other than the imperative of conceptualising excellence in education in the context of India, the 'trilemma' seems to undermine the role of governance reform in improving quality.Source: The Hindu
EDUCATE, EMPOWER, ELEVATE
Prof. Bholanath Dutta
Founder & President
MTC Global: A Global Think Tank in
Higher Educaiton Education, ISO 9001: 2008
Partner: UN Global Compact I UN Academic Impact
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