cii higher education-report

Global Summit onHigher Education

Global Partnership: Towards Expansion, Excellence and Inclusion16 - 17 February 2010

India Habitat Centre, Lodhi Road, New Delhi

Knowledge Partner

DisclaimerThe report is provided by Technopak and CII on an “as is” and “as available” basis. Technopak and CII have provided information through secondary research of publicly available information. No representations are made for completeness, accuracy or suitability of the information to any specific situation and there may be other versions of figures at variance with figures quoted in this report. The sole purpose for the report is to welcome discussion on various aspects of higher education covered in this report at the same time to bring up more discussion topics which may not be directly covered in this report.

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To the full extent permissible by applicable law, Technopak and CII disclaim all warranties, expressed or implied, including, but not limited to, implied warranties of merchantability and fitness for a particular purpose. Technopak and CII will not be liable for any damages of any kind arising from the use of this report, including, but not limited to direct, indirect, incidental, punitive and consequential.

Executive Summary 01 Chapter I: Indian Higher Education Sector – An Overview 03

Chapter II: Background to CII’s GlobalSummit on Higher Education 10

- Power of Partnerships: Models of Excellence 10

- Policy Environment Imperatives: Governance, Continuity and Change 13

- Technology, Innovation & Faculty Development: Ensuring Access to All 16

- Attracting Investments & Entrepreneurship in Higher Education:Supplementing Government Initiatives 20

- Industry and Academia Partnerships: Enabling Collaborative Research and Continuing Education 23

- India – The Knowledge Destination: The Way Forward 26

Chapter III: Recommendations 28

- Expansion 28

- Excellence 29

- Inclusion 30

Bibliography 31

About Confederation of Indian Industries (CII) 32

About Technopak 33

Contents

| Global Summit on Higher Education1

Executive Summary

Introduction

India, with half of its population below the age of 25, is all set to reap the demographic dividend, or head for a disaster; depending on how she educates her youth. This is both a challenge and an opportunity that all stake holders need to address, chart out a path and most importantly, implement with discipline. Although a lot has already been written on India’s Higher Education sector, through this report, we attempt to highlight key points that relate to promoting Expansion, Excellence and Inclusion. Also, this report attempts to work as a precursor to initiate and guide discussion and dialogue on various pertinent topics through the two days of CII’s Global Summit on Higher Education. Lastly, we put forward a set of recommendations for various stake holders in Higher Education.

An Overview of India’s Higher Education Sector

Changes in India’s Consumption Basket:• Dramatic changes have been taking place in the consumption basket of the Indian consumer over the last 2-3 years, with new products and services increasing their share of wallet. As a result, education has already become the fourth largest area of consumer spending in India, and as per current patterns, is set to overtake Apparel and Home Textiles to occupy the third spot in five years time.

Shortfall in Seats in Higher Education:• India’s Gross Enrollment Ratio (GER) in 2008 stands at 11%. The country currently has an estimated 17 Mn seats, across faculties, in Higher Education. The government targets to increase the GER to around 21% by 2018. This would require a capacity of about 29 Mn seats in the country, meaning an addition of 12 Mn seats over the next 10 years. We estimate this capacity creation will require investments of ~Rs. 480,000 crores and in comparison to the Government’s allocation of Rs. 81,000 crores, an additional Rs. 400,000 crores are required.

Mismatch in Education Faculties and Job Opportunities: • Over the next five years, 90-100 Mn jobs are expected to be created in the country. High employment generation sectors include Construction (17 Mn), Manufacturing (13 Mn), Retail and Trade (6 Mn), IT and BPO (3 Mn), and Healthcare (2 Mn). In comparison, ~45% of seats in Higher Education are in Humanities and Arts. Over 40% seats in Russia and Brazil are in Business, Law and Social Science, and over 35% seats in China are in Engineering, Manufacturing and Construction. Clearly, the issue Higher Education faces is not just capacity, but relevant capacity.

“Import” of Higher Education: • Due to lack of proper infrastructure and limited scope of Higher Education in India, “import” of education is happening at a large scale. Nearly 450,000 Indians spend ~Rs. 60,000 crore annually on education abroad which is a significant outflow.

Faculty Training and Development:• There is a need to constantly train the faculty helping enrich and enlarge the knowledge base of India’s education system, benefitting not only the faculty but students in the programme.

Global Summit on Higher Education | 2

RecommendationsExpansion

Conduct a detailed Need Gap Analysis:1. While a lot of research has been conducted on capacity expansion, quality of education and regulation, etc. our research did not yield much on requirements such as number of seats by faculty, investments and potential sources, land bank and infrastructure, teachers, etc. As a result, we recommend conducting a detailed need gap analysis in these areas, to help inform the implementation actions that will then follow.Activate Investment Circuits:2. Given the large investment outlays required, the potential of “for-profit” private players needs to be mapped with corresponding legislative amendments. Also, the Foreign University Bill, pending with the government, proposes to allow 100% foreign direct investment (FDI) in higher education. Both these areas can supplement the large investment needs in Higher Education, and putting enabling mechanisms in place needs to be a priority.Strengthen “Employability” of Graduates:3. Append a 6 month to 1 year internship / industry exposure and skills development, along with the current 3 year graduation degree structure in Arts, Humanities and Commerce and also change apprentice laws to allow graduates from all disciplines to be employed as apprenticesPromote Innovative Partnership Models:4. Public Private Partnerships, which have achieved success in other sectors, should be promoted along with foreign university and faculty partnerships. Such partnership models and scenarios need to be analysed in detail and supported by corresponding regulatory modifications.Gradually shift from the “over-regulating but under-governing” Regulatory Regime:5. Encouragement to higher autonomy is the need of the hour, with a three-dimensional focus on academic, administrative and financial regulations.

ExcellenceStrengthen Faculty Development Initiatives:1. Average student-faculty ratio in India is 26:1, against a global average of 15:1. With more institutes opening in the future, there is a need to address the two dimensional issues of quality and quantity of faculty. An effective case in example is the Indo-US Collaboration for Engineering Education (IUCEE) and PanIIT, an organization of the alumni and faculty of the IIT which are together bringing best practices from US university education to India. Achieve Excellence through Collaborative Research:2. Use virtual networks to enable joint guidance of doctoral students and joint doctoral programmes amongst countries, thereby increasing the production of PhDs in the country and the quality of faculty.Leverage Alumni Networks:3. Alumni networks need to be strengthened in India’s Higher Education sector, with more focus on bringing the alumni back to the universities which can help in raising funds, generating employment, brand building exercises and bridging the gap between education institutes and the industry.

InclusionFinancial Accessibility: 1. Although the average GER is low, for households that can afford higher education, GERs are over 90%. Clearly, low GER is a derivative of incapability to pay academic fees. There is a need to focus of expanding the overall access to provide higher education to all those eligible. Physical Accessibility:2. Setting of higher education institutes and using technology in remote areas of country while enhancing the quality of teaching and learning experience through use of information pathway with lower cost and high penetration.Virtual Accessibility:3. Technology should be increasingly used as a tool to achieve GER targets by providing more online courses to students, especially female students and those with disabilities.

We believe the above 11 recommendations and action steps can set India’s Higher Education moving towards being able to meet the vast needs of the country. We look forward to this list of recommendations being made more comprehensive through dialogue and debate at CII’s Global Summit on Higher Education.


Chapter 1

Indian Higher Education Sector – An Overview

With fast changing consumer patterns in India, the overall consumer basket has been experiencing dramatic alterations. Certain rapidly growing categories of consumption have ascended with a surprise. Among these, Education sector tops the list, followed by other categories such as Telecom, Jewelry and Watches, and Personal Care. Some categories like Food and Healthcare are expected to continue to rule the roost, and the Education sector is expected to surpass Apparel & Home Textiles by 2014. However, in spite of such a progressive projection of the sector, it fails to meet up with the current demands of the country. India’s education system, though vast, is currently not well-equipped to meet the demand of its growing population.

The following table illustrates the changes taking place in India’s consumption basket:

Key Growth Factors

Being one of the world’s youngest nations, India has a median age of 25 years and is expected to have the largest working-age population by 2030. Certain growth drivers are expected to alter the way Indian market looks, bringing a lot of opportunities for the young. Demand for educated skilled work force will increase with rising share of service sector in India’s GDP. More than 25% of women are expected to be participating in the workforce by 2015 and increased penetration of technology is expected to aid virtual learning and education delivery. New employment avenues requiring skilled manpower are expected to open up, giving rise to demand in outsourcing (KPO, LPO), legal, retail, aviation, animation, healthcare, supply chain and logistics etc. In such a scenario, in order to cater to the rising demands of the changing populace, it is crucial to improve the standard of education which would set India on the path of emerging as a global power.

S. No Retail Categories Size (in Rs Crores) 2009 Size (in Rs Crores) 2014 Ranking 2014

1 Food & Grocery 12,50,000 15,60,000 1

2 Healthcare 1,65,000 2,65,000 2

3 Apparel & Home Textiles 1,55,000 2,07,500 4

4 Education (K-12, Higher Ed. & Vocational) 1,35,000 2,17,500 3

5 Telecom 1,20,000 1,95,000 5

6 Jewelry & Watches 1,18,000 1,65,500 7

7 Personal Transport (Vehicles+Fuel+Repairs) 1,15,000 1,76,900 6

8 Travel and Leisure 60,000 96,500 8

9 CDIT 55,000 80,800 9

10 Home - Furniture, Furnishing etc 50,000 70,000 10

11 Personal Care 48,000 67,000 11

12 Eating out 24,000 35,200 12

13 Footwear 19,000 25,500 13

14 Health & Beauty Services 4,000 7,500 14

Source: Technopak Analysis

Exhibit 1.1: India’s Consumption Basket


Higher Education in India

Present Landscape and Growth ProjectionsAs compared to other BRIC countries and developed nations, India stands at a shaky position as far as enrolment in higher education is concerned. In India, a meager 11% of enrolment takes place in higher education as compared to the global average of 23% and that of BRIC nations of 21%. USA tops the list with 82% of enrolments in higher education, where as those with low enrolment constitute, Pakistan (5%), India (11%), China (20%) and Brazil (24%).

Higher education sector in India holds immense importance in its ambition to play a major role in the global knowledge economy. Indian economy, in spite of dependence on trained personnel and required skill sets, has been failing to make progress in reforms in higher education in the past. There lies a dire need for better adaptability in higher education system so that it continues to provide the required skills and trained workforce to the economy as it integrates with the world economy. It is also essential that the country’s capacity in higher education is aligned to the demand for skills from the economy, which would include demand for teachers for the education system itself. Rather than continuing with its inward looking policies, it needs to reshape its system of higher education for making it globally competitive.

Since independence, India’s higher education system has seen massive growth, from just 20 universities and 500 colleges in 1947-48, it is presently the third largest system in the world claiming 20,677 colleges and 416 universities and 11.6 Mn students enrolled in 2007-08, of which about 35 lakh students graduate every year. Various initiatives have been taken by the government to develop the higher education sector.

Exhibit 1.2: Gross Enrolment Ratio Comparison

CanadaPrimary Education - 99%Higher Education - 63%

USA Primary Education - 92%Higher Education - 82%

UKPrimary Education - 99%Higher Education - 59%

PakistanPrimary Education - 66%Higher Education - 5%

RussiaPrimary Education - 92%Higher Education - 71%

ChinaPrimary Education - 95%Higher Education - 20%

JapanPrimary Education - 100%Higher Education - 55%India

Primary Education - 88%Higher Education - 11%

GermanyPrimary Education - 98%Higher Education - 48%

FrancePrimary Education - 99%Higher Education - 56%

BrazilPrimary Education - 95%Higher Education - 24%

GER* = Enrolled PopulationEligible Population

*GER = Gross Enrollment RatioSource: EIU

0 100 200 300 400 500 0 2 4 6 8 10 12

0 5000 10000 15000 20000 25000

2007-08

2000-01

2007-08

2000-01

2007-08

2000-01

Universities

Higher education institutions

Student enrollment (Mn)

416

11146

20677

11.6

266 8.4

Exhibit 1.3: Growth of Higher Education Sector

Source: Media Articles

CAGR = 6.6% CAGR = 4.7%

CAGR = 9.2%


The higher education system in India has witnessed moderate growth in the recent decade. Between 2001 and 2008, the number of universities has grown at a CAGR of 6.6%, while higher education institutions have increased at a CAGR of 9.2%. Student enrollment has risen in higher education institutions at a CAGR of around 5% from 2000-01 to 2007-08.

Though primary and secondary education is important in its own right, it is hard to pay a blind eye to the importance of quality and size of the higher education. For it is the distinguishing factor between a dynamic and marginalized economy. The larger picture of education sector in India shows there are limited institutions of higher education that offer quality education. Some of the prominent reasons for this are low price elasticity of expenditure on education and stringent regulations. In addition to this, the ever rising cost of higher education courses add to the concern of students

Key highlights of India’s higher education sector are as follows:

1. Insufficient Fund Allocation for Raising India’s Low Gross Enrollment RatioTeaching and research professions are underrated and thus under-served, resulting in an acute shortage of good teachers and professors. Therefore, even though some of the most talented and intelligent students and workers are produced in India, the questions related to quality, equity, and accessibility still trouble educational planners. In India, only 11% of the students manage to get higher education as compared to more than 50% of the major developed countries and approximately 20% in China. India will still not reach enrolment ratio of developed countries in the next 8 years with the current levels of government fund allocation in the higher education sector.

Because of low GER, the planning commission has targeted to achieve a GER of 15.5% by 2012, which translates into a huge potential for about 22 Mn students enrolling in higher education institutions by 2012

The enrolments in higher education are expected to grow to 29 Mn by 2018, requiring a capacity addition of about 12 Mn seats. Government fund allocation to higher education is Rs 81,000 crore(US$ 18 Bn) for the 11th five year plan. However, as per Technopak’s estimates, this can provide ~2 Mn seats by 2018 and the investments needed to create the balance 10 Mn higher education seats is estimated at Rs 400,000 crores.

2. Education – Employment MismatchIn India, Arts, Science and Commerce/Management courses have the highest enrolled share with ~10 Mn students. Arts stream has the maximum number of enrolments, with 5 Mn students enrolling themselves in the course every year. While, Social Sciences, Business and Law are more popular in Brazil and Russia, China has Engineering, Manufacturing and Construction as the most sought after courses.

2008

GER 11%

GER 16%

GER 21%

2013 2018

Exhibit 1.4: Total Current and Projected Growth in Higher Education Enrollment (Mn)

Source: PanIIT Panch Ratnas and Technopak Analysis

0

5

10

15

20

25

30

35

17

22 29

5.6% CAGR

Enrollmentsin Higher Education


Currently, there are about 500 Mn jobs in India. As much as 90% of the available jobs are skill-based, requiring vocational training, 9% jobs are knowledge based and 1% jobs are both knowledge & skill based. In the next 5 years, share of services will grow by another 3-4%, mostly at the expense of the agricultural GDP. Of the estimated 90 Mn jobs which are to be created in the next 5 years, almost 50% or 45 Mn are expected in services. Construction sector alone is expected to require 17 Mn additional people. The following table shows the estimated job creation in the next 5 years:

Brazil China India Russia

Exhibit 1.5: Graduation rates by field

0%

10%

20%

30%

40%

50%

Humanities ans ArtsScienceAgricultureHealth

Social Science, Business and LawEngineering, Manufacturing and ConstructionEducation

3%

14%

27%

5%

36%

2%

9% 7%

37%

7% 5%2%

26%

45%

4%

47%

3%

20%

4%

11%6%

21%20%

7%

1% 1%3%

12%

Source: Goldman Sachs macro-economics division

0

1

2

3

4

5

Arts

Scie

nce

Com

mer

ce/M

anag

men

t

Engi

neer

ing/

Tech

nolo

gy

Med

icin

e

Law

Educ

atio

n

Othe

rs

Agric

ultu

re

Vete

rinar

y Sc

ienc

e

4.98

2.261.99

0.800.35 0.34 0.16 0.09 0.06 0.02

Exhibit1.6: Faculty-wise enrolment in India

17

Mn


Sectors Intake over next 5 years (Mn)

Construction 17

Wholesale & Retail 6

Community Services 6

IT/BPO 3

Banking & Insurance 3

Communication 2

Hospitality 3

Transportation & Storage 2

Healthcare 1.5

Manufacturing 13

Agriculture 32

Public Admin & Defence 2.5

Other Business Services 0.5

Total ~90

Exhibit 1.7: Estimated intake over next 5 years



A look at the education and employment scenario depicts a situation with Arts having the maximum number of enrolment, with 4.98 Mn students enrolling in the stream, when the demand lies with other fields like construction, retail, medicine, law and education amongst many. Employment in high growth sectors such as telecommunication, IT and ITES, healthcare and pharmaceuticals etc is forecasted to increase almost three fold to ~40 Mn (from 15.2 Mn) in the next 10 years. Therfore, there is a need to meet the requirements of the future job market and hence improvement in Technology and Innovation need much attention.

In India, none of the Indian universities occupy a solid position on the global front. A few of the best universities have some excellent departments and centers and there are a small number of outstanding undergraduate colleges. At present, the world-class institutions are mainly limited to the Indian Institutes of Technology (IITs), the Indian Institutes of Management (IIMs) and perhaps a few others such as the All India Institute of Medical Sciences and Indian Institiute of Science. However all these institutions, combined, do not enroll more than 1% of the student populace. Teaching and research as professions are undervalued and consequently under-served, leading to an acute shortage of high-quality teachers and professors.

Although India has a higher number of engineers, the quality of these graduates is low. Also, a high percent is in IT, while job creation is now expected in construction, infrastructure etc. India produces ~120,000 MBAs each year (for a US$ 1.0 Tn GDP), compared to the USA’s 150,000 MBAs (for a US$ 15.0 Tn GDP)and there is significant shortfall of Doctors, Lawyers, Civil Engineers, Architects depicting demand-supply mismatch.

3. Rising expenditure on overseas Higher EducationDue to inadequate scope/infrastructure of higher education in India, import of education is happening at a large scale. 4,50,000+ Indian students spend ~ Rs 58,500 crore (US$ 13 Bn) annually on education abroad. The US remains the most popular destination for post-graduate management and engineering degrees, Australia for vocational training, UK for one year degree courses, Russia & China being favored for medical education. This shows that India is losing out many of its valuable resources due to insufficient scope in higher education sector. Hence, need of the hour is to focus on making India self sufficient in its educational standards, so that this massive outflow of talent is checked.

4. Public expenditure and Private expenditure in Higher EducationThe public expenditure on higher education has gone up from Rs 21800 crore (US$ 69 Mn) in FY06 to a budgeted Rs 30,100 crore ( US$ 95 Mn) FY08 at a CAGR of 17%. Though the share of higher education expenditure as a percentage of GDP has increased to 0.7% in FY08 from 0.67% in FY06, but as a percentage of total education expenditure it has marginally declined to 19.1% in FY08 from 19.4% in FY06.

The following graphs represent sector wise expenditure on education as a % of GDP in the year 2005-06 and budgeted expenditure in the year 2007-08:

Exhibit 1.8: Sector-wise expenditure on education as a % of GDP

46.6

25.419.1

9

0.3

46.5

25.719.4

8.1

2005-06 2007-08

Technical Education

Elementary Education

Secondary Education

University & Higher Education

Adult Education

0.3


Certain steps have been taken by the Government to enhance the higher education system in India which are as follows:

Sakshat:• One stop portal for education launched by the President to address the learning needs of students, scholars, teachers and lifelong learners.

Workers Technical University (WTU):• Training students from workers family in today’s new technology intensive and knowledge driven industrial society.Distance Learning: • Increased access to education through the ODL system, which has resulted in IGNOU having cumulative enrollment of 1.5 Mn.

National Institutes of Technology (NIT)• : Regional / Government Engineering colleges converted in to NITs, with 20 NITs at present

Monitorable Targets• : Reduce drop-out rates to 20%, increase literacy rates to 85% and increase cohort size going to higher education to 15.5% by end of 11th Five Year Plan

Indira Gandhi National Tribal University• : Establishment of a National Tribal University to open avenues of higher education to the tribal population in Madhya Pradesh.

PM’s Initiatives on education in 11th Five Year Plan• : Availability of quality education in rural areas, skill development mission to cater to 10 Mn students per year, set up 16 new central universities, eight new IITs with the help of private sector with an objective of making students “industry ready”

In addition to these initiatives by the Government, the private sector has a key role to play. Despite all initiatives taken by the Government to enhance the state of higher education infrastructure, the demand still outshines the supply of educational infrastructure. The National Knowledge Commission recommends setting up of around 1500 universities for the Government to be able to achieve the target GER of 15.5%. Moreover since Government financing is going to play a key role, the percentage share of GDP spent on education needs to be increased to 6% and the share spent on higher education needs to be at least 1.5% of the GDP, up from 0.7%.

With this growing demand and supply gap in higher education sector, the private sector has significantly enhanced its presence to bridge the gap. Between 2002 and 2007, the share of enrollments in private higher education institutions has risen from about 33% to over 50%. Further, these private institutions account for almost 50% of the total medical seats and 80% of the engineering seats available to students.Due to changed consumer mindset towards limited career avenues in engineering, medicine and management, private institutions came in to being and started investing in sectors which are highly demanding on the job front.

Unlike developed economies, private spend on education in India is relatively higher. It is estimated at 4% of GDP equating to US$ 40 Bn, whereas Government expenditure on education constitutes 3.5% of GDP. Growth across the Indian private education sector is in excess of 10% per annum. Whereas in developing economies, such as USA and UK, Government spends on education is higher.

The following graph focuses on the private and public spends on education in different countries:

USA

UK

India

China

Russia

Exhibit 1.9: Private and public spend on education

PublicPrivate

Source: National Bureau of Statistics of China, 11th Five year Plan (Govt. of India), OECD

0% 1% 2% 3% 4% 5% 6% 7% 8%

4.8% 2.3%

5.0% 1.2%

3.5% 4.0%

3.8% 1.36%

3.8% 2.3%


The private education sector in India is expected to reach ~ Rs 2,88,000 crore (US$64 Bn) in 2013 and ~Rs 482,000 (US$107 Bn) in 2018. Where the private spending has increased, Government of India has allocated an increased budget of Rs 81,000 crore in the 11th Five Year Plan (2007-12) —an almost nine-fold increase from about Rs 9,600 crore in the 10th Five Year Plan —for expansion of higher education facilities in the country. In addition, it is also aiming to set up 30 central universities, 8 IITs, 7 IIMs, 10 NITs &20 IIITs as a part of the 11th Five Year Plan. With an ambitious targeted budget, the Government sets forth the aim to achieve GER of 15.5% by 2012.

Conclusion

Higher education has got caught up in political issues, clash between the developed and developing worlds, economic short sightedness and other issues.

Despite the enrolment in higher education for the country as a whole increasing over the years, it is challenged by certain deficiencies, of which difference in enrolment ratio in different states is crucial. Reasons for such an occurrence are variations in many aspects such as variation in government expenditure on higher education, per capita income, percentage of people below poverty line and the extent of urbanisation in different states.

Other systematic deficiencies of the system constitutes unwieldy affiliating system, inflexible academic structure, uneven capacity across various subjects, dysfunctional regulatory environment, eroding autonomy of academic institutions, and the low level of public funding.

Indian economy has been focusing on acceleration of all branches of the education system as a compulsion to sustain its growth. With the aim to be the global knowledge power, it sets forth to revolutionise the age old plans and policies. However, a lag remains in the way these novel policies are executed and this is one area where it needs to focus. It needs to look beyond the conventional methods to incorporate multiple models to cater to the existing demands of higher education in India. More focus has to be in providing quality teaching and improved learning methodologies. With the private sector having spread its roots in different aspects of higher education, the public-private partnership needs to be strengthened further.


Chapter 2

Background to CII’s Global Summit on Higher Education

A. Power of Partnerships: Models of Excellence

Partnerships of various types within the education sector can accelerate growth to bridge the gap witnessed in higher education requirements in the country while some of the policy related matters are being legislated and implemented. Creating complementary relationships, striking a balance between the goals of both the public and private sector should be the foremost priority. Other partnership forms can also be considered to augment the higher education infrastructure and accessibility.

Partnerships can be made at different levels and open up an array of opportunities in the higher education sector.

1. University Level PartnershipsCurrently competition for admission to India’s best institutions is very intense with about 2% of those taking IITJEE and CAT admission tests gaining admission. Many other high-quality education options are needed for the talented students that are turned away from premier institutions merely due to shortage of seats. Moreover, the Indian student population is growing at a fast pace, and Indian institutions strapped for funds will be hard-pressed to create seats to accommodate the demand. Few factors fueling growth in foreign university partnerships are students’ inclination towards foreign education, exchanges and linkages among faculties, global exposure and last but not the least, mutual needs of the institutions to share knowledge, resources and expertise.

450,000+ Indian students spend ~Rs 584,500 crore (US$ 13 Bn) annually on education abroad. This is double of private higher education sector in India. Therefore, foreign university partnerships with Indian universities offer an effective way to share resources and improve their offering while catering to the growing need of quality education in India. There is a lot of action witnessed in India but since 100% FDI is not permitted, international institutes are forging tie-ups with Indian institutes for faculty, research and student exchange

Indian Institute International Partner

Indian School of BusinessThe Wharton School, Kellogg School of Management, London Business School

GD Goenka World Institute Lancaster University (UK)

Lovely Private University San Francisco State University

Xavier Labour Relations Institute’s School of Business and Human Resources

Darden School of Business

Symbiosis University of Houston

Bharati Vidyapeeth UniversityForeign institutes and universities including institutes from Japan, Italy, the UK, Germany, Sweden and the US (60 MoUs)

VITGEM group of Institutes, FranceAsian Institute of Technology, Thailand

Academy for Business Management, Tourism and Research

Kings International University of Science and Technology

Manipal University 35 Tie-ups with various universities

Exhibit 2.1: Collborations/tie-ups gaining popularity

Source: Media Articles & Company website


With the implementation of pending Foreign Educational Institutions Bill which proposes to allow 100% FDI, is expected to provide cheaper and better education, besides saving India billions of dollars in foreign exchange outgo and more universities will be able to setup base in India.

2. Faculty PartnershipsMany foreign universities stress on the strategy of internationalisation. The aim of the faculty exchange programme is to offer cultural immersion and share international perspectives along with the opportunity to adapt, adopt, disseminate and fuse the best practices of top universities. The purpose is to exchange ideas on developments in classroom management, teacher training and introducing new technologies. One of the probable reasons of its immense success is that Indian academia has been known to be quite talented & research oriented.

In the west, the focus of education is more on developing the thought process, abilities and potential of the students; whereas in India, teachers tend to limit themselves to competitive aspect of learning. The education system here, no doubt has some exclusive strength, yet the west offers a lot to learn. Although the faculty members from overseas face visa issues due to which they cannot stay in India for longer duration.

3. Research-Driven PartnershipsIn India, teaching and research have been considered as separate activities for long and it has been reinforced by different policies and programmes. As a result of this, most universities have been reduced to the status of centres. Scarcity of funds is also one of the reasons for the same. Thus, the research bodies offer great scope to connect with universities in their vicinity and create opportunities for all universities to be teaching and research universities. While India might seem like a natural location to expand off shoring into Research & Development, it is hampered by some serious structural problems that range from not enough home grown researchers to a lack of government support. India lacks the kind of environment found in Silicon Valley, where universities, venture capitalists and startups encourage innovation.

4. Infrastructure PartnershipsInfrastructure is a major expense for any educational institute looking to expand. Cost per seat is high due to higher land costs.

Partnership with an infrastructure player makes its expansion simpler as it offers expertise not otherwise available to the educational institute and thus overcoming other barriers. For example, Lavasa Corporation Ltd is setting up more than 8 institutes in partnership with Indian and International educational institutes like University of Oxford, Ecole Hoteliere de Lausanne, Berlin University, Symbiosis University to name a few.

5. Corporate PartnershipsIndustry-academia collaborates in various ways that essentially involve teaching, joint R&D, professional training & certification, continuing education, sponsored research, industry internship and design of curriculum. There is growing interest of Indian Corporates who are investing in the higher education sector.

Engineering MBA MCA Architecture Medical

Max No. of Students 1,680 240 360 200 500

Capex (Rs Cr) 80-125 15-20 20-25 15-20 225-250

Cost Per Seat * (Rs. Lakhs) 6 7 6 9 50

Cost Per Seat Excluding Land (Rs Lakhs) 4.5 5.5 4.7 6.5 32

Fee Per Seat Per Annum (Rs. Lakhs) 1.5 4 1.5 - 6

*Cost may vary based on the location, scale and positioning of the project Source: AICTE website, MCI & Technopak Analysis

Exhibit 2.2: Indicative cost per seat


6. Public Private PartnershipsPublic Private Partnership is a relatively new concept in higher education and the method of procurement often raises concerns due to lack of familiarity and experience of working with it. It is quite evident that the higher education sector in India faces a number of challenges and constraints which need to be overcome through various focused initiatives. Although the Government’s focus on the development of higher education is increasing, much still needs to be done to ensure that the targeted enrollment rates are achieved. It is also clear that the expansion of the higher education system in India would not be possible without sufficient levels of private sector funding. With a clear gap in the availability of this private sector funding there is a need to look at partnerships to create progress on this front in the near term.

Conclusion

In this era of globalisation, it is essential to move towards privatisation of higher education in India to take higher education system to another level, while keeping all the pros and cons in mind. With more innovative partnership models in place it would surely share the burden of the government in offering higher education. However, it must be ensured that the entry of private enterprises helps in creating harmony, catering to the large pool rather than leading to commercialisation.

Few Questions

While the Foreign Educational Institutions Bill is pending passage, what are some mechanisms for •international and Indian universities to create partnerships? What are the key needs that this will serve?

What are partnership opportunities between Indian Universities? What can we learn from any existing •examples of such partnerships?

What are the learnings from Public Private Partnerships in other sectors and countries and how best can •the learnings implemented in higher education sector?

Corporate Player Project details Investments Location

NIIT University (100 Acres) - Neemrana

HCL University (300 Acres) US$ 133 Mn Noida

RIL University (800 Acres) - Gujarat

Vedanta Resources Vedanta University (6,000 Acres) US$ 2700-3300 Mn Orissa

Microsoft India Teacher Training (IT) ~ US$ 22 Mn -

Adani GroupInstitute of Infrastructure Manage-ment, University and Knowledge Center (500 Acres)

- Gujarat

Ashoka Buildcon University (1000 Acres) ~ US$ 222 Mn Nashik

Anant Raj Education City (750 Acres) US$ 780 Mn Ahmedabad- Mehsana Highway

Exhibit 2.3: Growing interest of private players

Source: Media Articles


B. Policy Environment Imperatives: Governance, Continuity and Change

Educationists and administrators worldwide are challenging Macaulay’s system of education in the modern times and are contemplating its relevance in a much competitive 21st century. India is no exception to such challenges. Though there are certain policies and laws in place but they fail to materialise due to a lag in the governing system which is rather weak.

To keep pace with rest of the world, the education system in India needs to be reevaluated and a paradigm shift is expected. Amongst a number of issues, Private Public Partnership, Foreign Universities Bill, accreditation, governance and autonomy are most important. However UPA government has taken steps in this direction, there is a need for proper execution of the policy changes.

1. Private Public PartnershipIn India, the absence of any significant expansion in different sectors of higher education by the State has created a space for the growth of private providers, primarily trusts or societies consisting of immediate family members – some of whom had little or no educational background – with some exceptions. In order to reach the goals of doubling the higher education capacity from the present level, the importance of private sector is emphasised. At the same time emphasis has been laid on the fact that government cannot afford to abandon the responsibility for further augmentation of the existing capacity entirely to the private sector. Hence, the need for different layers of institutions in the field of higher education, including state-run, private and those established through public-private partnerships are to be recognised. All private institutions, which seek the status of a university, will have to submit to a national accreditation system.

Given the requirement that educational activity in India should not be a profit earning venture and the regulatory restrictions with regard to the available regulatory vehicles for undertaking educational activities, the structuring of SPVs in a manner that could factor considerations of both the public sector and the private players is challenging for the education sector as shown in the following figure.

New initiatives are rising across the gamut of public-private partnerships, with ICT (Information & Communications Technology) at schools forming an early success story. Policy planners are beginning to emphasise and this is expected to create revenue-generating models for the private sector in vocational education. Working example is of Tata Steel, which has signed MOUs with the Jharkhand government to upgrade polytechnics and ITIs. Before this bid, Tata Steel had a track record for supporting vocational

Land

Government

Infrastructure,Operations Funding

Government Private Players

Alumni

Donors

Salient FeaturesLand made available by GovernmentSame stature as Harvard / KelloggFocus on research and developmentCreate funding through corpus and endowments

OpportunityBrand building for generationsImparting international standard high quality educationCreate institution to attract talent & location of business

InvestmentsLand – 500-700 acresNumber of graduates –15-17,000 by end of 10 yearsFunding through corpus built bycorporate donors and investorsCapex (excluding Land)- Rs 1,500 Cr.

Model


Exhibit 2.4: Developing the university township under PPP


training institutes. Shavak Nanavati Technical Institute (formerly known as Jamshedpur Technical Institute), is located in Jamshedpur. Set up in 1921, this institute is operated by Tata Steel. It offers courses in metallurgy, advanced electrical and mechanical engineering, telecommunication, accounting, first aid, safety, computerisation of accounts and practical training. Its flagship programme is a three-year residential programme for students who have passed grade 10. Students receive free accommodation and a monthly stipend. On graduation, they can apply to Tata Steel for a job.

Nevertheless, there has been a lot of contention against privatisation. Citizens have expressed their concerns over the exorbitant fee that would be charged by private professional institutions due to which the weaker sections of society may be deprived of access to higher education. Another cause for concern is the possible commercialisation while some believe that privatisation is inevitable. Those endorsing privatisation assert that Public Private Partnership would be beneficial.

2. Foreign Universities in IndiaThe Foreign Educational Institutions (Regulation of Entry and Operations, Maintenance of Quality and Prevention of Commercialisation) Bill is currently being examined by the Ministry of Human Resource Development (MHRD). The Bill also proposes to allow 100% FDI and is expected to provide cheaper and better education, besides saving India billions of dollars in foreign exchange outgo. It also puts forward the proposal of bringing foreign education providers under UGC. However, educationists hold the view that this should be allowed only if the institutes offer the same quality of education here as they do in their home countries. In India, FDI in education is permitted under the automatic route through subscription or purchase of shares of a company incorporated in India. However, CBSE, UGC and AICTE grant recognition and affiliation only to a trust or a society and these entities are not eligible to receive FDI under the automatic route. The FDI policy does not provide for investments in units of a trust or in a society, which may be set up in India with an object to develop, run, manage and maintain an educational institution. Further, though such investments may be made into societies and units issued by trusts with the approval of the FIPB and the RBI, there is no precedence for the same. The lack of any clear guidelines for investments or conduct of business, by foreign universities in India, would also deter the grant of such approval.

Also, under the FDI Policy, investments into infrastructure related to educational institutions are treated as FDI into construction and development projects. Further, even if an education company undertakes the development of such infrastructure in accordance with Press Note 2 of 2005, the regulations of CBSE, UGC and AICTE stipulate that physical facilities should be owned by a trust or a society. This would mean that such developed infrastructure would have to be transferred from the FDI Company to a trust or a society.

FDI in education faces over regulation in curriculum content, control in the intake of students, the fee scale and even the terms of engagement of teaching staff. Also, in addition to CBSE, AICTE and UGC, several councils regulate educational institutions offering higher education in specialised fields such as architecture, pharmacy, medicine and law. This has resulted in multiplicity of laws and regulations, which also acts as a deterrent to FDI and investment in general in the education sector.

3. Accreditation As an approach to covenant with the ever prevalent issues of access, enrolment ratios and dropouts in higher education, authorities has been providing accreditation to more institutions. However, it has failed to cater to the problem of quality of such institutions which is an outcome of many reasons, of which lack of robust, independent accreditation and regulation system is central. Such a system is essential since it ensures the required performance to set quality standards. At the same time, it is expected to address the issues related to non compliance of quality performance norms, once accredited.


Recently, the HRD Ministry made public the draft bill on creation of National Commission for Higher Education and Research (NCHER) which will become the umbrella figure to existing statutory bodies like University Grants commission (UGC), All India Council of Technical Education (AICTE) and National Council of Teachers Education (NCTE). The National Commission for Higher Education and Research (NCHER) would perform its regulatory function without interfering with academic freedom and institutional autonomy. It would not take recourse to inspection-based approval method. From the current inspection-approval method, it would move to a verification and authentication system.

With various drawbacks such as absence of a process in place for continuous accreditation, more importance on inputs and not outcomes, absence of a body to listen to the stakeholder grievances, lack of concomitance of accreditation of courses and institutions etc; the accreditation system in India needs to improve, that too at par with international standards that facilitates a higher quality of education. However, the main drawback in the present system is that three central processes relating to accreditation, regulation and funding are all carried out by the same or closely associated bodies.

4. Governance and AutonomyAutonomy and need for Governance structures are the lifelines of any institution. However, in India, Universities remain one of the most under-managed organisations. The governance structures are outdated and have not changed with changing environment to meet the expectations of its various stakeholders. These may have been the direct outcomes of low autonomy as well as low management skills amongst administrators at these institutions. There is a lag in the educational management in most universities. Also, there is no diffrence between academic administration and overall management and many state governments follow the trend of appointing civil servants as university administrators which is detrimental to the overall functioning of the university. With the changes expected in the higher education policy structure, governance will become more crucial and thus a need to focus on it.

The ministry has proposed the Educational Malpractices Bill, under which medical and technical institutions as well as universities found guilty of demanding capitation fee can be penalised up to Rs 50 lakh. Another Education Reform Bill which got a nod from Government of India recently is the Education Tribunals Bill which will consider arbitrating education related disputes. The proposed bill also contains provisions to make accreditation mandatory for all educational institutes. It is on similar lines as of Telecom and Electricity Tribunal Bills which are already in place.

Conclusion

In the times when age old education systems are losing relevance, new policies and reforms are the only means of restructuring the crumbling base of higher education. Nevertheless, the significance of its effective implementation of policies is all the more crucial in a scenario where such reforms are taking place but are inadequately executed.

Few Questions

What are the pitfalls, checks and balances for the Foreign Educational Institutions Bill, so as to allow only •credible foreign institutions to enter Indian education sector?How best can “education management” be implemented and executed to improve governance of higher •education sector?


C. Technology, Innovation & Faculty Development: Ensuring Access to All

Quality higher education and training is crucial for growth of knowledge economies. In the era of globalisation today, growth demands continuous nurturing pools of well-educated workers who are able to adapt rapidly to the changing environment. It provides great potential for countries to strengthen their economic and social development more efficiently. India has a large population and a high proportion of the young and therefore, a large formal education system. The demand for education in developing countries like India is very high as education is an important bridge of social, economic and political mobility.

In order to improve the overall state of higher education the following issues require immediate attention

1. Faculty Development Teaching in India is confined to classrooms only. It comprises of a lecture system where most of the professors preferred the conventional method. Academic advising, where it occurs at all, largely is focused on helping students make short-term decisions. Many higher education researchers and influential reports issued over the past few years have asserted that such educational practices cannot produce the complex kind of student outcomes required today by employers for efficient performance. The shift from conventional, primarily a theoretical educational process to a research-and theory-based process will require not only constant innovation to incorporate new findings about learning but also the high-quality faculty and staff professional development necessary to support this innovation.

In order to improve the quality of faculty and benefit academicians and researchers, many prestigious institutions have started conducting faculty development programmes. The focus of such programmes is enhancement of quality of teaching and training in India, knowledge in functional domains and educational skills. This could further be enhanced through international faculty collaboration with foreign universities. In India, where the student exchange programme is more prevalent, this is a very modern step taken by some Indian universities/ Faculty members travel abroad to learn & teach in overseas colleges / universities for a fixed period of time. The objective is to exchange ideas on developments in teacher training, classroom management and the use of new technologies in teaching and learning.

In a bid to transform engineering college education in the country, the Indo-US Collaboration for Engineering Education (IUCEE), was set up to increase the quality of engineering education in the country, is bringing the best practices from US university education to India. Pan IIT, an organization of the alumni and faculty of Indian Institutes of Technology, has provided a strong foundation for building this Collaboration between American Society for Engineering Education (ASEE), along with academic and business leaders from leading US and Indian universities.

Few initiatives of the Indo-US Collaboration for Engineering Education (IUCEE) are

Year Participants Initiative

2008 and 2009The Indo – U.S. Collaboration for Engi-neering Education (IUCEE)

IUCEE organised the national-level faculty training programme termed as Faculty Leadership Institute, in Mysore in 2008 and 2009. The main objective of Faculty Leadership institute (FLI) is to improve the quality and global relevance of Engineer-ing Education in India and in the United States. The training is provided by distin-guished U.S. faculty at Global Education Center, Infosys Technologies, Mysore

2008With the coordination of IUCEE, 24 heads of private engineering colleges from India

2-week tours of prominent US engineering colleges in order to learn from their best practices in engineering education, research and administration. The objective was to build collaborations with these institutions in areas of mutual interest including student/faculty exchanges, research programmes, curriculum development, as well as joint degree programmes

Exhibit 2.5: Initiatives of IUCEE

Source: Media articles


Indian academia is known for its talent, intelligence and research oriented approach, due to this fact the faculty exchange arrangements with global universities proves very successful. These exchange programmes result in enriching and enlarging the knowledge base of Indian educational systems. It is beneficial for the faculty and their students in both the countries.

Another shortfall in the direction of faculty development is the inability of our institutions to attract and retain qualified and trained faculty of high order. There are serious flaws in the bureaucratic process of administration which Indian higher education sector follows. This process reduces the competitive edge of Indian higher education institutions. Salary and compensation for teaching staff is poor and, therefore, higher education institutions are unable to attract and retain qualified and trained faculty. Apart from the low package, the recruitment procedure is lengthy and working environment is unfavorable. As a result, a substantial proportion of high- ranking candidates refrain themselves from teaching assignment in these institutions and prefer to work elsewhere or go abroad.

There is, therefore, a need for institutes of higher learning to allow teaching staff more allowances at regular time periods, freedom to enter into consultancy arrangements and avail attractive perks. In some cases collaborative efforts between Indian public institutions and foreign institutions fail as Indian institutions do not provide for higher salaries to foreign teachers.

2. TechnologyIn a large country like India, there exist socio-economic, cultural, time and geographical barriers for people who wish to pursue higher education. Innovative use of Information and Communication Technology can potentially solve this problem.

On-line universities, as it do not require physical infrastructure, have facilitated greater accessibility to education in a cost effective manner. One of the biggest advantages of an on-line university or college, is that a student is not required to stay in campus. This is especially important for certain kinds of courses designed to cater to the needs of students who do not have financial backup or family support. As acquiring specialised degrees is directly related to better jobs, online-education at tertiary level has a great advantage. Due to ever-changing business dynamics, the need to cope with such changes has become unavoidable. As jobs become more and more insecure and mid-life career changes more frequent, the need for on-line education is increasing overtime.

Various benefits to different stakeholders of E-learning model:

Students:• It eases the access and flexibility of the content and delivery and gives student the freedom to work while they study.Employers:• It adds value to the current work force and leads to high quality and cost effective professional development of the employees which in-turn improves the productivity of the company. This process of training has proved to be much cheaper than hiring fresh talent.Government:• It has the capacity to reach target groups with limited access to conventional education and training. It supports and enhances the quality and relevance of existing educational structures in a much effective and cost efficient manner. It facilitates the connection of educational institutions and curricula to the emerging networks and information resources. Lastly, it provides the platform to promote innovation and opportunities for lifelong learning.

Realising its potential, India has developed an open-university system to encourage distance learning. Indira Gandhi National Open University (IGNOU) was the pioneer and now there are 14 Open Universities, having educational centers in various states of India. Modern communication technology can be harnessed to effectively provide education through this medium. A distance education council has been set up and a common pool of programmes is available for sharing.

The internet and satellite technology are being put to use to further the cause of distance education. The Indian Space Research Organisation (ISRO) is launching a dedicated satellite for educational purposes.


On-line education is heavily dependent on high-speed internet coverage. As a pre-requisite to expansion of on-line education services, it is essential that various parts of the country be connected with high speed Internet. As more and more cities in India are coming within the ambit of high speed cyber-network, the concept of e-education, especially at higher levels should be viewed seriously. As of now most Indian universities make little use of the Internet in improving administrative efficiency.

3. InnovationInnovation is the base for improving competitiveness. Although substantial gains can be obtained by improving institutions, building infrastructure, reducing inefficiencies, or improving faculty, all these factors eventually seem to run into diminishing returns. In the long run, economy can be competitive only with innovation. Innovation is important as they approach the frontiers of knowledge and the possibility of integrating and adapting exogenous technologies tends to disappear.

However, innovation requires an environment that is conducive, supported by both the public and the private sector. In particular, this means sufficient investment in research and development (R&D) especially by the private sector, the presence of high-quality scientific research institutions, extensive collaboration in research between universities and industry and the protection of intellectual property.

This shows all of the BRICs do better than the world average in specific areas. However, it is clear that India is lagging behind in higher education as compared to other BRIC country.

In the past few years R&D within the scope of higher education has gained greater importance. In 2004, ~150 international firms set up R&D centers in India and US patents office granted over 1000 patents to Indian units of US companies. Indian companies have also started to increase their R&D budgets. The demand for high quality researchers will require expansion of postgraduate research and PhDs in Indian institutions of higher learning. In the current conditions of advancing internationalisation and knowledge-based economy, good cooperation between business companies, universities and research institutes is the key factor for national success.

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Brazil India Russian Federation China GCI average

Exhibit 2.6: The competitiveness of BRIC economies

Source: World Economic Forum


Conclusion

Deployment of technology and innovation can affect the delivery of education and enable wider access to the same. Moreover, it can provide flexibility to the learners so that they can access the education regardless of time and geographical barriers and influence the learning curve of the students. It would enable development of collaborative skills as well as knowledge creation skills and at the same time can improve the quality of learning and thus contribute to the economy.

Given its benefits and the constraint, now the onus of transforming the conventional methods of teaching to new improved modern methods lies on the shoulders of the stakeholders of the Indian higher education system. Researchers at universities, research institutes, business and industry can work together in flexible atmosphere to carry out high-level research and development projects and provide researcher training to benefit all the parties concerned.

Key Questions

While sending Indian teachers / professors to foreign universities for training is one of the ways for faculty •development. However, given the constraint of lack of funds in the Indian higher education system, which are the other methods to effectively develop the faculty at least cost with maximum results?

As internet coverage is the backbone of on-line education, how do we plan to overcome the cyber network •accessibility barriers and other issues across India?

With the improvement in online education delivery model, there is need to bring about the change in the •perception amongst employers and students regarding the quality of education imparted. What would be the necessary steps to bring about this change?

Innovation is mainly driven by the private sector. How to ensure involvement of the other stakeholders for •e.g. institutions, academicians and most importantly students and researchers?


D. Attracting Investments & Entrepreneurship in Higher Education: Supplementing Government Initiatives

The importance of education cannot be undermined in terms of contributing to the knowledge pool of the country. The competitiveness, as well as employment generation potential of India can be best achieved only with the help of highly skilled and trained personnel. The Government of India has already realised this and thus focusing a lot on the education in general and higher education in particular. Despite all the leverages assigned or assumed for the higher education sector in the budgets and policies, higher education sector is still far away to match the requirements of the educationally backward districts.

Another dimension of this issue is the demographic dividend, which is yet to be explored by various business investors. There is a strong need to make these polarities meet in an efficient manner. This can be materialised by bringing investors, entrepreneurs and public sector together to strive towards the same goal and bring in better standards of higher education in India.

High degree of adaptability is required in the higher education sector. Higher education in the recent times has seen rapid expansion in India resulting particularly by private sector initiatives. However it has been largely unplanned. It hasn’t been able to maintain standards of quality education, followed by monopoly in terms of cost.

Irrespective of astounding growth in the higher education sector, quality institutions are quite low in number. With the entry of private players, a substantial increase has been witnessed in the tuition fees of public institutions. Absence of any considerable programme for student’s financial aid has aggravated the condition all the more.

Investment in higher education can primarily come of the below mentioned sources:

1. Government fund allocation and expenditureThe Government has allocated an increased budget of Rs 81,000 crore in the XI Five Year Plan (2007-12) -an almost nine-fold increase from about Rs 9,600 crore in the 10th five year plan - for expansion of higher education facilities in the country. This investment has boosted the sector and will help in reducing the seat requirement gap.

2. Public-Private PartnershipsThe higher education system suffers from several challenges that act as a hurdle in the growth of the public-private partnership concept in India. These include the conditions imposed for setting up the educational institute as a not-for-profit entity; excessive regulations in the functioning of the higher education institutes and for the entry of foreign educational institutions into India. Owing to constrained investment, the education sector is unable to cope with growing market demand and global competition.

The advantage of a public-private partnership is that the responsibility of providing education rests finally with the government, which continues to remain accountable for service quality, price certainty and cost effectiveness.

Therefore, it becomes increasingly important to promote public-private partnership in education like in infrastructure sector. Not allowing for-profit corporates into education precludes the immense advantages of the corporate sector, its efficiencies, its governance and its access to funds to accrue to education. While by allowing for-profit companies to participate in education, the full gains of public-private partnership in education could have been realised. Even in the present milieu public-private partnership by its rigour, discipline and governance mechanisms can provide immense gains in quality, timeliness and investments.


3. Private Sector

a. Educationists & CorporatesPrivate higher education sector stood at Rs 27,900 crore (US$ 5.2 Bn) in 2008 and is estimated to reach Rs 76,500 crore (US$ 16.9 Bn) by 2018.

Currently, there are many private institutes running in India. However, the absence of any significant expansion in different sectors of higher education by the state has created a space for the growth of private sector. There is no policy or guidelines to measure the competence of private investors for starting and managing a technical institution other than the requirement that it should be registered as a non-profit or charitable trust or society. At the same time, private sector’s role is becoming increasingly important in bridging the capacity gap with many eminent names coming forward with announced investment plans.

The government policy on higher education needs to focus on long-term goals, which can ensure more transparency and accountability for the institutes of higher education. The Right to Free Education Act imposes the fact that higher education ranks low in the priority list of most of the state governments. In addition to this, existing institutions require huge investments to deal with the issues of poor infrastructure, low salaries, faculty shortages and lack of performance incentives etc. Apart from weak technology and lack of innovative methods in teaching, funding is one of the requisites obstructing the way of expansion in higher education sector.

Education has largely been considered as a not-for -profit sector and this has kept a lot of investors away from this high growth sector. In order to achieve excellence in terms of facilities, as well high quality standards, a lot of expertise, innovation and mutual efforts on the part of public, as well as private sector are required.

b. Foreign InstitutesFDI in education faces over regulation in areas like curriculum content, intake of students, the fee scale and even in the terms of engagement of teaching staff. Also, in addition to CBSE, AICTE and UGC, several councils regulate educational institutions offering higher education in specialised fields such as architecture, pharmacy, medicine and law. This has resulted in multiplicity of laws and regulations, which also acts as a deterrent to much needed FDI and investment in general in the Indian education sector.

c. Private Equity and Venture Capital Investment

Global ScenarioA look at the global scenario explains how private equity and venture capital investors have made huge strides and have taken higher education sector to altogether different levels. There is certainly a lot that can be learnt from global examples, be it capital-market involvement, innovation with technology, faculty development, high quality or various avenues for partnership in higher education sector. All this has made visible multiple possibilities of opportunity and growth in the higher education sector in India, provided socio-economic realities of India are kept in view. This calls for taking note of the forces of globalisation with a close eye at the requirements and possibilities of our demographic dividend.

US has several PE firms that list education as one of their prime interest area for investments and some firms - like DHM Arcadia Partners and Quad Ventures - exclusively focus on Education. Giant PE firms like Warburg Pincus and KKR also have significant sized US education companies as part of their portfolios. In October 2008, a consortium led by Actis invested $103 million in China - based Ambow Education, a

27,90047,250

76,500

2008 2013 2018

100,000

80,000

60,000

40,000

20,000

0

Rs Cr

Exhibit 2.7: Private Higher Education sector

Source: Media Articles & Technopak Analysis


provider of e-learning technology and education services. Just a year prior, Ambow had raised a $54 million round from Macquarie Bank Group, CID Capital, Cisco Systems and Avenue Capital.

Indian ScenarioIn recent years, private equity and venture capital investors have made over 30 investments worth over $300 million in the education sector. Capital-market involvement in education is expected to improve as opportunity and growth are better understood. With the emergence of organised chains or national-level players, some consolidation is anticipated in test preparation, private professional colleges, tutoring and K-12 school management.

In spite of the overall optimism, investors have their own inhibitions, the topmost being the regulatory uncertainty encompassing “for profit” ventures in the higher education segments. The lack of scalability of ventures in “non-formal” segments, absence of quality teachers and political interference are some other concerns.

Being in nascent stage, higher education sector mostly comprises of small to medium scale entrepreneurs. Additionally, most of them ventured in to education as a charitable project. Thus, resulting in issues related to scalability. With a long term approach, investors can get hold of an asset which reaches scale over time or provides a platform for a roll-up programme. Various investors are also put off by the longer investment period that the higher education segment requires.

The regulatory issues associated with investing, acquiring trusts, extracting returns and exiting in the higher education are significant. The restrictive conditions imposed by authorities have hit FDI really hard and this is primarily a result of the authority’s take on education as a not-for-profit activity. FDIs have been quite a success globally, but yet to be realised in Indian higher education sector.

Another crucial challenge is to connect in business, as well as geographic diversification that often over-stretch the operational and financial capabilities of the organisation. Aligning goals between the investor and promoter through tools such as earn-outs will be essential with minority stake investments.

Conclusion

With strategic planning and foresight, companies keen on investing in education can overcome these challenges, which can result in favorable returns in an unfavorable economy. Therefore, there has to be a balanced approach that can pave way for equitable and inclusive development. Government policy measures should strive to support, sustain, and enhance world-class research, along with mutual support from private players, foreign universities, academicians and innovators. However, the stringent regulatory framework of our education sector does not seem to be very friendly and thus is a major deterrent for most of the investors willing to explore partnership avenues in India.

Key Questions

Given the various advantages public-private partnership bring on to the table, how feasible is it to let •private sector with for-profit approach to train young India. What should be the working mechanism so that the accountability for teaching lies within the purview of government? FDI has been quite successful globally in many areas. However, regulatory issues refrain investors from •investing in Indian higher education sector. What could be the mid way to this wherein the goals of both, the investors and other stakeholders could meet to maximise the benefit to all party concerned and benefiting the higher education sector?


E. Industry and Academia Partnerships: Enabling Collaborative Research and Continuing Education

The economies of the present day world are driven by scientific research and technology. A number of companies have set up their Research & Development (R&D) centers in India as they expect some of the fastest growth in the future to come from the Asian giants – India and China. Companies have started to explore research process outsourcing (RPO) and believe that India is moving rapidly towards becoming a major R&D hub for firms.

While India might seem like a natural location to expand off shoring into R&D, it is hampered by some serious structural problems that range from inadequate home grown researchers to a lack of government support.

At the same time, the Indian education system has been severely been affected due to the lack of reforms. At one hand students are not exposed to research from an early age, and on the other, faculties are not exposed to research and there’s no career path for innovation because there’s a lot of pressure to get a ‘real’ job.

1. R&D and Indian Education System

a. Research CentersMost of the research in India is funded by the government, supported by various organisations and departments. The Indian higher education has many premier institutes such as IIT, IIM, IISc, NIT etc., providing excellent infrastructure to the brightest minds in India. These institutes not only provide MNCs talented researches but also supply infrastructure facilities for carrying out research work.

Citing for instance; IBM has setup its research center in collaboration with IIT Delhi & Roorkee under its IBM’s Shared University Research (SBU) initiative. Here the company awards equipment to universities to promote research in areas of mutual interest, besides connecting the research and researchers at the university with personnel who are interested in the research from the IBM research, development and solutions provider communities. Another example is of foreign R&D collaboration where twenty prestigious U.S. universities have partnered with Amrita Vishwa Vidyapeetham for active collaboration in higher education and research through e-learning and India’s educational satellite, EDUSAT.

Such alliances ensure that the researchers have access to the latest technology, necessary financial aid and global subject matter experts. The availability of ready infrastructure and support from scientists from various government organisations are the key factors promoting foreign investments and alliances in Indian research laboratories and educational institutes.

b. Business Incubation CentersPublic private partnership is essential for R&D. Knowledge parks and incubator centers are essential for commercialisation, transfer and diffusion of technology. These programmes supported by the government are essential to promote business driven research and provide the necessary guidance and support to entrepreneurs. Business incubators assist entrepreneurs to get established and sustainable during their start up phase. These incubators provide mentorship, business financing, network support and specialised services to the entrepreneur.

Some of the major Business Incubator Centers in India are:

Center for Innovation, Incubation and Entrepreneurship (CIIE), IIM-A:• CIIE aims at fostering innovation-driven entrepreneurship through incubation, research and dissemination of knowledge. It was setup by IIM, Ahmedabad in 2001 in collaboration with Government of Gujarat and the Department of Science and Technology, Government of India.


N S Raghavan Centre for Entrepreneurial Learning (NSRCEL):• The NSRCEL has been formed with this mission to bring ideas to implementation through a structured mentored programme which will help entrepreneurs see their idea taking shape into a planned organisation which will render itself in a phased manner to be a successful business entity. The NSRCEL set up by the Indian Institute of Management, Bangalore, is a world-class centre of excellence for seeding, nurturing and promoting entrepreneurship.

National Design Business Incubator:• NDBI is an initiative of the National Institute of Design (NID), Ahmedabad with the support of Department of Science and Technology, Govt. of India, New Delhi. NID is internationally recognised as one of the foremost multidisciplinary institutions in the field of design education, research, training and service.

2. Government InitiativesGovernment of India has taken several initiatives to make India an attractive location for research and development. In order to promote R&D center, the budget for the year 2007-08 extended the concessional rate of 5% duty, which was earlier available only to public funded research institutes. In order to promote more foreign investment in R&D the India government has liberalised its FDI policies and adoption of international standards for intellectual property (IP) protection.

Despite all these initiatives, R&D is still facing multiple challenges and still has a long way to go.

Challenges

Lack of linkages: •

Functional Link: » In India, especially in higher education, there is very less investment in infrastructure and experimental facilities and whatever exists is not being utilised optimally. In such a situation it is essential that steps are taken to promote collaborative work and the culture of sharing facilities.

Academic Link: » Over the years, there has been an increasing tendency to treat teaching and research as separate activities, although for very different reasons, with some wishing to preserve research as élite activity. This distinction is being reinforced by separate policies, programmes and structures. In the US there is a very strong relationship between undergraduate / postgraduate teaching and research. In the well-known universities of the US, the undergraduate students have a good exposure to eminent research scientists; which is lacking in the Indian system. As Yashpal committee report states, this disjoint between teaching and research has led to a situation in which, on the one hand, most of the universities have been reduced to the status of centres that teach and examine masses and, on the other hand, more and more elite research bodies are being created where researchers have absolutely no occasion to engage with young minds. There is a lack of adequate linkages between universities and research laboratories on the one hand and universities and businesses on the other.

Quality of doctoral programmes:• There is a growing concern regarding the quality of doctoral programmes being offered. The requirement of a post doctoral degree to become faculty member has resulted in undesired results. In order to ensure research and development grow focus should shift from quantity to quality. The fact that the highest number of Ph.D are awarded not by the most reputed universities suggests widely varying standards of quality control for Ph.D degree. In some universities, students are awarded Ph.D degree within 18 months and in others students take three to five years, sometimes even longer to complete their Ph.D degree. India’s research output in terms of publication, patenting and hi-tech technology exports is poor.

Investments & Intellectual Property Rights:• Substantial investments are required to transform abstract ideas from scientific research into commercially viable products. It also requires the universities to be proactively engaged with industry. Success in technology transfer efforts and commercialisation of scientific research depends upon close and continuous engagement with the industry along with an effective intellectual property rights (IPR) regime. India is also losing out in the patent stakes. In 2006-2007, just 7,000 patents were granted in this country, compared to nearly 160,000 in the United States.


Leadership skills development:• The Indian undergraduate education system needs to be improved to provide students with an education experience, not limited to just class room lectures. This can be done internally by colleges as a part of the curriculum or by independent societies. E.g., AIESEC – world’s largest student-run organisation, active in over 1700 universities across more than 107 countries and territories. There international platform enables young people to explore and develop their leadership potential for them to have a positive impact in society.

Underutilised Infrastructure:• Infrastructure and experimental facilities for research, particularly for science and technology are expensive. Most often these are not optimally utilised.

Limited access to Information resources:• Internationally, higher education and research institutions form consortia to subscribe to large base of journals and databases in electronic format to benefit from discounted pricing due to economies of scale. Though there are many library consortia in the developed countries, this movement has just picked up in India and needs to be pushed aggressively.

Negligible Private Investment:• In the US and Japan, the culture of philanthropy to support research and existence of favourable tax structure has enabled such research universities to flourish in the private sector. Now these universities have built a huge portfolio of IP and earn substantial income from technology transfer and its commercialisation.

Conclusion

Efforts are required to improve the country’s innovative capacity, the efforts should be to build on the existing strengths in light of new understanding of the research-innovation-growth linkage. The overall public funding support for research through higher education institutions needs to be substantially enhanced. Research partnerships should be encouraged. Various measures are required to improve access to information resources and steps are required to improve the quality of doctoral education. At the same time, an initiative to create highly skilled manpower through collaborative approach needs to be initiated.

Key Questions

The research collaboration scenario in India is at under developed state, how to promote new and take •the existing associations between universities, research laboratories and businesses to the next level?What are the steps needed to be taken to develop the leadership skills at the under graduate level only?•In this scenario of scarce resources, how to reach at the optimum level by exploiting the underutilised •infrastructure and experimental facilities?What will be the plan going forward to increase the information accessibility to different stakeholder of •higher education, as it forms the basis for research and development?


F. India – The Knowledge Destination: The Way Forward

Education is crucial for the overall development of any country. This is probably because of the fact that it impacts the way one thinks, aspires and works. Education is essentially connected with the socio-economic position of the country, provided it contributes more at the level of skill resulting in more employability, not only in India but across the globe.

With unsustainable exploitation of limited resources resulting from economic growth and ever rising population, our planet is on the verge of explosion. There seems to be a never ending race between developed and developing countries, without realising where is it going forward to. The situation has aggravated all the more because of the political clash. Here stands the unique challenge, as well as opportunity before India to create a niche for itself and emerge as a global leader in the knowledge driven economy.

It is not just a matter of attaining or creating a better education system for a nation that can offer better prospects of employment to its people, but doing it in a responsible and inclusive way with a long term vision. This would surely open up never before seen prospects for all stakeholders, including investors, academicians, foreign institutes, students and policy makers promising an improved standing for India at the global stage, not to forget the possibilities of development within the country.

Education in ancient India was highly advanced as evident from the centres of learning that existed in the Buddhist monasteries of the 7th century BC up to the 3rd century AD Nalanda (Perkin, 2006). In these centres, gathering of scholars - gurukula - used to be engaged in intellectual debates - parishads - in residential campuses. Historians speculate that these centres had a remarkable resemblance to the European medieval universities that came up much later. The ancient education system in India slowly extinguished following invasions and disorder in the country.

Rebuilding Nalandas and TakshilasIndia has the third largest higher education sector in the world, next only to US and China. Education is undoubtedly one of the prominent reasons that decide the fate of nation, be it economic prosperity, political influence, strategic geographic location or even cultural influence.

This mandates the need to shift from merit good to public good for higher education, inviting a lot of expertise and professionalism to its share. Since, education has largely been the domain of public sector, but this is the time for private players to arrive and play an active role and discover various opportunities that higher education sector promises. Even partnerships at different levels can be explored for the same. It calls for public and private sector coming forward to overcome existing barriers of regulations, with efforts to head towards the common goal of a better, much more accessible higher education system in India as it was in the past.

There is a lot to learn from our history of ‘Nalanda’ and ‘Takshila’, which is not only the oldest education system, but also referred to as “one of the first great universities in recorded history”. It attracted students and scholars from different parts of the globe like China, Persia, Greece, Korea, Japan, Turkey and many more. The best thing about these education systems is that great emphasis was paid to skill development of an individual that too in the most inclusive manner. Result was self-sufficiency, skill development and improved opportunities of employment. This was considered as an opportunity to be usefully employed and there was nothing derogatory but created the hierarchy of the educated and the uneducated.

This was where it started from and can surely take a point and adapt things as per the present scenario. Efforts should be focussed towards heading higher education system of India with a strong vision of how it can be rebuilt to compete with the best education system of today. In the whole process, quality and high standards of education are of utmost importance and should not be overlooked.


With present state of employment in India, there is a dire need of institutes of excellence that can create entrepreneurs rather than individuals seeking jobs. Higher education system should be structured in a way that can pave way for upcoming entrepreneurs, by promoting spirit of questioning and innovation. The entrepreneurial sense, as well as culture needs to be developed. More and more research centers need to be established, tapping the young talents and connecting them with concerned industries for field experience. This would give the much needed foundation for structural changes in social, as well as economic activities and would definitely improve output.

In order to establish India’ position as a global leader, economically, technologically and ethically, it is imperative to take a look at our existing education system. In addition, it is equally crucial to identify loopholes in the present system like a distant observer and create conducive environment for a steady revolution in the education system of India. This calls for a critical attitude along with the right approach on the part of policy makers, academicians, foreign universities, research institutes, investors and industry experts amongst many. It should be in confirmation with the challenging needs of present times and still flexible enough to be implemented in various parts of the country, to overcome the barrier of demographic incongruity and promise better accessibility.

The last and final step can be a vision to foresee the difficulties that are likely to come in the near future and be equipped with way to deal with those in the most innovative ways. This vision should be realised in to progression through the process of discovery. Aspiration with a long term vision in addition to innovation is the key to take our education system to new heights.


Chapter 3

Recommendations

The challenges in higher education sector have three dimensions, quantity leading to expansion of higher education sector, quality for excellence, and access for inclusion with affordable higher education. While several critical issues related to higher education have been addressed in the last one year, there is a need to view higher education as a system and consider the various inputs to the system—and its key enablers that will lead to desired outputs.

1. Expansion

As a fundamental principle, each student must be provided with all possible support to realise his/her full potential, regardless of financial and social circumstances. With the plans to increase GER from 11% in 2008 to 15.5% in 2011-12 to 21% in 2016-17, and corresponding enrollments of 17 Mn in 2009 to 29 Mn by 2018, an additional 12 Mn seats will be required. With the current government fund allocation of Rs 81,000 crore, only 2 Mn seats can be provided to higher education and a requirement of INR 4 lakh crores (including land cost) for the balance 10 Mn seats. At the same time there is a demand-supply shortfall and the graduation field to job creation mismatch is witnessed in the higher education sector. Currently there is approx 45% enrolment in Humanities & Arts in India vs 3% in Brazil and 14% in China, there is a need to create more employable graduates. Therefore, it becomes increasingly imperative to bring policy changes to help bridge this gap.

a. Detailed Need-Gap AnalysisAs the problems currently face-to-face with higher education have been widely discussed, there is a requirement of a detailed study, to access the gap in

No of Seats required•

Land and other infrastructure support required•

Streams vs Employability mismatch•

Fund requirement•

Faculty requirement•

The analysis can throw out some useful facts and thus, recommendations which will be more concrete and with a long term perspective.

b. Activate Investment circuits

Address concerns of all stakeholders including private education provides:• The capacity constraints in the sector are pushing students to private institutions, many of which offer low quality education, charge high fee and indulge in creative accounting. Being in nascent stage, higher education industry mostly comprises of small to medium scale entrepreneurs. Additionally, those who ventured in to education as a charitable project face issues related to scalability. With a wide demand-supply gap, it is imperative to map potential of “for-profit“ private players with corresponding legislative amendments.

Foreign University Bill:• The bill proposes to allow for 100% foreign direct investment (FDI) in higher education. This, it is hoped, will help provide cheaper and better education, besides saving India’s foreign exchange outgo. It also proposes to bring foreign education providers under the administrative umbrella of the University Grants Commission (UGC) or its successor, which means the admission process and fee structure of these institutes, will be regulated by the UGC. These foreign universities should come in only if they are willing to restructure fee and salaries.


c. Innovative Partnership Models Partnerships of various types within the education sector should be explored in details as they can provide some transitional support in this journey of expanding and strengthening the higher education infrastructure in the country while some of the policy related matters are being implemented/ legislated. Public Private Partnership which has achieved success in other sectors as well should be promoted along with foreign university and faculty partnerships.

d. University townships Education and infrastructure sector should, together, focus on developing education townships near large metropolitan areas to take full advantage of the economic activity that will result from the research conducted in these universities. For e.g. Greater Noida authority has earmarked 1400 acres in the township towards setting up educational institutes, however, these are primarily smaller educational institutes and focus should be to set up large universities primarily focusing on research and development activities.

e. Employable graduatesA demand-supply shortfall and the graduation field to job creation mismatch is witnessed in the higher education sector. Currently there is approx 45% enrolment in Humanities & Arts in India vs 3% in Brazil and 14% in China, there is a need to create more employable graduates by bridging the gap with internships as a part of curriculum. Higher Education & Vocational Training can provide attractive investment returns and are scalable opportunities.

This can be done by appending a 6 months – 1 year internships/industry exposure and skills development •along with the current 3-year graduation degree structure in Arts, Sciences and Commerce.

Apprentice laws also need to change to allow graduates from all disciplines who can be employed as •apprentices

f. Gradual shift from “Over-regulating but under-governing” regulatory regimeThere is a need to encourage higher autonomy in the higher education sector. This autonomy needs to be three-dimensional with focus on academic, administrative and financial regulations. It is increasingly important to bring in higher accountability; and higher transparency in institutions by permitting independence in long-term direction and strategy.

g. Focus on other ‘evolving’ sectorsIndia produces 120,000 MBAs each year (for a US$ 1.0 Tn GDP), compared to the USA’s 150,000 MBAs (for a US$ 15.0 Tn GDP). We could witness an oversupply of MBAs soon. At the same time, India has a higher number of Engineers; the quality of these graduates is low with only a few world class technology institutes like IIT and IISc. Also, a high percent are in IT, while job creation is now expected in Construction, Infrastructure, Services etc, the need of the hour is to build academic setups keeping in mind the employability of students.

2. Excellence

a. Achieve Excellence through Collaborative ResearchUse virtual networks to enable joint guidance of doctoral students and joint doctoral programmes amongst countries, thereby increasing the production of PhDs in the country and the quality of faculty. Private universities are often given funds by public agencies for basic or applied research. In some cases, the private sector provides funds to public or private institutions for basic research. Public-Private Funding should be activated to produce research products that may be useful to, or even owned by private firms.b. “University-based Companies” & “Company-based Universities”


Incubation cells should be formed within universities focusing on start-ups and research and development for the Private Sector. These research modules can be partly funded by private sources.

c. Faculty Development initiativesAverage student-faculty ratio in India is 26:1, against a global average of 15:1. With more number of institutes opening in future, there is a need to address the two dimensional issues of quality and quantity of faculty. This can be improved by faculty partnerships and exchange programmes. The goal of the faculty exchange programme is to accelerate the adoption of best practices through cultural immersion giving the opportunity to adopt, adapt, propagate, and consolidate the best practices of top universities. However, these partnerships are constrained regulatory issues such as visa requirements, IP protection in case of joint-research plans.

d. Leverage on Alumni NetworksAlumni networks need to be strengthened in the Indian higher education sector with more focus on bringing the alumni back to the universities which can help in raising funds, employment options, brand building exercise and bridging the gap between education institute and the industry. A case in example is PANIIT organisation which was formed as an umbrella organisation, covering alumni of all 7 IIT’s, to evolve a brand that would provide strong fraternity among IIT alumni.

3. Inclusiona. Financial AccessibilityExpenditure on education has low price elasticity. Although average GER is low, for households that can afford higher education, GERs are over 90% making it clear that low GER is a derivative of incapability to pay academic fees. There is a need to focus of expanding the overall access to provide higher education to all those eligible. The ultimate goal is to provide equal opportunities for success in obtaining a job and developing a successful career for all citizens of India, while obviating any limitations due to their backgrounds. Public sector banks lend up to Rs 10 lakh for a course in India and up to Rs 20 lakh for studies abroad. Nationalised banks disbursed loans worth Rs 20,000 crore to 1.25 million students in 2007-08 while private banks lent Rs 500 crore. Last year, the portfolio of education loans of banks grew 40 per cent. The government has cleared student loan scheme to provide interest subsidy on student loans for weaker sections and is expected to benefit 5 lakh students. The scheme has been applicable from the current academic session and will provide full interest subsidy during the moratorium period on loans taken from scheduled banks. More such steps, combined with policy reforms are needed to address financial accessibility related issues:

Currently banks in India provide education loans primarily to Management students which are usually top •choices for most of the banks followed by Technology students. However, banks don’t provide loans for students with a bachelor’s/master’s in Arts whereas, 45% of total enrollment is in Humanities and Arts.

For courses where employment prospects are less (as per Bank’s own evaluation), loans are sanctioned •on the basis of the parents’ income which is an incorrect benchmark of a student’s caliber, thus the evaluation criteria needs to be changed keeping in mind mutual interests of student and the bank.

Government along with private sector need to set up a mechanism to address the needs of economically •challenged meritorious students by providing scholarships while allowing the regular fee structure to be driven by the quality of education and academic performance.

b. Physical AccessibilitySetting of higher education institutes and using technology in remote areas of country while enhancing the quality of teaching and learning experience through use of information pathway with lower cost and high penetration.

c. Virtual Accessibility Technology should be increasingly used as a tool to achieve GER targets by providing more online courses to students, specially female and students with disabilities


Bibliography

PanIIT Panch Ratnas, 20091.

Yashpal Committee Report of ‘The Committee to Advise on Renovation and Rejuvenation of Higher 2. Education’ 2009

Pawan Agarwal, Higher Education in India: Need for Change, ICRIER Working Paper No. 180, ICRIER, 3. 2006

Draft Report of Working Group on Higher Education, 11th Five Year Plan (2007-12), Planning 4. Commission, Government of India

http://planningcommission.nic.in - Chapter 1, Education5.

CII-NASSCOM-ICRIER White Paper on Establishing Independent Accreditation and Regulation 6. Systems, April 2009

Private Equity Pulse on Education, Venture Intelligence7.

Emerging Issues in Higher Education – Approach and Strategy of 11th Plan, Sukhdeo Thorat, UGC 8. 2008

CII National Committee on Education Report, March 20099.

The Global Competitiveness Report 2009-10, World Economic Forum10.

11. Media Articles


The Confederation of Indian Industry (CII) works to create and sustain an environment conducive to the growth of industry in India, partnering industry and government alike through advisory and consultative processes.

CII is a non-government, not-for-profit, industry led and industry managed organisation, playing a proactive role in India’s development process. Founded over 115 years ago, it is India’s premier business association, with a direct membership of over 7800 organisations from the private as well as public sectors, including SMEs and MNCs, and an indirect membership of over 90,000 companies from around 396 national and regional sectoral associations.

CII catalyses change by working closely with government on policy issues, enhancing efficiency, competitiveness and expanding business opportunities for industry through a range of specialised services and global linkages. It also provides a platform for sectoral consensus building and networking. Major emphasis is laid on projecting a positive image of business, assisting industry to identify and execute corporate citizenship programmes. Partnerships with over 120 NGOs across the country carry forward our initiatives in integrated and inclusive development, which include health, education, livelihood, diversity management, skill development and water, to name a few.

Complementing this vision, CII’s theme for 2009-10 is ‘India@75: Economy, Infrastructure and Governance.’ Within the overarching agenda to facilitate India’s transformation into an economically vital, technologically innovative, socially and ethically vibrant global leader by year 2022, CII’s focus this year is on revival of the Economy, fast tracking Infrastructure and improved Governance.

With 64 offices in India, 9 overseas in Australia, Austria, China, France, Germany, Japan, Singapore, UK, and USA, and institutional partnerships with 221 counterpart organisations in 90 countries, CII serves as a reference point for Indian industry and the international business community

About Confederation of Indian Industries (CII)


We are a management consulting firm with a difference. Founded in 1991 on the principle of “concept” to “commissioning”, we are in the top 5 consulting firms in India by revenues. We are strategic advisors to our clients during the ideation phase, implementation guides through start-up phase, and trusted advisors overall. The industries we serve include Retail, Consumer Products, Fashion (Textiles & Apparel), Healthcare, Hospitality & Tourism, Leisure & Entertainment, Food & Agriculture and Education.

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At Technopak, we foster innovation and creativity which challenge conventional thinking and generate practical and far reaching solutions for our clients. In 2008, we worked with over 130 clients across 180+ projects, in 20 countries besides India, across 5 continents.

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Business Strategy. Assistance in developing value creating strategies based on consumer insights, competition mapping, international benchmarking and client capabilities.

Start-Up Assistance. Leveraging operations and industry expertise to ‘commission the concept’ on turnkey basis.

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Capital Advisory. Supporting business strategy and execution with comprehensive capital advisory in our industries of focus.

Consumer Insights. Holistic consumer & shopper understanding applied to offer implementable business solutions.

Services we offer in Management Consulting

About Technopak


Services we offer through our Group Companies

Holistic consumer understanding applied to offer implementable business solutions revolving around shopper insights, trend insights, design and innovation insights, marketing communication and measuring customer delight.www.indiamindscape.com

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Planning, implementation and project management of plants, warehouses and entertainment centres with a focus on modernization, process improvement, technical valuation, power & water audit and environmental engineering.www.technopak.com/engineering

Engineering

Strategizing, planning and managing creation, development and growth of brands through a scientific, transparent and process-driven methodology.www.vertebrand.com

Services we offer through our Strategic Partnerships

World’s largest privately held real estate services firm. We offer, through them, comprehensive retail real estate solutions to our clients.www.cushwake.com

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Partners with Technopak for delivering Projects in India. They are one of the top architectural practices in the UK with extensive experience in architectural and urban design projects in UK and internationally. The practice has major specialism’s in Healthcare Architecture www.devereuxarchitects.com

D E V E R E U XA R C H I T E C T S


Authors

Raghav [email protected]+91 99585 22993

Inderpreet KaurSenior [email protected]+91 98101 57562

Kiran [email protected]+91 98109 99486

Sadhna SharmaContent [email protected]+91 95559 30809

Technopak Advisors Pvt. Ltd.

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T: +91-11-24629994-7, F: +91-11-24626149email: [email protected]

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