Update: From a report in Business Standard.
“The private sector says the proposed legislation is not open enough and we want all the ideas and solutions from entrepreneurs. With this legislation, there will be only 14 nationally-funded innovation universities, but the statute will allow for any number of private institutions,” added Sibal.
The highlighted part clarifies how the universities are going to be funded. The draft bill mentioned that some innovation universities will be made by the government and some by private parties. It appeared that it talked about the announced 14 universities. That would have been unfair to the locations whose innovation universities were to be funded privately . The above makes things clear. However it is still unclear what benefit would a private party get by making an innovation university and thus being obligated to follow the statute of the innovation universities. Will the status or label of "innovation university" help them in some way. Otherwise they can become a state university with a tailor made statute.
Update: Some excerpts from a report in Times of India.
… The nature of administrative structure, too, figured prominently in the discussion. For instance, it was felt that there is no need to have both academic board and board of governors.
"Delayering of administrative structure was suggested," a source said.
… Since Innovative Universities will be set up around a theme, it was felt that they should be multi-disciplinary in nature. It was suggested that while theme could be a good idea for the university to start with, gradually it can develop a multi-disciplinary approach.
… According to the minister, themes for Innovation Universities will be decided not by the government but by the institutions themselves.
The government will set up 14 fully-funded Innovation Universities in Greater Noida, Amritsar, Visakhapatnam, Bhubaneswar, Coimbatore, Mysore, Gandhinagar, Jaipur, Kolkata, Bhopal and Kochi.
But the number of universities to be set up by private sector has not yet been decided.
(The reporter only listed 11 out of the 14 locations. The three that were missed are: Guwahati, Patna and Pune.)
Following is an excerpt from a report in ibnlive.com.
… "We will redraft the proposed legislation. The legislation does not spell out the outcomes. The legislation must set up objective and have criteria for outcome," HRD Minister Kapil Sibal said today. … Talking to reporters after holding deliberation with different stakeholders, industry body and academicians, Sibal said there was a broad consensus that the legislation should be taken forward. "However, there was also emphasis on the need to make the existing institutions attain world class standards in teaching, research and innovation". He said necessary changes to be made in the Universities for Innovation Bill is to ensure that initiatives and energy of the promoters are not stifled in an excessive regulatory mechanism. Sources said some promoters had certain objections to the appointment of vice chancellors to such universities through the collegium process. Sibal also said relaxation of the regulation mechanism was also felt as some had objections to the 20 per cent cap on appointment of graduating students with excellent academic record as assistant professors. The legislation allows appointment by invitation of any graduating students with high academic distinction as assistant professors in such university provided the total number of post filled by such policy does not exceed 20 per cent of the total sanctioned posts of assistant professors. The Bill is expected to be tabled in the Winter session of Parliament this year. With uniqueness being the hallmark of such centres, Sibal said the universities could be theme-based. "These institutes should identify areas having a direct bearing on community and environment while research and innovation could revolve around them," he said. …
August 29th, 2010
The revised concept note is at the same location where the earlier concept note was: http://www.education.nic.in/uhe/Universitiesconceptnote.pdf. (We also have a local copy of it at http://www.public.asu.edu/~cbaral/concept2.pdf.) The earlier note was 21 pages and the new note is 24 pages. (We have kept a copy of the earlier note at http://www.public.asu.edu/~cbaral/concept1.pdf.) We gave excerpts from the earlier note at http://www.orissalinks.com/archives/3136. Following are some excerpts from the revised concept note that was absent in the earlier note.
Each University would focus on one area or problem of significance to India and build an ecosystem of research and teaching around different related disciplines and fields of study, which are relevant thereto, and search for solutions that are globally valid and in the process develop education at undergraduate and higher levels. For illustration such areas/problems of relevance could be the challenges of urbanization, environmental sustainability in relation to growth and progress of life on earth, public health.
…
MODE OF ESTABLISHMENT:
While Government is seen to be the prime mover in respect of these Universities, in terms of finances, innovation universities would also be set up in the Public-Private Partnership (PPP) mode using the MoU (Memorandum of Understanding) route with promoters having significant interest in higher education and a demonstrated capacity to deliver, either on their own or in collaboration with those who have such capacity, higher education of a high standard. Financial and academic/ research credentials of those promoting partnerships would be a determinant of their suitability. Alternatively, Universities of world-class standards elsewhere in the world may also be invited to set up its establishment and research programmes functioning under the broad parameters of the law governing such an initiative, while the teaching function of the University (except for the scholarships/fellowships sponsored by the Central Government) shall be fully funded by the promoting University. Corresponding modifications shall be made in the governing law to free such Innovation Universities from the oversight of Government which are related to funding of the operational aspect of the University namely its teaching function. However, accountability to Parliament shall extend to the research grants or Endowment funds provided to the University by Government.
Three distinct approaches are possible in establishing Innovation Universities – first, new green field Innovation Universities focused on distinct issues of national importance to India and building various disciplines and fields of research around such issues.
The second approach is that of identifying a few of the existing universities and other institutions of repute and with marginal top-up investment encouraging them to attain world class standards through innovation in chosen areas of knowledge. The advantages are obvious, the investment would be marginal, it would be an acknowledgment of our existing national assets, a recognition that several faculties within such institutions and universities are indeed world-class or near world-class, and that innovation in knowledge does take place, even if in a limited manner, in some of our institutions and universities. The attendant problems of such an approach are obviously that of managing the transition and change; of selecting through transparent and competitive modes those few institutions and universities from the existing ones, which could be invested in; of identifying those disciplines or areas of knowledge which need to be encouraged for transiting in to the sub-sets that would in aggregate overwhelm the other sectors so that those few deficiencies that remain in them do not come in the way of transition to Innovation Universities.
The third approach is that of identifying a few educational hubs (cities) in the country where a few institutions and universities of excellence by national standards are located, and creating the architecture of an Innovation University by building synergies for inter-disciplinarity and strong research and teaching among such institutions. The advantages of this geographical approach are again that of marginal investments maximizing returns, assured outcomes if it works, recognition that some of our specialized institutions are at par with globally reputed universities at least in respect of the disciplines within foreign universities that such institutions specialize in. The problems with the approach include the challenges of managing change and resistance to change, overcoming inter-personal issues and neutralizing ‘domain egos’, finding iconic personalities to head the super-structure or the ‘shell’ built over institutional and organizational pillars. It would be difficult to make different organizations and institutions volunteer to forego the legacy built over time, but in theory such a geographical approach is also feasible.
The "Mode of Establishment" section is completely new and was not there in the earlier concept note. The third approach mentioned above is similar to the idea mentioned in the TOI article by Prof. Devesh Kapur. Although the concept note mentions it, from the tone it seems they do not think that the idea is practical at this point of time. If and when the innovation universities become a brand it may become practical. Now the possible constituent units have their brand identity and coming together of several such units to form an unbranded entity may not pass muster.
With the above information, now one can guess a bit more about the intentions behind the report mentioned in http://www.orissalinks.com/archives/4441. My interpretation is that for innovation universities that will be made based on the second and third approach the government may be willing to shift the location inside the state to a location that is more suitable for the 2nd and third approach as they are location specific.
May 12th, 2010
I fully agree with this article by David Finegold in Indian Express. Following are some excerpts.
… Unfortunately, the proposed legislation to encourage the leading universities from around the world to set up campuses in India is unlikely to achieve the desired objectives. Below are 10 reasons why these top universities are not likely to come in the numbers projected, one possible exception to this scenario, and a suggested alternative approach to reform that could meet the desired objective more quickly.
… The timing of the bill could not have been worse for encouraging the world’s best universities to invest in creating new campuses.
… When Sibal toured the US in the fall of 2009 to recruit the leading private universities, part of his pitch was they should follow the lead of IT and business service multinationals and come to India because it offers a source of high-quality, low-cost talent. The problem with this analogy is that leading universities are not driven by a desire to lower labour costs or increase profits; … Rather, India should appeal to their desire to attract the world’s most able students,
…The bill likewise misunderstands the motives of many of the Indian students now travelling abroad to obtain their degrees. … This ignores the reality that, even with the huge growth in opportunities in the Indian economy, an equal or greater part of students’ motivation for studying abroad is the chance to get a job in that country after graduation.
… With a few notable exceptions — e.g. Wharton’s decision to create a small campus in Silicon Valley, the recent forays into Dubai and Singapore — most of the universities that India is seeking to recruit have resisted the temptation to grow for centuries, …
… As a subset of these universities looks to establish foreign campuses, they are likely to be most attracted to those countries which offer them generous incentives that both reduce upfront costs and the risks associated with global expansion. … India is not proposing any such financial inducements.
… those who opt for a PhD and are able to publish in the top academic journals in their field — the talent pool that would interest leading foreign universities — are in demand in a global labour market that enables them to work anywhere in the world. Attracting them or their peers from other countries to campuses in India would mean paying competitive salaries that would erase India’s cost advantage.
… The combined effect of the above factors is that those institutions which are most likely to be attracted to the Indian market are those that the Indian government least wants: the lower-quality providers that treat higher education as a way to make money, rather than focusing on world-class research and the quality of the learning experience.
... One attractive option for a few of the leading foreign universities might be the endowment of an Indian campus by a wealthy individual (perhaps one of their alumni) and/or corporation. This was the way in which many of India’s most respected private higher education institutions were first created — i.e. the Tata Institutes in different disciplines and The Indian School of Business — and how many of the leading private US universities (Stanford, Carnegie Mellon, University of Chicago, Duke) came into being. A key element that enabled these institutions to become and remain world-class, however, was that the founding individual/family gave the resources with relatively few strings attached, and allowed the university to govern itself, rather than the much more hands-on approach of many of the universities created more recently by Indian industrialists.
… However, an alternative strategy is already working. It promises to expand the quality and quantity of Indian higher education and provide greater benefits to the foreign universities. This strategy encourages the formation of more dual- or joint-degree partnerships between Indian and foreign institutions.
The writer is dean of the School of Management and Labor Relations at Rutgers University. He and colleagues are conducting research for a book on “Developing the Skills of the 21st Century Workforce: Comparing the Education and Training Systems of India and China.”
The part in red is close to (but not 100%) what Vedanta University seems to be about. Unfortunately many in Odisha do not understand it.
The underlined part is already happening. One major instances is the partnership between Asian Institute of Public Health in Bhubaneswar and University of Maryland Medical school in Baltimore.
April 2nd, 2010
Following is an excerpt from a report in Times of India.
Sibal, who was speaking at a Singapore Symposium here, said both India and Singapore will cooperate in setting up 14 innovation universities in India.
India needs modern universities to bridge the huge skill shortage gap and Singapore can be the best country to partner with in this area. Infrastructure, education, and skill development are the potential areas of cooperation between the two countries," he said.
Sibal said India is grappling with the challenge of building architecture for 21st century cities and cooperation with Singapore in this sector can be beneficial in identifying a possible solution.
Singapore has achieved an enormous level of excellence in innovation and India is rich in skilled manpower, and greater cooperation between the two countries can result in win-win opportunities for the two countries," he added.
Sibal said India has very recently initiated steps to reform the education sector and added that positive results are expected by 2014.
Following is excerpted from a PTI report in Hindu.
With a large number of rural people migrating to urban areas, the government is planning to set up an innovation university dedicated to study and research in sustainable city development, HRD Minister Kapil Sibal said today.
This university will work on all issues, including city planning, water management, urban transport, housing and energy, he said at ‘The Singapore Symposium’ here.
The government will set up 14 innovation universities. One of them could be on the area of city development which will work on technology solutions for urban planning,” he said.
Mr. Sibal said that urban areas in the country are yet to be developed. They suffer from myriad problems starting from power crisis to drainage and water management. The government is looking for partnerships with various agencies for starting such innovative universities.
Why cannot we have a partnership with Singapore to move forward?” he asked.
The government is in the process of setting up 14 innovation universities aiming at world class standards. Some of these universities would be set up in partnership with foreign institutions.
After US and UK, Singapore is the third country where the Inidan government has mentioned possible partnership/co-operation for developing its proposed innovation universities.
December 16th, 2009
Update: Samaja has a report on this where it first says that the Central Univ in Koraput was demanded to be named after Utkalmani and then it says that the central univ in Bhubaneswar was demanded to be named after Utkalmani. See the article at the bottom. I guess different people in the assembly demanded different things.
Following is from a report in Orissadiary.com.
During the 11th Yojna there is a proposal to open a Central University in Bhubaneswar. The Chief Whiff of Opposition Prasad Harichandan Demanded in the House on Friday to request the Centre for name the University as Utkalmani Central University. Legislature Santosh Singh Saluja also seconded the proposal.
Just to avoid confusion, the 11th plan details are already in place and the central university mentioned above in all probability refers to one of the two central universities (for Orissa) out of the 30 that are being established in India during the 11th plan. Following is a walk through on how the name evolved from "world class central university" to "national university" to "innovation university." However, many still refer to it as central university which has caused some confusion.
On March 28th 2008 http://pib.nic.in/release/release.asp?relid=36955 it was announced that:
State-wise List of Cities Identified for locating 14 Central Universities during the XIth Plan which would aim to achieve world class standards
…
12. Orissa - Bhubaneshwar
Later on April 21, 2008 it was mentioned in the Rajya Sabha (see http://pib.nic.in/release/release.asp?relid=37684)
It has also been decided to locate 14 world class Universities, one each in the 14 States / Regions as detailed in the Annexure.
Later on Dec 16 2008, it was mentioned in the Lok Sabha (see http://pib.nic.in/release/release.asp?relid=45702 )
The Government proposes to establish 14 National Universities aiming towards world-class standards the 11th 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.
The February 12th 2009 MHRD press release of MHRD minister Mr. Arjun Singh’s speech written for Bhubaneswar IIT foundation laying (which he did not attend) says the following (see http://pib.nic.in/release/release.asp?relid=47448)
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 …
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, …
On July 21 2009, the following was again mentioned in the Rajya Sabha. (See http://pib.nic.in/release/release.asp?relid=50715)
The Government is considering a proposal to set up 14 Universities aiming at world class standards at the following locations:-
…
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.
Somewhere down the line, the nomenclature changed to "Innovation Universities" and two concept papers for it were made available at
Following are some excerpts from the first one:
… the XI Plan proposes the establishment of 14 Innovation Universities aimed at world class standards. These Universities would be at the fount of making India the global knowledge hub and set benchmarks for excellence for other Central and State Universities.
Past the 11th plan there is possibility of additional central and national/innovation universities. (The Knowledge commission has talked about 50 national universities.) Orissa should be ready for these. In particular infrastructure (read "airport") is often being mentioned as an important criteria; especially for the national/innovation universities. Thus before the 12th plan document starts getting drafted, Orissa must have the Jharsuguda and Rourkela airports in operation and Berhampur linked properly to the Bhubaneswar airport through regular airport shuttle.
In addition Orissa leadership should from the very beginning (of the 12th plan drafting) focus on other parts of Orissa; otherwise Orissa will completely miss out on the new developments of the 12th plan which is only 3 years away. More details on how Orissa government can proactively shape the 12th plan by being prepared and by pushing for institutions that can be established in less-developed places (Balangir, Bhawanipatna, etc.) is discussed in http://orissa2020.org.
Samaja’s confusing report is below.
December 6th, 2009
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
Following is from a recent PIB report about a Rajya Sabha reply.
The Government is considering a proposal to set up 14 Universities aiming at world class standards at the following locations:-
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Sl. No.
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Location
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1.
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Amritsar (Punjab)
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2.
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Greater Noida (Uttar Pradesh)
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3.
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Jaipur (Rajasthan)
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4.
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Gandhinagar (Gujarat)
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5.
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Patna (Bihar)
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6.
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Guwahati (Assam)
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7.
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Kolkata (West Bengal)
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8.
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Bhopal (Madhya Pradesh)
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9.
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Kochi (Kerala)
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10.
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Coimbatore (Tamil Nadu)
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11.
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Mysore (Karnataka)
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12.
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Pune (Maharashtra)
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13.
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Vishakhapatnam (Andhra Pradesh)
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14.
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Bhubhaneshwar (Orissa)
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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
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.
July 21st, 2009
He said institutes should not be charge exorbitantly on students. They can generate revenue from other sources.