EDGE2011 Report Indian Higher Education

40 million by 2020: Preparing for a new paradigm in Indian Higher Education

Ernst & Young - EDGE 2011 report

Table of Contents

Foreword 01

The Indian higher education sector 02

Doing more with less – Optimizing existing capacity and capability in higher education 12

Replicating the Indian private higher education sector success story 22

Doing more of the new – Identifying new opportunities to grow 32

Glossary 46

About EDGE 47

1Ernst & Young - EDGE 2011 report

Foreword

Dear Readers,

The higher education sector in India has witnessed high growth over the past few years and today India boasts of more than 26,000 higher education institutes higher than any other country. However, despite having such a large number of institutes, India’s Gross Enrolment Ratio still lags at 12%, which is less than half the global average. The Government has set itself a highly aggressive target of achieving 30% GER by 2020, which translates into an enrolment of 40 million students in the higher education system.

We believe that achieving this challenge requires a radically new thought process and innovative solutions and propose a three pronged solution.

�� entails that we optimize utilization of the capacity already created in the higher education sector. Improving the quality of higher education institutes through collaborations, creation of centres of ��

�� sector have been in the forefront in creating new capacity. These need to be encouraged further by providing conducive frameworks and incentives as well as encouraging PPP arrangements.

�� !�� "� ��as the use of technology to enhance the reach of higher education in a cost effective manner and creation of special education zones need to be explored

The EDGE Forum has always been a platform to discuss new thoughts and breakthrough ideas on the key issues impacting the higher education sector in India and providing a potential roadmap for its robust development.

I hope this report provides insights for all constituents of the sector in adopting some of the themes laid out and successfully reach the target that we have all set out to achieve.

Warm regards,

Amitabh Jhingan #�� $�� ' �� Ernst & Young India

2 40 million by 2020: Preparing for a new paradigm in Indian Higher Education

The Indian higher education sector


Higher education in India

Form of Existence

Universities & University-level

institutes

�� Central Universities 40

�� Deemed Universities 130

�� Institutes of National Importance 33

�� "�� 5

�� #�� (�� 76

�� (�� 243

Colleges �� Autonomous colleges�� )!�� 25951

The Indian education system is dominated by the core sectors of higher education and schools (K12), which account for ~80% of the total consumer spends in the market.

�� share of private spends in the Indian education system

Indian education system

Core

Multimedia

Schools(K12)

Highereducation

Private PublicPrivate Public

Pre-schools

Coaching classes

Vocationaltraining

Books

Non-core20%

40%40%

�� "��!�� !��

With around 26,478 institutions, India has the largest higher education system in the world in terms of number of institutions.

Number of higher education institutions (2010*)

26,478

6,7064,000

India United States China

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�� "�� currently estimated to be ~INR 46,200 crores (spends in India), and projected to grow at an average rate of ~18% to over INR 232,500 crores in 10 years

The Indian higher education sector is expected to grow at a 18% Compound Annual Growth Rate (CAGR) till 2020

Estimated growth of Indian higher education sector (INR crore)

46231

106582

232523

2010 2015(E) 2020(E)

CAGR 18%

Growth in number of higher education institutes (HEIs) in India

Number of Colleges Number of Universities

578 1819 3277 4738 5748

11146

25951

28 4593

123184

266

527

0

100

200

300

400

500

0

5000

10000

15000

20000

25000

30000

1950-51 1960-61 1970-71 1980-81 1990-91 2000-01 2009-10

Share of private sector spends on higher education (2008-09)

33%67%

Government Private sector

Growth in this sector is expected to continue, supported by increasing number of new institutions…

�� /�;��!�<=>�)��= ��?@@LQX@��\'�)�� $Z��

�� Private sector accounts for almost 67% of the total spends in the higher education sector

�� ]��!�� increase in the number of institutes

�� Universities have grown at a constant CAGR (5%) over the decades from 1950-51 to 2009-10

�� Colleges in India have grown at a higher CAGR (8%) between 1990-91 and 2009-10 compared to between 1950-51 and 1990-91 (6%)

�� #�� !��share of the total number of colleges, are rapidly growing in number


�� Enrollments in higher education have grown at a relatively steady CAGR of 6% for over 20 years between 1985-86 and 2009-10

�� Currently, there are ~16 million students undergoing higher education in India, with nearly half of them having joined the system over the last decade

Higher education enrollments have grown at a CAGR of 6% to approximately 16 million in 2009-10

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Historical growth in enrollments (in millions) in higher education in India

3.6 4.96.6

8.411.0

13.616.0

1985-86 1990-91 1995-96 2000-01 2005-06 2008-09 2009-10

CAGR 6%

…enrollments and government spending

Increased government spending expected to further support the growth of this sector

�� ]�� !�� !�� education spending vis-à-vis the Central Government

�� Central Government’s expenditure on higher education ��|}@��\)]=��

�� <�� (45%) in 2009-10 over 2008-09

�� The government allocates the largest share (~38%) of its funding for general higher education

�� Further investment is planned via setting up of new institutes:

�� 16 central universities, 14 innovation universities, ��""��{�"";��

�� The total government outlay for higher education has �� !��?X��!�� ^�� Z ��#��}X�� ^"�� Z ��#��

Central Government spending on higher education (2009)

38%

17%

17% 28%

Technical Higher Education

General Higher Education

Agriculture

Medical

�� However we believe, India’s public expenditure as �� !�]>#��to grow when compared with other countries

Public expenditure on higher education as a percentage of GDP*

1.60%1.40%

1.00%

0.60%0.90% 0.80% 0.80%

0.60%

Finland Sweden USA India UK Brazil Russia China

Total Central Government expenditure on higher education (INR billion)

2005-06 2006-07 2007-08 2008-09 2009-10

CAGR 29.6%

35.4 42.276.1 89 113.234.2 38.2

41.346.4

83

Plan Non Plan

69.6 80.4

117.4135.4

196.2


Student enrollments (in millions) in higher education (2009); *for 2010

25.4

17.816.0

9.4

4.6

China USA India* Russia Brazil

Gross Enrollment Ratio for higher education (2007); *for 2010

Source: UNESCO Global Education Digest 2009; EY Analysis

12%

23%

34%

57%

77% 77%83%

0%

50%

100%

India* China Brazil UK Australia Russia USA

Developed countries avg. GER BRIC nations avg. GER Global avg. GER

40%

21%

26%

Even with a constant growth in number of higher education institutes (HEIs), enrollments and increasing government spending, India has a low GER vis-à-vis other countries.

However, India continues to lag behind in terms of Gross Enrollment Ratio (GER)

�� India is acknowledged to have the largest higher education systems in the world in terms of number of institutes and is also the 3rd largest in terms of �� \��(�)

�� Yet, in terms of GER, India lags behind most developed/developing countries

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The Indian HE sector has a host of regulators with complex laws and procedures which impedes GER expansion in India

Being a concurrent subject, the Indian higher education system is regulated by both the Central and State Governments

Regulates Universities and University education in India

All India Council for Technical Education

University Grants Commission

Regulates technical education [such as management, engineering, etc.] in India

Distance Education Council

Regulates open Universities and distance education programs in India

Medical Council of India

Regulates medical education in India and grants registration for medical professionals

Pharmacy Council of India

Regulates pharmacy education in India and grants registration for pharmacy professionals

Indian Nursing Council

Council of Architecture

Bar Council of India

Dental Council of India

Regulates nursing education in India and �� !�� "��

Regulates architectural education in India and grants registration for architects

Regulates, promotes and maintains standards of legal education in India

Regulates dental education in India

Central Government

Regulates higher/technical education in the State

Directorate of Education*

Department of Higher and Technical Education*

Regulates higher/technical education in the State

Single super regulator for higher education in India

National Accreditation Regulatory Authority

National Council for Higher Education and Research

Regulates process of accreditation and accreditation agencies

Education Tribunals Settlement of education disputes

* The nomenclature of Regulators at the State Government level maybe interchangeable based on each State

State Government

The Central and State Governments have over the years introduced legislation, which has resulted in multiplicity of regulation, overlapping of mandates which are in � ��

New Bills proposed by the MHRD will introduce new regulators and supersede existing regulators such the UGC and the AICTE

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"��<$"�� Q!��Q�� #�� ?�� Q!��Q�� !��!�� "�� (��Q!��Q�� !��Q�� Q�� education sector by increasing employability, using technology �� !�� reach out to students from low income groups and focusing on niche target customers (such as military students for whom government subsidizes education).

Creation of new capacities and optimization of existing �� regulatory framework

Complex regulatory environment

There are multiple regulatory agencies with overlap of functions and mandates. Education as a subject features in all 3 \�� (�� \�� \ �� ]�� agencies regulating education, making the set up of new �� !�� !�� desires to set up a University, it must be legislated through �� "��#�� !�� deemed university category]. Conversely, many institutions sponsored by the Central government bodies also need to follow parallel state laws.

Lack of autonomy

Almost all critical aspects relating to establishment and operations of the institutes are regulated, limiting autonomy. Regulators prescribe detailed guidelines for a range of issues including admission, in-take norms, faculty recruitment, infrastructure requirements and collection of fees. The regulations seek to achieve uniform standards in higher education. However, the absence of academic, administrative �� !� �� creation of new capacities. The lack of a well-oiled accreditation mechanism and the overdependence on inspections has created an air of uncertainty in the sector.

Barriers to foreign capital and collaborations

The absence of a comprehensive policy framework for the entry and operation of foreign universities has served as an entry barrier for overseas institutions. Thus, collaborations around curriculum, content, teacher training, etc, which could have increased the quality of Indian institutes have not gained momentum. A Bill to provide the framework for foreign institutions was introduced in 2007 but was not passed by Parliament. The passage of the re-introduced Foreign Educational Provider’s Bill, 2010, could however overcome these barriers and lead to general increase of quality education in India.

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Legislation Objective Status

The Foreign Educational Institutions �= ��!�$�� ?@X@

To regulate the entry and operation of foreign educational Institutions in India

# ��#�� Committee

The Prohibition of Unfair Practices in Technical $��"��; ��$��Institutions and Universities Bill, 2010

To prohibit unfair practices in technical Institutions, medical educational Institutions and Universities


The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010

To make accreditation mandatory for higher educational Institutions


The Educational Tribunals Bill, 2010 To provide for establishment of dedicated \ �� !�� disputes

# �� =��

The National Commission for Higher Education and Research Bill, 2010

To consolidate multiple regulations and regulators such as the UGC, AICTE and NCTE and the creation of a single super regulator

Draft legislation circulated for public comments

The Universities for Innovation Bill, 2010 To provide a regulatory framework for establishment of world class Universities of Innovation & research

Draft legislation circulated for public comments

Acknowledging the complexity of the existing regulatory framework and the need to reform <�� $�� ;<=>�� !�� !�� enactment of which would bring about fundamental and structural changes to the higher education regulatory environment. The key Bills proposed include the following:-

However the government has now proposed a number of Bills with the clear intention of bringing regulatory reform to the higher education sector

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Brazil -34% GER�� In 2000, Brazil had a GER of 16%,

�� To ramp up its GER, Brazil has taken several initiatives over the last decade

�� One such initiative was to increase accessibility of higher education to rural areas, going beyond the educationally forward regions

�� With enhanced rural access, there has been an ‘interiorisation’ of higher education reaching out to towns which had no HEIs, providing access to students who had been excluded on a regional basis

�� To further the reach of higher education to remote areas, the Education Development Plan (EDP) was launched in 2007

�� Further with increasing private participation in higher �� !�� !!��improved

�� While in 1995, only 25% of faculty had master’s or doctoral � �� ?@@}�� @��

China – 23% GER�� Till 2000, higher education in China, with a low national

GER of 8%, was a preserve of the “elite”

�� Post 2000, China began to expand its higher education system in response to pressure from people, resulting from increase in number of students graduating from secondary schools

�� The government further launched a program providing ��!�� ]�� '��#��

�� The Program facilitated subsidizing commercial interest rates for education loans to the tune of 50%. It also facilitated repayment of the loan 4 years after graduation

�� In 2003, China opened its higher education sector to the world

�� {X?�� !�� programs out of which only 150 are allowed to confer non-Chinese degrees

�� /�� (`$�\��]��$��>�� ?@@L�

GER Comparison (%)

11 1116

25

34

4653

7175

5 610 11 12

1 38

20 23

1980 1990 2000 2005 2007

Brazil Russia India China

NA

India can draw inspiration from other BRIC nations which �� Brazil and China have witnessed a high CAGR growth of 13.39% and 19.24% respectively in GER in higher education during 2000-07 as compared to only a 3.09% CAGR growth in India


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�� With several initiatives and schemes in place to increase enrollments in primary and secondary education, higher education enrollments have developed into the next key focus area

However it is expected that to reach a GER of 30% an additional ~33,000 institutions would be required which would entail an investment of about~ INR 1,000,000 crores by taking into account the prescribed infrastructure for educational institutes

The achievement of this aggressive GER target would be greatly facilitated by using a three pronged approach

The Indian government has set a target of achieving a 30% GER in the higher education sector by 2020, up from 12% in 2010. This would translate to an enrollment of 40 million which is an incremental increase of 24 million from the current enrollment.

India’s target of achieving a 30% GER by 2020 is a huge challenge and would require a transformational change

Initiatives

Optimizing existing capacity

Encouraging private sector participation

Using new modelsfor growth

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1 2 3


Doing more with less – Optimizing existing capacity in higher education


Utilization of existing capacity in a state varies across different specializations.

�� ;�� !��L{��!��#�� ;�� !�#��{�� !��;�)

�� !��<�� !��{?��;�)��55% (Pharmacy)

Capacity utilization across states

67%97%

57%69%

55%72%

Engineering & MCA Pharmacy MBA

Maharashtra Haryana

Capacity utilization in Pharmacy varies across states*

87%

50%63% 55%

79%58% 51%

Andh

ra P

rade

sh

Biha

r

Guja

rat

Hary

ana

Karn

atak

a

Kera

la

Tam

il Na

du

�� Approximately 15-30% of the existing capacity in the higher education sector is estimated to be un-utilized/ underutilized

�� Increasing utilization in the existing capacity would thus reduce the incremental requirement of 24 million seats

�� Taking a pure bottom up new campus build approach would thus result in over creation of capacity or underachievement of GER

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Capacity utilization varies across states and specializationsUnderutilization of capacity exists even in the states acknowledged to be progressive in the context of higher education

The capacity utilization in specializations also differs ��

�� Even in the same specialization (Pharmacy – Bachelors ��;�� utilization across states

�� From a high of 87% (Andhra Pradesh) to a low of 50% (Bihar)


�� !� �� !�� the decision of students to enroll at a HEI.

Only 475 universities and colleges are acknowledged to completely meet the required standards of an Indian HEI.

�� The National Assessment and Accreditation Council (NAAC) evaluates quality of universities and colleges across parameters including infrastructure, teaching and governance

�� In 2009, the NAAC found only 11% universities and colleges meeting the metrics to qualify for a Grade A rating

�� '��!�� !�� results in an abnormal rush of students to apply for the few good ones Key parameters measured by NAAC include curricular

aspects, teaching-learning & evaluation, research, consultancy & extension, infrastructure & learning resources, student support & progression, governance & leadership and innovative practices

NAAC grading of universities and colleges (2010)

11.2%

21.2%

67.6%Grade A Grade B Grade C

One of the key reasons for variations in capacity utilization is the poor quality of HEIs at tail-end of the sector��!�� !! � �� all aspects related to an operational institute – faculty, infrastructure, learning resources, curricula, and delivery of education and access to employability.

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Seats as a % of total test takers

1%

IIMs IITs

2%


Shortage of faculty and poor infrastructure are key factors impacting the quality of most HEIs

Indian higher education institutes face an acute problem in terms of lack of academic and physical infrastructure.

�� ~33% of state universities and over 60% of the existing colleges do not meet the criteria of academic and physical ��!�� (]\

�� Academic infrastructure in universities when benchmarked �� quality gap

�� India also has one of the highest student-teacher ratios in the world, directly impacting the quality of education delivery

�� Further, faculty appointment for higher education has grown at a slower pace than enrollments

NAAC grading: Determinants of quality and quality gaps in universities

Quality gap

10

11

34

0

0

329

432

432 274

145

109

25

432

5

5

28

6

29

25

24

220

287

158

No. of teachers/dept

No. of computers

No. of teaching departments

% of faculty positions vacant

% teachers without Ph.D degree

`��!�� !��

No. of sanctionedfaculty positions

No. of faculty memberswith PhD degree

Avg. of universitiesBenchmarks (Grade A universities)

Student-teacher ratios across the world (2008)

11.4 10.9

22.014.8 15.3 16.6

25.8

Developed countries CIS India Oceania Western Asia Latin America 7 Caribbean

Sub-saharan Africa

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There is a need for continued focus on infrastructure upgradation and faculty augmentation initiatives by the private sector

Growth in faculty (in million)

0.47 0.480.50 0.51

0.52

2005 2006 2007 2008 2009

CAGR 2.28%Enrollment CAGR 6.2%


Addressing quality issues at existing HEIs is critical to increase capacity utilization

Enhancing quality of existing institutes is imperative

a. Enhance faculty involvement and development

With teachers being the primary facilitators of education delivery in majority of higher education systems, involving � �� !��

�� )�� relevant to their development needs with the aim of improving quality

�� Involving teachers with higher developed skills to increasingly take on the responsibility for supporting their juniors to achieve instructional excellence within the system

Institutes of differing quality require a range of initiatives from developing basic infrastructure to forging partnerships to develop and improve their quality.

Case study: Initiatives taken by the Long Beach Union School District (LBUSD), USA to increase faculty involvement to improve quality�� '�(�>��

struggling institutes

�� Dedicated specialized curriculum coaches (senior & expert faculty) for other teachers

�� Created transparent data systems accessible to principal, faculty and parents for objectivity in decision-making and student performance assessment

�� Conducted regular interactions across levels – principals, senior and junior faculty to discuss goals of the institute, assess data collected and share feedback

Examples of partnerships and alliances�� IGNOU & Accenture co-develop curricula and

deployment strategy for Diploma in Business Process Outsourcing

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�� Creation of University of Cumbria, which acts as �� !��|}@��!��_��merger of University of Paisley with Bell College

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b. Forge partnerships and alliances

For HEIs with an established reputation of providing quality education, the next step in their journey would be to become centers of excellence.

�� Partnership with the corporate sector would enable institutes to develop career-oriented curricula and academic programs, increasing employability of students

�� Combination of two institutes can help create one institute offering high quality education, and achieving a larger market presence while leveraging existing resources

�� Partnerships for recruiting and sharing trained faculty would also help institutes in providing high quality academics right from the outset

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With accreditations being a voluntary option in India, several institutes do not choose to undergo the accreditation process. This has lead to differing ‘academic quality’ standards across HEIs, resulting in the under/non-utilization of academic infrastructure and low GERs.

Currently accreditation of HEIs in India is undertaken by 2 bodies – the National Assessment and Accreditation Council and National Board of Accreditation. With a view to streamline the accreditation process and make it mandatory for HEIs in India, �� ;<=>�� `��)�� = ��)��!��<�� $��"��#�� This Bill will aim to implement mandatory accreditations and increase the number of accreditation agencies, resulting in improvement of academic quality.

Mandatory accreditation would further improve quality of existing institutions and create greater consistency across them

Need for legislation Key features of the Bill Impact analysis

�� Accreditation provides a quality assurance framework and provides a common frame of reference for students to obtain credible information of academic quality across Institutions

�� Presently, accreditation is voluntary. ' ��?@��!�\� � ��}}��!�Universities have obtained accreditation

�� The Bill provides for assessment of academic quality that includes quality of teaching, learning and research, physical infrastructure, human resources, administration, course curriculum, admission, assessment and governance structures

�� Every Institution/program conducted is required to be accredited before the start of admission process to the program

�� Existing Institutes may obtain accreditation �� !�}� �� !��; ��"�� !�� !�commencement of the Bill

�� Accreditation from NBA/NAAC is valid for the period of accreditation by such agency

�� ;�� academic quality and provide comfort to students

�� The Bill limits the appointment of accreditation agencies to Government agencies, which is likely to impact execution

�� Given the present number of only 2 Government accreditation agencies, it would help if the private sector is roped in �� !��

The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010

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The Unfair Practices Bill would improve the quality of governance across institutes


�� There has been unprecedented growth in �� !�� effective regulation of institutions

�� Perception of some institutions resorting to unfair practices such as charging of capitation fee, questionable admission process, misleading advertisements, etc.

�� The Bill proposes to balance the autonomy of institutions with measures to protect the interests of students & other stakeholders

�� The Bill details a list of unfair practices, which include the following :-

�� Accept fees except as stated in �� _

�� )�� !��! �_

�� \� ��!�! �� _

�� Withhold award of students in � �� _

�� Issue/publish misleading advertisements.

�� The Bill also requires institutions to provide detailed disclosures through a prospectus containing information around fee structures, number of seats, eligibility criteria, faculty, pay structures, admission process, etc.

�� ;�� prescribed for contravention of the Act

�� Once enacted, the Act would provide much needed reform

�� The Bill provides the legislative framework to prevent practices frowned upon by Courts such as the acceptance of capitation fee and commercialization of education

�� If the Bill is enacted, private institutions �� !�� own fee structures to be able to meet costs or for imparting education

Prohibition of Unfair Practices in Technical Educational Institutions, Medical Educational Institutions and Universities Bill, 2010

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Increased focus on branding and marketing by institutions would also help improve capacity utilization

With the Indian student population becoming an increasingly sophisticated consumer, it is critical for Indian HEIs to enhance their efforts to build a mind-share among their target population

Focused branding and marketing is imperative in today’s competitive education sector

�� Private and government HEI players face a great degree of competition from both domestic peers and international institutes

�� "��!�� branding and marketing activities to increase their mindshare among the appropriate target customers

�� "�� !��|�@��!��];)�� takers among the Asian countries

�� Further, India is estimated to send over 100,000 students ��(�)�� being adequately addressed by domestic institutions

�� amongst the top HEIs, still attract Indian students on the basis of their strong branding and marketing strategies

KIC UnivAssist has designed small group tours to provide one on one interaction between the students and US universities. The HEIs participating on this tour include Foothill and DeAnza community colleges from California, Savannah College of Art and Design, University of Cincinnati and University of Northern Iowa. (Only University of Cincinnati features in the Top 200 World Rankings)- Article ‘US is the most popular destination for higher education’, February 2011

�� To develop a brand, an institute needs to understand its customers along a number of dimensions

Case study: Lessons from the US – Branding is key to building a differentiated market position�� (��

for student enrolments

�� 16 universities in the states of New York and New Jersey were studied to identify how they aim to differentiate themselves in the higher education market place

�� All the universities were found to be of the belief that developing and strengthening a distinctive brand is key to their differentiation strategy

�� @�� the student experience

��

56%

88%

100%

Valued sounduniversity management

Cited student(customer) experience

Cited universitybrand as key

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Content – its connect with their interests, impact on career options and employability

1

Assessment – credible and valid accreditation2

Delivery of learning – should be customized based ontechnological exposure of students

3

Support – meeting diversity and support needs of studentsis important

4

Facilities and equipment – a key decisive factor for studentsat the time of selecting an institute

5

Student reviews – form a key input in terms of ‘alternative prospectus’ for students evaluating institutes

6

Cost – living costs along with fees can change the decision landscape

7


Global rankings for higher educational institutions have gained importance over the last decade. These rankings identify and acknowledge institutes which have developed into Centers of Excellence (CoE) across countries.

�� Jiao Tong’s Academic Ranking of World Universities, Webometrics, Times Higher Education Rankings and �� =��

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There also exists a need for developing international Centers of Excellence, to attract students and faculty

QS world university rankings

Times Higher Education, 2010 Webometrics, 2011 Quacquarelli Symonds, 2010

99

10

16

6

0

3

0

0

72

1

0 50 100

US

UK

Canada

Australia

China

Brazil

Russia

India

JapanHong Kong

Singapore

72

29

9

7

6

0

0

0

5

4

2

0 50 100

53

30

10

8

6

0

1

1

10

5

2

0 50 100

�� However, irrespective of the measure used, most of the locally prestigious Indian higher educational institutes do not ! �� !��

�� Times Higher Education Rankings (2010) and Webometrics Rankings (2011) of top 200 global HEIs do not include any Indian institute

�� =��!��?@X@�� 1 institute – IIT Bombay among the top 200 HEIs across the globe

An increasing number of Indian students are studying abroad in pursuit of better quality education

�� The value of imports (Indian students overseas) is high at 0.46% of the GDP, which comprises around 80% of the public spending on higher education

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Summary

�� Capacity utilization of Indian HEIs varies across states and specializations

�� At an aggregate level, we estimate anywhere between 15 to 30% of the existing capacity to be underutilized

�� < �� capacity in the Indian higher education sector and develop strategies to promote utilization of existing infrastructure

�� Increasing utilization in the existing capacity would reduce the incremental requirement of 24 million seats to reach the target GER of 30%

�� Improving overall quality at the tail end of the sector and focusing on branding initiatives would result in attracting students and increasing capacity utilization

�� Increasing utilization would further be supported by key regulatory initiatives – mandatory accreditation of institutes, enablement of foreign university collaborations and checking unfair practices

�� Optimizing existing capacity and improving the utilization rate to an average of 95% would reduce the number of additional seats requirement to 20-25 million


Replicating the Indian private higher education sector success story


The private sector now accounts for a large share in the Indian higher education segment

�� !�� ! �� dominant share of private institutes in professional courses

The private sector has helped spur growth in the Indian higher education segment.

For India to achieve its GER target of 30% it is imperative to further involve the private sector by creating a conducive environment for their participation and providing incentives.

Percentage share of public and private institutes in professional courses (2006-07)

95 91

64 6250

5 9

36 3850

Private Public

Pharmacy Engineering Management ComputerApplications

Medicine(MBBS)

Unaided private higher education institutes as a percentage of total institutes

42.60%

63.21%

2001 2006

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A state-wise assessment done by EY has ranked the Indian states based on a facilitating environment created which is conducive for setting up HEIs.

The assessment shows that states like Bihar, Uttar Pradesh, ��;��#�� `��;�� more conducive environment for HEIs.

�� !�� #�� (�� #(��

�� )��\��]��<��<��#�� ;��#�� #�� Private University legislation

)�� #(� �� !�them are yet to create a supporting facilitative environment

Private sector participation in setting up HEIs needs to be encouraged even further by creating a conducive environment across states

State-wise rankings based on assessment of enabling factors for establishing presence of HEIs

4

5

8

5

5

1

1

10

6

13

11

117

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While some Indian States have taken proactive steps in introducing legislation for establishment of SPUs …

�� #�� (�� )��!�� ' ��

�� {��#(�� X��"��

�� )�� !�� !��#(�� !�� "��

State-wise distribution of State Private Universitiess

N

1

1

48

3

9

11

5

1

2

1

2

164

1

11

5

�� /�(]\�� _�)��#� �� _�$Z�)��


…only a few have created special frameworks enabling their operations

The Government of Karnataka has created a conducive framework for operation of the Azim Premji University

A critical aspect desired by the private sector in establishing and �� <$"��"�� !� �� !�� ]�� could create a policy, which would provide universities in their �� !��

)�� !��#(�� !�� of autonomy in operation is the Azim Premji University to be located in Karnataka.

�� )��#� ��(�� Private University under the laws of Karnataka. The University aims to be an outstanding institution for talent and knowledge creation in education and development. The University would provide undergraduate and post graduate programs for over ��@@@�� !��!��students. The University proposes to focus on building social �� research, along with a strong sectoral understanding.

Under the legislation incorporating the Azim Premji University, �� \�� !�� (�� \�� !�� operation of the University including fee decisions. While the Government of Karnataka still retains the option of providing inputs on aspects such as admission and reservation, providing operational freedom will go a long way in attracting private sector players to establish a HEI in the state.

Aspect Provision

Form of presence �� ?��

Powers of University

�� Vested with power to institute degrees, �� distinctions like award of credits on the basis of successful completion of academic work

�� `�� !�� <�� University is permitted to have Constituent \� � ��= ��\ �� \ ��

'��building

�� '�� proposal for establishment of the University to �� ]��

�� '�� properties to vest with the University

Admission & reservation

�� At least 25% of total seats in the academic programs to be reserved for students �� !��

Fees �� Fee Regulation Committee constituted by Board of Governors to lay down procedure and modalities consistent with the statute for ��!�! ��

�� !�� !�� Azim Premji University are provided below:-

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PPP arrangements, tax concessions for education and encouraging foreign capital to build infrastructure in India would encourage the creation of new capacities by the private sectorThe private sector should be encouraged to participate in the creation of educational infrastructure, which could help in the development of physical infrastructure capacities. The private sector can be encouraged to provide much needed real estate and infrastructure to higher education institutions.

PPP model

�� ]�� ###�� !�� !�� ###�� ]�� ]�� !�� ;��on built-up infrastructure are contributed by private enterprise in the capacity of an infrastructure service provider. The corporate �� !��!�� Q��Q �� !�� !�� transferred to the Government institution after a period of 35-40 years.

An illustration of an effective PPP is illustrated below:-

Relaxation of FDI guidelines

Higher education legislation such as certain Private University laws permits the institution to lease land and buildings subject to minimum lease tenures. A pain point in this context is India’s Foreign Direct Investment (“FDI”) regulations, as applicable to real estate. While foreign investment up-to 100% is permitted in real estate, stringent investment and development conditions have been prescribed. One such development condition is the requirement to develop a minimum of 50,000 square meters � �� !��!��education projects. The Government should take steps to dilute the FDI regulations for the education sector on par with those of other infrastructure segments such as hotels and hospitals in which FDI is permitted without restrictions. A lease model may help education institutions to achieve a huge scale of operations faster and will result in a win-win situation for both the Government and the service provider.

Tax concessions

Under the domestic tax law, education is a ‘charitable activity’, �� Q!��Q�� Q��exemptions on their income. However, no similar incentives are provided to entities engaged in the development of infrastructure for education purposes. The dearth of high ��!�� the need for tax holidays for entities that invest in the creation �!� �� !�� structured on the same lines as the deductions contained in the tax law for the development of other infrastructure segments �� positively impact the creation of additional capacities and among others would help the Government in achieving its targeted gross enrolment ratios.

Trust/Society/Section25Education service provider

Infrastructure service provider

Class roomsFurnitureLaboratoriesHostelsLibrariesSports facilitiesCommercial buildings

Transfer of infrastructure after prescribed time periodService fees

CentralGovernment

StateGovernment

Local approvals Land and utilities

AICTE, UGC approvals Provision of grants

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The Foreign Educational Institutions Bill will further incentivize private sector participation The Foreign Educational Institutions Bill to allow foreign institutes to set up campuses in India and to create partnerships is pending in Parliament. The enactment of the Bill would facilitate creation of foreign institutes in India


�� Under the UGC Act, 1956, only Universities �� \ �� )��and Institutions deemed to be Universities are permitted to confer degrees for courses of study undertaken in India

�� There is no framework that enables a foreign university to establish its footprint in India

�� The AICTE has however introduced Regulation for Foreign Institutions that govern collaborations & partnerships with "��"�� _�� compliance

�� The Government had attempted introducing the Bill in the year 2007, which was not enacted.

�� !�!�� institutions in India and collaboration between foreign and Indian institutes

�� Bill does not apply to the distance education format

�� Institution must have prior track record of at-least 20 years in home country

�� Detailed process of prior approval of foreign institution by Indian regulators has been prescribed

�� Foreign institution must maintain a minimum corpus of INR 500 million

�� ;�� !��!�� Q!��Q��and prohibition of repatriation of surplus from India

�� All applicable education regulation such as those of the UGC/ AICTE will apply to the institution in India

�� Penalties for noncompliance range up to INR 5 million and corpus of the institution can be forfeited

�� Appropriate checks and balances in place to ensure that only reputed institutions operate in India

�� Reputed foreign institutions in India could � �� !��foreign countries

�� ;�� comply with local legislation and inability to repatriate surplus are the regulatory factors which will impede the set up of own campuses

�� ;��!�� to seek exemptions from some Indian regulations

�� The scope of partnerships and �� quality improvements

�� !�a Joint Committee of applicable regulators is constituted to process applications on a fast-track mode

The Foreign Educational Institutions [Regulation of Entry and Operations] Bill, 2010

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The Education Tribunal’s bill will help resolve disputes quickly which should spur private sector participation


�� The rapid growth of the sector has resulted �� teachers, employees and managements of Institutions

�� While judicial remedies are available, the currently system lacks speed and specialization

�� The Bill provides for the establishment of ��`��$��`$�� $��$��adjudicate education disputes

�� `$��$�� ¢�� ¢�� !�� \��<��Court respectively

�� The Tribunals to have jurisdiction, powers and authority over the following matters:-

�� !�� _

�� ;�� !��!��(�� _

�� ;�� !�� _�

�� Disputes between Institutions and regulators.

�� !��$��`$�� `$�� \��

�� The Bill is a welcome legislation to settle disputes for a sector that is subject to complex & multiple laws

�� Human Resource challenges to staff Tribunal’s is a threat for effective implementation

�� If implemented well, this could lead to a speedy resolution of disputes in the higher education sector in India

��

The Educational Tribunals Bill, 2010 [the ‘ET Bill’]

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The NCHER Bill would create a super regulator consolidating higher education regulations in the country, improving transparency and creating a conducive environment for setting up HEIs


�� ;��!�� !�� compliance

�� The NCHER will consolidate the number of regulators through creation of a super regulator

�� The key functions of NCHER include the following:-

�� Authorizing Institutions to confer ��_

�� !��_�

�� !�� !�� _

�� )�� \ �� ]��

�� The Bill provides for disbanding of the UGC, AICTE and the National Council for Teacher Education

�� The creation of the NCHER would simplify the regulatory environment

�� If NCHER is constituted principally with academics, this would clearly ensure that academics with strong credentials govern the sector

�� The NCHER would allow for stability of policy, given that one regulatory agency ��

�� Political Will to pass this legislation may be a challenge

The National Commission for Higher Education and Research Bill, 2010 [‘NCHER Bill’]

“The HRD ministry will not be able to give directions to the NCHER…. Controlling higher education is certainly not our intention. NCHER will provide greater freedom. NCHER will facilitate, not concentrate power in itself”

Kapil Sibal, Minister for Human Resource Development

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Summary

�� Private higher education institutes account for a large share of the total number of institutes in the country

�� However for India to achieve its GER targets this needs to be further increased by providing incentives and making a conducive environment for its growth

�� While certain states like Rajasthan, Gujarat and Karnataka have taken proactive steps in introducing legislation for �� !��#(�� (��#�� ;��#�� !��

�� !�� !��<$"��!�� operations

�� However, the Government’s focus should also be towards creating PPP arrangements, relaxing FDI guidelines and providing tax concessions to further spur private sector participation

�� Pending bills in Parliament like the Foreign Educational Institutions Bill and the Educational Tribunals Bill and the NCHER Bill are also expected to increase private participation


Doing more of the new – Identifying new opportunities to grow


Over the past few years, the Indian higher education sector has witnessed several ��

To further increase its accessibility and enrollments, it is imperative to identify and escalate the implementation of new models.

Identifying new opportunities and adopting newer �� the last mile for achieving the target GER

Enhance usage of technology1

Promote new modes of delivery for distance education2

Evolve industry focused models such as Education Cities and Innovation Universities3

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India should enhance usage of technology in the higher education sector, building on its existing strengths "�� !�� <�� !�� in education needs to be improved upon

Increasing the implementation of technology would be a critical step for enhancing access to education and ramping up enrollment rates.

India ranks poorly for IT Readiness as compared to other countries

Government of India has been increasingly emphasizing on potential of utilizing information, communication and technology (ICT) in the education sector

�� Recognizing the role of ICT in improving quality and delivery of education, the government has launched the National ;��$��"\�� ]$=�� education

�� The government aims to reduce the disparity in technology penetration across various levels of education

Country Network Readiness Index (Overall)

Readiness Usage

(�)� 3 6 5

Republic of Korea 11 7 10

UK 15 24 13

China 46 36 48

India 54 40 59

Brazil 59 58 41

Russia 74 67 82

Improving and utilizing ICT to its fullest potential is essential for making education available to a wider audience.

�� Indian higher education system faces a shortage of well �� !�� !��@@@�#�>�� !�;�#��

�� ICT can function as an enabler for reforming higher education by overcoming shortage of skilled teachers and providing quality education via digitized content and virtual classrooms

Policy for distance education updated as of August 2009, making ICT compulsory for HEIs imparting distance education

Government of India initiative – National Mission on Education through ICT�� The mission is estimated to involve investments of INR

4612 crores

�� The government has approved the provision of broadband internet network to connect 20,000 HEIs and 10,000 university departments

�� provided to classrooms, facilitating live interaction with the faculty

Case Study: MHRD has initiated content sharing for engineering by launching the NPTEL programme�� '�� XLLL��`#�$'��`��#��

� ��$�� ' ��!�� of multimedia and web technology for sharing basic science and engineering content

�� ""�� "��"�� !�� ""�� !�� and engineering courses, which are converted into multimedia and web technology

�� `#�$'�� ?�� education space , with plans to launch 950 new courses, across 15 disciplines by 2012

Case study: IIMs use virtual classrooms to spread knowledge across the country�� "";�)�� `""��'��

deliver its executive development program through virtual classrooms. Under this program, an instructor �� !��Q�� "";�Ahmedabad.

�� experience interactive sessions through ICT-enabled tools for audio, video and other technology enabled learning mechanisms.

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�� Incentivizes private participation as it is not asset intensive with long gestation periods

�� Increases spread of education

�� Helps in improving access to higher education for students located in remote, inaccessible locations across the country.

�� ;�� ! �� education needs

�� Enables imparting of education to those unable to join regular programs due to socio-economic and medical reasons

�� Reduces costs of education

Promote new modes of delivery for distance education

Distance education has developed as a key enabler for the Indian higher education sector.

(�� !! ��!�� !�� "��

Implementation of distance education as a revenue stream !��]� �� business assists in reducing project �� Q � ��?@Q?��[

Indian higher education sector has recognized the increasing �� !��

�� In the last decade the number of institutions offering distance education has more than doubled, growing at a higher CAGR (9%) than the previous decades (7%)

The Indian distance education sector has shown a constant evolution in the delivery modes utilized

Number of institutions offering distance education

18 2240

74 74

144

176

1975–76 1981–82 1990–91 1999–00 2000–01 2007–08 2009–10

CAGR 7%

�� /�$Z��;��!�<=>�)��= ��?@@LQX@��[�� !�� ]� �� technical HEI without distance education vis-à-vis with distance education forming ~50% of the business


Innovative modes of distance education delivery are increasingly being put to use

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1. Innovative distance education

delivery model

! Study centers

Impact

! Improve access by delivering classroom teaching outside university campuses

Key players

! IGNOU, Sikkim Manipal University, Punjab Technical University

2. Innovative distance education delivery model

! Online education

Impact

! "��#�� $�access to personalized content and cost savings

Key players

! IGNOU, Symbiosis, Macmillan India, Amity University

3. Innovative distance ecducation delivery model

! Mobiles, televisions, readios and tele-education

Impact

! Potential to reach students in inaccessible regions of the country

Key players

! IGNOU, Symbiosis, NPTEL (National Programme on Technology Enhanced Learning)


IGNOU and SMU are considered to be the leading distance education players in the country, especially in terms of using the study center model pedagogyThe study centre model of distance education has helped IGNOU to achieve the position of the world’s largest university

IGNOU is a frontrunner in distance education

�� #�� XL��\ ��(�� "]`�(�� !�� >�� ' ��>'��

IGNOU’s extensive network has helped to reach out to large number of students

�� ?X��!�� {�� }@@@� �� @�� centers in 36 countries, it offers 338 programmes through over 3500 courses

�� It has around 3 million students enrolled from India and overseas

IGNOU’s success story via study centers

�� Unique value proposition: IGNOU has made available to long-distance learners courses which were exclusively �� _�� technology, computers, library & information sciences and Bachelors in Education degree

�� Extensive academic support: Interactive face-to-face sessions between students and counselors are facilitated by IGNOU to clarify doubts and respond to queries. The study centers also conduct practical sessions for relevant subjects.

�� In-depth evaluation: IGNOU facilitates continuous evaluations for students via assignments which need to be submitted at the study centers. Term-end examinations are also conducted to measure student performance. Faculty at the study centers holds ultimate responsibility for providing quality feedback to the students for their assignments.

�� Sound academic infrastructure: The faculty at the study centers are ably supported by a robust academic infrastructure - audio-listening, video-viewing, and tele-conferencing facilities

IGNOU has robust future plans

�� To further expand its overseas presence, IGNOU plans to open study centers in Africa and six European nations, including Germany and France

�� It also intends to collaborate with government agencies and other open universities through international ��(`$�\��\�� \�� !�' ��\�'�� < ��Organisation (WHO) and World Wide Fund (WWF)

�� /�"]`�(�#�� ?@XX


&�''��+��/�� 4&+/5�� advantage to become the largest private sector provider of distance education in India��;��(�� Q>�� $��;(Q>$�� @��!! � �� over 0.4 million students enrolled for its distance education format

�;(�� Q��

�� #��Q#�� Q#�� ;(��!�� sector distance education providers

It functions as the knowledge provider with the study centers responsible for infrastructure

�� It offers courses in 10 disciplines via 40 different programmes, through a network of more than 725 learning centres across 205 districts in 310 towns in India

�� It also reaches international students via 25 overseas centres in 25 countries

�� )�� ;(�� !��

�;(�� !��using a balanced mix of technology and face-to-face interactions

�� Unique value proposition:�� !�� !�� )�� ;(�� assisting students with lectures, counseling, guidance and job opportunities

�� Extensive academic support: The study centres are responsible for providing academic support services to students, such as course material, conducting practical sessions, providing assessment and feedback, etc. �� !�� !��!��

�� High usage of technology:��;(Q>$�� ¤�)�� !�� !��¤�)�� Q ��students located across geographically dispersed learning centres

�;(��domestic expansion plans

�� ;(�� !��?�@�� @@��

�� /��;(�� ?@X@


7�� 9�;��'�� distance education

�� !� ��!! �� !�distance education.

�� Cost – savings related to travel and opportunity costs of time saved. Online education also provides students with the option of personalizing their course content and delivery suiting their needs. With no direct peer competition, this mode of education delivery is an avenue for self-paced learning and review, tailored as per the student’s own capabilities.

�� Shorter course durations - Online education is a more !�� !��!�� compared to traditional higher education programmes.

�� Greater choice available to students - It further provides students with an option to enroll in the best possible programmes at different geographic locations.

�� !�� Q� �� (��expected to register a growth of 11.2% annually as compared to �� X�X�� [�� (�)�� (�>�XX�{��?@@{Q@�� \)]=��!�X{��(�>�30.2 bn in 2014.

Growth in the US online market has spurred multiple models:a. Open source or free content is being made available by

�� \�� ; ��;"��̀ ��!��

prominent in this space. For e.g. players such as NYU (NYU Online), University of Illinois (Global campus), Columbia (Fathom) etc

�� )�� {��!�their students enrolled as exclusive online students

d. Pure play online universities have emerged such as American Public Education’s American Public University ��)� ��;��(��

Case Study: Leading international HEI offers a comprehensive online education programme

)��]�� !��Q�� It is estimated that Apollo has 360,000-380,000 (75-80%) out of its 476,500 students enrolled as exclusive online students, mainly through University of Phoenix Online. This is a huge growth from 4,300 students enrolled in its online programs in 1997. Apollo reaches its online students via 100 programmess across varied specializations.

�� !�� on a rise in India.

�� "]`�(�� model

�� This model has also provided an entry point for content � � �� ;��#�� of education delivery as a direct stakeholder

Macmillan Publishers have tied up with leading Indian HEIs to provide online courses

�� ;�� !�� <$"��"";��""��;>"��""�� !�� at working executives in the subject areas of Corporate �� "�� \��;�� $Q�� \�� = ��;�� Export-Import trade

�� These courses are priced in the range of INR 5,000-INR 8,000 and have an average duration of 2-3 months.

�� /�� )��]�� ;�� ?@X@_�[?@@L�


Select Indian HEIs have already embraced the online education model with varying degrees of success��\ �� !��>�� ' �� "�� based its growth on the online education delivery model

�\>'�� !��its established brand

�� \ �� !��>�� ' ��\>'�� ?@@X��!��

�� It is now acknowledged to be among the country’s leading private sector providers of open and distance learning

�\>'�� coverage of programmes

�� !! �� X}�� \>'�� !�� 200,000 students based in India and 41 other countries

�\>'�� online correspondence model

�� A 360 degree learning methodology: All three formats of education delivery - printed self-learning material, e-learning and pre-recorded DVD lectures and faculty interaction, are used to teach children.

�� Virtual classrooms:��\>'�� !�� Q!�� classrooms and online chat sessions

�� E-Learning facilities:�' � �� !�� \>'�� students with well designed e-learning content. The e-learning facilities also address the students’ needs for preparing assignments and availing faculty feedback.

�� 24-hour access point:�¤��!�Q� �� \>'�� ?�Q�� for resolving queries

�� Placement assistance: �\>'�� !�� !��!�� !�manpower recruitment requests of various companies on its own website.

�� /��\>'/� �� _�� !�"��


New technology aided modes for distance education delivery are also on the riseIGNOU has pioneered the use of new technological aides such as mobiles, televisions and radios as modes for distance education delivery

Technology aide Initiative and outcome

TV and radio �� Gyan Darshan and Gyan Vani are IGNOU’s 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

;�� "]`�(�� `�� !! �� $�� from January 2011

�� !�;��)!� �� the programme 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 INR 1,900. The course will be in English offered mainly ��;��

Tele-education �� "]`�(�� \��"��'�� \"'�� )!�� Q� ��!��connecting Indian institutes to 53 countries of Africa for providing tele-education

�� "`=��?L�� ]�� !�"�� ?��?@@L_��currently has over 600 students enrolled

�� ;�)�� marketing, tourism management and environment studies and various other professional degrees.

�� This project aims at providing tele-education services to 10,000 African students to undertake Post-Graduate, (�� Q]�� >�� )��"��International Business, Tourism and Finance

�� <$"�� "�� !�� "��)��(�� (�� !�;��(�� !�> ��""��"��"�� !��

�� /�"�� \"'��


A clear policy on the distance education regulatory framework is critical for the growth of the sector

>�� "�� >�� $��\��>$\�� "]`�(�Act, 1985, which is responsible for promotion, maintenance of standards and co-ordination of open and distance education. The DEC regulates a number of aspects of the establishment and operation of institutions offering distance education courses in India, which include the programs offered, courseware, minimum staff requirements, delivery system, infrastructural facilities, etc

Under the current regulatory framework, distance education in India can be undertaken by the following kinds of institutions:-

Nature of institution Particulars

�� (�� (�� OUs are single mode institutions offering education through distance mode

�� (�� )��!�#��

�� X�\ ��(��X}�� (��

Distance Education "��>$"��

�� >$"�� !�� "�� !! �� distance mode]

�� >$"�� \ �� > � ��(�� !��

�� !�� /Q

�� !�� (�� "��!�� ! �� !�� !�� _

�� !��>$"��!! �� !! � �� _��

�� !�� !! �� "��recognition of the fact that distance education cannot have territorial boundaries.

�� /�$Z��


Innovative models such as Special Education Zones could be a lever for rapid growth of the sector

�� !�� $��¥�� `��Knowledge Commission

�� Currently there are no regulations governing the �� !�� $��¥�� $�¥��"��

�� )��$�¥�� ! �� $��¥��

�� Institutes set up in such zones are free to run with complete autonomy, having complete freedom in relation to matters such as –

�� ` ��!�� _

�� !��!�� _

�� > � ��!�� !��_

�� !�! �� !�� _

�� )��!�� !�� (��

�� /�>")\�� _�]��¥�� _�$Z�)��

Dubai International Academic City (‘DIAC’)�� DIAC is spread across 18 million sq ft and is located in a

�� ¥��

�� DIAC has around 28 institutions catering to over 16,000 students

�� !��>")\�� X@@�� X@@�� X@@�� !�� Easy visa and licensing issuance procedures for students, staff and faculty

�� Unique features include facility of start-up campus, allowing �� !�� "�� ; ��city around the education city to provide employment opportunities

Gujarat Special Knowledge Zones (‘SKZ’)�� ]�� ¥

�� Industries would be encouraged to set up Institutes for technical education

�� Industries will be given land and facilities at subsidized rates �� ¥

�� ;�� ?@@�� ¥

�� The land would be allotted to industries “for retail educational purposes only”, i.e., for colleges, technical Institutes, and for Institutes giving training in specialized courses

Education city in Lavasa�� '�� '��\��

subsidiary of HCC group, with the aim of creating an environmentally friendly township, focusing on Healthcare, Tourism, Hospitality and Education.

�� The land allocated for the Education City is 400 acres with a target enrollment of 20,000 students

�� Four institutions have started operations and several other institutions have signed on

�� Unique features include, an Incubation Centre which is ready-made infrastructure for academic providers to start courses and sports facilities being developed by world renowned sports institutions etc.


A legislation like the Innovation University Bill could meet the need for innovation and intellectual challengesThe Innovation University Bill could reduce the R&D gaps and challenges that India currently faces through the set up of Government and Private Universities.


�� India’s research capabilities currently do ��

�� There is a need for creativity and intellectual challenge in higher education today

�� The set up of high quality institutes dedicated to new knowledge areas and comparable to world class universities would facilitate much need research capabilities

�� (�� !��"�� status of Institutes of National Importance

�� !�� an institute as an Innovation University:-

�� "�� Q!��Q�� _

�� It must be dedicated to emerging R&D ��_

�� If a Foreign University, it must satisfy track record of at-least 50 years

�� !�� creation of knowledge and development of reason and ideas

�� objectives

�� Potential to create institutions of excellence in India

�� standards and quality of R&D in India

�� \�� !�� "�� #�� !�(��research institutes

The Universities for Innovation Bill, 2010

�� "��"�� !�� XL@L�� !�� research and study in India. The Institute is ranked among the top 400 Universities according to the Academic Ranking of World Universities. Passage of the Innovation Universities Bill could in time add to the number of Indian institutions being ranked among the top universities in the world

�� /�""��$Z��


Summary

�� This chapter highlights new innovative models for higher education delivery, which are an inevitable extension of a successful pedagogy

�� < �� "��<$"��"]`�(��;��(�� distance education for the Indian audience

�� However, it is imperative to replicate the successes that developed economies have experienced via these models on a larger scale for the Indian higher education sector

�� A coherent regulatory policy framework for new and �� $��¥�� and distance education is desired

�� Proposals of the Government to establish a single super regulator for higher education in the country and to establish Innovation Universities are encouraging, and could lead to a transparent regulatory framework while meeting the need for channels for creative and intellectual challenges

�� !��needs to given in ensuring strong learning outcomes


Glossary

AICTE All India Council for Technical Education

AIIMS )�"��"�� !�; ��

BHU Banaras Hindu University

BITS ��"�� !��

BPO Business Process Outsourcing

BRIC Brazil, Russia, India and China

CAGR Compound Annual Growth Rate

CoE Center of Excellence

DEC Distance Education Council

DIAC Dubai International Academic City

DEI Distance Education Institute

DTE Directorate of Technical Education

EDP Education Development Plan

FDI Foreign Direct Investment

FY Financial year

GER Gross Enrollment Ratio

GMAT ]�� ;�� )��

HEI Higher Education Institute

ICT Information and Communication Technology

IGNOU Indira Gandhi National Open University

IIIT Indian Institute of Information Technology

IIM �� "��"�� !�;��

IISc "��"�� !��

IIT Indian Institute of Technology

ISB �� "��!��

JNU Jawaharlal Nehru University

LBUSD '�� (��>��

MBA ;�� )��

MBBS �� !�; �� !��

MCA ;�� \�� )��

MDRA ;�� > � �� = � ��)��

MHRD ;��!�<��= �� > � ��

MIT ;�� "�� !��

M.Phil ;�� !�#��

NAAC National Assessment and Accreditation Council

NCHER National Commission for Higher Education and Research

NCR National Capital Region

NCTE National Council for Teacher Education

NET National Educational Tribunal

NIIT National Institute for Information Technology

NLS `��'��

NPTEL `��#�� $�� ' ��

OU Open University

PhD Doctor of Philosophy

PPP Public Private Partnership

PPP USD #��#�� #��(��

QS ��

RTD Research and Technology Development

R&D Research and Development

SCDL ��\ �� !��>�� ' ��

SEdZ �� $��¥��

SET �� $��

SKZ �� ¥��

SMS ��; ��

SMU-DE ��;��(�� Q>�� $��

SPU �� #�� (��

TCIL � ��\��"��'��

UGC University Grants Commission

UNESCO (�� `��$�� \��Organization

VSAT ¤ ��)� ��

WHO World Health Organisation

WWF World Wide Fund


About EDGE

EDGE Forum was conceptualised in the year 2007, by a group of leading educational institutions from public and private sector �� !�>��; �� #��Commission. The Forum is committed to excellence in education and addresses several dimensions of education like governance, human resource management, cutting-edge technologies, holistic approach to education infrastructure and above all adoption of global best practices. It serves as an analytical and authoritative source for policy recommendations on higher education.

EDGE Forum organises international Conferences and Workshops, recognises outstanding contribution of personalities, brings the Policy makers, Administrators of educational Institutions and industry together on one platform, undertakes research projects, fosters international partnerships and nurtures open debate and dialogue.

;�� "��!��"�� contributed in the formation and development of EDGE Forum, �� `")��`��"�� !�)�� "]`�(��"��]��`�� (�� ;��(�� "�� (�� "\�)"�(�� "��"�� !�� #��"��"�� !�� )��=)�(�� """�Q��"��"�� !�"�!�� Q�� "";Q��"��"�� !�;�� ;;�)��Q� ��\��

$>]$�� _�""$��"�� !�"�� $��`)��)�Q�)��!�International Educators, AIEA (Association of International $��)�� \� � ��(�)��(?X�]��(�� ?X�]��(�"$��(��Q�"��$��\��\�� $�Z��$��& Young) and Parthenon.

Highlights of EDGE 2011

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�� "�� !��<�� (��;�� !��<=>��\��"�!�� >��!�� (�� Q� �� QGeneral for Communications and Public Information, United `��!�� ;�� !�� !��$�� )!!��>��¤��=��>�� `��"�� !�)�� `")��>��¤�`��=�� #��¤�� \�� "]`�(��>��=��#��\��;��$��>��;��\�� >��)��;>��Dubai Knowledge Village & Dubai International Academic City, Prof Bertil Andersson, Provost, Nanyang Technological (�� ;��)��]��\��'��Corporation.

�� Participation of over 350 delegates consisting of top educators and policy makers and a delegation of international universities will participate in the event.

�� EDGE Education Personality Award on Prof. C.N.R. Rao, `��= � ��#��! ��'��#��= � ��#��! ��_�<��#� �� ¢`\)�=�� \�� )��\��#�� ;��

�� EduPartnering – A platform for delegates from Indian and International institutions to explore partnerships for collaborations and tie-ups.

�� $��$�� !��!! � �� technology and services.

�� Release of 2 Exclusive Research Reports

�� EDGE – Ernst & Young Report on

�� EDGE-Parthenon Report on Financing Indian Higher Education


�� Conference Topics

�� Education Infrastructure

�� Critical aspects in nurturing International Partnerships

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�� Pushing the frontiers of New Assessments

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�� ICT the catalyst for next - generation learning environments in education

�� !�; ��$��> � ��\�� /�� Role of Creativity in Higher Education

�� Round Table - How can Education Policy Framework encourage, enrich and enhance the Indian Education � ��¦�

�� Workshops on

�� Governance Issues in Educational Institutions

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�� <��' �� >��; �� !�#�� '��_�#��!�� )�� #��`�� (�� _�>��# � ��;�� Advisor, College Board and interim President Binghamton University

�� International representation will include institutions like

Australia India Institute | Binghamton University, United �� ¨�>��"�� )�� \��>")\��¨�$�� (�� ¨�] ��"�� !�� (��¨�� (�� ¨�' ��(�� ©��<�� ] ��¨�;�� "�� !�� ;"��¨�;�� (�� (�� ¨�`�� (�� ¨�`��(�� !�� ¨�`��\��)�� (�� (�)�¨�� #�� ¨�� ]�� !�¤��)��¨�`)��)��(�)�¨�� \�� !�<�� $��(�)�¨�� ] �� Washington University | The University of North Carolina ��)�� ¨�(�� "��$��¨�(�� !!��Q�(`Z��(�� ¨�(�� !�� )��¨�(�� !��(�� ¨�(�� !� ��¨�¤�� ¤)�¨� ��!�$�� (�� ¨�¥� ��University, United Arab Emirates


Ernst & Young teamAmitabh Jhingan, Bharat Gulia, )��=��¢�� ;��>��¤��Ratna Gupta, Dhruv Gupta


Notes

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This publication contains information in summary form and is therefore intended for general guidance only. It is not intended to be a substitute for � �� !��! �� ` �� $Z];�'�� !�� $��Z��can accept any responsibility for loss occasioned to any person acting or refraining from action as a result of any material in this publication. On any specific matter, reference should be made to the appropriate advisor.

Edge 2011 report.indd (India) )��¢��]��¢��

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EDGE2011 Report Indian Higher Education

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Transcript of EDGE2011 Report Indian Higher Education