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"Higher education and state India."
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Changing Higher Education in India
Higher education is vital to India's future, creating citizens of Indian democracy, building communities and modern cities and conducting research the country needs to continue to advance. Yet, with two thirds of people of India living in rural areas and urban incomes falling below the world average, higher education faces many challenges. This book brings together experts and emerging researchers from India and the UK to discuss those challenges and to explore positive solutions. The team shine the spotlight on financing and funding, governance and regulation, sector organisation and institutional classification, equity and social inclusion, the large and poorly regulated private sector, Union-State relations in higher education, student political activism, and internationalisation.
eBook
The making of Indian secularism : empire, law and Christianity, 1830-1960
A unique study of how a deeply religious country like India acquired the laws and policies of a secular state, highlighting the contradictory effects of British imperial policies, the complex role played by Indian Christians, and how this highly divided community shaped its own identity and debated that of their new nation.
eBook
The concept of public goods, the state, and higher education finance
Because higher education serves both public and private interests, the way it is conceived and financed is contested politically, appearing in different forms in different societies. What is public and private in education is a political-social construct, subject to various political forces, primarily interpreted through the prism of the state. Mediated through the state, this construct can change over time as the economic and social context of higher education changes. In this paper, we analyze through the state's financing of higher education how it changes as a public/private good and the forces that impinge on states to influence such changes. To illustrate our arguments, we discuss trends in higher education financing in the BRIC countries-Brazil, Russia, India, and China. We show that in addition to increased privatization of higher education financing, BRIC states are increasingly differentiating the financing of elite and non-elite institutions.(HRK / Abstract übernommen).
Journal Article
Governance of technical education in India
Tertiary education, and in particular technical and engineering education, is critical to India's aspirations of strengthening its reputation as a major competitive player in the Global knowledge economy. The system is huge and complex, and there is a consensus that reforms are imperative. Issues of fair access and affordable participation in higher education are critical if India is to empower its people with educational opportunities that allow individual potential to be fulfilled, and allow more Indian graduates opportunities for employment and to compete in an international arena. There are approximately 2,400 technical and engineering institutions across India's 30 states, of which less than 8 percent of public institutions are autonomous. The demand for tertiary education continues. There has been a phenomenal growth in the number of private colleges across India in the last 20 years. Private colleges now deliver 85 percent of all technical and engineering education. The significant changes in supply and demand make it increasingly important to ensure that tertiary education systems and institutions are effectively and efficiently governed and managed to meet the needs of industry and society. As key national changes are imminent, stakeholder groups represented at the Learning Forum emphasized the importance of working in partnership, so that overlapping interests can support a more effective delivery of education to meet the needs of society and industry. Good governance is an area where effective partnerships are crucial. Strengthening links with industry and local communities could also support a range of development opportunities for courses, faculty and most importantly the student experience and education and research outcomes. These priorities are in line with the Second Phase of the Technical Education Quality Improvement Project and the need for ongoing capacity building. Developing effective governance will underpin long term developments.
eBook
Skill levels and gains in university STEM education in China, India, Russia and the United States
Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.
This large-scale study tracing tens of thousands of university students in China, India, Russia and the United States finds significant differences in skill levels and gains among countries.
Journal Article
Goals and governance of higher education in India
In this paper, we explore the evolution of the Indian State's role in governance, and the implications this has for goal setting. We find that the Indian government's activist role in governance marked a change from the colonial period. This, we suggest, was not due to changes in the relative influence of different stakeholder groups. It was instead due to new national developmental goals, particularly industrialization. Fairly quickly after independence, we find that higher education governance came to be exercised in different ways between the center and the states. Control over the system's governance was to later become an arena of contest between the national (central) government and the provinces (states), leading to disagreements on strategies, such as on funding and regulation. In later phases, particularly in the third phase that began in 1984 and continues to the present, the disagreements intensified because educational priorities started changing due to the changes in the relative influence of stakeholder groups and new forces such as globalization. (HRK / Abstract übernommen).
Journal Article
Computer science skills across China, India, Russia, and the United States
We assess and compare computer science skills among final-year computer science undergraduates (seniors) in four major economic and political powers that produce approximately half of the science, technology, engineering, and mathematics graduates in the world. We find that seniors in the United States substantially outperform seniors in China, India, and Russia by 0.76–0.88 SDs and score comparably with seniors in elite institutions in these countries. Seniors in elite institutions in the United States further outperform seniors in elite institutions in China, India, and Russia by ∼0.85 SDs. The skills advantage of the United States is not because it has a large proportion of high-scoring international students. Finally, males score consistently but only moderately higher (0.16–0.41 SDs) than females within all four countries.
Journal Article
Central-local relations and higher education stratification in China
Regional higher education growth in non-federal states has not attracted much academic attention. This paper is one of the first attempts to explore China’s latest higher education expansion and its systematic and regional impact from the perspective of multi-level governance. This article argues that the state had explicitly utilized the Commanding Heights Strategy to diffuse the higher education authority to sub-national level and promote regional growth. The Central authorities allowed the Ministry of Education establishing a vertical elite coalition to command the heights of tertiary institutional hierarchy and key resources for tertiary development. In addition, the state used both financial incentives and sectoral incentives to mobilize resources for regional expansion. The Commanding Heights Strategy shapes China’s response to the higher education trilemma of costs, access, and quality. Under this strategy, the unprecedented tertiary expansion has expanded college access, but at the expense of affordability, quality, and a large and increasing regional variation.
Journal Article