Re: [MTC Global] Can India build 20 Harvards in 20 years?

We have atleast One Leading/Emminent Higher Education Center in each of the 29 States and 7 Union Territories in India. In many of the metro's we have 2 or more higher education center, University, Ivy League College. JNU produces World Class Scholars and even students from Foreign shores are drawn to this Institute as it has considerable reputation world wide. But our Politicians have butted into it and created a great divide. DU nowadays resembles more of a battle ground than a learning institutions. Till the time the Higher Learning Institutions are shackled by bureaucracy and government interference as also political support to students groups...the focus on learning can hardly be there.
National Institute of Design in Ahmedabad is a top class Institute and its lectures by professionals and entrepreneurs who give their services in spare time - usually late evenings for which reason at times the classes start late evening and go well past midnight.
Delhi can also boast of having NIFT, School of Management Studies ( IIT - D ) besides IIT-D of course. There are also many famed B-Schools in the Qutub Institutional Area adjacent to IIT-D. Even Jharkhand now has IIM(Ranchi). So there is no dearth of B-Schools and Higher Learning centers but perhaps there is an urgent need to synchronize the curriculum with the needs and requirements of the corporate world. Same also goes for the Technical colleges and Engineering Colleges.....the 4 years they spend in the institute should be able to turn them into blue blooded engineers rather then a technician...

Warm Regards,


Stephen Narayanan
Freelance Educational Consultant/Corporate Training facilitator
Mob.:-9868386192

On Fri, Jun 2, 2017 at 2:20 PM, Krishan Khanna <krishankhanna.iit@gmail.com> wrote:
If the MHRD would give complete freedom to the existing 50,000 colleges, nearly 100 could emerge to be world class, within 5 years time.

Hardly 25% or less of the funds required for each college.

Decontrol of Teachers salaries, Student's fees, appointment of the Head of the Institution, choice of Courses, content of Courses, Joint ventures with foreign colleges, etc.

Building new ones is a very bad idea.

It means that none of the existing 50,000 colleges have the Potential.
Quite unfair, as they never got a chance to prove them selves.
No competition, too many controls....

Krishan Khanna
Chairman
iWatch

On Fri, Jun 2, 2017 at 1:21 PM, Janardhan Dsi <janardhan.dsi@gmail.com> wrote:
The US and the entire world has only one Harvard!

Let's create the first; before we look at the balance 19!
Kind regards

On Fri, Jun 2, 2017 at 12:48 PM, 'narra vishnumurty' via Management Teachers Consortium, Global <join_mtc@googlegroups.com> wrote:
Respected Prof. Bholanath Dutta sir, 

.....Certainly, India can build more than 20 Harvards .....According to one leading agricultural scientist, India alone can feed the whole of the world population ......

..... an IAS can't produce another IAS officer or a scientist..... he may not be able to produce even an attender ..... whereas a good teacher can produce a scientist, a doctor an officer and so on so forth..... that is the power of  a teacher....

...Americans and the western world, by and large, are known for Efficiency, Intellectual Honesty and commitment to their duty or job..... which could be hardly seen in some of the Indian institutions  such as CBI, SHAR, BARC , some of the IITs and IISc, bangalore, etc....

....few institutions and few individuals can't make significant contribution to the whole of our country....

....lack of honesty, transparency and lack of dedication to Educational development among a good number University Teachers and Teacher-Administrators  are the main reasons for the failure of India to produce any world class institutions....politicians and some hooliganism student leaders are controlling the situation....

.... many university teachers can't write even a single letter with reasonable accuracy, nor they can contribute a single article or paper on any issue of significance in their own field....back door recruitment based on candidate influence and/or mentor influence are the sole criteria for getting appointments .... n number of court cases are the testimony to this....

...unless, we come out of this kind of Hippocratic situation, India may not be able to develop even a single world class Institution....

....with regards..... dr vishnumurty narra, psu officer, hyderabad .....






On Friday, 2 June 2017 11:27 AM, Prof. Bholanath Dutta <bnath.dutta@gmail.com> wrote:


Higher education in India is in deep crisis. Most Indian graduates are unemployable. Research in both the sciences and the humanities is generally below par. And even elite Indian universities do not make it to the very top of global listings.
The Narendra Modi government is seeking to change the situation by establishing 20 world-class "institutions of eminence" around the country. The government wants these institutions to be free of regulatory shackles and requires them to be globally competitive. If these institutions develop and deliver on these lines, eventually driving innovation and economic growth, they could potentially mark the beginning of a new chapter in India's nation-building exercise. If not, they will be the missed opportunity that sets back India's aspirations to be a great power.
Global leadership has been linked historically to leadership in ideas, especially in science and technology. Think of 19th century England or of the US in the 20th century. Indeed, one may go so far as to say that establishing leadership in education is an important turning point for emerging nations moving towards great-power status.
China makes for a good example. Since the late 1990s, it has made a concerted effort to revamp its tertiary education sector and link it to state power, as detailed in its 10th and 11th five-year plans. China reorganized the sector by merging small institutions into larger universities, marking out elite institutions for generous state funding (the top 11 universities received more than $2.56 billion from the government in the first phase alone), and changed its focus from quantity-oriented deliverables such as enrolment numbers to quality-oriented deliverables such as citations in respected peer-reviewed journals.
The results began to show in less than a decade. By 2003, China's share of Asian science and engineering articles had increased from 14.54% in 1998 to 22.43%; its number of undergraduate and graduate students had been growing at approximately 30% per year since 1999; and by 2008, it was already churning out the largest number of PhDs in the world, as scholars Yao Li, John Whalley, Shunming Zhang and Xiliang Zhao note in their 2008 working paper for the National Bureau of Economic Research, The Higher Educational Transformation Of China And Its Global Implications.
To be fair, there has been growth in India's education sector too. Between 1950 and 2014, the number of universities has increased 34 times, from 20 to 677, while the number of colleges has increased 74 times, from 500 to 37,204, in about the same time, according to the Union ministry of human resource development. Unfortunately, a vast majority of these institutions are little more than rubber stamps on degree certificates that aren't worth the paper they are printed on. There are many reasons for this but essentially they can be summed up as: an excess of regulation in the name of good governance. As the government sets up this new bunch of institutions, it will be interesting to see whether it addresses these fundamental structural problems that continue to hobble the Indian education sector.
Take, for instance, the manner in which scientific study has evolved in post-independence India—primarily in research institutions not linked to a university. This was because in the early years after independence, the government of the day made a conscious decision to keep research institutes separate from universities which were meant to focus only on teaching.
Indeed, there was a robust debate on this issue between Homi Bhabha and Meghnad Saha. The former pushed for stand-alone research institutes to which scarce resources could be directed in a targeted manner while the latter argued that scientific research centres should be housed within universities. Bhabha won the debate at the time, but today Saha seems to have been vindicated.
Even though a handful of India's scientific research centres, such as the Tata Institute of Fundamental Research, Inter-University Centre for Astronomy and Astrophysics, and the Indian Institute of Science have done good work, the universities have suffered considerably. As Priyamvada Natarajan of Yale University notes, "the separation of research from teaching... has robbed the undergraduate curriculum of its richness...and it has impoverished universities by offering very little incentive to its faculty for becoming scholars, producing a disenchanted generation of academics".
In contrast, in the US today, research is integral to every university which serves as a hub of innovation and development. A commonly cited example of how research universities have incubated innovative ecosystems around them is that of Stanford University and Silicon Valley. Similarly, across the world in Israel, Technion University was the catalyst that sparked the start-up nation.
In the long run though, it is important to mention that for any development in higher education to bear fruit, it will have to be supported by the strengthening of primary education. In fact, as Devesh Kapur at the University of Pennsylvania notes, "An important reason why Chinese higher education has galloped ahead of India is that it strengthened its primary and secondary education systems first, which India is only now attempting to achieve. Consequently, Indian higher education became a victim of distributional politics which China appears so far to have by and large avoided."
Source: Live Mint

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