Introduction:<\/strong><\/span><\/p>\n Aspiration in Higher Education:<\/strong><\/span><\/p>\n Opportunities:<\/strong><\/span><\/p>\n Higher Education \u2013 Critical Challenges for India:<\/strong><\/span><\/p>\n Why We Need Global Cooperation?<\/strong><\/span><\/p>\n Opportunity for Deeper Engagement:<\/strong><\/span><\/p>\n Way Forward:<\/strong><\/span><\/p>\n <\/p>\n For more such notes, Articles, News & Views Join our Telegram Channel.<\/strong><\/span><\/p>\n![\"\"](\"https:\/\/triumphias.com\/blog\/wp-content\/uploads\/2020\/02\/Education-3.png\")
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\n\u2022 It needs quality, excellence, innovation and constant upgradation.<\/li>\n<\/ul>\n\n
\n\u2022 The current GER stands at just 26.3%, and doubling it in the next 15 years will require significant reforms both at planning and execution level. India\u2019s GER is lower than the global average of 36.7%.<\/li>\n<\/ul>\n\n
\n\u2022 Thus, India will not only have a young workforce to fulfil its domestic needs, it also has the opportunity to be the global hub for skilled workforce.<\/li>\n<\/ul>\n\n
\n\u2022 Market forces have played a major role in the higher education landscape. Of the 993 universities in India, nearly 39% are privately managed. Of the 39,931 colleges, 78% are from private sector.
\n\u2022 Private colleges cater to 66.4% of the total enrolment in higher education, which means that a mere 22% of govt. colleges are catering to a disproportionately large number of students who could not afford to seek higher education in private Higher Education Institutions (HEIs).
\n\u2022 Increasing social aspirations have made the education divide between urban and rural centres more obvious.
\n\u2022 The college density (per one hundred thousand eligible population) is 28 nationally, it varies from 7 in Bihar to 53 in Karnataka.
\n\u2022 The opportunity cost of higher education (commute, hostel fees etc.) for disadvantaged section is often too high and hinders the education process.
\n\u2022 Low employability of graduates, poor quality of teaching, weak governance, insufficient funding, and complex regulatory norms continue to affect the Indian higher education sector.
\n\u2022 The number of international students is generally a reliable indicator of the quality and robustness of a higher education system. As of 2018-19, only 47,427 foreign students were enrolled in the Indian higher education system (China \u2013 more than 400000, Germany \u2013 More than 3,00,000).
\n\u2022 Globally India caters to less than one per cent of all International students.
\n\u2022 Indian institutes have failed to feature in the top 100 of world university rankings published by reputed ranking frameworks. The outflow of Indian students for education abroad is itself more than 15 times the inflow of international students to India.<\/li>\n<\/ul>\n<\/a><\/p>\n\n
\n\u2022 NITI Aayog and several other organizations have developed policy documents on higher education that have stressed on the need of international assistance in higher education.
\n\u2022 India\u2019s recently released draft National Education Policy 2019 proposes inviting the top 200 global universities to establish foreign branch campus in India.
\n\u2022 MHRD developed a five-year action plan named EQUIP (Education Quality Upgradation and Inclusion Programme). The initiative is made to bring transformation in the higher education system in the upcoming 5 years.
\n\u2022 NITI Aayog has more recently favoured the development of Exclusive Education Zones (EEZs) akin to SEZs in a few select cities in Bengaluru, Hyderabad, Ahmedabad, Pune, Chandigarh and parts of Sikkim, to boost growth in the flow of foreign students.<\/li>\n<\/ul>\n<\/a><\/p>\n\n
\n\u2022 Linkages between HEIs and industries with diversified course offerings can prepare students for the job market.
\n\u2022 Global education institutes may also consider looking at building partnerships, beyond HEIs in metro cities of tier 2 and tier 3 cities and regional\/state institutions, which offered tremendous possibilities because of large number of students with untapped potential and lack foreign collaborations currently.
\n\u2022 The joint student-academic mobility programmes, joint research, international collaborations boost rankings.
\n\u2022 India is also seeking to attract international faculty into the country for short-term research and teaching visits. Indian government initiatives like the Global Initiative of Academic Networks (GIAN), which provides funding for teaching at selected Indian higher education institutions and Scheme for Promotion of Academic and Research Collaboration (SPARC) are opportunities to be explored.
\n\u2022 However, lack of knowledge of India\u2019s higher education sector, including how to address regulatory issues, contributes to low faculty participation in mobility schemes.<\/li>\n<\/ul>\n\n
\n\u2022 Increasing the level of mutual cultural understanding and developing a strong knowledge base for India and Australia can further bolster these relations.
\n\u2022 Increased focus on vocational and professional led education can help India find ways to up-skill 400 million workers by 2022.
\n\u2022 However, what is needed is targeted and granular advice from governments to assist providers to identify, from the mass of possibilities, viable opportunities that match Australian strengths with Indian needs.
\n\u2022 Also, Indian students\u2019 expectations around cost and employment outcomes need to be understood carefully.<\/li>\n<\/ul>\n