tag:theconversation.com,2011:/au/topics/indian-education-9451/articlesIndian Education – The Conversation2016-06-23T04:44:47Ztag:theconversation.com,2011:article/614352016-06-23T04:44:47Z2016-06-23T04:44:47ZReport urges India to allow overseas universities to open up campuses<figure><img src="https://images.theconversation.com/files/127856/original/image-20160623-30272-1gt7afh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">India is being urged to reverse a policy that doesn't allow foreign universities to open up a campus.</span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>Last year, the Indian government <a href="http://indianexpress.com/article/india/india-news-india/former-cab-secy-to-head-panel-to-draft-new-education-policy/">called for a review</a> into how to best reform its education system. The findings and recommendations <a href="http://www.livemint.com/Education/UtNYdM0Ng8EZSFGa5l1cXP/10-recommendations-of-Subramanian-Committee-on-new-education.html">reported in the media this week</a> reflect the momentum building in India for change in the sector. </p>
<p>The report addresses a longstanding civil society concern within India to raise the percentage of GDP per capita spent on education. The proposal is to raise it from the current level of about 4% to something closer to the worldwide standard of 6%.</p>
<p>It calls for reforms to teacher education, suggesting mandatory certification of teacher qualifications for both public and private schools. It further recommends regulatory changes that would allow greater financial autonomy for top universities in India and improved research funding. </p>
<p>It also recommends extending the successful “Midday Meals Programme” , which gives primary school children lunchtime meals free of charge in school, to secondary students. </p>
<h2>Setting up roots in India</h2>
<p>The report also put forward the idea that the <a href="https://www.timeshighereducation.com/world-university-rankings/2016/world-ranking#!/page/0/length/25/sort_by/rank_label/sort_order/asc/cols/rank_only">world’s top 200 universities</a> should be given permission to open campuses in India, reversing a previous policy of not allowing them entry.</p>
<p>This recommendation reflects a longstanding interest among Indian policymakers in creating greater competition within India’s university sector. It also serves to meet surging domestic demand for high quality international education.</p>
<p>It is a recommendation, too, that responds to the interests of many foreign higher education providers. </p>
<p>The report should please Australian universities, particularly our <a href="https://go8.edu.au/">Group of Eight</a>. This group represents Australia’s elite universities, ll of which are in the top 200 of global university rankings.</p>
<p>Opening campuses in India not only provides opportunities for Australian universities to raise revenue through improved access to the growing market for international education in India. It also allows them to deepen their engagement with India in terms of learning, teaching and research. And it facilitates cultural exchange between Australia and India.</p>
<h2>The challenges</h2>
<p>Challenges remain for Australian universities to engage more fully in India. Most notably, India has no national system for course accreditation and qualification recognition. This makes it difficult for Australian universities to assess students’ prior learning when making decisions about degree entry requirements. </p>
<p>It’s also worth noting that this is not the first time that the Indian government has been advised to permit foreign universities to open campuses on the subcontinent. Such legislation has been repeatedly stalled since it was first proposed in 2010. This has created uncertainty for Australian universities, making them more hesitant to engage with India. </p>
<p>Within the next five years, it may be possible for some universities to open campuses in India. </p>
<p>Australian universities already have substantive involvement with India. For example, the University of Melbourne, Deakin, RMIT and Monash University have been collaborating extensively with some of India’s most prestigious centres of learning and research. This includes efforts to facilitate increasing student exchanges, develop joint degree programs and foster long-term research collaborations.</p><img src="https://counter.theconversation.com/content/61435/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Trent Brown works as a research assistant at the Australia India Institute which receives funding from The Commonwealth Government of Australia, Victorian Government, University of Melbourne and other private sources.</span></em></p><p class="fine-print"><em><span>Craig Jeffrey is Director of the Australia India Institute which receives funding from The Commonwealth Government of Australia, Victorian Government, University of Melbourne and other private sources.</span></em></p>A new report offers recommendations for how to best reform the education system in India.Trent Brown, Research Assistant, Australia India Institute, The University of MelbourneCraig Jeffrey, Director and CEO of the Australia India Institute; professor of development geography, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/357032014-12-22T06:31:39Z2014-12-22T06:31:39ZDrop students from migration stats to save historic ties – and UK’s international reputation<p>For more than 200 years the histories of India and Britain have been closely intertwined. Forged in the age of the empire, the bond between our two nations is nonetheless one that has become mutually enriching.</p>
<p>From the British, India has inherited both its democracy, its second language and – most important of all – its cricket. In the UK, India’s influence is equally evident, from the the country’s enduring love affair with curry to the popularity of the booming Bollywood film industry.</p>
<p>It is this unique brand of internationalism, alongside world-class universities, which first drew me to settle in the UK and continues to attract talent from all over the globe. Our seats of learning are rightly revered as being – along with those of the United States – the finest in the world.</p>
<p>Universities have long been one of the UK’s <a href="https://theconversation.com/uk-educations-soft-power-will-weaken-if-student-visas-remain-so-hard-to-get-33568">greatest cultural exports</a> and their continuing strength is something I have proudly observed over my past few months as Chancellor of the University of Birmingham.</p>
<h2>Reputation tarnished</h2>
<p>In 2011-12, non-EU overseas students contributed <a href="http://www.universitiesuk.ac.uk/highereducation/Documents/2014/TheImpactOfUniversitiesOnTheUkEconomy.pdf">£7.3 billion to the UK’s GDP</a>, according to Universities UK, while the scholars drawn to UK shores constantly enrich the country’s culture and invigorate the economy. Despite these evident benefits, the government’s heavy-handed treatment of immigration has seen this <a href="https://theconversation.com/the-uk-government-is-undermining-one-of-its-most-valuable-exports-education-29681">welcoming reputation shaken</a>, leaving foreign students less certain than they once were of Britain’s openness.</p>
<p>Last year, the number of international students enrolling in UK <a href="http://www.telegraph.co.uk/education/educationnews/10737618/Foreign-student-numbers-drop-for-first-time-in-30-years.html">universities dropped by 1%</a> – the first reduction of this kind in over 30 years. With a recent survey by the National Union of Students (NUS) revealing that <a href="http://www.nus.org.uk/en/news/press-releases/international-students-feel-unwelcome-in-uk-as-immigration-bill-set-to-create-new-barriers-to-study/">51% of international students</a> find the government to be unwelcoming, it is clear that the UK’s image abroad is changing. </p>
<p>And yet, at the same time as the Home Office is setting about deterring the brightest and best, it is losing control of illegal immigration. If I were to ask Theresa May how many illegal migrants are living in the UK today, she would be unable to answer.</p>
<h2>Damaging Britain</h2>
<p>Part of this problem lies in the statistics. By including overseas students as immigrants in our figures, a climate of hostility against foreign talent is being created, which is damaging not only to universities, but also the UK’s future as one of the top ten global economies. Every engineer, every computer scientist and every young hopeful turned away will be received with open arms by academic institutions in the US and other parts of Europe. </p>
<p>I have added my voice to those of the deputy prime minister <a href="http://www.huffingtonpost.co.uk/2014/08/26/clegg-overseas-students-excluded-immigration-targets_n_5715741.html">Nick Clegg</a> and <a href="http://www.bbc.co.uk/news/uk-politics-28922706">Lord Heseltine</a> calling for the removal of foreign students from immigration figures. The opinion of the general public is also with us, with <a href="http://www.timeshighereducation.co.uk/news/public-against-cutting-back-on-overseas-students-poll-finds/2015363.article">59% against reducing the number of foreign students</a>, even if it makes meeting immigration targets more difficult. Despite this, legislation remains unchanged.</p>
<p>Following the <a href="http://www.telegraph.co.uk/news/uknews/immigration/10423913/Mays-3000-security-bond-for-African-and-Asian-visitors-dropped.html">abortive attempts</a> of the UK government to impose a security bond on “high risk” visa applicants from Pakistan, Sri Lanka and India, it is hardly surprising that students from these countries are beginning to look elsewhere for their further education. The number of Indian students applying to UK universities fell by a <a href="http://www.bbc.co.uk/news/education-25761133">staggering 25% last year</a>. This figure is alarming to me personally, but it should also sound as a warning note to politicians. Clearly, strong measures are required to win back the confidence of this historical partner, and reverse a worrying trend.</p>
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<p>I travelled to India in October with the universities minister, Greg Clark, as part of an initiative to future-proof Anglo-Indian relations. While there, it became clear that many Indian students and business leaders have a negative perception of the UK government’s stance towards immigration, despite their awareness of the great potential the country can offer. </p>
<h2>Not a one-way street</h2>
<p>Schemes such as <a href="http://www.britishcouncil.in/generationuk">Generation UK-India</a>, unveiled during our trip, will go some ways towards correcting this problem. At present, the flow of students between the two countries is practically one-way, with only one British student travelling to India for every 300 going from India to the UK.</p>
<p>This seems ludicrous: India is one of the fastest growing economies in the developing world with higher education institutions that are crucibles for innovation and entrepreneurship. By encouraging UK students to experience higher education in India, we will broaden their minds and give them the competitive edge, reaping huge rewards for both countries. Furthermore, the personal and business relationships they will form during their time abroad will cement friendship and stimulate future trade between our nations.</p>
<p>I have long spoken of the necessity for British companies to hold global ambitions from day one. In such a fast-moving, interconnected and integrated world, our businesses cannot afford to lose sight of the international picture. </p>
<p>Today’s students are the entrepreneurs of tomorrow – any investment in international learning we make today is also a move to strengthen the businesses of our future. This is why the fostering of international learning, both at home and abroad, cannot be anything less than an absolute priority.</p><img src="https://counter.theconversation.com/content/35703/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Karan Bilimoria is founding member of the prime minister of India's Global Advisory Council. Until 2012, he was chairman of the University of Cambridge India Partnership Advisory Board. He is chairman of the Cobra Beer Partnership. </span></em></p>For more than 200 years the histories of India and Britain have been closely intertwined. Forged in the age of the empire, the bond between our two nations is nonetheless one that has become mutually enriching…Karan Bilimoria, Chancellor, University of BirminghamLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/313872014-09-30T05:26:15Z2014-09-30T05:26:15ZEnglish lessons alone won’t boost employment in South Asia<p>With a joint population of 1.6 billion, the South Asian countries of Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka are home to nearly one quarter of the world’s population. It is the most densely populated geographical region in the world, and one of the poorest. </p>
<p>Despite their political, economic and linguistic differences, the countries in the region have similar labour market issues. Education systems are failing to provide young people with the skills needed to fill the jobs of the future. Some argue that English language teaching should be a priority in response – but my research suggests that this is not always a clear cut route to better job prospects.</p>
<h2>Demographic dividend or disaster?</h2>
<p>All the countries in the region are facing a potential increase in economic growth and a drop in poverty as a result of a higher proportion of working age people in their populations. </p>
<p>Though all countries of the region face this potential demographic dividend, many are warning that a demographic disaster may be looming instead. Recent research by <a href="http://www.britishcouncil.org/sites/britishcouncil.uk2/files/south-asia-skills-report-summary.pdf">The Economist Intelligence Unit</a> suggests that education systems in these countries are not preparing people with the skills that the new market demands. </p>
<p>The region is also home to the largest proportion of unemployed and inactive youth in the developing world. <a href="http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/SOUTHASIAEXT/0,,contentMDK:20827027%7EpagePK:146736%7EpiPK:146830%7EtheSitePK:223547,00.html">A World Bank report</a> shows that there are high levels of underemployment, even among educated youth. </p>
<p><a href="https://www.cia.gov/library/publications/the-world-factbook/geos/in.html">The rate of unemployment in India</a> is 8.5% and youth unemployment is at 10.2%. In Sri Lanka, youth unemployment is 19.4%. These young people are often served by struggling education systems which <a href="https://theconversation.com/why-indias-universities-cant-keep-up-with-the-masses-24344">are failing to provide</a> access and deliver quality in both the state and private sectors.</p>
<h2>What’s the greatest skills gap?</h2>
<p>Increasingly, “skills development” is being framed as crucial to the development of the knowledge economy in this region. Governments across South Asia have launched a range of policy initiatives and interventions to address the skills gap, and this will also be a focus of <a href="http://wwwunescobkk.org/fileadmin/user_upload/epr/ERF/Conference_docs/ED-Beyong-2015/Final_Key_messages_post_2015-Final18_Dec.pdf">development agendas post-2015 </a>, when the deadline for the Millennium Development Goals passes. </p>
<p><a href="http://www.aspiringminds.in">Employability tests</a> conducted in the region identify lack of computer literacy and general communication skills as a impediment to employment, but particularly prevalent in the policy discourse is the need for English language skills. English language teaching projects in the region are typically touted as <a href="https://www.teachingenglish.org.uk/sites/teacheng/files/Z413%20EDB%20Section12.pdf">“strengthening human resource development” and “improving prospects for well-paid employment”</a>. </p>
<p>Within this context, it is essential that we properly understand the role that English plays and will play in skills development in South Asia. This is why the British Council asked me to carry out some <a href="http://www.britishcouncil.org.np/sites/britishcouncil.np/files/role_of_english_in_skills_development_in_south_asia_inside.pdf">research </a> about the relationship between English language learning and skills development in the region. I reviewed the evidence that exists about the relationship between education, English language skills, skills development and economic development in the region.</p>
<h2>The impact of English</h2>
<p>I found that skills in English have a positive impact on economic development, and English language skills are highly rewarded in the labour market. But the story isn’t that simple.</p>
<p>People who speak English do, in general, tend to earn more. But returns to English language skills accrue along with other socioeconomic variables such as gender, ethnicity and class. For example, the average earnings of <a href="http://www.in.one.un.org/task-teams/scheduled-castes-and-scheduled-tribes">Schedule Castes and Schedule Tribes </a> – the historically disadvantaged groups in the region – are lower than that of someone with a similar educational background and a similar level of English. This suggests that English language learning on its own will not allow a person to overstep other socioeconomic obstacles. Compensation could be necessary in order to equalise opportunities for the disadvantaged.</p>
<p>It is also important to note that the studies I reviewed do not suggest – as <a href="http://www.sciencedirect.com/science/article/pii/S0167268110000508">some have asserted </a> – that the fact that the region is highly multilingual has a negative impact on its economic development. </p>
<p>In fact, the use of local languages may be of particular value in the informal labour market, which accounts for up to 90% of jobs in South Asian countries. The use of local languages (and not English) <a href="http://graduateinstitute.ch/files/live/sites/iheid/files/sites/international_economics/shared/international_economics/prof_websites/arcand/publications/LIED-7%283%29-1.pdf">may also account</a> for a stronger relationship between education and economic development in some contexts, suggest some. </p>
<h2>Not the whole picture</h2>
<p>While the research carried out so far points to positive returns to those with good English skills, it may need to be interpreted with caution. This is because much research is based on individuals working in the formal labour market, where only a maximum of 10% of the people in the region work. </p>
<p>There may also be some question about the reliability of the English tests and statistical calculations used in these studies. And it is difficult to separate returns to English language skills from returns to quality education. People who have strong English language skills tend to also have had a high quality of education. </p>
<p>Simply delivering more English language education without detailed consideration of these issues, and without embedding education within wider programmes for development, is not likely to lead to economic development for individuals or nations.</p><img src="https://counter.theconversation.com/content/31387/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Elizabeth J. Erling receives funding from the British Council for her research. </span></em></p>With a joint population of 1.6 billion, the South Asian countries of Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka are home to nearly one quarter of the world’s population. It is the most…Elizabeth J. Erling, Lecturer of English Language Teaching , The Open UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/243442014-04-20T21:28:00Z2014-04-20T21:28:00ZWhy India’s universities can’t keep up with the masses<figure><img src="https://images.theconversation.com/files/44051/original/r2f9pnnj-1395020569.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Is India's Higher Education sector capable of serving its burgeoning youth population? </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=151780148&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTM5NTA0OTMxMywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTUxNzgwMTQ4IiwicCI6InYxfDEwMTI3NTg4fDE1MTc4MDE0OCIsImsiOiJwaG90by8xNTE3ODAxNDgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCIrdzNSS0RlK3h1TFFvbU1wcGV4WFhmOGVyQjAiXQ%2Fshutterstock_151780148.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=EGw14Md5sz399uEIpXdUng-1-18">shutterstock</a></span></figcaption></figure><p>How can the Indian government improve the quality of education at the majority of the country’s universities, colleges and institutes? This is more than a question for questioning’s sake: it’s of vital importance in a country of 1.27 billion people, of which half are under the age of 25. </p>
<p>Nearly 190 million Indians are aged 18-25. Their numbers will rise until about 2030 after which they will begin to decline. These young women and men will need a college education or vocational training to secure a better future. </p>
<p>India needs them to succeed as well; otherwise the country’s much talked about demographic dividend – the economic boom that is expected to eventuate when a great majority of the country’s population is of working age – will turn into a demographic disaster.</p>
<p>India already has 700 universities and 48,000-plus colleges and institutes across the country. But it’s evident it must build more higher education institutions to educate its millions. Still a more difficult task before the government is to improve the quality of education at the already-existing institutions. Better access to education will do little to improve the life chances of young Indians if the quality of education isn’t of a high standard.</p>
<p>The Indian government has taken several steps to this end. But the country is still under-prepared to address its higher education needs. It’s highly likely that in 10 or 20 years, the government will still be trying to fix the same problems that exist today.</p>
<p>Given the growing influence of world university rankings, the absence of Indian universities among the world’s top 200 institutions makes headlines frequently in India. But world rankings offer only a partial glimpse of the quality of India’s universities; institutions fare poorly on national-level <a href="http://timesofindia.indiatimes.com/home/education/news/Indian-universities-second-grade/articleshow/30747157.cms">tests of quality</a> as well.</p>
<p>According to the <a href="http://timesofindia.indiatimes.com/home/education/news/Indian-universities-second-grade/articleshow/30747157.cms">data</a> last gathered by the National Assessment and Accreditation Council (NAAC), 62% of universities and 90% of colleges count as average or below-average. </p>
<p>But those numbers are based on <a href="http://www.livemint.com/Politics/vmo0tpo6rsQGWR7zgIxdFO/Govt-may-rope-in-private-players-to-assess-accredit-educati.html">information collected</a> from a mere 20% of the total number of institutions that obtained NAAC-accreditation. The government has now made it mandatory for all institutions to be accredited, meaning we will soon know exactly how good or bad India’s colleges and universities are. </p>
<p>It is thought most of India’s higher education institutions will fall short in NAAC assessments, if they are carried out in a fair manner.</p>
<p>According to <a href="http://timesofindia.indiatimes.com/india/Among-graduates-only-30-job-worthy/articleshow/29570361.cms">recent reports</a>, the employability rates of Indian graduates are estimated at between <a href="http://www.thehindu.com/news/cities/Delhi/nearly-47-per-cent-graduates-in-india-unemployable-says-report/article4850167.ece">34% to 53%</a>. Going by such figures, it seems indisputable India’s colleges and universities are not getting their teaching right. </p>
<p>The problem is in part about the quality of school education (the students entering college are not really prepared for college) and the quality of college education (where college teachers are unable to lift those with potential out of mediocrity).</p>
<p>My pessimism about India’s higher education is based on two factors.</p>
<p>First, it is evident India is in the middle of a higher education crisis – and one that was not produced overnight. Its roots lie in the “lost decades” of the 1980s and the 1990s when national and state governments neglected higher education, whether in terms of funding or proper regulation; predatory private providers began to operate with impunity (they still do); and there was a dramatic decline in the social status of the academic profession. </p>
<p>During this time, it’s fair to assume, many men and women who joined higher education were not hired on the basis of merit. Some 20-to-30 years later, many of them hold powerful positions. In other words, those who participated in and contributed to the making of the higher-education crisis are now expected to revive higher education.</p>
<p>Second, improvements in the quality of education will require the support of a well-qualified faculty. But government and university officials have <a href="http://www.educationinsider.net/detail_news.php?id=643">reported</a> acute and widespread faculty shortages, even at the most <a href="http://www.hindustantimes.com/india-news/iits-continue-to-grapple-with-shortage-of-staff/article1-1164131.aspx">venerated Indian institutions</a> such as the <a href="http://en.wikipedia.org/wiki/Indian_Institutes_of_Technology">Indian Institutes of Technology</a>, which are said to be some of the best in the country.</p>
<p>The irony is that there seems to be a surplus of well-qualified Indian faculty members at Western and Eastern institutions. This is part of a wider social phenomenon in India known as the <a href="http://www.theage.com.au/comment/brain-drain-a-headache-for-india-and-china-20131023-2w1kg.html">“brain drain”</a>, whereby the country’s top minds seek their fame and fortune overseas rather than on home soil. </p>
<p>In India, nothing is as it seems. Government and university officials say all the right things about higher education in their public statements; but lip service won’t be enough when it comes to improving the lot of our citizens. </p><img src="https://counter.theconversation.com/content/24344/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pushkar P does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>How can the Indian government improve the quality of education at the majority of the country’s universities, colleges and institutes? This is more than a question for questioning’s sake: it’s of vital…Pushkar P, Asst Professor, Humanities & Social Sciences/Pol Science, Birla Institute of Technology and ScienceLicensed as Creative Commons – attribution, no derivatives.