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
Following is from the PIB report http://pib.nic.in/release/release.asp?relid=47448.
| Foundation Stone of Indian Institute of Technology, Bhubaneswar, laid
TO ACT AS A CATALYST FOR THE RAPID INDUSTRIALIZATION OF THE STATE
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15:15 IST |
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
(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.
January 26th, 2009
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
Update: See http://knowledgecommission.gov.in/downloads/documents/Letter_World_Class_Universities.pdf for National Knowledge Commission’s take on this.
Following is an excerpt from a report in Indian Express.
An all-India common entrance examination, a student-count not exceeding 12,000, the best of faculty with incentives over and above regular pay, a curriculum revised every three years, a semester system, private sector funding, vice-chancellors with at least decade-long teaching experience, collaboration with universities and institutes in India and abroad, academic creativity free from red tapism — all this and more will go into the making of 14 World Class Universities (WCUs) very shortly.
And these sweeping changes are also likely to be applied to all existing universities and 16 Central universities that have recently been approved by the Cabinet. What will change, however, is the nomenclature for the 14 WCUs. Officials say these are now likely to be christened National Universities and the related legislation will be called the National Universities Act.
The basic blueprint for the WCUs has been formulated by the University Grants Commission (UGC) and the first round of discussions, held in New Delhi today, involved academicians, experts, officials from the Human Resource Development Ministry, UGC and Planning Commission.
“There was a very interactive discussion on the WCUs and a major viewpoint emerged. Participants felt there should be a similar legislation for all Central universities, including the 16 which just got Cabinet approval, and all existing universities. The view was that there should be no hierarchy or disparity in standards amongst universities and the reforms and changes suggested for WCUs should be applied to all universities,” an official who attended the meeting told The Indian Express.
“There were strong reservations against the term ‘world class’ and it was decided they will be called National Universities instead,” the official said.
While more discussions will follow, sources said that the UGC and HRD Ministry hope to be ready with a legislation in time for the Parliament session. …
The WCUs are envisaged as unitary universities, like JNU, without any affiliation and multi-facility based, offering subjects ranging from natural sciences, social sciences and humanities to engineering, technology and medicine among others.
Promised autonomy in matters of admission of students and standards for selection, introduction and revision of contextual and innovative curricula, opening of new campuses and new programmes, intake of students, examinations and evaluation systems, faculty recruitment and national and international collaborations, the WCUs are planned as model institutes that will stand apart from existing universities.
That getting the best of faculty is high on the agenda for these new universities is apparent as the concept paper suggest that individuals with high quality research/training experience could be invited to join the faculty even if they have not applied for the job — as is also done in JNU. The universities, the paper says, should also be allowed to develop own hiring policies and pay higher emoluments and non-salary incentives over and above regular pay scales. The blueprint also recommends that private sector funding be permitted as long as it does not compromise academic integrity and autonomy of the university.
While the UGC’s earlier draft on WCUs did not quite impress the Prime Minister’s Office — it is keenly following the ambitious project — the new concept paper is said to have been found to be more “forward looking”. The legislation will also be so worded that it does not lead to rigid bureaucratic controls that stifle quality and creativity and spell out only “what to do” instead of “how to do”.
August 24th, 2008
Update: As per http://pib.nic.in/release/release.asp?relid=41316&kwd= possible location of 9 of the 10 NITs are:
? … Manipur, Mizoram, Meghalaya, Nagaland, Uttrakhand, Sikkim and Arunachal Pradesh.
ï‚· The NIT at Goa may also cater to the needs of Daman & Diu, Dadra & Nagar Haveli and Lakshadweep.
ï‚· Pudducherry or Andaman & Nicobar may have one common NIT, which will cater the needs of each.
Following are excerpts from the PIB release http://pib.nic.in/release/release.asp?relid=41190.
… The initiative to set up eight new Indian Institutes of Technology is on course with the first academic sessions starting in 2008 in six of the new IITs in Andhra Pradesh, Bihar, Rajasthan, Orissa, Punjab and Gujarat . The session for IIT Orissa has already been started at lIT Kharagpur in July 2008 and classes will begin for IIT Punjab at lIT Delhi in Sept 2008. And the academic session for the other 4 new IITs, will begin during August 2008.
Out of the 7 new Indian Institutes of Management proposed the IIM at Shillong has already commenced its first academic session from July 2008. The remaining six IIMs will be established in Jharkhand, Chattisgarh, Uttarakhand, Jammu & Kashmir, Tamil Nadu and Haryana.
The government proposal to set up five Indian Institutes of Science Education and Research is on schedule. Of these two IISERs at Pune and Kolkata were inaugurated in 2006-07 and are now fully functional, and the IISER Mohali started its first academic session in 2007-08. Two more IISERs at Bhopal and Thiruvanthapuram will commence their first academic sessions in August, 2008.
Two Schools of Planning & Architecture (SPAs) are being set up at Bhopal and Vijayawada . Classes in both the new SPAs will begin with the academic session of 2008 through temporary campuses. The SPA Bhopal will be mentored by NIT Bhopal while the SPA at Vijayawada will be mentored by SPA, Delhi .
The strengthening of Polytechnics is under way with steps being taken to set up 1000 polytechnics (300 in Government Sector, 300 through PPP mode and 400 private polytechnics); Further 500 existing polytechnics are being expanded and the Community Polytechnics scheme being revamped and their number being increased from 669 to 1000.
Steps are being taken establish 10 new National Institutes of Technology. The likely location of these NITs will be in States/UTs which at present don’t have an NIT.
Sixteen Central Universities are being set up under the initiative seeking to established a Central University in states not having a Central University . Four existing universities; Sagar University in Madhya Pradesh, Bilaspur University in Chhatisgarh, Garhwal University in Uttrakhand and Goa University, are proposed to be taken over and upgraded as Central Universities. The remaining 12 new universities are to be set up in Bihar, Jharkhand, Orissa, Gujarat, Haryana, Punjab , Rajasthan, Himachal Pradesh, J&K, Kamataka, Kerala and Tamil Nadu.
14 World Class Central Universities (WCCU), are proposed with the locations being firmed up in consultation with the Planning Commission. The State Governments have been requested to identify suitable land.
A total of 373 degree colleges will be set up in the districts having GER lower than the national average as identified by the UGC. Out of these districts, about 90 districts have been shortlisted which have less than 6% GER, have less than 4 colleges per lakh of population and are also minority concentration districts. It is proposed to fast-track the starting of the degree colleges in these shortlisted districts this year.
Twenty Indian Institutes of Information Technology are planned with NAASCOM having submitted a project report. The setting up of the IIITs under the PPP mode has been discussed with the States and most of the States agreed to tap not-for-profit private investment, while ensuring that PPP should not lead to any erosion of access to the poor sections of society.
Scholarships for College and University students, based on merit, to non-creamy layer students numbering about 2% of the. student population will be given to those who pass out from various intermediate boards. The scholarship will be Rs.l,000 per month for the first 2 years after which it will be of Rs.2000 per month for the balance period of the professional or other courses in Higher Education. Every year about 41,000 boys and 41,000 girls will benefit from the scheme.
The government is working on an Education Loan Interest Subsidy Scheme. It will be a Central Sector scheme for providing interest subsidy during the moratorium period on the educational loans taken by students belonging to "non-creamy" layer for pursuing professional education in India.
All the Central Educational Institutions are implementing OBC reservations as per the Central Educational Institutions (Reservation in Admission) Act, 2006 from this year onward on a staggered basis and the necessary funds have been released to all of them, after holding the meetings of the Empowered Committees. All the IITs, IIMs and the Central Universities that are covered under the Act have started giving reservations to OBCs in a staggered manner. As a result of the implementation of OBC reservations in this academic year, there is an increase of over 20500 in the intake capacity in the Central Educational Institutions.
The states and union territories that do not have NITs are:
- Delhi
- Uttarakhand
- Goa
- Dadra and nagar haveli
- Pondicherry
- Andaman and Nicobar islands
- Lakshadweep
- Meghalaya
- Mizoram
- Manipur
- Nagaland
- Arunachal Pradesh
- Sikkim
So, I guess the majority of the 10 new NITs will be in these states. My guess would be 2, 3, 5, 8-13. (I skipped 1 because I wonder if there is any space left in proper Delhi for an NIT. The rest that I skipped, 4,6 and 7, are very remote as well as hard to reach places.) That makes 9 NITs. It would be interesting to see where the 10th NIT will be located.
August 8th, 2008
He said institutes should not be charge exorbitantly on students. They can generate revenue from other sources.