Professional Documents
Culture Documents
Contents
Foreword Executive summary Introduction New demand and supply realities New possibilities New possibilities Diversity 2 4 6 13 30 33
New realities, new possibilities: The changing face of Indian higher education
New possibilities Collaboration Agenda for the Government Glossary Acknowledgements About FICCI
59 90 96 100 102
New realities, new possibilities: The changing face of Indian higher education
Foreword
Dear readers, The Indian higher education sector is going through an epochal change given the emerging new realities and new possibilities to deal with the issues of expansion, inclusion and excellence. The government interventions are towards removing the existing entry and operational barriers and facilitate autonomy, accountability and collaborations. However, diversity and diversication of higher education, a critical aspect, has not received due recognition and needs to be debated and included in the reform roadmap. The Indian higher education system is divided into two broad categories: one for scholarly pursuits and achievements in universities/ colleges and the other for work force requirements in technical institutions, polytechnics etc. It is now increasingly being recognized that this dichotomy should be erased and shifted away from undue emphasis on manpower oriented planning (annual turn out of graduates, growth rate, gross enrollment ratio, employability etc) and adopt a more holistic approach to higher education at every level, not just at the university or college level. Further, there is also a growing acknowledgement by the government to collaborate with the Indian private education providers, industry as well as foreign education providers to achieve the ambitious targets set for the nation. ICT is also being integrated into the higher education interventions for reaching out to the masses with quality programmes. Unfortunately, in spite of having well dened statutory bodies at the central and state levels, a coherent set of meaningful policy guidelines have eluded the Indian higher education sector, so far. Hopefully, if the legal instruments that are sought to be created emerge through the legislative process, and perhaps go through the judicial scrutiny, and if implemented in their true letter and spirit, we can hope to see some signicant improvement in quality of higher education being imparted. In the meantime stakeholders concerned about the future of higher education in India should seek to understand the basic rationale behind these measures and help to address them in their own domains of involvement in whatever way possible. Since the nations economic future and global stature are intricately associated with the credibility of higher education system, one can only hope that there is sufcient wisdom in the society not to let the present state of entropy to persist. Federation of Indian Chambers of Commerce and Industry (FICCI) as a change agent has been working diligently towards inuencing the government to bring about requisite policy changes for providing the right impetus to the growth of higher education sector. The FICCI Ernst & Young Study has done a reality check on the drivers of change and the possibilities in the higher education sector in the coming decade that would help take quality higher education to the masses. We are grateful to Ministry of Human Resource Development, Government of India and all partners and Sponsors for their support in organizing the FICCI Higher Education Summit 20010 titled Renovations in Indian Higher Education: Renewed Focus on Autonomy, Accountability & Partnerships on 11 and 12 November 2010 in FICCI, New Delhi. We are sure that the deliberations in the conference will help us in coming up with concrete recommendations that will be submitted to the Government at the highest level for consideration.
New realities, new possibilities: The changing face of Indian higher education
Dear readers, The higher education system in the country is poised at a crucial stage in its growth. On one hand, it can empower our youth, unleash the potential presented by Indias demographic advantage and propel India into the ranks of the developed nations of the world. However, on the other hand, if the higher education system does not reform and upgrade itself, our demographic dividend could turn into a demographic disaster. This report highlights the changing face of higher education. Over the last few years the sector has seen tremendous growth. The number of institutes has doubled over the last ten years backed by strong private sector participation. The Government is in the midst of introducing largescale reform, to improve quality and establish a streamlined regulatory mechanism. Student demand is also changing, focusing on global quality as well as employability linked education. All these factors in conjunction, have considerably changed the characteristics of the India higher education sector, and have created tremendous opportunities and possibilities for the system to reinvigorate itself. The stage is
set for increased collaboration between Government, private players, industry and international educational players in the eld of higher education which can signicantly improve access, equity as well as quality. Promoting diversity in the higher education sector, wherein centres of excellence coexist with large mass based institutes, is important keeping in mind the different realities of India. The use of technology to expand reach could also emerge as a gamechanger in its ability to provide good quality and affordable higher education to the large numbers of people who are denied access. Through this report, we have tried to put forth some of these possibilities which can bring about a quantum change in the higher education system. I hope this report provides insights on the directional change which Indian higher education is undergoing and ideas for accelerating the growth of Indian higher education.
Warm regards, Amitabh Jhingan Partner, Education sector leader Ernst & Young
New realities, new possibilities: The changing face of Indian higher education
Executive summary
The Indian higher education system has established itself as one of the largest in the world, in terms of number of institutions and student enrolment. Higher education spends in India are currently estimated at INR46,200 crores and are projected to grow to nearly INR150,000 crores in the next 10 years, reecting an average growth rate of 12.8%. Against the backdrop of this high growth, the nature of demand for higher education is witnessing a change. Changing macroeconomic trends are inuencing the composition and preferences of students, leading to new demandside realities. These include increasing spends on education, new categories of students, willingness to pay for academic quality, increasing demand for global education and demand for employabilitylinked education. With substantial participation from the private sector and growing interest from foreign players, supply of higher education has increased substantially. The Government has also augmented supply through enhanced funding and by setting up new institutes. While the increased supply is a step in the right direction, there is a need to align supply to the changing needs of students. The report highlights how this alignment can be brought about through diversication and collaboration in the higher education space. While the Government continues to be the cornerstone of the higher education system, it needs to play a much larger role in facilitating the new possibilities to effectively cater to the emerging demands of students. Other areas like privatization and globalization also require incentives from the Government to steer the Indias higher education system into the league of the best in the world. These possibilities also provide the means to build a more robust higher education system by addressing the primary challenges of access, equity and quality.
New realities, new possibilities: The changing face of Indian higher education
The Government can play a much larger role in facilitating the new possibilities to effectively cater to the emerging demand scenario. It needs to further encourage private sector investments in higher education to meet the funding gap. It also needs to promote diversity by encouraging vocational and distance education as well as teaching universities.
The lack of faculty is emerging as the biggest challenge to the continued growth of the sector and faculty development needs to be taken up on a national mission mode. Structural changes such as fee rationalization, introduction of robust governance mechanisms and regulatory reforms also need to be expedited.
Drivers New category of customers New category of customers Increasing spends on education Demand for academic quality Increasing demand for global education Demand for employability linked education Rapid Privatization Globalization Increasing Government investments
Possibilities Diversication New modes of delivery New types of institutes New types of courses
New realities, new possibilities: The changing face of Indian higher education
Introduction
New realities, new possibilities: The changing face of Indian higher education
The Indian Higher Education system has over 26,000 institutes across varied elds of study
Form of existence
Central Universities Deemed Universities Institutions of National Importance Institutions established under State legislations State Private Universities State Universities
40 130 33 5 53 243
Colleges
Field of study
General
Arts
UG
Grad
PG
BA BSc BCom
Science
MA MSc MCom
PhD DPhil
Commerce
Professional
Engineering
BE B.Tech
Management BDS
Medical
Others
New realities, new possibilities: The changing face of Indian higher education
It is one of the largest in the world, in terms of number of institutions as well as student enrolment
India has one of the largest higher education systems in the world
Student enrollment in higher education (in million)
25.35 17.76 13.64 India 9.37 Russia 4.57 Brazil India
China
USA
Indias higher education system is the largest in terms of number of institutions and third largest in terms of enrollment
11
There are ~13.6 million students undergoing higher education in India, nearly half of these students have joined the system over the last decade
11,146 3,277 93
197071
4,738 123
198081
5,748 184
199091
578
195051
1,819 28 45
196061
266
200001
504
200910*
Higher education in India has seen an unprecedented boom in the number of colleges and universities in the last decade. The number of universities and colleges have almost doubled, led by massive participation by the private sector Since 195051, the number of universities has increased from 28 to 504, while colleges have grown from 578 to 25,951 during the same period
Number of Universities
Number of colleges
Sources: MHRD: Annual Report 200910; Making the Indian higher education system future ready FICCI Higher Education Summit 2009
New realities, new possibilities: The changing face of Indian higher education
Current estimates indicate the spends on higher education in India to be nearly INR46,200 crores
Majority spends in public are in the area of general courses while spends in private institutions are dominated by professional courses
Sources: EY Analysis
New realities, new possibilities: The changing face of Indian higher education
These spends are expected to grow on the back of several drivers like increasing GER, services driven economy, favorable demographics
1. Increasing GER
While Indias GER in higher education is low as compared to other countries, it has increased from 7% in 2001 to 12% in 2010 As per the estimates of the National Knowledge Commission, the GER is expected to rise to 15.5% by 2012
The shift towards a services economy is creating a large demand for skilled work force which in turn will drive enrollments in higher education The demand for educated workforce (graduates and above) is expected to increase from around 41 million in 2007 to nearly 58.5 million by 2012
3. Favorable demographics
Population aged 15-24 (in lacs)
India 929.8 1015.4 448.8 429.4 29.2 28.2 6.9 5.4 2005
2339.8 2188.1
Europe
USA
Australia
Singapore
2010
India has the largest target population for higher education in the world. Currently, the Indian population in the relevant age group to enroll into a higher education course is more than that of Europe, USA and Australia combined
10
New realities, new possibilities: The changing face of Indian higher education
Education is the third largest expenditure group for an average Indian household Nearly 55% of the Indian middle class households have started saving for higher education of their children
Sources: The Max New York Life NCAER: India Financial Protection Survey; Pawan Agarwal: Envisioning the Future 2009; EY Analysis
New realities, new possibilities: The changing face of Indian higher education
11
On the back of favorable drivers the spends on higher education are projected to grow over INR150,000 crores in the next 10 years
Spends in the higher education segment are expected to increase to INR155,015 crores by 2020
Estimated size of higher education segment (INR crores)
155,015
2.8% CAGR 1
87,024 46,231
2010
2015
2020
If we assume the standard population growth rate, a GER of 20% in 2020 and a 5% ination in fee levels, the higher education segment spends would reach INR155,015 crores in 2020
The expansion of higher education system will require considerable investment to create additional capacity. Keeping in mind the target GER of 20% and taking into account the prescribed infrastructure for educational institutes, we would need to invest INR360,640 crore
Sources: EY Analysis
12
New realities, new possibilities: The changing face of Indian higher education
There are various demandside trends shaping the higher education system in India
Changes in the composition, characteristics and preferences of students coupled with various macroeconomic trends are transforming the face of Indian higher education
Sources: EY Analysis
14
New realities, new possibilities: The changing face of Indian higher education
Rising GDP and consumer expenditures have led to an increase in per capita spends on education
During the period 198108, GDP per capita has increased by almost 300% (at constant prices) from INR10,409 in 1981 to INR30,532 in 2008. In CAGR terms, this translates to a rise of 3.92% during the period.
10,409 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
As a result, per capita expenditure on goods and services has been increasing
Private nal consumption expenditure per capita (19992000 prices) INR per annum
17,138
In per capita terms, consumer expenditure on goods and services, including education, has also been increasing. During the period 198108, household expenditures have increased by over 200% (at constant prices) from INR8,268 in 1981 to INR17,138 in 2008. In CAGR terms, this translates to a rise of 2.64% during the period.
8,268 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
At the same time, per capita value and percentage spends on education have also been rising
Private nal consumption expenditure on education per capita (19992000 prices) INR per annum
437 1.46% 121 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2.55%
Private nal consumption expenditure on education (as a % of total private nal consumption expenditure) per annum
During the period 198108, consumption expenditures on education (at constant prices) have increased from Rs.121 in 1981 to INR437 in 2008. In CAGR terms, this translates to a rise of 4.70% during the period.
Share of education as a percentage of total household consumption expenditure has been increasing steadily from 1.46% in 1981 to 2.55% in 2008.
Sources: Central Statistics Organization (2008 and 2009), International Monetary Fund, World Economic Outlook Database, October 2010, MHRD
New realities, new possibilities: The changing face of Indian higher education
15
A signicant part of the incremental demand for higher education is set to emanate from traditionally underserved sections (1/2)
11,051,264
9% R 5. CAG
8,204,179
1994
2000
2005
38.40%
38.60%
Rural enrollments have increased from around one third of total enrollments in 1994 to approximately twofths currently. This percentage is expected to go up to 42.18% in 2020.
1994
2000
2005
Although GERs in rural areas have been much lower than the total GERs, they have been rising steadily and are expected to reach 12.84% in 2020.
1994
2000
2005
Total
Sources: UGC: Higher Education in India 2008; 11th Five Year Plan Volume II * 200405, EY Analysis
16
New realities, new possibilities: The changing face of Indian higher education
A signicant part of the incremental demand for higher education is set to emanate from traditionally underserved sections (2/2)
7% CAGR 8,655,820
6,171,480
12,140,235
2010 (E)
2015 (F)
2020 (F)
Out of the total student population for higher education in 2020, almost half are estimated to be women.
2010 (E)
2015 (F)
2020 (F)
While the GER of women in higher education is currently at 9.96%, it is expected to rise to 19.26% in 2020.
2010 (E)
2020 (F)
Sources: UGC: Higher Education in India 2008; 11th Five Year Plan Volume II * 200405, EY Analysis
New realities, new possibilities: The changing face of Indian higher education
17
A number of midcareer professionals are also returning to colleges for advanced degrees, spurring the demand for executive education
2.
3.
These trends have led many senior professionals to opt for executive education, during the course of their careers.
4.
A large number of institutes have launched courses in the last decade to cater to this trend.
Type
Full -time Full -time Part-time Part-time Full -time Full -time Part-time Full -time Full -time
Min. experience
2 years (preferred) 2 Yrs. Age:27 3 Yrs. 5 Yrs. 6 Yrs. 10 Yrs. 7 Yrs. 5 Yrs.
18
New realities, new possibilities: The changing face of Indian higher education
Despite the rise in fees of academic programs, number of applications for quality programs have been rising
13 10 8 10.95
13.5
13.7 12.4
2.55
2.1
3.42 2.06
IIM Lucknow
IIM Kozhikode
IIM Indore
IIM Calcutta
IIM Ahmedabad
ISB
the number of applicants with respect to capacity still remain very high
IIMs
99% 83%
ISB
1%
17%
Source Leveraging Public Private Partnerships for Indias Education Sector; Institute websites, www.livemint.com,; Indian Higher Education Envisioning the Future, Pawan Agarwal
New realities, new possibilities: The changing face of Indian higher education
19
Rise in incomes and availability of loans have contributed to consumers willingness to pay
Willingness to pay is being driven by several factors Growth in the number of high income households
Number of households (million), % of total number of households
200102 65.2, 35% 41, 18% 200910
13.8, 7%
48.7, 21%
109.2, 58%
140.7, 61%
High income households Households earning over INR1,80,000 p.a. (20012002 prices) Middle income households Households earning between INR45,000 INR1,80,000 p.a. (20012002 prices) Low income households Households earning less than INR40,000 p.a. (20012002 prices)
A number of schemes have been launched by banks to tap the potential of the education loans segment. Several banks have entered into tieups with educational institutes to provide student loans without any collateral. Education loans disbursed by Indian banks rose by 51% to INR15,000 crore for the FY 2007 and rose by 34% to INR20,000 crores in FY 2008
Source: National Council for Applied Economic Research: Website; Indian Higher Education Envisioning the Future, Pawan Agarwal
20
New realities, new possibilities: The changing face of Indian higher education
Increasing income levels and ability to spend Opportunity to migrate to a highwage country in search of higher salaries post qualication
China 30% United States 49% Asia 88,267 33% India 39%
Europe 9% Australia and Pacic Islands 0% Mexico, Caribbean and Latin America Canada 3% Africa 3% 3%
The number of Indians taking the GMAT has been increasing signicantly yearonyear
GMAT tests taken by Indian citizenship 20052009
.7% CAGR 17
28,570
30,633
Source: International Finance Corporation: Website; 2009 World Geographic Trend Report for GMAT Examinees; 2009 Asian Geographic Trend Report for GMAT Examinees
New realities, new possibilities: The changing face of Indian higher education
21
Number of Indians studying overseas After China, the highest number of students going overseas to study are from India
Number of students studying overseas
150,194 109,577 94,446 66,475 53,417 159,779
199000
200001
200102
200203
200405
200506
Out of the 160,000 students studying overseas in 200506, 50% were in the United States
Percentage of Indian students studying in foreign countries 2005-06
Other countries 13% Singapore 3% Canada 4% UK 15% Australia 17%
English speaking countries such as US, Australia, UK, Canada and Singapore are the most popular destinations for students to study.
USA 48%
This trend has led a number of nonEnglish speaking countries such as Germany, Holland and France to also offer programs in English. While students generally prefer United States and Germany for postgraduate courses, other countries are witnessing a rise in undergraduate and nondegree enrollments.
Source: Making the Indian higher education system future ready FICCI Higher Education Summit 2009, Foreign education providers in India UKRERI, Indian Higher Education Envisioning the Future, Pawan Agarwal
22
New realities, new possibilities: The changing face of Indian higher education
Better job prospects and salaries from professional courses have led to a rise in demand for employability linked education
Students rank placements as one of the key criterions for institute selection
Respondents to student survey conducted by a popular online forum in 2009 ranked placements as the most important criterion in selecting a business institute.
Career and earning prospects of graduates are directly proportional to the relevance of education to the industry
This is evidenced by the fact that 80% of the graduates in general streams (BSc/ BA) are perceived to be unemployable by the industry.
Consequently, professional courses that provide better job prospects and salaries have been in demand
Skilled manpower shortages in specic industries are leading to the demand for courses within corresponding domains:
Sectors facing manpower shortage Incremental skilled Shortfall in highly manpower requirement skilled manpower (in lakhs till 2022) (estimated actuals till 2022) 33 53 350 120 173 30 3,30,000 5,30,000 17,00,000 1,10,00,000 13,00,000 10,00,000
Courses in demand Engineering, MBA Marketing, Telecom Management BCA, MCA, Programming, BPO/KPO Management, Foreign Language Auto Financing and Insurance, Engineering, Sales and Marketing MBBS, MD, BDS, MSc/ Bsc Nursing, MBA Healthcare Logistics, Retail Management, MBA Operations, Fashion Film/TV Production, Direction, Mass Communication, Animation Risk Management, Structured Finance, Credit Evaluation, Insurance Real Estate Management, Sales and Marketing, Civil Engineering, Architecture BA, LLB, LLM BEd/BT, Med, MSc, PhD Merchandising, Fashion Design, Jewelry/Accessory Design Hotel Management, Tourism
Electronics and IT Hardware IT and ITES Auto Healthcare Organized Retail Media and Entertainment Banking, Insurance and FS Real Estate and Construction Legal Services Education Textile, Apparel and Jewelry Tourism and Hospitality
36
9,00,000
Sources: National Skill Development Corporation; India Today: Website; Education Times: Website; EY Analysis, Indian Higher Education Envisioning the Future, Pawan Agarwal
New realities, new possibilities: The changing face of Indian higher education
23
Several changes in supply side characteristics are shaping the higher education segment
Indian players going abroad and entry of foreign players into India
Rapid Privatization
Globalization
Sources: EY Analysis
24
New realities, new possibilities: The changing face of Indian higher education
Rapid privatization
The share of unaided private higher education institutions in the country has grown signicantly in the last few years
2001
2006
There has been a rapid growth in the number of professional private higher education institutions
200607
95
91 64 62 50
This growth is reected in the dominant share of unaided private higher education institutions in professional courses
Pharmacy
Engineering
Computer applications
Medicine (MBBS)
Sources: XIth Five Year Plan; AICTE and other Professional Councils of Education
New realities, new possibilities: The changing face of Indian higher education
25
Rapid privatization
While established players are expanding many new players have announced entry plans
New players
International forprot education players
Large foreign education players like Apollo Global, Laureate International Universities and Devry Inc are eyeing an entry into the higher education sector in India
Indian corporates
Reliance group is planning to set up a worldclass university in either Mumbai or Delhi Reliance ADAG is planning a university in Bhopal The B.K. Modi led Spice Global group is planning a 100 acre university in Uttar Pradesh Future group has recently launched the Future Innoversity
26
New realities, new possibilities: The changing face of Indian higher education
Globalization
A large number of foreign universities have also announced plans to enter India
Foreign players have established signicant presence via large number of collaborations with Indian institutes. Some of the recent collaborations are:
Nottingham Trent University (UK) and Prin.L.N. Welingkar Institute of Management Development & Research (Mumbai) for Bioinformatics programme International Hotel Management Institute (Switzerland) and Kohinoor IMI Khandala School of Hospitality Management (Pune). London School of Economics & Political Science (UK) and City School of Social and Managerial Sciences (Chennai) Warwick University (UK) and ITM, Gurgaon
While Carleton University, Sheridan College, Pickering University and Quest University are some of the other players who are eager to forge tie ups with Indian institutes through collaborations
News articles have indicated that foreign players are also planning to open campuses in India. Some of the recent examples are:
York University, Schulich School of Business Planning a 100 acre campus in Mumbai Georgia Tech Plans to set up a 250 acre campus in Hyderabad Duke University, Fuqua School of Business Planning to open a 25 acre campus in India Virginia Tech University Plans to build a 30acre campus in Chennai
Around 161 foreign educational providers are engaged in about 230 academic
collaborations with 143 Indian institutes
Sources: UKIERI: Foreign Education Providers in India 2008, economictimes.indiatimes.com, businessstandard.com, timesofindia.indiatimes.com, studycanada.learnhub.com
New realities, new possibilities: The changing face of Indian higher education
27
Globalization
At the same time Indian higher education players are establishing campuses abroad
BITS Pilani Dubai Manipal University Malaysia, Nepal Dubai, Antigua SP Jain Centre of Management Dubai, Singapore, Sydney Amity University Singapore, London, San Francisco
Established Indian players are leveraging their strong brand name and competencies by
establishing presence abroad
28
New realities, new possibilities: The changing face of Indian higher education
The Government is committing large amounts of funds to the HE sector and also setting up new institutes
9.6% CAGR 2
80.4 38.2 42.2 200607 117.4 41.3 76.1
137.1
The Central Governments proposed expenditure in 200910 is substantially higher than 200809 There has also been a substantial increase in State Government expenditure on higher education
The Central Government has announced plans of opening 16 central universities, 14 innovation universities and new IITs and IIMs The Central Governments focus is towards opening new institutes of academic excellence
Sources: Union Budget: 200506, 200607, 200708, 200809, 200910; MHRD: Analysis of Budgeted Expenditure on Education, 20032004 to 20052006, 200506 to 200708
New realities, new possibilities: The changing face of Indian higher education
29
New possibilities
30
New realities, new possibilities: The changing face of Indian higher education
Indias higher education system is bogged down by the fundamental challenges of inadequate access, inequity and poor quality
Inadequate access
Gross Enrollment Ratio (GER) (percentage) 2007
82% 75%
Indias GER for higher education at 12% is signicantly below the global GER average of 26% in 2007
23% 12%
26%
Global average
USA
Russia
China
India
Access
Availability of suitable number of institutions across regions to fulll demand Provision of suitable infrastructure, trained faculty and effective pedagogy in higher education institutions aimed at delivering expected outcomes
Equity
Quality
Inequity
Poor quality
SJTW Top-500 universities rankings, 2010
There are large equity variations in the country across states, areas, gender and communities:
USA UK 38 23 17 6 2
154
State
Bihar 5.7 Uttaranchal 15.1
Area
Rural 7.5 Urban 23.8
Gender
Female 10.6 Male 14.4
Communities
SC/ST/OBC 7.3 Others 17.2
India 2 China 22
Despite having one of the largest higher education systems in the world very few Indian institutes are of world class quality
Sources: EY Analysis, UNESCO Global Education Digest 2009, UGC: Higher Education in India 2008, 11th Five Year Plan Volume II * 200405, Academic Ranking of World Universities: Website
New realities, new possibilities: The changing face of Indian higher education
31
The changing realities are leading to the emergence of new possibilities which could assist in solving the key challenges facing HE
Realities
New category of customers Increasing spends on education Demand for academic quality Increasing demand for global education
Demand for employability linked education Rapid privatization Globalization Increasing investments
Possibilities
Diversity Collaboration
Diversity in the system will help improve access and reduce inequity by reaching out to a larger population through innovative modes of delivery and Diversity would make the system more relevant via new types of institutes and courses thus attracting more students
Collaboration with foreign players and industry will provide the system with a global and industry orientation thus improving quality and Public private collaborations can signicantly improve the quality of existing public institutes while also increasing capacity
Sources: EY Analysis
32
New realities, new possibilities: The changing face of Indian higher education
Encouraging diversity in Indias higher education system will help resolve the issue of poor access and inequity
Diversity provides a means of tackling the issue of inadequate access and inequity facing the higher education system by:
1 Improving supply across inaccessible parts of the country 2 Increasing availability of relevant courses for underserved sections 3 Meeting diverse student needs
Diversity
There is a need to evolve operating models and academic programs that truly cater to
the diverse needs of the Indian youth
Sources: EY Analysis
34
New realities, new possibilities: The changing face of Indian higher education
New realities, new possibilities: The changing face of Indian higher education
35
Promoting new modes of delivery/distance education will yield several benets to the higher education system
Perceived benet
Impact
Study centers: Have the opportunity to deliver classroom teaching outside university campuses Technology enabled learning: Has the potential to reach out to students across inaccessible parts of the country
Improving access
New modes of delivery are ideal to cater to the demand for part time education
New modes of delivery eliminate the need for heavy investments in infrastructure and are nancially efcient thus allowing the poorer sections of society access to higher education at affordable costs
Use of innovative delivery modes like online, mobile, study centers provide an
opportunity to increase GER rapidly & reduce inequity in the system
Sources: EY Analysis
36
New realities, new possibilities: The changing face of Indian higher education
Distance education has evolved from the traditional text book correspondence courses to study centers and technology aided learning
Modes of delivery in distance education have evolved from the traditional methods of correspondence to study centers and now even education even via mobile phones
TV, Mobile etc. Study centre, online Correspondence courses using text books and printed study material
New modes of delivery and access potential Emerging modes of delivery like online, TV and mobile have the potential to reach out to a larger student population thus increasing the access potential
Key Players
Sources: EY Analysis
New realities, new possibilities: The changing face of Indian higher education
37
Study centers
Players delivering courses via study centers have established strong presence via large distribution networks and portfolio of courses
Course portfolio
IT Management Allied Health Sciences IT Management Hospitality Fashion Media IT Management Law Diverse: Sciences, art, fashion design etc. IT Management Accounting Science / Arts / Education Wide range of courses through 21 Schools of Studies
1,200 LCs
North
100+
759 LCs
Haryana
24
Annamalai University
83 LCs
South India
401
ICFAI
Own LC network
South India
125
3,000 LCs
Pan India
338
IGNOU and SMU are considered to be the leading distance education players in
the country
Sources: SMU, PTU, MDU, Annamalai, ICFAI and IGNOU websites, HT Media Limited
38
New realities, new possibilities: The changing face of Indian higher education
Study centers
IGNOU is the worlds largest university with over 2.4 million students and has grown using the study centre model
Background
Overview
IGNOU was established in 1985 by an Act of the Parliament as a Central University. It has also constituted the Distance Education Council (DEC) in India IGNOU operates through 21 Schools of Studies in 61 regional centers, 3000 learner support centers and 60 overseas centers in 36 countries
Network
Enrollment
It has more than 2.4 million students enrolled from India and overseas
Coursespecic academic counseling: IGNOU provides face to face sessions between learners & counselors at Study Centres (SCs) to clarify doubts & answer academic queries. Besides academic counseling, SCs also conduct practical sessions to provide handsontraining. Assessment: Assignments form the continuous evaluation part of assessment, where student submits the assignment responses at the SC as per the assignment date given by the study centre. IGNOU also conducts termend examination at SCs to measure student performance. Responsiveness: Counselors at IGNOU study centers shoulder the responsibility of providing timely and quality feedback to students via written or verbal evaluations on assignments, and overseeing students laboratory work. Academic facilities: Besides the faculty support, IGNOU SCs are also equipped with audiolistening, videoviewing, and teleconferencing facilities
New realities, new possibilities: The changing face of Indian higher education
39
Study centers
While Sikkim Manipal University is the largest private sector provider of distance education
Background
Overview
Established on the PublicPrivatePartnership model between the Manipal Education Group and the Government of Sikkim, Sikkim Manipal University (SMU) is the rst Indian university to be built on the PPP model. Operates through a network of more than 750 learning centres in the country and 25 overseas centres in 25 countries. Academic content & teaching is dened by SMU and infrastructure is provided at local level by these learning centres. With more than 400,000 students on its rolls, SMU provides distance education courses through Sikkim Manipal University Distance Education (SMUDE).
Network
Enrollment
Basic support services: The study centres offer the basic support services to students in terms of providing the course material, conducting practical sessions, providing assessment and feedback, etc. Counseling: Apart from basic academic inputs, counselors at learning centres provide guidance on career, course and all issues pertaining to the overall growth of the individual. Industry/Alumni interaction: Learning centres provide industry experts for interaction on a weekly basis whereby students are given a complete insight on the vital aspects of working in their chosen eld. In addition, SMUDE has a 1.5 lakhs strong alumni base who come in to assist students with lectures, counseling, guidance and job opportunities VSAT delivered lectures: To overcome the huge shortage of good faculty at various learning centers, SMUDE provides interactive classes through VSAT. Thus, VSAT creates a unique interactive environment enabling teacherled training to a large number of students in different learning centres and geographically dispersed sites.
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New realities, new possibilities: The changing face of Indian higher education
Study centers
Both have grown by providing a diverse range of academic programmes and are announcing large expansion plans
IGNOU offers assortment of programmes on varied subjects and disciplines such as teaching, management, communication, languages, tourism and journalism in different structures including certicate courses of six month duration, oneyear diploma courses, degree and PG diploma courses IGNOU offers a wide variety of courses ranging from an affordable MBA to a premium Bachelors Degree
Diploma programmes
INR1,600 20,000 INR2.1 lakhs Diploma in Computer Generated Imagery
Future plans
Expand overseas presence
In order to further expand its overseas presence, IGNOU plans to open study centers in Africa and six European nations, including Germany and France.
Offers more than 40 different programmes across 11 disciplines including IT, management, journalism and mass communication, fashion design and applied biotechnology at Diploma, Graduate, PG Diploma and PG Degree levels
Diploma programmes
INR20,900 Information Technology INR71,000 Hospitality and Catering Management
Future plans
Expand local presence
SMU targets to expand its study centre base from 250 districts to cover 500 districts by next two years.
Sources: IGNOU: Profile 2010; SMU: Prospectus Fall 2010, Press Trust of India, United News of India
New realities, new possibilities: The changing face of Indian higher education
41
Several players are also starting to deliver courses via technology aided modes of deliveries
Key players
Offering
NPTEL
Content on engineering related subjects Online courses with IIMC, IITD, MDI, IIFT Several postgraduate diploma programs & certicate programs Online BBA / MBA, PG Diploma (Management and language programs) Online, TV, Radio, Mobile phones and teleeducation
Amity University
IGNOU
While the internet is well established as a delivery model, TV and mobile phones are fast
emerging as new modes of delivery
Sources: NPTEL, IGNOU,, Symbiosis Centre for Distance Learning websites, develop.emacmillan.com
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New realities, new possibilities: The changing face of Indian higher education
MHRD has started the NPTEL program to provide content in engineering by partnering with leading educational institutes
Overview
NPTEL (National Programme on Technology Enhanced Learning) a project funded by the MHRD was conceived in 1999 to pave the way for introducing multimedia and web technology to enhance learning of basic science and engineering concepts
Program partners
Seven IITs and the Indian Institute of Science have worked together to develop web and video based material for basic undergraduate science and engineering courses in order to enhance the reach and quality of technical education.
Current program
Courses The NPTEL program has currently developed 255 courses in the elds of technical education (Mechanical / Civil engineering, biotech etc.) with 130 video based courses and 125 web based ones. Currently four courses have been developed by IISC rest have been developed by the IITs
Webbased and video courses are available to download from the NPTEL website. For the video courses DVDs are provided while the You Tube NPTEL channel is also running. All courses are priced at INR200 (exclusive of postal charges).
Enrollments
NPTEL has around 4,400 videos on You Tube in 120 courses and 2.6 million viewers (channel) and about 23 million (uploads) so far
Future plan
Currently, Phase 2 of NPTEL program is being implemented and it plans to launch over 950 new courses across 15 disciplines by 2012, out of which 500 will be videobased
New realities, new possibilities: The changing face of Indian higher education
43
Macmillan Publishers has also partnered with leading education institutes like IIM and IIT to provide online courses in management
Overview
Macmillan Publishers India Ltd. has partnered with leading Indian institutes like IIMC, IITD, MDI Gurgaon and IIFT to provide online management development programs
IIMC
Overview Macmillan has partnered with IIMC to provide a course in Corporate Finance for working professionals
Course details
IITD
Overview Macmillan has partnered with IITD to provide courses in Finance for nonnance executives, International Finance and Supply Chain Management
Course details
MDI Gurgaon
Overview Macmillan has partnered with MDI Gurgaon to provide course in Ebusiness and Customer Relationship Management
Course details
IIFT
Overview Macmillan has partnered with IIFT for a course in ExportImport trade
Course details
Sources: develop.emacmillan.com
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New realities, new possibilities: The changing face of Indian higher education
Symbiosis Centre for Distance Learning has successfully used the online model to achieve huge growth
Background
Overview
Established in 2001 and part of the Symbiosis Society, Symbiosis Centre for Distance Learning (SCDL) ranks among the countrys leading private sector providers of open and distance learning Has enrollments of over 2,00,000 students based in India and 41 other countries
Enrollment
Academic programs
SCDL offers nearly 136 courses across various streams Diploma in Computer Generated Imagery Corporate Programs
Blended learning methodology: SCDL provides students with access to all the three forms of learning, namely, published/printed selflearning material, elearning and prerecorded DVD lectures and faculty interaction. Call centre: SCDL is one of the few institutes to have its own fulledged call centre in Asia. The call centre as well as the student care centre resolve any query related to SCDL and its courses. Virtual classrooms: SCDL has expanded its distance learning model by introducing the virtual classrooms and online faculty chat sessions, which allow the students to be in constant contact with the faculty and get their queries resolved. Students can see and refer to all the questions and answers asked in a particular session, which adds as a supplementary aid to their learning. eLearning facilities: SCDL has successfully leveraged the content and brand equity of Symbiosis Society to provide a highly interactive elearning content to its students, through case studies and practical examples. Other elearning facilities provided by the SCDL include submission of assignments and receiving of feedback, ondemand examinations, syllabi, counseling, fee payments etc. Facilitates placement: SCDL facilitates the placement process by uploading the manpower recruitment request of various companies on its own website.
New realities, new possibilities: The changing face of Indian higher education
45
Mobile and teleeducation are also emerging as new technology aided modes of delivery being pioneered by IGNOU
TV and radio
Overview Gyan Darshan and Gyan Vani are IGNOUs initiatives (in collaboration with other bodies) in TV and Radio which have been operational from 2000 and 2003 respectively. Gyan Darshan is a bouquet of four channels on vocational, technical and higher education and sustainable development while Gyan Vani has 37 operational radio channels imparting educational courses.
Program
Mobile phones
Overview Indira Gandhi National Open University (IGNOU) has collaborated with Nokia in order to offer certicate programme in English via mobile phones to start from January 2011 The program will initially start in six districts of Maharashtra. After six months, depending on the response, program will be launched at a national level. The six months programme is a broken up into three levels that include English in daily life, English in education and joining the workforce. The fee of the programme is INR1,900. The course will be in English offered mainly through SMS.
Coverage
Teleeducation
Overview IGNOU and TCIL have set up a pan African enetwork for connecting Indian institutes to 53 countries of Africa for providing teleeducation. The network worth INR5,429 million was inaugurated by the Government of India on February 26, 2009 . The programmes under this network are vocational as well as academic, including masters in business administration, human resources, marketing, tourism management and environment studies and various other professional degrees. Over 600 students have enrolled for these courses
Program
Enrollment
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New realities, new possibilities: The changing face of Indian higher education
New realities, new possibilities: The changing face of Indian higher education
47
Promoting new types of institutes will yield several benets to the higher education system
Perceived benet
Fullling demand for affordable education
Impact
New types of institutes can cater to the large demand for quality affordable education
High quality institutes which collaborate extensively with foreign institutes can cater to the growing demand for global education
New types of institutes can cater to industry needs for qualied job ready students
New models of institutes are coming up to serve the diverse needs of the students and
the industry
Sources: EY Analysis
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New realities, new possibilities: The changing face of Indian higher education
Premium, mass and specialized institutes are opening up to provide bestinclass standards of education
Premium
Mass
Specialized
Overview
Premium HEIs have evolved over the last decade and are comparable to the best in the world. They target students planning to go abroad for higher education
Mass HEIs have evolved from the need to provide affordable education to the masses
Specialized HEIs have evolved from the growing demands from the economy for niche skills
Value Proposition
Such institutes justify their premium fee structure by offering their students with the best of global standards in terms of infrastructure, curriculum, faculty, systems and processes
Such institutes derive high demand for their courses by offering them at an affordable price point to the students
Such institutes offer only specialized courses to cater to specic sector / eld
Key players
Centum Learning
Sources: EY Analysis
New realities, new possibilities: The changing face of Indian higher education
49
Premium
Premium HEIs position themselves as global brands offering high quality education at a premium fee
Premium HEIs leverage their international partner network to bring globalized content for its students. These institutes recruit the best of faculty from across the globe to design and deliver the programmes. These institutes employ a host of global teaching methods such as class presentations, group assignments, on eld research and eld visits, video conferences, web based learning, live simulation exercises, etc. These institutes have collaborative arrangements with global education institutes and industries which provide international exposure in terms of internship and job offers. Another USP of these institutes is the world class facilities supporting the institute such as multimedia classrooms, WiFi campuses, state of the art auditoriums, well stocked libraries etc.
Methodology of teaching
5Year B.A. LL.B. (Hons.) Programme: INR5.0 lakhs per year 3Year LL.B. Programme: INR6.0 lakhs per year 2Year LL.M. Programme: INR4.0 lakhs per year
Focus on teaching quality and content JGLSs facultystudent ratio of 1:10 is among the best in the country. The institute has faculty members drawn from various globally acclaimed institutes with good academic records, work experience and educational qualications.
Collaborative arrangements
JGLS has international collaborations with Harvard Law School, Yale Law School, United Nations University and several other reputed law schools and universities worldwide.
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New realities, new possibilities: The changing face of Indian higher education
Mass
Mass institutes are offering a range of affordable courses targeted at pricesensitive students
Traditional knowledge imparted through the regular curriculum is generally perceived to be insufcient to address the stafng needs of various industries. Hence, mass institutes focus on providing joboriented skills and knowledge to its students. Mass institutes offer their courses at an affordable price, thus, generating greater demand. In addition, they also address the skill gap and enhance the career prospects of students.
Methodology of teaching
The presence of a very strong network enables mass institutes to reach the target audience.
2Year MBA Programme: INR25,00050,000 per year 3Year BBA Programme: INR15,00030,000 per year 1Year Diploma Programme: INR12,500INR25,000 per year Corporate Readiness Programme : INR70 per hour
The company has a pan India presence reaching some of the remote and rural parts of India through its network of 130 Centum Learning Centers spread across 90 cities. It plans to increase this number to 500 over the next ve years.
New realities, new possibilities: The changing face of Indian higher education
51
Specialized
Specialized HEIs provide specializations in industry needed subjects and produce ready talent
Specialized HEIs offer sector focused programmes developed with practical inputs from industry experts in relevant domains
These institutes draw faculty from various industry associations and leading companies in the relevant sector, thus, supplementing the curriculum with the latest knowledge trends These institutes have built a dynamic interface with core sector companies. They nurture industry ready talent and cater to the high demand of specialized workforce for the sector
University of Petroleum and Energy Studies (UPES) offers domain specic subjects of petroleum and energy studies to cater to the needs of oil and gas, power and other core sectors. The university claims to be Asias rst and only Energy & Core Sector university offering such programs.
Upstream asset management (Oil & Gas) Gas engineering (Oil & Gas) Petroleum renery engineering (Oil & Gas) Pipeline engineering (Oil & Gas) Health Safety & Environmental Engineering (Oil & Gas) Nuclear energy (Power)
UPES faculty is composed from worldrenowned domain experts, as well as academicians and lecturers from GCC countries. To provide handson experience to its students, UPES conducts study tours/industry visits, summer internships, industry based dissertations and innovative project work.
In addition, UPES also offers niche programmes in sectors such as information technology, logistics and supply chain, electronics and legal studies, etc.
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New realities, new possibilities: The changing face of Indian higher education
New realities, new possibilities: The changing face of Indian higher education
53
Offering quality skillbased courses within higher education can yield several benets
Various studies suggest that mainstream higher education has had mixed success in improving employability of students. The unmet demand for a skilled educated workforce opens doors for including quality skillbased educational courses into the formal education space.
Perceived benet
Provide employable skillsets
Impact
Providing jobfocused/specialist training in specic sectors and functions, can help improve the employability of graduates.
Enhance access
By providing skillbased educational courses within the formal higher education space, institutes can provide options to students looking for more industryrelevant education, thereby enhancing access.
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New realities, new possibilities: The changing face of Indian higher education
Players can offer a diverse mix of courses in the vocational and newage segments
Overview
Vocational education refers to job-specic education/training meant to enhance the skill levels of learners and improve their employability
Key courses Operational training IT BFSI Retail Aviation Hospitality Media Others
New-age courses refer to skill-based programs designed to offer specialist training in new-age careers and sectors such as sports, aesthetics, social service, entrepreneurship etc.
Key courses Fine arts Fashion designing Jewellery designing Animation Graphics Fabric designing Interior Designing Retail designing Landscaping
Others Sports management Event management Wealth management Rural management Entrepreneurship
Sources: EY Analysis
New realities, new possibilities: The changing face of Indian higher education
55
Vocational courses
While a number of universities are offering courses across the vocational higher education space
IT
BFSI
Media Finance & Sales Mgt Language IT/ Accounts Training Training Training BPO
Key players
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New realities, new possibilities: The changing face of Indian higher education
Vocational courses
a few institutes have also been able to provide quality vocational education
MICA
Mudra Institute of Communications, a renowned education provider for the marketing communications industry, provides diploma programme in communications
Whistling woods
Whistling woods, Asias largest lm, television, animation and media arts institute offers a 2year MBA in Media and Entertainment and a 2year diploma in Filmmaking
ICA
Institute of Computer Accountants, a leading accounts and nance education provider, offers courses in nance and investment, nancial planning and networking and infrastructure management
AHA
Aptech
Aptech, a leading provider of computer education, offers a wide range of degree and diploma programmes for 12th pass/college students and engineers
Franknn
Franknn, a leading provider of aviation, hospitality and travel education, provides a one year diploma in Aviation, Hospitality and Travel Management among other courses
New realities, new possibilities: The changing face of Indian higher education
57
Similarly a growing number of universities and institutes are providing newage courses
Universities
Amity University
Amity University offers courses in interior design, fashion, ne arts, social work, performing arts and physical education Manipal University offers courses in jewellery design and social work
Manipal University
Annamalai University
Annamalai University offers courses in physical education and sports sciences, music and dance, animation Jawaharlal Nehru University offers courses in cinematic, visual and performing arts Kerala University offers courses in painting, sculptures and applied arts
NIIT
NIIT offers Bachelors and Masters degree programmes in IT in association with Kuvempu University of Karnataka Indian Institute of Hardware and Technology (IIHT), one of the leading IT training organizations, has tied up with Sikkim Manipal University to offer a Bachelors degree in Infrastructure Management Services Millennium Academy of Professional Studies (MAPS), promoted by Educomp Solutions, offers an MBA degree from a UGC recognized NAAC A Grade University
IIHT
MAPS
Institutes
NIFD
National Institute of Fashion Design (NIFD) has collaborated with Annamalai University to offer a Bachelors of Science degree in fashion design. Maya Academy of Advanced Cinematics (MAAC) offers a Bachelors degree in 3D animation and visual effects. The institute has tied up with IGNOU to offer the programme. Pearl Academy, in association with IGNOU, offers a wide range of Bachelors degree courses in areas such as fashion merchandising and production, textile design and fashion design.
MAAC
Sources: Institutes websites; Cygnus Industry Monitor Higher education July 2010
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New realities, new possibilities: The changing face of Indian higher education
New realities, new possibilities: The changing face of Indian higher education
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Collaborations can emerge as a key to rapidly improving the quality of Indias higher education institutes
Collaborations provide a means of tackling the quality issues facing the higher education system by:
1 Improving linkages with the industry 2 Providing a global orientation 3 Improving quality of public institutes
Improving research
Foreign players
Industry
Collaborations
Government
Public-private partnership
Sources: EY Analysis
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New realities, new possibilities: The changing face of Indian higher education
New realities, new possibilities: The changing face of Indian higher education
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Promoting collaborations with foreign players will yield several benets to the higher education system
Perceived benet
Access to international best practices
Impact
Collaborations with foreign players will improve quality of Indian institutes by providing access to international best practices and systems
Institutes can collaborate with foreign players through twinning arrangements and student exchange programs to provide their students with global experience Collaborations will allow Indian institutes to get their faculty trained at foreign institutes while also giving Indian institutes access to international faculty
Sources: EY Analysis
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New realities, new possibilities: The changing face of Indian higher education
There are more than 143 Indian institutes and 161 Foreign Education Providers (FEPs) engaged in collaboration
Higher educational institutes from UK and USA have entered into maximum number of collaborations with Indian institutes
Number of foreign players collaborating with Indian institutes Country-wise distribution of collaborating foreign players
Others 16% Switzerland 3% Germany 2% France 1% Canada 7%
13
11 16
55 4 25
UK 34%
Maharashtra, Delhi and Tamil Nadu account for nearly half of the total institutes from India with foreign collaboration
Number of Indian institutes collaborating with foreign players State-wise distribution of collaborating institutes in India
Others 16%
4 6 22 7 3 1 25 3 18 4 21 15 1 12 1
Maharashtra 17%
New realities, new possibilities: The changing face of Indian higher education
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While private HEIs account for majority of the collaborations from India, most of the foreign partners are public institutes
Nearly 83% of Indian institutes collaborating with foreign universities/institutes are in the private sector Only 3 State Universities and 4 Deemed Universities are found to be collaborating with foreign partners
Private 34%
Public 57%
However, Public foreign Universities/Institutes dominate the landscape, accounting for more than half of the total collaborating foreign players
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New realities, new possibilities: The changing face of Indian higher education
Collaborations between Indian and foreign universities deliver 641 programmes across disciplines
Applied science 4.8% Applied arts 7.0% Engineering and Technology/Computer application Information Technology 22.6%
Most courses offered by Indian institutes collaborating with foreign institutes are at the undergraduate degree level
Distribution of levels of programmes on offer
Ph.D./M.Phil. 1%
Certicate 13%
PG Diploma 8%
UG Degree 36%
UG Diploma 19%
PG Degree 23%
New realities, new possibilities: The changing face of Indian higher education
65
Indian institutes are collaborating with foreign institutes across multiple areas
Course delivery
Areas of collaboration
Research
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New realities, new possibilities: The changing face of Indian higher education
Course Delivery
An Indian HEI enters into an arrangement with a foreign institute to offer academic programmes in India or abroad towards the award of degrees/diplomas, either individually or jointly, using the resources of both 1 Link programmes
In link programmes, students enrolled in the host country in one programme are enrolled in the home country for another programme through the completion of the previous programme, heading for higher qualication
Twinning arrangement
A higher education institute of one country (home) decides on the course design, curriculum, examination and other procedures of the educational programmes delivered 5 in an educational institute of another country (host), which is not owned by the institutes of the home country.
Franchising mode 3
Under Franchising mode, a certain higher education institute (Franchiser) of one country authorizes another institute (Franchisee) in another country to provide its courses under its supervision
4 Under this mode, the learner is provided with course materials via post or web-based solutions, by the institute of one country which is self-administered by learners at home or administered through the institute in another country.
In all these modes, programmes of the foreign institutes move partly or fully to
host institutes.
New realities, new possibilities: The changing face of Indian higher education
67
Course Delivery
Twinning and link programmes offer student mobility and thus, have emerged as the most preferred forms of delivery
1. Twinning gives an institute a means of providing its students with a foreign degree
Case Study (S. P. Jain Institute of Management and Research and Schulich School of Business)
S. P. Jain Institute of Management and Research (SPJIMR) has launched a 2year MBA programme with Canadabased Schulich School of Business (SSB) through a twinning arrangement As a part of the programme, students complete the rst year at SPJIMR in Mumbai and the second year at SSB in Toronto. Of the 10 courses offered in the two terms, SSB faculty conducts eight courses while SPJIMR faculty teach the remaining two. Besides giving students the access to 18 specialisation, the programme involves an eightmonth real world strategy eld study course where students provide concrete strategic guidance to companies on a real time basis. The programme enrolls 30 students and costs around INR14,72,000. It has been approved by the All India Council for Technical Education and will lead to students getting a Canadian degree after two years.
2. Link programmes not only provide exposure to two different learning environments but also help students in getting dual degrees
Case Study (Birla Institute of Technology (BIT), Ranchi and University of Leeds)
Under its collaborative agreement with the University of Leeds, the Birla Institute of Technology (BIT), Ranchi offers BE linked with ME in various engineering disciplines to be earned in the University of Leeds. The students can do the 3rd and the 4th years of the BE programme at the University of Leeds. They will study 2 years at BIT and if they go to the University of Leeds after the 4th semester for another 2 years, they will get an ME from the University of Leeds. The major advantage is that in 4 years, the student can get a BE from Birla Institute of Technology and an ME from the University of Leeds.
Sources: Interviews, UKIERI: Foreign Education Providers in India 2008; BIT Ranchi: Website
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New realities, new possibilities: The changing face of Indian higher education
Course Delivery
In addition, FEPs are also collaborating with Indian HEIs via franchising, distance learning arrangements and study centers
3. Franchising is a form of international outsourcing in which some of the activities, normally provided by the franchiser, are contracted out to local partner institute
Case Study (The Educational Institute of American Hotel & Lodging Association)
The Educational Institute of American Hotel & Lodging Association has been operating in India through franchising with many educational institutes of India such as Lakshya Bhartee Institute of International Hotel Management (LBIIHM); College of Hospitality & Tourism Studies; Institute of Advanced Management; Academy of Culinary Education.
4. Distance learning arrangements with foreign institutes have made learning more accessible and exible
Case Study (Jadavpur University and Staffordshire University)
Staffordshire University, in partnership with Jadavpur University, offers M.A. in sustainable development in India. This unique parttime masters degree is delivered by an online distance learning mode, and can be accessed by computers with Internet access at home or elsewhere. Staff from Staffordshire and Jadavpur interacts with their students to support learning and monitor progress of the latter through workshops arranged at Jadavpur University.
Bhartiya Vidya Bhawan is a recognised study center of the Marshall University. MBA courses offered in Bhartiya Vidya Bhawan are validated and designed by the Marshall University and the faculty of that University have been involved in the course delivery and in the process of selection of students.
Sources: Jadavpur University: Website; UKIERI: Foreign Education Providers in India 2008
New realities, new possibilities: The changing face of Indian higher education
69
Course design/validation/monitoring
Foreign institutes are also playing a key role in designing, validating and monitoring courses of Indian institutes
Areas of partnership
Course design
Cases in India
Indian institutes are increasingly using curriculum designed by foreign institutes to provide their students with global content
The MBA and Ph.D programmes offered by Academy of Business Management are designed by the Kings International University of Science and Technology (USA) The courses of Pearl Academy of Fashion are validated by 4 foreign institutes: Nottingham Trent University (NTU), LDT Nagold, International College of Professional Photography and London College of Fashion. The University of Cambridge International Examination (CIE) monitors the courses offered in Maya Academy of Advanced Cinematics. (MAAC) to ensure that MAAC meets the expected standards of international best practices
Course validation
The foreign partner acts as an awarding institute and judges whether a programme delivered by an Indian institute is of appropriate quality and standard
Course monitoring
The foreign partner monitors the delivery of courses to ensure that quality standards are adhered to, and also ensures that students receive the most appropriate form of assessment
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New realities, new possibilities: The changing face of Indian higher education
Faculty training/exchange
Indian HEIs are also increasingly collaborating with foreign institutes for faculty training and exchange programs
Areas of partnership
Faculty training
Cases in India
Indian institutes are collaborating with foreign institute for faculty training. This enables the faculty to learn global teaching practices Faculty exchange programs provide development and service benets to individual faculty members through their participation in academic and research programs of the foreign institute Students also benet from the direct access provided by the presence of international faculty at host institutes
The Administrative Staff College of India (ASI) has arrangements with John Hopkins University (JHU), USA for faculty training
Faculty exchange
Indian School of Business (ISB) has entered into a collaboration with MIT Sloan School of Management (MSSM) for faculty exchange. Under the partnership, ISB will send up to two professors a year to MSSM and two to four professors from MSSM will teach at ISB.
New realities, new possibilities: The changing face of Indian higher education
71
Research
To raise the standards of research, Indian HEIs are collaborating with foreign institutes through multiple avenues
Cases in India
The program enables Ph.D. students from foreign universities to conduct research at an Indian university and viceversa Amrita University and multiple US universities
Ph.D students from US universities come to India to conduct research and teach for a period of 3 months
Indian institutes also collaborate with foreign partner institutes to expand opportunities for international mobility of faculty to conduct research
Amrita University and the California Institute for Telecommunications and Information Technology (Calit2)
Joint research projects offer students an opportunity to interact on highvalue assignments with international peers and faculty. In addition, students gain exposure to new methodologies and systems
Final year engineering students from Amrita university and US universities simultaneously work on research projects
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New realities, new possibilities: The changing face of Indian higher education
The collaboration between ITM and Warwick university illustrates the opportunity to leverage the academic expertise of foreign institute
University of Warwick
The Institute of Technology and Management (ITM) has tied up with the UK-based University of Warwick to offer the rst year of Warwicks bachelors and masters degree programs in Electronic Engineering and Electronic & Communication Engineering at ITM
Students enrolled for the degree can complete their rst year in India and the remaining two years (in case of bachelors degree) or three years (in case of masters degree) at the University of Warwick
The collaboration is unique as the University of Warwick is responsible for a majority of academic aspects Role of University of Warwick
Selection of Faculty Approval of Syllabi Development of curriculum Prescription of lectures Examination arrangements Assessment Moderation/Determination of examination results
Role of ITM
Assists University of Warwick in recruitment and selection of students
New realities, new possibilities: The changing face of Indian higher education
73
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New realities, new possibilities: The changing face of Indian higher education
Promoting collaborations with the industry will yield several benets to the higher education system
Perceived benet
Improving quality
Impact
Collaborations with industry helps improve quality and the value proposition of institutes by providing a industry orientation to courses and curriculum Collaborations will also help improve the quality of research Allows institutes to develop more relevant curriculum to make graduates industryready
Industry players also have the opportunity to collaborate with higher education institutes to meet their needs of manpower requirements
Sources: EY Analysis
New realities, new possibilities: The changing face of Indian higher education
75
Educational groups have been collaborating with leading Indian companies through various partnership models
The university and industry can establish interface at varying levels with different degrees
Research
Industry internships
Sources: EY Analysis
76
New realities, new possibilities: The changing face of Indian higher education
Professional training provides an incentivized framework within which the employer as well as the education provider stand to gain
HEIs conduct customized programmes for a company to train and provide its employees with certication in specialized domains.
Benet to industry Cost-effective training Job-ready entry level candidates Geographical spread
Benet to to institute Predictable cash ows Source of diversication Better capacity utilization
Case study (ICICI Manipal Academy ) The Academy provides fully residential programmes to train selected probationary ofcers of the ICICI Bank ICICI handles the admissions while Manipal University invests in infrastructure and charges a fee per student ICICI provides students with a monthly stipend during classroom training and internship
Case study (Accenture & XLRI HR Academy) The Academy offers a 24-month programme for 34 university graduates who have joined Accenture as trainees in the HR department The graduates will be employed with Accenture as they undergo the programme conducted jointly by Accenture and XLRI, with courses developed jointly by the two organizations On successful completion of the programme, trainees will receive the Accenture and XLRI Certication in Human Capital Management
New realities, new possibilities: The changing face of Indian higher education
77
Continuing Education
With industry demanding ever increasing level of skills in employees the need for continuing education has been increasing
HEIs conducts programs, specically for working professionals, like Executive Education and Management Development Programs that are sponsored by the employer
Continuing education
Benet to industry Attraction/Retention tool Skill enhancement for key employees identied for growth
2 Continuing education
Benet to to institute Predictable cash ows Branding tool Effective capacity utilization
Case study (BITS Pilani and Bharat Forge) As a means of providing continuing education for employed professionals, Bharat Forge has collaborated with BITS Pilani to offer its employees a three year customized work integrated learning BS Manufacturing Engineering degree program
Case study (MDI and Maruti Suzuki India) MDI entered into a partnership with Maruti Suzuki India (MSI) for training its executives. Under the agreement, MDI would undertake competency development programmes for different levels of executives at Maruti. On the other hand, MSI would identify the requirements of executives and participate in nal placements for employing students graduating in various programmes at MDI
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New realities, new possibilities: The changing face of Indian higher education
Industry internships
Industry internships gives students an opportunity to complement their academic study with meaningful industry experience
An approved and monitored work experience is provided in a company that is related to an academic eld of study and meets specic learning goals.
Industry internships
Benet to industry Student projects in line with company requirements Access to potential job candidates
3 Industry internships
Case Study (BITS Pilani Practice School ) The Practice School is a unique feature of the Integrated First Degree and Higher Degree programmes at BITS Pilani. It is a seven and half months, structured and evaluative internship where students work on real time projects. The Practice School programme has two components: Practice School-I: Two months internship offered during the second year of the degree Practice School-II: Five and a half months internship offered during the nal year of the degree. Practice School is different from the traditional internship since a resident faculty member is stationed at the industry site to monitor and evaluate the work of the students. At the end of each Practice School course students are awarded grades based on their total performance and these grades are directly incorporated in the students degree transcript. Students are also offered stipends along with the housing and other facilities during the internship. BITS Pilani has a tie-up with a large number of companies for the Practice School Programme such as Morgan Stanley, HSBC, Credit Suisse etc. Every year over 1400 students at BITS Pilani undergo this internship and on successful completion of the programme, students receive a degree which carries the tag With Practice School. In the past, a large number of these students have been offered Pre Placement Offers (PPOs) during the internship. The relevance and popularity of Practice School is evident from the fact that till date nearly 15,000 students have participated in this programme.
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Design of curriculum
As HEIs face greater challenges in producing industry ready talent, design of curriculum by industry experts is a rising trend
Industries demand a closer alignment of university learning curriculum to real work tasks to better meet the needs of organizations and learners
Design of curriculum
Benet to industry Goodwill Entry-level candidates educated in specic areas not covered by generic programs
4 Design of curriculum
Case Study (Zensar Technologies and UOW, Australia) Zensar Technologies has collaborated with Australias University of Wollongong (UOW) for course design The course is based on the use of UOWs ICT degrees that will be supplemented with Zensars proprietary curriculum so that graduates will be project ready to work at the Zensar centre when they complete their degrees
Case Study (IGNOU and Accenture) Indira Gandhi National Open University (IGNOU) has launched a diploma programme in business process outsourcing (BPO) in association with Accenture IGNOU has worked closely with Accenture to develop the course and its deployment strategy. Students who successfully complete the programme and pass all term-end examinations will be eligible to apply for employment with Accenture and other BPO companies
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Research
There is a continuous convergence of interests between industry and academicians in the area of research
Companies sponsor fresh research talent in universities in terms of tuitions and/or stipend or nance a research project of a student
Research
Benet to industry Provides access to cutting edge research that can lead to competitive advantages Academia brings long-term focus to R&D Institutes are single point source to tap multi-disciplinary knowledge Cost benets Sponsored research Companies sponsor fresh research talent in universities in terms of tuitions and/or stipend or nance a research project/nal thesis of a student Case Study (BITS Pilani and HP Labs India) BITS, Pilani and HP Labs India jointly offer a unique PhD fellowship for research in Information and Communication Technologies (ICT) This fellowship was instituted to attract candidates of exceptional abilities for research in selected areas. It offers candidates an opportunity to work in the highest academic standards with HP Labs.
5 Research
Benet to to institute Aligns institute with industry needs Provides ability to attract top faculty and students Source of revenue Relationships that can be leveraged for other needs (e.g. placement) Joint R&D Joint IP creation; Sponsored laboratories with academic and industry researchers; Funded Centres of Excellence
Case Study (IIT Kanpur and TCS) TCS and IIT Kanpur entered into a collaboration for a post-graduate course on 'Storage Computing Architecture'. The partnership covers joint research projects that are relevant to address the technology and business needs of the booming global storage industry, including TCS customers in this space The collaboration also included setting up of a storage computing laboratory at IIT Kanpur
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Publicprivate partnerships (PPPs) leverage on competitive advantages of both parties to improve access and quality
By collaborating together in the form of Public Private Partnerships (PPPs), both the Government and private players can address the challenges they face, and contribute towards the growth of the higher education sector
Perceived benet
Supplement public funding
Impact
The gap in funding can be bridged by supplementing public expenditure with private sector nancing
Improved efciency
Resource sharing and the use of latest technologies in design, development and operations, will lead to a more costeffective and efcient higher education system
Publicprivate partnerships can help to ensure institutional autonomy by minimizing political and bureaucratic interferences. Further, through a clear division of roles and responsibilities, autonomy can be ensured
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Various business models can be deployed by private players to collaborate with the Government
Under PPP models, the Government remains accountable for service, quality, price and costeffectiveness, while private players assume responsibility for the design, nance, building and operation of facilities with risk and revenue sharing among participants. Business Models
Basic infrastructure model Outsourcing model
Private sector
Private sector
Government
Pays the private sector for specied services Reverse outsourcing model Runs operations and maintenance
Government
Private sector
Private sector
Institute
Invests in infrastructure
Invests in infrastructure
Government
Government
Sources: FICCI Higher Education Summit 2009, Indian Higher Education Envisioning the Future, Pawan Agarwal
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There are various forms of collaborations that can be explored by private players and the Government
The forms of PPPs that can be explored in the higher education sector are as follows:
Infrastructure PPPs
Private players can be engaged by public colleges/ universities for: Management of college/universities Delivery of education Before and after college care Provision of information/testing services Private sector review Management of non-core functions
Public private partnerships for infrastructure can be broadly for the following: Private nance initiatives, including nance, construction and maintenance of core and non-core educational assets Private leasing of public college/ tertiary institution facilities Equipment and maintenance of IT laboratories -
Strategic Partnerships
Public and private players can collaborate on for several initiatives including: Research PPPs Curriculum development Quality assurance Adopt-a-college initiatives On-job-training/internships Public/private tertiary institution afliations Social marketing
To ensure equity and broaden access to include all sections of the population, the public sector may undertake cross-subsidisation through the provision of the following: Publicly nanced vouchers and scholarships Publicly provided student loans Subsidies for private institutions
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Service delivery initiatives can help improve the management and quality of education imparted
Under this form, a more efcient partner provides management support to the other partner to improve the quality of education service delivery. The service provider may be engaged temporarily through a management service contract, on a commissionfee basis or a particular service may be fully outsourced, as required. Service delivery initiatives enable public institutes to procure services that may not be available to them, while focusing on areas where they demand a competitive advantage.
Illustrative partnerships
Delivery of education
Sikkim Manipal University is an innovative PPP between the Government of Sikkim and the Manipal Education and Medical Group (MEMG), where the Government provided the land and hospital for the institute and the Manipal group is responsible for the delivery of education. Representatives from the Government form the senior management of the university.
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Infrastructure PPPs
Infrastructure PPPs can help bridge the gap in capacity and funding faced by the Government
Under this arrangement, the private sector player is engaged on a longterm contract by the public sector for the provision of services, which are generally delivered through a special purpose vehicle (SPV). Private nance initiatives is one arrangement that involves the construction of infrastructure and assets through private funding. Such arrangements have the essentials in place to ensure that the quality of infrastructure and building facilities meet minimum quality standards. Private leasing may involve leasing of public premises for retail operations, catering etc.
Illustrative partnerships
Out of the 1000 polytechnics proposed to be set up by the Government by 201112, 400 polytechnics will be set up through private funding, while 300 will be set up with partial funding of INR3 crore per polytechnic from the Government, with the remainder coming in from private sources. The Planning Commission plans on setting up 2,50,000 vocational schools in the next ve years through PPPs The Government has proposed to set up twenty new Indian Institutes of Information Technologies (IIITs) with partial funding from private sources, under the PPP mode
Private leasing
Numerous food and beverage players, bookstores and retail outlets operate out of several campuses.
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Strategic Partnerships
Strategic partnerships refer to alliances between public and private players to combine their respective strengths and capabilities through a contractual relationship. Alliances offer the opportunity for players to focus on areas where they enjoy a competitive advantage while leveraging on the assets or expertise of the other party in the arrangement.
Illustrative partnerships
Research PPPs
Science parks are setup by publicprivate players to support research. The Gujarat Industrial Development Corporation, Government of Gujarat has partnered with EMPI Vittal Centre to launch the Gujarat Vittal Innovation City with the objective to create Indias rst planned Innovation Zone by integrating industry and academia with R&D, incubation and community. Partnerships can also be formed with the objective of providing funding for research wherein private players provide funds for research of new products, or for applied research, while public agencies provide funds for basic or applied research to private universities. The proposed IndoGerman Science and Technology Centre (IGSTC) is an example of such an arrangement where the centre shall provide resources and facilitate industry participation in joint research and development projects.
Curriculum development
Sahyog Foundation, a nonprot organization funded by a group of nonresident Indians, has received a grant from the Orissa State Government to set up two medical colleges and in Keonjhar in Orissa. The foundation is working out a tieup with Harvard University for curriculum development, student and faculty exchange programs between the two institutes
Adoptacollege initiatives
Under the Governments plan to upgrade 1397 ITIs into centers of excellence, ~ 200 companies, including prominent names such as Videocon, Suzlon, Taj Group, Hindustan Unilever, Tata Chemicals, Hindalco, Educomp Solutions, Hyundai Motors, India Cements and Ispat Industries adopted ~ 300 ITIs in the country
Universityowned companies that produce products for the private sector Publishing and knowledge networks for the production and distribution of knowledge products
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Demandside nance initiatives refer to nancial support offered directly to the recipient of education. The purpose behind offering support to students visvis colleges is to empower the student to choose the course, medium or institution of education. Demandside nance initiatives are generally offered by the Government in the form of subsidies, scholarships and student vouchers to ensure that all sections of society are able to benet from the education programs offered by the private sector.
Illustrative partnerships
The Central Sector Scheme of Scholarship for College and University Students provides nancial assistance to deserving students from low income families pursuing higher education to partially meet their daytoday expenses. Under the Scheme of Scholarship to students from nonHindi speaking states for postmatric studies in Hindi, the Government provides a scholarship ranging from INR300 to INR1000 per month for meritorious students studying at a postmatric to PhD level with Hindi as one of the subjects. The Government also has a scholarship scheme for students with disabilities.
Sources: PPP in education, Lessons learned from the Punjab Education Foundation ADB; Empowering girls around world with an Indian scholarship Indiaedunews: Website; MHRD: Website; Public Subsidies in Education in India Jandhyala B G Tilak
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The regulatory landscape is undergoing a signicant transformation with a number of new regulations in the pipeline (1/3)
New regulations
Foreign Education Institutions Bill, 2010
Current state
No formal framework for foreign universities
Proposed change
Allowing foreign institutes to provide degrees independently
The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010 Prohibition of Unfair Practices in Technical, Medical Educational Institutions and Universities Bill, 2010
Rising disputes, which are handled by the current legal system leading to delays
Sources: EY Analysis
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The regulatory landscape is undergoing a signicant transformation with a number of new regulations in the pipeline (2/3)
Details
Applies to all FEIs who offer or propose to offer education services in India leading to the award of a degree, diploma or certicate program Applied to conventional methods of teaching including classroom teaching, but does not include the distance education format Applied to collaborations, partnerships or twinning programs of FEIs with Indian partners The FEI to operate in India must have a track record of atleast 20 years. The FEI must also seek approval and be notied as a qualied Foreign Education Provider (FEP) FEPs are prohibited from utilizing surplus generated in India for purposes other than for development of the Indian institutes
Details
The Bill seeks to set up specialized tribunals at the Centre (National Educational Tribunal) and the State (State Educational Tribunal) level for adjudicating matters relating to disputes in educational institutes. It covers disputes between teachers and other employees of higher education institutes and other stakeholders (students, universities, institutes and regulatory authorities)
Sources: Foreign Education Institutions Bill, 2010, The Educational Tribunals Bill, 2010
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New realities, new possibilities: The changing face of Indian higher education
The regulatory landscape is undergoing a signicant transformation with a number of new regulations in the pipeline (3/3)
The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010
Overview Accrediting and rating all higher educational institutes in India and establishing a statutory authority for the said purpose
Details
Mandatory requirement for accreditation of academic quality of every higher educational institute, programme of study and their infrastructure Central and State universities, deemed universities, colleges and even polytechnics to be covered by the rating agencies Establishment of the National Accreditation Regulatory Authority for Higher Educational Institutions
Prohibition of Unfair Practices in Technical, Medical Educational Institutions and Universities Bill, 2010
Overview Seeks to prohibit higher education institutes from undertaking unfair practices
Details
Prohibits any payment towards admission fee and other charges other than those fees declared in the prospectus Prohibits accepting any fee without the issue of proper receipt in writing to the student Prohibits capitation fee either directly or indirectly to any other trust owned or controlled by promoters of the institute Makes provision for refund of a certain percentage of the fee deposited, if one subsequently withdraws from the institute Seeks to curb malpractices such as overpricing of prospectus and barring misleading or non factual advertisements by institutes etc. Proposed imposition of civil and monetary penalties, which may extend up to INR50 lakh for violation of provisions of this Act or an order made by the concerned State Education Tribunal
Sources: The Prohibition of Unfair Practices in Technical, Medical Educational Institutions and Universities Bill, 2010, The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010
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Agenda
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New realities, new possibilities: The changing face of Indian higher education
Agenda
Bring about greater transparency and disclosure in the system
The Higher Education sector suffers from archaic governance mechanisms and disclosure levels are extremely low, limiting the ability of students to make informed choices The Government must make it mandatory for all colleges and universities to furnish standard returns and the same should be published online through a common website. To ensure implementation of the same, strict penalties must be enforced for nondisclosure / wrong disclosures Collaborations in the areas of course delivery, student and faculty exchange, joint research as well as joint curriculum development need to be encouraged The Government should promote such collaborations by creating enabling mechanisms such as facilitation of credit transfers The availability of good quality digital content is critical to the growth of technology enabled education which has the potential to rapidly increase GERs The Government should incentivize development of such content by reputed institutes while also implementing a strong system of quality control and peer / student evaluation of the same. A dedicated cell should be established to support translation of the same to local languages The proposed regulatory reforms have the potential to bring about transformational change to the higher education scenario in the country. Passage and implementation of the same should be expedited
Support development of high quality digital content to facilitate technology enabled education
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Glossary
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New realities, new possibilities: The changing face of Indian higher education
Glossary
Air Hostess Academy All India Council for Technical Education The Administrative Staff College of India Banking and nancial services Birla Institute of Technology and Science
Higher Education institute Housekeeping Management Institute of Computer Accountants The Institute of Chartered Financial Analysts of India Institute of Clinical Research India Information and Communication Technologies Indira Gandhi National Open University IndoGerman Science and Technology Centre The Indian Institute of Foreign Trade Indian Institute of Information Technology The Indian Institute of Management Indian Institute of Technology The Indian School of Business Industrial Training Institute Institute of Technology and Management Jindal Global Law School John Hopkins University Jawaharlal Nehru University Lakshya Bhartee Institute of International Hotel Management Learning Centers Maya Academy of Advanced Cinematics Management Development Institute
ICRI Compound Annual Growth Rate ICT The California Institute for Telecommunications and Information Technology University of Cambridge International Examinations Central Scheme to provide Interest Subsidy Central Statistics Ofce IIM DE DEC FEP FHRAI Distance Education IIT Distance Education Council ISB Foreign Education Providers ITI Federation of Hotel & Restaurant Associations of India Federation of Indian Chambers of Commerce and Industry Faculty of Management Studies Financial Times Financial year The Gulf Cooperation Council Gross domestic product Gross Enrollment Ratio Guest Services Management LC MAAC MDI ITM JGLS JHU JNU LBIIHM
IGNOU IGSTC
CIE
CSIS
IIFT IIIT
CSO
FICCI
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MDU MHRD
Maharishi Dayanand University Ministry of Human Resource & Development Mudra Institute of Communications
Symbiosis Centre for Distance Learning SocioEconomic Classes Shanghai Jiao Tong University Sikkim Manipal University S. P. Jain Institute of Management and Research Special purpose vehicle Schulich School of Business The State University of New York The Telecommunications Consultants India Limited Times Higher Education Undergraduate University Grants Commission UKIndia Education and Research Initiative University of Wollongong University of Petroleum and Energy Studies Unique Selling Proposition Vellore Institute of Technology
SMU MIT Sloan School of Management SPJIMR The National Commission for Higher Education and Research SPV NCTE NIFT NIIT National Council for Teacher Education SSB National Institute of Fashion Technology SUNY National Institute for Information Technology Narsee Monjee Institute of Management Studies National Programme on Technology Enhanced Learning Nottingham Trent University Oberoi Centre of Learning and Development Postgraduate Pre Placement Offer PublicPrivatePartnership Punjab Technical University Study Centers TCIL
NMIMS
NPTEL
NTU OCLD
USP VIT
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Acknowledgements
Dr. Deepak Chandra, Deputy Dean, The Indian School of Business Dr. M.L. Shrikant, Director, S.P. Jain Institute of Management & Research Dr. Rajan Saxena, Dean, Narsee Monjee Institute of Management Studies Malyaj Varmani Head of UKIERI and Scholarships, The British Council
Mr. J.S. Neerav, Vice Chairman, Thapar University Dr. Rajan Saxena, Dean, Narsee Monjee Institute of Management Studies Mr. R.P. Agrawal, Chairman of Board of Governors, IIT Delhi Professor B.N. Jain, Vice Chancellor, BITS Pilani
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Team
Ernst & Young team
Amitabh Jhingan Bharat Gulia Chandni Kripalani Dhruv Gupta Ankit Gupta
FICCI team
Shobha Mishra Ghosh Rajesh Pankaj Sarita Chauhan
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About FICCI
Established in 1927, FICCI is the largest and oldest apex business organisation in India. Its history is closely interwoven with Indias struggle for independence and its subsequent emergence as one of the most rapidly growing economies globally. FICCI plays a leading role in policy debates that are at the forefront of social, economic and political change. Through its 400 professionals, FICCI is active in 38 sectors of the economy. FICCIs stand on policy issues is sought out by think tanks, governments and academia. Its publications are widely read for their indepth research and policy prescriptions. FICCI has joint business councils with 79 countries around the world. A nongovernment, notfor prot organisation, FICCI is the voice of Indias business and industry. FICCI has direct membership from the private as well as public sectors, including SMEs and MNCs, and an indirect membership of over 83,000 companies from regional chambers of commerce. FICCI works closely with the government on policy issues, enhancing efciency, competitiveness and expanding business opportunities for industry through a range of specialised services and global linkages. It also provides a platform for sector specic consensus building and networking. Partnerships with countries across the world carry forward our initiatives in inclusive development, which encompass health, education, livelihood, governance, skill development, etc. FICCI serves as the rst port of call for Indian industry and the international business community.
Federation of Indian Chambers of Commerce and Industry Federation House, Tansen Marg New Delhi110 001 Tel: +91112373876070; ext 316, 513 Fax: +911123320714, 23721504 Email: education@cci.com
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Notes
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