Everybody recognizes that India has a serious higher education problem. Although India's higher education system, exceeding 13 million students, is the world's third largest, it only educates around doze per cent of era group, well under China's 27 per cent and half or more in middle-income countries. Thus, it is a challenge of providing access to India's expanding population of young people and rapidly growing middle class. India also faces a serious quality problem - given that only a tiny amount of the greater education sector can meet international criteria. The justly famous American indian Institutes of Technology and the Institutes of Supervision, a few specialized institutions including the Tata Institute of Fundamental Research constitute little elite, just like one or two private organizations including the Birla Institute of Technology and Science, and perhaps 100 top-rated undergrad colleges. The majority India's 480 public universities and more than 25, 000 undergrad colleges are, by international standards, mediocre best circumstance scenario. India has sophisticated legal arrangements for booking places in higher education to members of various disadvantaged population groups.
Frequently setting aside up to half of the car seats for such groups, places further stress on the system.
India faces severe problems of capacity in the educational system in part because of underinvestment over many decades. More than a third of Indians continue to be illiterate after more than a half century of independence. A new legislation that makes primary education free and compulsory, while admirable, it takes put in place a framework of shortage of trained teachers, inadequate budgets, and shoddy supervision. The University or college Grants Commission and the All-India Council for Technological Education, responsible respectively for supervising the universities and the technical institutions, are being abolished and changed with a new put together entity. But no-one is aware of just how the new organization will work or who will staff it. India's higher education accrediting and quality assurance firm, the National Assessment and Accreditation Council, which was famous for its gradual movement, has been shaken up. But, again, it is unclear how it might be changed.
Current ideas include the establishing of new national "world-class" schools in each of India's States, opening new IITs, and other initiatives. The fact is that academics salaries do not compare favorably with remuneration proposed by India's growing private sector and are uncompetitive by international standards. Many of India's top academics are teaching in the Unified States, Britain, and somewhere else. Even Ethiopia and Eritrea recruit Indian academics.
Inviting foreign universities
Very lately it is announced that the us government of India is preparing itself for enabling foreign universities to enter in the Indian market. The foreigners are required to provide the much needed capacity and new ideas on higher education management, curriculum, teaching methods, and research. It is anticipated that they will bring investment. Top-class foreign colleges are anticipated to add prestige to India's postsecondary system. All of these assumptions are at the very least questionable. When foreign transplants elsewhere on the globe have provided some additional access, they have not considerably increased student numbers. Practically all branch campuses are small and limited in range and field. In the Persian Gulf, Vietnam, and Malaysia, where foreign department campuses have been energetic, student access has recently been only modestly afflicted by them. Branch campuses are typically fairly small and almost always specialized in fields that are inexpensive to supply and have a ready clientele such as business studies, technology, and hospitality management. Few office campuses bring much of academic innovation. Typically, each uses tried and true management, curriculum, and educating methods. The branches frequently have little autonomy from their home university and are, thus, tightly manipulated from abroad.
Foreign providers will bring some investment to the higher education sector, particularly since the new law requires an investment of a lowest of $11 million - a kind of entrance cost - but the total amount brought into India is unlikely to be substantial. Global experience shows that the best the greater part of higher education organizations entering a foreign market are not prestigious colleges but rather low-end establishments seeking market access and income. Top universities may well establish collaborative layout with Indian peer corporations or study/research centers in India, but are not likely to make full-fledged branch campuses independently. There may be a few exceptions, including the Georgia Institute of Technology, which is apparently pondering of a major investment in Hyderabad.
Indian education is a joint responsibility of the Central and State governments - and many States have different approaches to higher education generally also to foreign engagement specifically. Some, such as Andhra Pradesh and Karnataka, have been quite interested.
More states such as To the west Bengal with its communism government may be more sceptical. And a few, such as Chhattisgarh have been known to sell access to university position to the highest customers.