Odisha HRD

Building World Class Universities: Keynote address by Prof Richard C. Levin, President, Yale University, USA at FICCI 2009 Higher Education Summit

Following is from http://www.ficci.com/events/20009/ISP/richard.pdf.

Minister SibaI, Mr. Singhani, Mr. Mittal, Dr. Mitra, distinguished guests:

It is a great pleasure to be with you this morning, and an honor to have the opportunity to address this distinguished audience, filled as it is with a diverse and accomplished group of leaders from across India. I thank you for the opportunity.

Over the next two days, you will hear about many of the most pressing issues facing higher education in India, issues that are also challenging universities in the United States and across the globe: reforming regulation and accreditation; using technology; ensuring afford ability; and promoting publicprivate cooperation. All of these issues present opportunities to improve our universities and further the good work they do in society.

It is an honor to have with us today the Union Minister for Human Resource Development, Kapil Sibal.

Only a week ago, Minister Sibal visited Yale, and I was pleased to learn about his ambitious vision for higher education in India. He has shown intrepid leadership in fashioning the Ministry’s plans for new world-class universities, and for making the challenge of improving India’s higher education system a national priority.

There is no doubt that India possesses a number of educational institutions that have made their mark, and will continue to make their mark, on the world stage. The Indian Institutes of Technology, the Indian Institute of Science, and the Indian Institutes of Management are among these. But the rise of this country to become one of world’s economic powerhouses begs for expansion in India’s higher education system. The need is a striking one. India is already the world’s largest democracy. In two decades, it will be the most populated country in the planet, and by 2050, it is likely to become the second largest economy in the world.

We hear much about today’s "knowledge economy,” and for good reason: it is the innovation born at the world’s great universities – and the leaders who are trained there – that will drive the economic growth and continued prosperity of India and the world’s other leading economies in the coming decades.

With this in mind, Minister Sibal and the Indian government have rightly set the dual goals of increasing access to higher education and creating a group of new, worldclass universities. Today, only 12 percent of college-age Indian students pursue higher education. By contrast, in the United States, 63 percent of students go to college; among the 30 member countries of the Organisation for Economic Co-operation and Development, the average is 56 percent. Minister Sibal has articulated an ambitious target of 30 percent of Indian students pursuing higher education by 2020.

Increasing access will require the expansion of enrollment at existing institutions and the creation of many new ones at all levels. The new world-class universities will only contribute a small fraction of the required increase in enrollments throughout India, but they will play an especially prominent role in India’s future development.

First, however, these universities must be built, and that is what I will speak about today: the challenge of building world-class universities.

A great research university is not built from the bricks and mortar of its campus, but of the students and scholars who inhabit it, and the discourse and ideas they share. A university exists not for the purpose of handing out diplomas to those who go through its doors, but to advance knowledge and to educate young people to become critical thinkers and society’s leaders. Building a world-class university is far more than a construction project – it is building a community of knowledge, far more than it is building a campus. A world-class university avails its students not just of courses of study, but of an environment that facilitates learning and growth in all areas of human endeavor. The university is composed of many things: a distinguished and engaged faculty; broad library and museum collections; state-of-the-art laboratories and computing resources; and a wide range of extracurricular, cultural and athletic activities, to name just a few essential components.

At the most fundamental level, a world-class university contributes to the world in three ways: through research, through education, and through institutional citizenship.

First, by facilitating advancements in science, technology, and medicine, research universities help spur economic prosperity and the advancement in the health and quality of life in communities across the world.

Second, by educating students, great universities prepare the next generation of leaders, leaders who will be able to tackle new problems and new situations with maturity and flexibility and who see the world with curiosity and an open mind.

Third, by acting as models of institutional citizenship, world-class universities contribute to the betterment of society and instill in their students social responsibility and an appreciation of service to their communities.

Let me discuss each role of the university in turn.

Inspiring innovation

First and foremost, a world-class university must have a world-class faculty. This serves as the backbone of any institution. For a broad, comprehensive university to be considered world-class it must have a faculty that, through its research, is making significant contributions to the advancement of knowledge.

In our "knowledge economy," nations prosper by virtue of their capacity to innovate – to develop and introduce new products, processes, services, and even, new ways of thinking. The extent to which such innovation happens is a function of the continuing advance of science.

As the principal source of basic research, comprehensive universities playa fundamental and irreplaceable role in encouraging economic development and national competitiveness. This basic research is motivated by the quest for intellectual discovery, not some practical objective-but in the long run, it is the wellspring for all commercially oriented research and development. That fact, that fundamental research occurs within the university – rather than in government laboratories, non-teaching research institutes, or private industry – is an essential element of allowing a university to realize its full potential. When researchers are isolated in research institutes, students – especially undergraduates are deprived of exposure to first-rate scientists, their methods, and their research. Absent the best scientists, the quality of teaching will suffer, and the curriculum is less likely to include the most novel thinking and innovative approaches.

World-class research requires substantial resources, and it is important to allocate these resources to produce maximum social benefit. This is one area where America has far outstripped the rest of the world, by allocating its public funding for research not by seniority and not by political give-and-take, but through the strict meritocracy of peer review. India would be well advised to adopt this model.

The research undertaken in universities must not stay in the academic buildings and laboratories where it is born. To drive national innovation, it must move from theory to practice, and the university plays a key role in this process as well. Engagement with industry is a central function of the modem research university, as commercializing faculty inventions benefits both the university and the broader
society.

Training future leaders

Second, just as faculty members contribute, through their scholarship and research, to the intellectual vigor of their nation and the world, they also serve to shape the future leaders of their nation and, again, the world.

The phrase "the knowledge economy" that is so often spoken about would seem to suggest that universities impart to young people what is most obvious – that is, knowledge. But the best universities do not practice the mere transfer of knowledge from teacher to student. They focus not on the mastery of content, but on the development of their students’ capacity for independent, critical thinking.

Universities exist to teach young people how to think, not what to think. The best American universities seek to educate undergraduates not to be experts in a particular field, but to be creative, flexible, and adaptive; to approach problems critically and to collaborate with others to solve them; and to be able to understand different cultures and adapt to new environments. Universities like Yale train undergraduates not for a profession, but for life.

The method of education employed by America’s most selective universities what we know as the "liberal education" of undergraduates – is particularly well suited to preparing students to enter the rapidly-changing modem world. Courses are not principally about a student mastering a body of knowledge, but about that student’s mind being stretched. This must be a guiding light in the creation of a course of study: as many classes as possible should be small, small enough to take shape as active discussions, not as lectures passively attended. Students must be challenged not to memorize, but to analyze. Professors must serve as mentors, as sources of inspiration, not merely as lecturers and graders.

Students, too, should not find their development limited to the classroom. Students at Yale often say that they learn more over meals with their peers in university dining halls than they do in classrooms and lecture halls. In addition, extracurricular activities- producing a play, singing in an a cappella group, writing for a campus publication – help teach skills in teamwork, communication, and collaboration that students later put to use as their careers develop.

Bettering society

Third, a world-class university leads by example, both in its local community and in the-world. Acts of institutional citizenship have benefits on two levels: they represent a positive force for human welfare, and they also inspire students to embrace social responsibility in their own lives. To illustrate this point, I will give examples of institutional citizenship both locally and globally.

When I became Yale’s president in 1993, the city of New Haven had a distinctly negative external image. As soon as I took office, we created a comprehensive strategy to engage with our surrounding community, partnering with public officials and neighborhood groups to better the city in which we live. Our initiatives included an internship program to allow students to work in schools, community service organizations, and local government; a Homebuyer Program to subsidize home purchases by our faculty and staff in neighborhoods around the campus; a concerted effort to spin-off Yale research into commercial ventures, particularly in biotechnology and medicine, and a major investment in the redevelopment of the downtown retail district. As a result of these actions, our community has been dramatically strengthened.

On a more global scale, consider the issue of reducing carbon emissions. The problem of global warming requires a multinational solution, and no solution will succeed without the cooperation of the United States and India. But universities can and should – play an important role in the effort to curtail global warming, both in their research and in setting standards for their own carbon emissions. In 2005, Yale made a commitment to reduce carbon emissions to 10 percent below our 1990 level by the year 2020, which equates to a 43 percent reduction in our 2005 carbon footprint. If the nations of the world were to negotiate such a reduction in carbon emissions later this year at their meeting in Copenhagen, the planet would be much better off.

Of course, we acknowledge that even the most ambitious sustainability efforts at the world’s universities will not have a measurable impact on global carbon emissions. But in keeping with our mission as a teaching institution, we seek to inspire our students and lead by example. And I believe that the collective leadership of the world’s universities on this important issue may very well serve, over time, to make meaningful global cooperation more likely.

Conclusion

There is no doubt that expanding access to higher education in India is an imperative, and Minister Sibal and others should be commended for understanding its importance. Expanding access to higher education will raise the general standard of living and create avenues of upward mobility for the most disadvantaged. With adequate investment of resources, expanding access is an achievable objective; it has been done before, in Europe and Japan following the second World War, and in China within the last eleven years.

But building world-class universities is a Herculean task. It has never been done before in one concerted effort, by one country. And it requires more than money. But if India succeeds, the impact on Indian society and its aspirations to world leadership will be limitless. It is through world-class universities that the seeds of innovation are planted arid the next generation of leaders acquires the capacity to lead. As this dream is pursued, it will be important to ensure that even these elite universities are accessible and affordable, and not merely available to those whose families can pay for it.

The challenge is immense, but the potential gains are commensurate with the challenge. Through their research, teaching, and institutional citizenship, a new set of great universities will strengthen this society, and the people of India – and of the rest of the world – will reap the benefits.

November 9th, 2009

Kapil Sibal’s trip to US to invite foreign universities to India and Orissa’s dwindling window of opportunity

Update:

• Telegraph: 3 top US universities have shown interest in mentoring the 14 "world-class" universities that India aims to establish.
• Yale Daily News: Yale University is exploring the possibilities in this regard.

HRD Minister Mr. Kapil Sibal spent last several days in the US trying to convince top US universities to collaborate and open branches in India. His talk at MIT is here http://techtv.mit.edu/tags/5218-sibal/videos/4310-mit-india-forum-2009. (Thanks to a commentator at Abi’s blog for the pointer.)

I wish some people of Orissa had not created road block for Vedanta University. If it had made progress as scheduled then it would have put the Bhubaneswar-Puri area in the map of top knowledge centers of India and there would have been a higher chance of some good foreign (especially US) universities thinking about having some operations in Orissa. As it stands now Orissa may lose the window of opportunity it has. Unless Orissa quickly positions itself among the top knowledge centers of India, the top foreign universities will give it a skip and it may again take a long long time for Orissa to catch up.

1 comment November 5th, 2009

Knowledge Commission has recommended 50 national universities; Orissa must plan ahead and be prepared for it

Update: The following was written before I saw this article in Pioneer.

Tathya.in has a report on Dr. Digamabara Patra’s request for a national or central university in Bhawanipatna, Kalahandi. A lot of the arguments made there make sense. Many of the recent central universities have been established in rural and semi-urban areas and indeed there is no reason why one should not be established in Bhawanipatna; especially since its citizens have been asking for one for more than 2 decades.

However, as mentioned in the article https://www.orissalinks.com/archives/3229 adequate infrastructure seems to have been an important factor in determining the locations of the new IITs, IIMs and National universities. 

For Orissa to have them in locations ouside of Bhubaneswar, there are two ways to go about it.

1. Argue that adequate infrastructure should not be a requirement or they will automatically come once the institutions are established.
2. Develop areas outside Bhubaneswar to have adequate infrastructure.

To me pursuing (2) has a higher chance of success than pursuing (1) and even if (1) is successful the institutes/universities in locations without appropriate infrastructure will struggle until the infrastructure eventually catches up which may take a long time if just left to fate. (Such a struggle may result in Orissa not being given in appropriate numbers additional central/national institutes.) 

[In India people sometime point out that IIT Kharagpur was established in a rural location. First, Kharagpur is only 116 kms from Howrah. Second it has been a major railway junction for a long time. Third it was the first IIT and for a long time only one of 5 IITs. Similarly Roorkee was the oldest engineering college and is close to Haridwar and Dehradun. There are a few top universities and institutions in the US that are in rural areas, but these are exceptions, and the infrastructure in rural areas of US are quite good compared to rural areas of India. For example, Univ of Illinois at Urbana Champaign and Penn State University in State College, PA are often mentioned in that context. But both do have small airports with commercial flights.]

Before we suggest what needs to be done regarding developing areas outside Bhubaneswar to have adequate infrastructure, let us address what may be coming in the future and why Orissa needs to do this urgently so as to not risk missing future allocations of national institutions.

The National Knowledge Commission (NKC) in its December 2006 note on higher education has explicitly suggested 50 national universities in India. It says:

We recommend the creation of up to 50 National Universities that can provide education of the highest standard. As exemplars for the rest of the nation, these universities shall train students in a variety of disciplines, including  humanities, social sciences, basic sciences, commerce and professional subjects, at both the undergraduate and post-graduate levels. The number 50 is a long term objective. In the short run, it is important to begin with at least 10 such universities in the next 3 years. It is worth noting that the National Universities need not all be new universities. Some of the existing universities could also be converted into National Universities, on the basis of rigorous selection criteria, to act as exemplars. We recognise that there could be a human resource constraint if faculty members are not available in adequate numbers to establish these universities.

The current government has implemented most of the recommendations of the NKC and exceeded some of them. For example, instead of the recommendation of 10 national universities in the three years following the report (2007-2010), establishment of 14 have been announced. Moreover, the higher education budget has been increasing drastically from one five year plan to the next. The 12th five year plan starts in 2012 and it is expected that it will take up on the long range objectives of the knowledge commission. In other words there could and should be more central and national universities in the 12th plan.

[My impression is that how soon additional national universities are established will depend on the success of the first 14. It seems to me that the locations of the first 14 have been greatly influenced by the consideration of, where in each of the states selecetd,  does it have the best chance to succeed.]

Unless Orissa is prepared for it, Orissa may lose out pieces of those plans on lack of infrastructure grounds. Other states with multiple locations with adequate infrastructure will get preference and Orissa may lose out.

However, 2012 is still 3 years away and if adequate steps are taken very soon, Orissa should be able to get its fair share. 

The pity is there are areas in Orissa which are on the verge of having the necessary infrastructure, mostly through private investment, but because of non-constructive opposition, blind suspicion towards industrialization and the relcucatnce of many to speak out in favour of development and industrialization, the development and associated infrastructure building has been greatly hampered. The governments (state and center) are also at fault for their sluggishness on some aspects.

Following are some suggestions:

1. The state government should push for the completion of the airport in Jharsuguda within a year.
2. It should make an all-out effort to have commercial flights operating out of the existing airport in Rourkela. In general, the people of the area need to recognize the existing infrastructure and potential of Rourkela and take advantage of it. Currently, as a friend of mine would say, Rourkela is an orphan. This is a pity. It is a big asset to Orissa, especially to the western parts of Orissa; but is severely underutilized and undermined.
3. Coming back to Jharsuguda, the people there should follow a smarter approach in not opposing and rather facilitating industries coming up there, and at the same time being vigilant about environmental and land acquisition related R & R issues. If these industries and investment are allowed to materialize there soon, then Sambalpur-Jharsuguda area would become a large metro with adequate infrastructure to have and support any and all kinds of institutes and universities. But will the people do that? Or will they continue to be controlled by or scared of the anti-industry activists.
4. Similarly, both Bhawanipatna (Lanjigarh to be precise) and Rayagada areas have industrial investors who have been senselessly opposed. If the people would take a smarter approach that mixes development with being vigilant about environmental and land acquisition related R & R then both these areas would be able to get infrastructure where a central university (and possibly more) would flourish. But will the people do that? Or will they continue to be controlled by or scared of anti-industry activists. In Lanjigarh, Kalahandi, the local MP has recently taken a more sensible approach. I hope there is a quick resolution as this area desperately needs development and the resulting infrastructure.
5. The state government should push for the rail infrastructure, particularly, the Khurda-Balangir line, the Talcher-Bimlagarh line and connectivity to Kalahandi, to be completed at the earliest.

The above is extremely important for the development of the western parts of Orissa where there is often a feeling of neglect. If the people there do not follow a smarter approach and only follow the strange approach that many (not all) seem to be following (such as opposing industrialization and thus infrastructure building but wanting things that need infrastructure) the places that follow a smarter approach (inside and outside Orissa) would be gainers. The same is happening in some other places in Orissa too  – Paradeep and Kalinganagar come to mind, but these places are in closer proximity to Bhubaneswar and because of that they may be less harmed.

October 4th, 2009

Some National Institutions/Universities and their locations; planning for the future in Orissa

Update on 27th April 2011: The Central University location has been changed to Bander Sindri near Ajmer and only 80 kms from Jaipur. The Innovation University (previsouly referred to as National University) aiming for world class is now pushed for Jaipur. [Times of India].

Tathya.in has a report that mentions some official saying that because of the lack of an airport in Rourkela central government will not agree to have ESIC medical college in Rourkela. I think this is a completely frivolous argument; I don’t see much connection between an ESIC medical college and an airport. (Often airport is a codeword for adequate infrastructure. If that is the case Rourkela indeed has the infrastructure for an ESIC medical college.)

However, in regards to certain centrally funded institutions, such a requirement is in the background and mentioned by journalists, even if they may not be spelled out explicitly. So while pushing for an ESIC medical college in Rourkela, we should set our target to push for more functioning airports as a next action item. Following is a more detailed analysis.

Given below are the locations of some national institutions and some related attributes. It is easy to see that for the locations of IITs, IIMs and National Universities being near (say within 120 kms or 2 hrs) an operational airport has been an important factor. For national universities, in addition being in a large (1 million plus metropolitan area) area with other research institutes has also been spelled out as an important criteria and it is reflected in the locations that are picked.  

On the other hand, the newly established central universities are in towns of all sizes and the locations of the NITs are mixed. The next level centrally funded but locally focused technological institutes, SLIET, Longowal, ABAGKC IET, Malda and Central Institute of Technology, Kokrajhar are on purpose established in rural areas and smaller towns. Unlike the NITs these institutions take only local students and also have programs focused on local needs. Nevertheless, their quality need not be bad. For example, SLIET is considered quite good.

Looking to the future following are some points relevant to Orissa.

• For Orissa to have future central institutions like IIM, SPA, etc. to be in a location outside of Bhubaneswar, Orissa must push for the quick establishment of airports and other infrastructure in other parts of the state. For example, the airports in Jharsuguda and Rourkela are the closest to be operational and they should  have scheduled flights at the earliest. Otherwise new centrally funded institutions may again be established near Bhubaneswar and crying hoarse after the fact may not be productive.
• Similarly the knowledge commission has proposed the establishment of 50 national universities in the long run. Considering that the education budget significantly increases from one 5 yr plan to the next, I would not be surprised if there is another set of them made during the 12th plan. Orissa must be prepared for that and by that time (there is a short window) have other areas in Orissa with adequate infrastructure that are being deemed necessary for a national university.
• Orissa must take advantage of the industrial and investment interests in Orissa, mostly due to its minerals, and develop metropolitan areas with larger population base. Currently the local people are creating roadblocks rather than helping in such development.
• In 2010 we should do our best to convince the planning commission, the PM and MHRD that the 12th plan (starting 2012) should include more centrally funded institutions of the kind that can be located in rural or semi-urban areas. In particular,
  • A centrally funded but locally focused technological institute (like SLIET) in all states. The one in Orissa could be located in Kalahandi or Balangir, the other two KBK districts that lack centrally funded institutions.
  • Two regional universities in each major states that are funded 50-50 by the state and the center. (This would be better than one centrally funded institute.)
  • Multiple branches of Indira Gandhi National Tribal University in districts with high tribal population.
     

The NITs.

The IITs. 

National Universities

New Central Universities

IIMs

October 4th, 2009

Sibal’s plan for the proposed national/innovation universities seems to be like the establishment of the first 5 IITs

Some of the first five IITs in Kharagpur, Mumbai, Chennai, Kanpur and Delhi were developed through mentorship by  various foreign countries and organizations such as UNESCO. For example, IIT Bombay was helped by UNESCO and Soviet Union, IIT Madras was helped by Germany and IIT Kanpur by a consortium of 9 US universities.

The Union HRD minister Mr. Kapil Sibal seems to be looking for similar help for establishing the 14 innovation universities. Following is an excerpt from a report in Economic Times.

The ministry for human resource development is keen to tie up with the world’s leading universities to ensure that its “innovation universities” are a class apart from the pack. During his visit to the US in late October, the minister for human resource development Kapil Sibal would like to firm up MoUs with leading US universities to collaborate with the proposed innovation universities.

Among the American Universities that are being approached are Yale, Standford and MIT. The government plans to set up 14 innovation universities over the next few years.

The government proposes to set up these universities as “global centres of innovation” and would like to draw on the talent and expertise of leading universities. “We are looking for a collaboration for two or three of the innovation universities,” a senior ministry official said. India has had a history of collaborating with leading international universities to set up her own world class institutions.

… Mr Sibal, who will be travelling to the US ahead of Prime Minister Manmohan Singh’s state visit in November, will leading a delegation to put in place the India-US Education Council.

2 comments September 29th, 2009

Concept notes on the proposed Innovation Universities and attracting talent to them

The documents are at:

* http://www.education.nic.in/uhe/Universitiesconceptnote.pdf
* http://www.education.nic.in/uhe/Concept-BGP.pdf

Following are some excerpts from the first document:

Continue Reading September 22nd, 2009

Government to allow private funding in some of the 14 National Universities

Following is an excerpt from a report in Business Standard.

… the government has decided to allow private funding in setting up some of the proposed 14 national universities, which would be of world class standards.

During his interaction with British Trade and Investment Minister Mervyn Davies, HRD Minister Kapil Sibal today said the government was in favour of setting up some of the 14 universities in Public-Private-Partnership (PPP) mode.

As per the government’s plan these universities would be "global centres of innovation". The HRD Ministry has already prepared a concept note on institutions proposed to be set up in the 11th Plan.

"Sibal told Davies that the government would seek PPP model for creation of some of these institutions. A few other may be set up under complete government funding," a ministry official said.

September 17th, 2009

Some plans regarding Innovation/World-class/National Universities; Brain Gain policy

Following are some excerpts from a report in Indian Express.

The HRD Ministry has unveiled a blueprint for world-class universities (WCUs) that proposes a free hand and more autonomy to varsities, exempting them from audit systems and placing them outside the UGC-style regulatory system, offering a range of scholarships and a flexible faculty recruitment process. The ministry has also announced its ‘Brain Gain’ policy to attract quality faculty from across the globe proposing to amend existing legislations to permit foreign citizens to be engaged as faculty in India.

The concept note for the universities, circulated to select academicians, proposes a strong focus on research at these varsities and government aid in the form of a corpus.

…The varsity will have just two pay bands for faculty and the varsity will be free to recruit as many faculty members as its suits them within these two pay bands.

… The ministry also announced its ‘Brain Gain’ policy on Monday which aimed at attracting best quality teachers from across the globe to work at the 14 National Universities, proposed to be set up by the Centre in the 11th Plan. To ensure that quality faculty of foreign nationality join these universities, the government may amend the Citizenship Act, 1955 which does not allow persons of Indian origin, who are citizens of another country, to be appointed to public services and posts.

The government also intends to amend the Comptroller and Auditor General’s (Duties, Powers and Conditions of Services) Act of 1971 to exempt national universities from the CAG’s scrutiny.

Following is some excerpts from a zeenews report.

These universities will be kept out of the purview of existing regulatory bodies in higher education in academic matters.

"The government shall ensure that the governance structure of the university shall be tuned to towards ensuring autonomy over all matter, specially academic matters, including but not limited to admissions, curriculum, research, assessment, award of degrees, selection of members of the professoiorate and the basic direction of the academic work in the university," the concept note said.

The autonomy will be at various levels — at the level of university via-a-vis government, at the level of faculty vis-a-vis the university and at the level of researcher via-a-vis the faculty.

These proposed universities will get Research Endowment Fund of an amount less than Rs 200 crore each annually.

Following the preparation of the concept note, the Ministry will make a draft bill on setting up the universities which will go to the cabinet for approval and then placed before Parliament.

The universities will have the freedom to get funding from non-governmental sources subject to condition that it will not be from dubious or unverified sources.

An research peer group, comprising eminent academicians, will evaluate the research proposals. The varsities will have the freedom to decide remuneration for research personnel.

As a major exemption, the transactions of these universities will be kept out of the purview of Comptroller and Auditor General (CAG).

  … Accountability will be ensured by the review of the academic research peer group for research work and teachers peer group for course work and teaching.

"To that end, scrutiny and accountability shall be defined by outcomes rather than processes," the note said.

The universities will be free to establish Chairs of Studies with funding through non-government endowments.

Similarly, the universities will have freedom to make appointments by invitation based on the recommendations of a standing search committee.

"Recognising that brilliance is not a factor of age of a person or years spent in research, the appointment by invitation shall not be subject to limitations of age or years of experience of the considered candidate," the concept note said.

August 19th, 2009

Proposed Innovation Universities may replace quotas by taking into account socio-economic factors

Following is an excerpt from a report in Expressbuzz.com.

Innovation universities, the government’s proposal to build its own Harvard and Oxford, could also bring in transition from the existing reservation system, to one that is based on socio-economic factors. In a concept note commissioned by the Ministry of Human Resources Development (MHRD) for the upcoming 14 innovation universities, a proposal to make away with outright reservations has been mooted. Instead, the note suggests making admissions based on the socioeconomic background of the candidate.

This would mean that seats will not be reserved for candidates, rather the candidate’s admission test scores would be increased based on deprivations that he or she experiences. The concept note says that the weight would depend on factors such as the educational attainment and earning capacity of the parents and nature of the school from which the student has passed Class 10 and Class 12 (urban or rural).

…The Innovation universities, previously referred to as World-class universities or National universities, was proposed in the 11th five year plan, and would focus on multi-disciplinary research and innovation.

… Interestingly, the note recommends allowing foreign candidates to apply to the Innovation Universities along with Indians.

The note recommends holding the admission tests not only in all the state capitals and metropolitan cities, but also in selected cities across the world. 

… For admissions to undergraduate courses, the note proposes to use a two-stage testing process: a standardized aptitute test followed by an essay type test. For PG courses, graduate scores and aptitude test scores would be used for determining admissions, while admission to doctorate programmes would be done based on results obtained at the PG level supplemented by references from eminent academicians.

1 comment August 9th, 2009

National Universities will be exemplars for other universities including central universities

Following is from a recent PIB report about a Rajya Sabha reply.

RAJYA  SABHA

             The Government is considering a proposal to set up 14 Universities aiming at world class standards at the following locations:-

Sl. No.	Location
1.	Amritsar (Punjab)
2.	Greater Noida (Uttar Pradesh)
3.	Jaipur (Rajasthan)
4.	Gandhinagar (Gujarat)
5.	Patna (Bihar)
6.	Guwahati (Assam)
7.	Kolkata (West Bengal)
8.	Bhopal (Madhya Pradesh)
9.	Kochi (Kerala)
10.	Coimbatore (Tamil Nadu)
11.	Mysore (Karnataka)
12.	Pune (Maharashtra)
13.	Vishakhapatnam (Andhra Pradesh)
14.	Bhubhaneshwar (Orissa)

Universities aiming at world class standards would act as exemplars for other universities including Central Universities, in benchmarking standards of teaching and research to those prevailing in the best universities in the world.

This information was given by the Minister of State for Human Resource Development Smt. D. Purandeswari, in a written reply to a question, in the Rajya Sabha today.

There are some reports about a "brain gain" policy that is being considered for the National Universities. Following is an excerpt from a report in webindia123.

The brain drain from the country will be checked by a ‘Brain Gain’ policy, the Government told the Rajya Sabha today.

The steps mooted under the policy would attract talent from all over the world into the country’s 14 national universities aiming for world class standards as well as for Indian Institutes of Technology, Indian Institutes of Management and National Institutes of Technology, Minister of State for Human Resource Development D Purundeswari told the House in a written reply.

Following are excerpts from a report in Times of India by Akshaya Mukul.

In a move that could result in the exodus of Indian scholars and teachers from foreign universities back to the country, HRD ministry’s new Brain Gain policy promises unheard of academic freedom, negotiable salaries, massive research funds, right environment, freedom from regulation and bureaucratic control and a good quality of life.

… The ministry’s Brain Gain policy — aimed at attracting Indian talent for 14 proposed national universities to be developed as ‘global centres of innovation’ — is likely to be made public in the coming days.

Recognizing that funding is essential to support research environment, Brain Gain policy promises a Research Endowment Fund of at least Rs 200 crore per national university per year. The university will also have the freedom to source funding from non-government sources subject to their not being dubious organizations.

Grants will be provided to individual researchers on the basis of their proposal, which will be evaluated by ‘academic research peer group’ consisting of eminent academics. Researchers will be free to procure aids and equipment, appoint research associates and assistants and decide on their salary. The amount spent by the university or its academics on research or teaching will not be audited by the Comptroller and Auditor General of India. In this regard, the ministry has proposed amendment to CAG Act, 1971.

Accountability will be ensured by reviews by the academic research peer group for research work and teaching peer group for course work and teaching. National universities will have the freedom to establish chairs of studies with funding through non-government endowments to be occupied by eminent professors. Chair professors will receive pay, if any, both from the endowment as well as university.

On the academic front, national universities will be kept out of the purview of regulatory oversight as well as regulations on maintenance of standards or minimum qualification requirements for appointment to academic posts. As for academic freedom, researchers will be free to publish results. They will also have freedom to patent the results of research jointly with university without getting government approval, except in cases of research in strategic areas.

July 28th, 2009

Opposition to certain conditions in the Vedanta University act; response embedded in Ila Patnaik’s article

Some news reports mention about opposition to certain conditions in the Vedanta University act. In this regard a recent article by Ila Patnaik in Indian Express is illuminating. Following are some excerpts.

The existing framework for running universities in India has been tried for many decades, and has been shown to have failed. In striking contrast, China has been able to get far ahead of India in building universities. If progress has to be made in India, every assumption of the HRD ministry now needs to be questioned. In addition to removing entry barriers against new private or foreign universities, the four new ideas that need to be brought in are: autonomy of universities (including on budget); reduced core funding combined with more competitive research grants; a flexible salary structure; end of government interference in recruitment of staff and students.

The best universities in India, those that we are particularly proud of, are not well rated by international standards. The Times of London’s Higher Education Supplement ranks universities around the world. In 2008, their data showed IIT Delhi at rank 154 and IIT Bombay at rank 174 globally. No other university in India made this top 200 list. By way of comparison, China has universities at ranks 50, 56, 113, 141, 143 and 144. In other words, China has six universities which are superior to IIT Delhi and IIT Bombay.

Last week, the NBER Digest carried an article by Linda Gorman summarising a research paper by Philippe Aghion, Mathias Dewatripont, Caroline M. Hoxby, Andreu Mas-Colell and Andre Sapir which investigates the sources of success in building universities. The paper is immensely useful in thinking about how to build universities in India; it should be on the top of Kapil Sibal’s reading list.

The paper finds that the first element that pulls down the rank of a university is the process of budgetary approval from the government. The average European university that sets its own budget has a rank of 200 while the average European university that needs approval from the government has a rank of 316. In other words, giving a university autonomy to set its own budget on average yields an improvement of 116 ranks. The message for India: in order to obtain high-quality universities, we need to give universities autonomy.

The second important feature is the role of government in funding universities. They find that each percentage point of the university’s budget that comes from core government funds reduces the rank of the university by 3.2 points. The message for India: in order to obtain high-quality universities, we need to give them less money through core funding from the government.

The third issue is inequality in wages. European universities which pay the same wages to all faculty of the same seniority and rank have an average rank of 322. Universities which vary wages for each faculty member and pay different salaries to two people of the same seniority and rank, have an average rank of 213. In other words, flexible HR policies yield an improvement of 109 ranks. The message for India: freeing up HR policies is essential to building high-quality universities.

The fourth issue is the recruitment process for students. Universities which are free to recruit undergraduate students as they like have a rank 156 points higher than those where the government determines the composition of students. The message for India: universities should have full freedom to recruit students as they like, without interference from the government.

The fifth issue is competition. Each percentage point of a university’s budget that comes from a competitive research grants process yields an improvement in its ranking by 6.5. …

Variation across state governments in the United States shows that the best universities come up in states which allow more autonomy, such as independent purchasing systems, no state approval of the university budget, and complete control of personnel hiring and pay.

There is only one university in India which has autonomy on budget setting, recruits its own students, has flexible HR policies, etc., and this is the Indian School of Business. It is perhaps logical that, in 2008, ISB was ranked the 20th best MBA programme by The Financial Times, and in 2009 this rank was improved to 15. None of the IIMs feature anywhere. This is a striking contrast between enormous state expenditures on the IIMs failing to yield measurable results when compared with an alternative which has landed India in the top rankings of the world.

1 comment July 21st, 2009

Foundation Stone laid for IIT Bhubaneswar

Following is from the PIB report http://pib.nic.in/release/release.asp?relid=47448.

Foundation Stone of the Indian Institute of Technology ( IIT ), Bhubaneswar, was laid in Orissa today. Shri Arjun Singh, Union Minister of Human Resource Development, was to lay the Foundation Stone, but due to unavoidable reasons he couldn’t go to Orissa and the ceremony was held in his absentia at KANSAPADA ( Khudupur-Taraboi Road ) near Jatni Block Office, Khordha.

This new IIT at Bhubaneswar is part of the 8 new IITs that have been established in the country by the Union Ministry of Human Resource Ministry. Orissa is also to get a new Central University under The Central Universities Ordinance, 2009 which was promulgated by the President of India on 15.01.2009.

Following is the full text of the speech of Shri Arjun Singh, delivered on his behalf :

“ IITs are our national pride and owe their existence to the scientific temper and disposition of our First Prime Minister Pt. Jawahar Lal Nehru. Making India, the knowledge hub of the world was a cherished dream of our first Prime Minister Pt. Jawahar Lal Nehru. Way back in 1951, the Government of India, under the leadership of Panditji, planned to have four such institutes of excellence in the field of Engineering and Technology. The first amongst four such institutes (one for each zone) came up at Kharagpur in eastern region.

During the Eleventh Plan Period, the Government of India has decided to have eight new IITs, including IIT Bhubaneswar. IIT Bhubaneswar was one of the new IITs to become operational with 120 students in July, 2008. It is also heartening to note that the mother of the IIT system, IIT Kharagpur, is mentoring this new IIT. I would like to compliment Prof. Damodar Acharyaji, Director, IIT, Kharagpur who has made all possible efforts to mentor this IIT. The necessary facilities are being created in IIT Kharagpur Extension Campus at Bhubaneswar so that the students of IIT Bhubaneswar could have their education from Bhubaneswar itself from the forthcoming academic session starting from July 2009. IIT Bhubaneswar will offer science based engineering graduate, postgraduate and doctoral programmes of international standard in various disciplines.

The State of Orissa is a resource-rich state and we expect that IIT, Bhubaneswar will act as a catalyst for the rapid industrialization of the State. Indian Institutes of Technology are known the world over for imparting quality and relevant education to students. I am confident that this new IIT also carry forward the great tradition of IITs.

I am happy to note that the Government of Orissa has allotted 935 acres of land for this IIT. The State Government has also agreed to provide adequate facilities of water, electricity and road connectivity. I appreciate the support of the Government of Orissa to have this IIT in Bhubaneswar and would like to specially thank Shri Naveen Patnaikji for his support for the venture.

I take this opportunity to mention that we had made an assessment of various States about availability of degree and diploma level courses per lakh population in the field of technical education. We find that the availability of degree and diploma level courses per lakh population in Orissa is much below the national average. This obviously means that the regional imbalance in respect of technical education needs to be corrected. It is in this context that the setting up of an IIT in Bhubaneswar is a right and timely step. I am sure the Government of Orissa will derive maximum benefits from the Central Government schemes for educational advancement of this State.

The Government of India in its Eleventh Plan has given a major thrust to education. The Central Government has taken several initiatives in respect of new institution building. These include setting up of 30 new Central Universities, Indira Gandhi National Tribal University, eight new IITs, seven new Indian Institutes of Management (IIMs), five new Indian Institutes of Science Education and Research (IISERs), two new Schools of Planning & Architecture (SPAs), 10 new National Institutes of Technology (NITs) and 20 new IIITs. For this unprecedented expansion, the credit goes to the Hon’ble Prime Minister, who has been kind enough to accord very high priority to the education sector and provided a nine fold increase in the budgetary outlays for the higher education during the XIth Plan as compared to Xth Plan.

Capacity building in the diverse fields of basic science, engineering and technology, architecture, management will empower besides providing opportunities to the youth. It has been decided to launch a massive National Initiative for Skill Development under which it is proposed to give assistance for the establishment of 1000 new polytechnics. It is also proposed to upgrade infrastructure facilities of existing diploma level Government and Government aided polytechnics. In order to attract women in polytechnic education, we are proposing to provide financial assistance for the construction of women’s hostels in 500 polytechnics.

The Government is also going to incentivise the States for starting new Universities, besides giving a one time grant to the States on a matching basis to develop the infrastructure of State technical institutions. With these initiatives, we hope to increase access (by 5% GER during XI Plan) with equity and excellence.

8. I am happy to say that the State of Orissa is also getting its due share. We have decided in this Plan Period to have in Orissa State, one Central University, one National University aiming for world class standards, one IIIT, and several Polytechnics in those districts which currently do not have a Polytechnic. The Government and Private Engineering Colleges will also be getting opportunity to upgrade their facilities through TEQIP. This will provide our youth in the State with vocational and professional educational opportunities to realize their full potential.”

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KKP/ska

February 12th, 2009

NKC would like the National Universities to have extra land for future income generation

(Thanks to Abi for the pointer.)

Following is excerpted from a report in India Today.

… The academic-turned prime minister chose to call them ‘World Class Universities’, sexing up the comeget-me factor. “These universities should focus on international standards of excellence and be rated among the top institutions in the world. They must become the launching pads for our entry into the knowledge economy,” Manmohan said at a function held to celebrate 150 years of the University of Mumbai in June 2007.

… The chances of missing the February deadline to pass the bill in the short session of Parliament are high and the Government is looking at the possibility of pushing it through an ordinance.

…The UGC is of the view that the universities should be run by the government and wants to underplay the role of private players and corporates.

The ministry on its part is ready to open it up to “creditable private organisations” and offer them public land. The Knowledge Commission has a different take.

“Since public finance is an integral constituent of universities worldwide, most of the new universities shall need significant initial financial support from the Government. Each university may be endowed with a substantial allocation of public land, in excess of its spatial requirements,” says Sam Pitroda, chairman, NKC.

The excess land can be a subsequent source of income generation, he says. Exceptions need to be made in existing income tax laws to encourage large endowments.

… The NKC in its letter to the UGC chairman has also suggested that the syllabi should be revised every year to keep up with the changes and current developments in various disciplines. “Departments that do not update their syllabi for two consecutive years shall be asked to provide justifications,” says the letter. Another contentious issue is that of fixing fees and granting autonomy to the proposed universities.

The commission had envisaged that these universities shall have the autonomy to set student fee levels and tap other sources for generating funds such as industry collaborations and overseas operations. The autonomy of fees and greater autonomy for each university is a strict no-no for both the ministry as well as the UGC. Prompted by incisive memos from the Prime Minister’s Office, which is attuned with the views of the NKC, the ministry is planning to prepare a bill with critical minimum provisions, thereby enabling autonomy and innovation without going through a parliamentary process at a later stage. Otherwise, it will have to resort to the ordinance route, bypassing Parliament.

… As a first step, the ministry has decided to do away with the tag of World Class University, an idea which has won it the NKC’s applause . The Act will now be termed the National Universities System Act instead of the World Class University System Act.

Hope the people who wonder about Vedanta University’s land requirement will get a better understanding of it from the NKC’s suggestion regarding providing excess land to the proposed National Universities.

2 comments January 26th, 2009

Concept paper being finalized for the proposed 14 national universities

Following is from http://pib.nic.in/release/release.asp?relid=45702.

The Government proposes to establish 14 National Universities aiming towards world-class standards the 11^th Plan period.  A State- wise list of cities identified or locating these universities is annexed.  A preliminary draft of the Concept Paper on setting up of these universities was prepared by an Expert Committee constituted by the University Grants Commission.  The Expert Committee has held extensive consultations with eminent educationists, academics and policy makers.  The relevant recommendations of the National Knowledge Commission have also been taken into consideration by the Expert Committee while revising the draft Concept Paper. The Concept Paper is, however, yet to be finalized by the Committee.

This information was given by Shri Arjun Singh, the Minister of Human Resource Development in a written reply to a question in the Lok Sabha today.

1 comment December 16th, 2008

Disagreement on the WCCU and National university plans

Update: See also this article in Times of India.

Following are excerpts from a report in Telegraph.

The Prime Minister’s plans of setting up a new class of universities to specifically compete with global institutions are being held up by differences between key government arms.

The HRD ministry has proposed a category of “Navratna” institutes comprising 14 new universities and existing top state varsities, government officials have said.

These institutes would be on a par with “world-class” universities but would be known by the new name because some people are against the earlier nomenclature.

The universities of Calcutta, Mumbai and Chennai are being considered for Navratna status.

However, the University Grants Commission has opposed starting institutes with the specific mandate of competing with the world’s best, sources said.

… The UPA government had promised 14 new world-class universities, including one in Calcutta, under the eleventh five-year plan. But the differences have led to an impasse and the plans, though not yet shelved, are headed for the backburner, the sources said.

… At meetings with universities in July, September and last week, HRD ministry officials were questioned on how a new university stood a better chance of becoming “world-class” compared with established institutions.

So, the ministry — through higher education secretary R.P. Agrawal — suggested that instead of having just 14 new world-class universities, a new category could be created.

This could be called the Navratna category and it could include top state universities apart from the 14 new ones aspiring to world-class standards.

But UGC chairman Sukhdeo Thorat apparently said that creating another category would introduce a new Brahmin into an already layered “caste system” in higher education.

Under the “caste system”, central universities receive maximum attention from policy makers, followed by state universities. Deemed-to-be universities are a rung lower.

… Officials have also questioned the basis on which state universities would be given Navratna status.

“For instance, if Calcutta University is given the status, how can we refuse Jadavpur University?” an official asked.

The concept of “world class universities” is a part of Prime Minister Manmohan Singh’s plans to make India a “knowledge economy” — a global hub of myriad branches of education and learning.

The initial plan sees them as unified centres of excellence in engineering, the sciences, humanities, management and medicine — on a par with the IITs, IIMs and the AIIMS.

November 19th, 2008

Bhubaneswar-Cuttack-Puri to have 25 universities

The Bhubaneswar-Cuttack-Puri area will have 25 universities. Following is a slide on it from my presentation at the Invest India Symposium.

The color coding in the above slides is as follows:

• Red – Central govt funded universities/institutes
• Navy Blue: State govt. funded universities
• Light blue: PPP
• Green: Privately created universities and deemed universities
• Orange: Mention about colleges that are part of various universities

To compare this with the universities in the major metropolitan areas of the US and the state of California, please see: 

• Boston: 18 four year colleges and universities in the city and  24 in the surrounding areas, some listed twice as they have campuses in the city as well as in the surrounding areas.
• New York:83 colleges and universities in New York City, not counting the 22 individual colleges of CUNY.
• Los Angeles:
• Chicago: 43 colleges and universities
• California
  

The reason we use California as a reference point is that the population of California (34,600,463 in 2001) is close to the population of Orissa (2001: 36,804,660).

November 8th, 2008