Professional Documents
Culture Documents
Table of Contents
Foreword The Indian higher education sector Doing more with less Optimizing existing capacity and capability in higher education Replicating the Indian private higher education sector success story Doing more of the new Identifying new opportunities to grow Glossary About EDGE
01 02 12 22 32 46 47
Foreword
Dear Readers,
The higher education sector in India has witnessed high growth over the past few years and today India boasts of more than 26,000 higher education institutes higher than any other country. However, despite having such a large number of institutes, Indias Gross Enrolment Ratio still lags at 12%, which is less than half the global average. The Government has set itself a highly aggressive target of achieving 30% GER by 2020, which translates into an enrolment of 40 million students in the higher education system. We believe that achieving this challenge requires a radically new thought process and innovative solutions and propose a three pronged solution. >ajkldq$ o] f]]\ lg ]fkmj] l`Yl o] \g egj] oal` l`] j]kgmj[]k o] `Yn] Yl gmj [geeYf\& L`ak entails that we optimize utilization of the capacity already created in the higher education sector. Improving the quality of higher education institutes through collaborations, creation of centres of ]p[]dd]f[] Yk o]dd Yk kljgf_]j Y[[j]\alYlagf kqkl]ek [gmd\ Z] ka_fa[Yfl kl]hk af l`ak j]_Yj\& K][gf\dq$ o] f]]\ lg j]hda[Yl] ]paklaf_ km[[]kk]k& Gn]j l`] dYkl \][Y\]$ afklalml]k af l`] hjanYl] sector have been in the forefront in creating new capacity. These need to be encouraged further by providing conducive frameworks and incentives as well as encouraging PPP arrangements. L`aj\dq$ o] f]]\ lg f\ fgn]d kgdmlagfk lg gn]j[ge] l`] [gfkljYaflk ^Y[af_ l`] k][lgj& A\]Yk km[` as the use of technology to enhance the reach of higher education in a cost effective manner and creation of special education zones need to be explored The EDGE Forum has always been a platform to discuss new thoughts and breakthrough ideas on the key issues impacting the higher education sector in India and providing a potential roadmap for its robust development. I hope this report provides insights for all constituents of the sector in adopting some of the themes laid out and successfully reach the target that we have all set out to achieve.
Warm regards, Amitabh Jhingan HYjlf]j$ =\m[Ylagf K][lgj D]Y\]j Ernst & Young India
L`] `a_`]j ]\m[Ylagf k][lgj Y[[gmflk ^gj Y ka_fa[Yfl share of private spends in the Indian education system
The Indian education system is dominated by the core sectors of higher education and schools (K12), which account for ~80% of the total consumer spends in the market. Indian education system
Core
20%
Non-core
Private
Public
Private
Public
Multimedia
Books
L`] `a_`]j ]\m[Ylagf kqkl]e af Af\aY hjaeYjadq [gfkaklk g^ mfan]jkala]k$ Ymlgfgegmk Yf\ Y^daYl]\ [gdd]_]k& Higher education in India Central Universities Deemed Universities Universities & University-level institutes Institutes of National Importance Afklalml]\ ]klYZdak`]\ mf\]j KlYl] d]_akdYlagfk KlYl] HjanYl] Mfan]jkala]k KlYl] Mfan]jkala]k Colleges Autonomous colleges 9^daYl]\ [gdd]_]k 40 130 33 5 76 243 25951
Form of Existence
With around 26,478 institutions, India has the largest higher education system in the world in terms of number of institutions. Number of higher education institutions (2010*)
26,478
Kgmj[]2 Eafakljq g^ @J< 9ffmYd J]hgjl *((1%)($ =Q 9fYdqkak$ " *()($ gj l`] dYl]kl q]Yj ^gj o`a[` \YlY ak YnYadYZd]
Growth in this sector is expected to continue, supported by increasing number of new institutions
The Indian higher education sector is expected to grow at a 18% Compound Annual Growth Rate (CAGR) till 2020
Kh]f\k af l`] Af\aYf `a_`]j ]\m[Ylagf k][lgj Yj] currently estimated to be ~INR 46,200 crores (spends in India), and projected to grow at an average rate of ~18% to over INR 232,500 crores in 10 years Estimated growth of Indian higher education sector (INR crore)
232523
8% R1 CAG
106582 46231
2010
2015(E)
2020(E)
Private sector accounts for almost 67% of the total spends in the higher education sector ?jgol` g^ `a_`]j ]\m[Ylagf `Yk j]kmdl]\ af Y k`Yjh increase in the number of institutes Universities have grown at a constant CAGR (5%) over the decades from 1950-51 to 2009-10 Colleges in India have grown at a higher CAGR (8%) between 1990-91 and 2009-10 compared to between 1950-51 and 1990-91 (6%) HjanYl] mfYa\]\ [gdd]_]k$ o`a[` ^gje Y ka_fa[Yfl share of the total number of colleges, are rapidly growing in number
67%
33%
Government
Private sector
Enrollments in higher education have grown at a relatively steady CAGR of 6% for over 20 years between 198586 and 2009-10 Currently, there are ~16 million students undergoing higher education in India, with nearly half of them having joined the system over the last decade
11.0 8.4
3.6
4.9
6.6
1985-86
1990-91
1995-96
2000-01
2005-06
2008-09
2009-10
Increased government spending expected to further support the growth of this sector KlYl] ?gn]jfe]flk Y[[gmfl ^gj Y dYj_]j k`Yj] g^ `a_`]j education spending vis--vis the Central Government Central Governments expenditure on higher education `Yk _jgof Yl v+( ;9?J af l`] hYkl n] q]Yjk @go]n]j al `Yk k`gof Y ka_fa[Yfldq `a_`]j _jgol` jYl] (45%) in 2009-10 over 2008-09
% 29.6 CAGR
117.4 69.6 34.2 35.4 2005-06 80.4 38.2 42.2 2006-07 76.1 2007-08 Plan 41.3
135.4 46.4
83
89 2008-09
113.2
2009-10
Non Plan
The government allocates the largest share (~38%) of its funding for general higher education Further investment is planned via setting up of new institutes: 16 central universities, 14 innovation universities, 0 AALk Yf\ / AAEk The total government outlay for higher education has af[j]Yk]\ ^jge *) g^ lglYd ]\m[Ylagf kh]f\ af l`] Pl` >an] Q]Yj HdYf lg +) af l`] PAl` >an] Q]Yj HdYf
17%
However we believe, Indias public expenditure as Y h]j[]flY_] g^ ?<H `Yk Y ka_fa[Yfl ghhgjlmfalq to grow when compared with other countries
0.60%
Finland Sweden
USA
India
UK
Brazil
Russia
China
Kgmj[]2 Eafakljq g^ @J< 9ffmYd J]hgjl *((1%)($ ?gA PAl` >an] Q]Yj HdYf$ =Q YfYdqkak3 MF=K;G ?dgZYd =\m[Ylagf <a_]kl *((13 "*((/ gj dYl]kl q]Yj ^gj o`a[` \YlY ak YnYadYZd]
However, India continues to lag behind in terms of Gross Enrollment Ratio (GER)
Even with a constant growth in number of higher education institutes (HEIs), enrollments and increasing government spending, India has a low GER vis--vis other countries.
India is acknowledged to have the largest higher education systems in the world in terms of number of institutes and is also the 3rd largest in terms of ]fjgdde]flk$ Z]`af\ ;`afY Yf\ MK9 Yet, in terms of GER, India lags behind most developed/developing countries Student enrollments (in millions) in higher education (2009); *for 2010
25.4 17.8
China
USA
India*
Russia
Brazil
Af\aYk ?=J ^gj `a_`]j ]\m[Ylagf klgg\ Yl )* af *()($ ka_fa[Yfldq Z]dgo l`] _dgZYd ?=J Yn]jY_] g^ *. af *((/ Gross Enrollment Ratio for higher education (2007); *for 2010
100% 83% 77% 57% 50% 40% 26% 21% 0% 12% 23% 77%
34%
India*
China
Brazil
UK
Australia
Russia
Being a concurrent subject, the Indian higher education system is regulated by both the Central and State Governments
The Indian HE sector has a host of regulators with complex laws and procedures which impedes GER expansion in India
Central Government State Government
University Grants Commission All India Council for Technical Education Distance Education Council Medical Council of India Pharmacy Council of India
Regulates Universities and University education in India Regulates technical education [such as management, engineering, etc.] in India Regulates open Universities and distance education programs in India Regulates medical education in India and grants registration for medical professionals Regulates pharmacy education in India and grants registration for pharmacy professionals Regulates nursing education in India and _jYflk j]_akljYlagf ^gj imYda]\ fmjk]k af Af\aY Regulates architectural education in India and grants registration for architects Regulates, promotes and maintains standards of legal education in India
Regulates higher/technical education in the State Regulates higher/technical education in the State
* The nomenclature of Regulators at the State Government level maybe interchangeable based on each State
The Central and State Governments have over the years introduced legislation, which has resulted in multiplicity of regulation, overlapping of mandates which are in []jlYaf [Yk]k [gfa[laf_ oal` ]Y[` gl`]j
Council of Architecture
New Bills proposed by the MHRD will introduce new regulators and supersede existing regulators such the UGC and the AICTE
National Council for Higher Education and Research National Accreditation Regulatory Authority
Education Tribunals
Kgmj[]2 =Q YfYdqkak
Creation of new capacities and optimization of existing [YhY[ala]k ak ka_fa[Yfldq aehY[l]\ Zq l`] ]paklaf_ regulatory framework
Fgl%^gj%hjgl klYlmk Af\aYf @=Ak emkl Z] gh]jYl]\ Yk fgl%^gj%hjgl ]flala]k ]al`]j Yk HmZda[ Ljmklk$ Kg[a]la]k gj Yk K][lagf *- [gehYfa]k& L`] fgl%^gj% hjgl eYf\Yl] ak Y c]q \]l]jj]fl lg Y[lan] hjanYl] afl]j]kl Yf\ go g^ [YhalYd g^ l`] [gjhgjYl] k][lgj& Af k]n]jYd gl`]j [gmflja]k km[` Yk l`] MK$ fgl%^gj%hjgl eg\]dk [g]pakl oal` ^gj%hjgl eg\]dk& >gj%hjgl ]flala]k `Yn] ka_fa[Yfldq aehY[l]\ l`] `a_`]j education sector by increasing employability, using technology gfdaf] ]\m[Ylagf!$ aehd]e]flaf_ ]^[a]fl fYf[aYd eg\]dk lg reach out to students from low income groups and focusing on niche target customers (such as military students for whom government subsidizes education). Lack of autonomy Almost all critical aspects relating to establishment and operations of the institutes are regulated, limiting autonomy. Regulators prescribe detailed guidelines for a range of issues including admission, in-take norms, faculty recruitment, infrastructure requirements and collection of fees. The regulations seek to achieve uniform standards in higher education. However, the absence of academic, administrative Yf\ fYf[aYd Ymlgfgeq daealk l`] ghlaearYlagf g^ ]paklaf_ [YhY[ala]k S]&_& l`] afYZadalq lg af[j]Yk] klm\]fl aflYc]U Yf\ l`] creation of new capacities. The lack of a well-oiled accreditation mechanism and the overdependence on inspections has created an air of uncertainty in the sector. Barriers to foreign capital and collaborations The absence of a comprehensive policy framework for the entry and operation of foreign universities has served as an entry barrier for overseas institutions. Thus, collaborations around curriculum, content, teacher training, etc, which could have increased the quality of Indian institutes have not gained momentum. A Bill to provide the framework for foreign institutions was introduced in 2007 but was not passed by Parliament. The passage of the re-introduced Foreign Educational Providers Bill, 2010, could however overcome these barriers and lead to general increase of quality education in India.
Complex regulatory environment There are multiple regulatory agencies with overlap of functions and mandates. Education as a subject features in all 3 ;gfklalmlagfYd daklk a&]& l`] Mfagf$ l`] KlYl] Yf\ l`] ;gf[mjj]fl daklk& L`ak `Yk j]kmdl]\ af Zgl` ;]fljYd Yf\ KlYl] ?gn]jfe]fl agencies regulating education, making the set up of new mfan]jkala]k \a^[mdl& >gj ]pYehd]$ a^ Y hjanYl] k][lgj ]fl]jhjak] desires to set up a University, it must be legislated through KlYl] d]_akdYlmj] gj Af\aYf HYjdaYe]fl Soal` l`] ]p[]hlagf g^ l`] deemed university category]. Conversely, many institutions sponsored by the Central government bodies also need to follow parallel state laws.
Kgmj[]2 =Q YfYdqkak
However the government has now proposed a number of Bills with the clear intention of bringing regulatory reform to the higher education sector
Acknowledging the complexity of the existing regulatory framework and the need to reform @a_`]j =\m[Ylagf hgda[a]k$ l`] E@J< `Yk hjghgk]\ l`] afljg\m[lagf g^ Y fmeZ]j g^ :addk$ l`] enactment of which would bring about fundamental and structural changes to the higher education regulatory environment. The key Bills proposed include the following:-
Legislation The Foreign Educational Institutions SJ]_mdYlagf g^ =fljq Yf\ Gh]jYlagfkU :add$ *()( The Prohibition of Unfair Practices in Technical =\m[YlagfYd Afklalmlagfk$ E]\a[Yd =\m[YlagfYd Institutions and Universities Bill, 2010 The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010 The Educational Tribunals Bill, 2010
Objective To regulate the entry and operation of foreign educational Institutions in India To prohibit unfair practices in technical Institutions, medical educational Institutions and Universities To make accreditation mandatory for higher educational Institutions To provide for establishment of dedicated ;]fljYd KlYl] LjaZmfYdk ^gj ]\m[Ylagf j]dYl]\ disputes To consolidate multiple regulations and regulators such as the UGC, AICTE and NCTE and the creation of a single super regulator To provide a regulatory framework for establishment of world class Universities of Innovation & research
Status H]f\af_ oal` HYjdaYe]flYjq KlYf\af_ Committee H]f\af_ oal` HYjdaYe]flYjq KlYf\af_ Committee H]f\af_ oal` HYjdaYe]flYjq KlYf\af_ Committee H]f\af_ oal` l`] JYbqY KYZ`Y
The National Commission for Higher Education and Research Bill, 2010 The Universities for Innovation Bill, 2010
Kgmj[]2 =Q YfYdqkak
India can draw inspiration from other BRIC nations which `Yn] ka_fa[Yfldq aehjgn]\ ?=J af j][]fl lae]k
Brazil and China have witnessed a high CAGR growth of 13.39% and 19.24% respectively in GER in higher education during 2000-07 as compared to only a 3.09% CAGR growth in India
GER Comparison (%)
71 75
10
Indias target of achieving a 30% GER by 2020 is a huge challenge and would require a transformational change
The Indian government has set a target of achieving a 30% GER in the higher education sector by 2020, up from 12% in 2010. This would translate to an enrollment of 40 million which is an incremental increase of 24 million from the current enrollment.
With several initiatives and schemes in place to increase enrollments in primary and secondary education, higher education enrollments have developed into the next key focus area However it is expected that to reach a GER of 30% an additional ~33,000 institutions would be required which would entail an investment of about~ INR 1,000,000 crores by taking into account the prescribed infrastructure for educational institutes The achievement of this aggressive GER target would be greatly facilitated by using a three pronged approach Initiatives
Kgmj[]2 =Q 9fYdqkak
11
12
Utilization of existing capacity in a state varies across different specializations. >gj EY`YjYk`ljY$ l`ak nYjaYf[] jYf_]k ^jge 1/ ^gj H`YjeY[q :Y[`]dgjk Yf\ EYkl]jk g^ H`YjeY[q! lg -/ ^gj E:9 KaeadYjdq$ ^gj @YjqYfY$ l`ak nYjaYf[] ak ^jge /* E:9! lg 55% (Pharmacy)
MBA
The capacity utilization in specializations also differs ka_fa[Yfldq Y[jgkk klYl]k& Even in the same specialization (Pharmacy Bachelors EYkl]jk!$ l`]j] ak Y ka_fa[Yfl nYjaYlagf af [YhY[alq utilization across states From a high of 87% (Andhra Pradesh) to a low of 50% (Bihar)
":Yk]\ gf @=A kYehd]k eap g^ lgh Yf\ dgo jYfcaf_ afklalml]k Y^daYl]\ lg 9A;L=! Y[jgkk klYl]k3 <g]k fgl af[dm\] Afklalml]k g^ FYlagfYd AehgjlYf[] km[` Yk AALk Yf\ AAEk
Approximately 15-30% of the existing capacity in the higher education sector is estimated to be un-utilized/ underutilized Increasing utilization in the existing capacity would thus reduce the incremental requirement of 24 million seats Taking a pure bottom up new campus build approach would thus result in over creation of capacity or underachievement of GER
Kgmj[]2 EY`YjYk`ljY <L=$ 9A;L=3 =Q YfYdqkak ":Yk]\ gf Yn]jY_] mladarYlagf jYl]k Y[jgkk H`YjeY[q$ =f_af]]jaf_$ E:9 Yf\ 9j[`al][lmj] af 0 klYl]k3 ?=J [Yd[mdYlagf % lglYd ]fjgdde]flk af Y_] _jgmh )0%*, Yk g^ lglYd hghmdYlagf3 HghmdYlagf Hjgb][lagf J]hgjl%G^[] g^ l`] J]_akljYj ?]f]jYd ;]fkmk ;geeakkagf]j3 <aj][lagfYd ]klaeYl]k oal` _mj]k ljaYf_mdYl]\ ^jge emdlahd] hmZda[dq YnYadYZd] kgmj[]k3 \YlY gf @=Ak fgl [mjj]fldq Z]af_ ljY[c]\
Tam il Na du
Har yan a
Guj ara t
Ker ala
Bih ar
13
One of the key reasons for variations in capacity utilization is the poor quality of HEIs at tail-end of the sector
ImYdalq g^ Y `a_`]j ]\m[Ylagf afklalml] ak \]f]\ Yf\ e]Ykmj]\ Y[jgkk \a^^]j]fl hYjYe]l]jk$ ]f[gehYkkaf_ all aspects related to an operational institute faculty, infrastructure, learning resources, curricula, and delivery of education and access to employability.
L`] imYdalq g^ ]\m[Ylagf hjgna\]\ ak Y c]q ^Y[lgj afm]f[af_ the decision of students to enroll at a HEI. Only 475 universities and colleges are acknowledged to completely meet the required standards of an Indian HEI. The National Assessment and Accreditation Council (NAAC) evaluates quality of universities and colleges across parameters including infrastructure, teaching and governance In 2009, the NAAC found only 11% universities and colleges meeting the metrics to qualify for a Grade A rating DY[c g^ ka_fa[Yfl fmeZ]j g^ _gg\ imYdalq afklalml]k results in an abnormal rush of students to apply for the few good ones
Key parameters measured by NAAC include curricular aspects, teaching-learning & evaluation, research, consultancy & extension, infrastructure & learning resources, student support & progression, governance & leadership and innovative practices Seats as a % of total test takers
1% 2%
IIMs
IITs
Kgmj[]2 PAl` >an] Q]Yj HdYf3 @a_`]j =\m[Ylagf af Af\aY$ M?; J]hgjl$ *((03 =Q YfYdqkak
14
Shortage of faculty and poor infrastructure are key factors impacting the quality of most HEIs
Indian higher education institutes face an acute problem in terms of lack of academic and physical infrastructure. ~33% of state universities and over 60% of the existing colleges do not meet the criteria of academic and physical af^jYkljm[lmj] Yk \]f]\ f][]kkYjq Zq M?; Academic infrastructure in universities when benchmarked Y_Yafkl l`] Z]kl$ k`go Y ka_fa[Yfl quality gap India also has one of the highest student-teacher ratios in the world, directly impacting the quality of education delivery Further, faculty appointment for higher education has grown at a slower pace than enrollments Growth in faculty (in million)
6.2% nt CAGR Enrollme 8% CAGR 2.2
NAAC grading: Determinants of quality and quality gaps in universities Quality gap
No. of faculty members with PhD degree No. of sanctioned faculty positions Fg& g^ dd]\ ^Y[mdlq hgkalagfk % teachers without Ph.D degree 24 0 25 0 29 34 6 11 8 10 432 5 5 2 158 432 287 432 220 329 109 25 145 274
0.51
0.52
2005
2006
2007
2008
2009
Developed countries
CIS
India
Oceania
Western Asia
Sub-saharan Africa
There is a need for continued focus on infrastructure upgradation and faculty augmentation initiatives by the private sector
Kgmj[]2 @a_`]j =\m[Ylagf af Af\aY$ M?; J]hgjl$ *((03 MF=K;G Afklalml] ^gj KlYlakla[k *()(3 =Q YfYdqkak
15
Case study: Initiatives taken by the Long Beach Union School District (LBUSD), USA to increase faculty involvement to improve quality D:MK< Yddg[Yl]\ kh][aYd [gY[`af_ j]kgmj[]k lg Ykkakl struggling institutes Dedicated specialized curriculum coaches (senior & expert faculty) for other teachers Created transparent data systems accessible to principal, faculty and parents for objectivity in decision-making and student performance assessment Conducted regular interactions across levels principals, senior and junior faculty to discuss goals of the institute, assess data collected and share feedback
Examples of partnerships and alliances IGNOU & Accenture co-develop curricula and deployment strategy for Diploma in Business Process Outsourcing ;g_farYfl :ALK HadYfa `Yn] Yf YddaYf[] ^gj \]ka_faf_ l`] EK ]%:mkaf]kk hjg_jYe Creation of University of Cumbria, which acts as dg[Yd mfan]jkalq ^gj v+( g^ K[gldYf\k hghmdYlagf3 Zq merger of University of Paisley with Bell College D:MK< j][jmalk v0( ^Y[mdlq ^jge K[`ggd g^ =\m[Ylagf$ ;Yda^gjfaY KlYl] Mfan]jkalq$ o`a[` ljYaf hjgkh][lan] l]Y[`]jk gf l`] kh][a[ afkljm[lagfYd hjY[la[]k g^ D:MK<
Kgmj[]2 PAl` >an] Q]Yj HdYf3 @a_`]j =\m[Ylagf af Af\aY$ M?; J]hgjl$ *((03 =Q YfYdqkak
16
Mandatory accreditation would further improve quality of existing institutions and create greater consistency across them
With accreditations being a voluntary option in India, several institutes do not choose to undergo the accreditation process. This has lead to differing academic quality standards across HEIs, resulting in the under/non-utilization of academic infrastructure and low GERs. Currently accreditation of HEIs in India is undertaken by 2 bodies the National Assessment and Accreditation Council and National Board of Accreditation. With a view to streamline the accreditation process and make it mandatory for HEIs in India, l`] E@J< `Yk afljg\m[]\ l`] FYlagfYd 9[[j]\alYlagf J]_mdYlgjq 9ml`gjalq ^gj @a_`]j =\m[YlagfYd Afklalmlagfk :add af HYjdaYe]fl& This Bill will aim to implement mandatory accreditations and increase the number of accreditation agencies, resulting in improvement of academic quality. The National Accreditation Regulatory Authority for Higher Educational Institutions Bill, 2010
Need for legislation Key features of the Bill Impact analysis
Kgmj[]2 =Q 9fYdqkak
17
The Unfair Practices Bill would improve the quality of governance across institutes
Prohibition of Unfair Practices in Technical Educational Institutions, Medical Educational Institutions and Universities Bill, 2010
Need for legislation Key features of the Bill Impact analysis
9[[]hlYf[] g^ [YhalYlagf ^]]k3 ;gdd][lagf g^ ^]]k oal`gml j][]ahlk3 Withhold award of students in
[]jlYaf [Yk]k3
Issue/publish misleading
advertisements.
Kgmj[]2 =Q 9fYdqkak
18
Increased focus on branding and marketing by institutions would also help improve capacity utilization
With the Indian student population becoming an increasingly sophisticated consumer, it is critical for Indian HEIs to enhance their efforts to build a mind-share among their target population
Focused branding and marketing is imperative in todays competitive education sector Private and government HEI players face a great degree of competition from both domestic peers and international institutes Al ak Ydkg ka_fa[Yfl ^gj _gn]jfe]fl afklalml]k lg ]f_Y_] af branding and marketing activities to increase their mindshare among the appropriate target customers Af\aY [mjj]fldq Y[[gmflk ^gj v,( g^ lglYd ?E9L l]kl takers among the Asian countries Further, India is estimated to send over 100,000 students lg MK9 Ydgf] ]n]jq q]Yj Y lYj_]l k]_e]fl o`a[` ak fgl being adequately addressed by domestic institutions K]n]jYd afl]jfYlagfYd afklalml]k$ o`a[` eYq fgl Z] jYfc]\ amongst the top HEIs, still attract Indian students on the basis of their strong branding and marketing strategies KIC UnivAssist has designed small group tours to provide one on one interaction between the students and US universities. The HEIs participating on this tour include Foothill and DeAnza community colleges from California, Savannah College of Art and Design, University of Cincinnati and University of Northern Iowa. (Only University of Cincinnati features in the Top 200 World Rankings)- Article US is the most popular destination for higher education, February 2011 To develop a brand, an institute needs to understand its customers along a number of dimensions 1 Content its connect with their interests, impact on career
options and employability
2
Assessment credible and valid accreditation
5
Facilities and equipment a key decisive factor for students at the time of selecting an institute
6
Student reviews form a key input in terms of alternative prospectus for students evaluating institutes
7 Cost living costs along with fees can change the decision
landscape
Case study: Lessons from the US Branding is key to building a differentiated market position MK mfan]jkala]k gh]jYl] af Y `a_`dq [geh]lalan] eYjc]l for student enrolments 16 universities in the states of New York and New Jersey were studied to identify how they aim to differentiate themselves in the higher education market place All the universities were found to be of the belief that developing and strengthening a distinctive brand is key to their differentiation strategy Gn]j 0( kh][a]\ afn]kle]flk Yae]\ Yl aehjgnaf_ the student experience
100%
88%
56%
19
There also exists a need for developing international Centers of Excellence, to attract students and faculty
Global rankings for higher educational institutions have gained importance over the last decade. These rankings identify and acknowledge institutes which have developed into Centers of Excellence (CoE) across countries. C]q jYfcaf_k Y[cfgod]\_]\ ogjd\oa\] af[dm\] K`Yf_`Ya Jiao Tongs Academic Ranking of World Universities, Webometrics, Times Higher Education Rankings and ImY[imYj]dda Kqegf\k JYfcaf_k However, irrespective of the measure used, most of the locally prestigious Indian higher educational institutes do not ^]Ylmj] ka_fa[Yfldq af Yfq g^ l`] daklk Times Higher Education Rankings (2010) and Webometrics Rankings (2011) of top 200 global HEIs do not include any Indian institute Gfdq ImY[imYj]dda Kqegf\k JYfcaf_k ^gj *()( af[dm\]k 1 institute IIT Bombay among the top 200 HEIs across the globe
An increasing number of Indian students are studying abroad in pursuit of better quality education The value of imports (Indian students overseas) is high at 0.46% of the GDP, which comprises around 80% of the public spending on higher education ;j]Ylagf g^ ;g=k af Af\aY ogmd\ `]dh j]\m[] l`] gmlgo g^ klm\]flk lg afl]jfYlagfYd \]klafYlagfk ^gj `a_`]j ]\m[Ylagf
20
Summary
Capacity utilization of Indian HEIs varies across states and specializations At an aggregate level, we estimate anywhere between 15 to 30% of the existing capacity to be underutilized @]f[]$ l`]j] ]paklk Y ka_fa[Yfl hgl]flaYd lg ghlaear] ]paklaf_ capacity in the Indian higher education sector and develop strategies to promote utilization of existing infrastructure Increasing utilization in the existing capacity would reduce the incremental requirement of 24 million seats to reach the target GER of 30% Improving overall quality at the tail end of the sector and focusing on branding initiatives would result in attracting students and increasing capacity utilization Increasing utilization would further be supported by key regulatory initiatives mandatory accreditation of institutes, enablement of foreign university collaborations and checking unfair practices
Optimizing existing capacity and improving the utilization rate to an average of 95% would reduce the number of additional seats requirement to 20-25 million
21
22
The private sector now accounts for a large share in the Indian higher education segment
L`] k`Yj] g^ mfYa\]\ hjanYl] `a_`]j ]\m[Ylagf afklalml]k af l`] [gmfljq `Yk _jgof ka_fa[Yfldq af l`] dYkl ^]o q]Yjk$ [gfljaZmlaf_ lg l`] _jgol` af l`] `a_`]j ]\m[Ylagf k]_e]fl& L`] _jgol` ak Ydkg j]][l]\ af l`] dominant share of private institutes in professional courses
42.60% 95 91 64 62 50
Engineering Private
Management Public
Computer Applications
Medicine (MBBS)
The private sector has helped spur growth in the Indian higher education segment. For India to achieve its GER target of 30% it is imperative to further involve the private sector by creating a conducive environment for their participation and providing incentives.
Kgmj[]2 =Q 9fYdqkak
23
Private sector participation in setting up HEIs needs to be encouraged even further by creating a conducive environment across states
A state-wise assessment done by EY has ranked the Indian states based on a facilitating environment created which is conducive for setting up HEIs. The assessment shows that states like Bihar, Uttar Pradesh, Yf\ EY\`qY HjY\]k` jYfc hggjdq Yk [gehYj]\ lg klYl]k km[` Yk LYea FY\m$ EY`YjYk`ljY Yf\ CYjfYlYcY$ o`a[` `Yn] [j]Yl]\ Y more conducive environment for HEIs. Kge] klYl]k Yj] Ydkg ^jgfljmff]jk af aehd]e]flaf_ f]o afalaYlan]k af l`] `a_`]j ]\m[Ylagf k][lgj km[` Yk l`] KlYl] HjanYl] Mfan]jkalq KHM! d]_akdYlagf! KlYl]k dac] 9kkYe$ ;``Yllak_Yj`$ ?mbYjYl$ @YjqYfY$ @aeY[`Yd HjY\]k`$ EY\`qY HjY\]k` Yf\ HmfbYZ `Yn] afljg\m[]\ Y KlYl] Private University legislation 9dl`gm_` l`]k] klYl]k `Yn] af hdY[] Y KHM d]_akdYlagf$ kge] g^ them are yet to create a supporting facilitative environment
5
State-wise rankings based on assessment of enabling factors for establishing presence of HEIs
5 7 11 13 10
11
4 5 1
1 6
Kgmj[]2 =Q 9fYdqkak
24
While some Indian States have taken proactive steps in introducing legislation for establishment of SPUs
KlYl] HjanYl] Mfan]jkala]k [Yf Z] k]l mh mf\]j Yf 9[l g^ KlYl] D]_akdYlmj] L`]j] Yj] [mjj]fldq /. KHMk l`Yl `Yn] Z]]f k]l mh af )0 Af\aYf KlYl]k 9l l`] KlYl] d]n]d$ l`] j]_mdYlgjq ^jYe]ogjc ^gj KHMk ak ZYk]\ gf l`] d]_akdYlagf mf\]j o`a[` al ak ^gje]\ Yf\ Y [gf\m[an] hgda[q ogmd\ YlljY[l hjanYl] ]\m[Ylagf Afklalmlagfk lg l`] KlYl] State-wise distribution of State Private Universitiess
9 2 3 16 5
4 11 1 4 1 1 1 5 1 1 2
25
The Government of Karnataka has created a conducive framework for operation of the Azim Premji University
A critical aspect desired by the private sector in establishing and gh]jYlaf_ Y @=A af Af\aY ak Ymlgfgeq Yf\ ]paZadalq af gh]jYlagfk& Km[` gh]jYlagfYd ^j]]\ge ak _]f]jYddq h]jeall]\ gfdq ^gj Ymlgfgegmk afklalmlagfk Yf\ mfan]jkala]k& KlYl] ?gn]jfe]flk could create a policy, which would provide universities in their klYl]k km^[a]fl gh]jYlagfYd Ymlgfgeq Yf\ ]paZadalq& 9f ]pYehd] g^ Y KHM l`Yl `Yk Z]]f ]f\go]\ oal` Y ^Yaj \]_j]] of autonomy in operation is the Azim Premji University to be located in Karnataka. L`] 9rae Hj]eba Mfan]jkalq `Yk Z]]f ]klYZdak`]\ Yk Y KlYl] Private University under the laws of Karnataka. The University aims to be an outstanding institution for talent and knowledge creation in education and development. The University would provide undergraduate and post graduate programs for over ,$((( klm\]flk Yl eYpaeme [YhY[alq$ oal` ka_fa[Yfl ]eh`Ykak gf l]Y[`af_$ ]d\ ogjc Yf\ j]k]Yj[` ^gj Zgl` ^Y[mdlq Yf\ students. The University proposes to focus on building social gja]flYlagf l`jgm_` hjY[la[] Yf\ j]][lan] l`afcaf_ l`jgm_` research, along with a strong sectoral understanding. Under the legislation incorporating the Azim Premji University, l`] ;`Yf[]ddgj g^ l`] Mfan]jkalq$ So`g ak l`] ;`Yajh]jkgf g^ l`] Khgfkgjaf_ :g\qU ak ]ehgo]j]\ lg lYc] c]q \][akagfk j]_Yj\af_ operation of the University including fee decisions. While the Government of Karnataka still retains the option of providing inputs on aspects such as admission and reservation, providing operational freedom will go a long way in attracting private sector players to establish a HEI in the state. Kge] g^ l`] c]q hjgnakagfk g^ l`] d]_akdYlagf af[gjhgjYlaf_ l`] Azim Premji University are provided below:Aspect Form of presence Powers of University Provision
Kgmj[]2 =Q 9fYdqkak
26
PPP arrangements, tax concessions for education and encouraging foreign capital to build infrastructure in India would encourage the creation of new capacities by the private sector
The private sector should be encouraged to participate in the creation of educational infrastructure, which could help in the development of physical infrastructure capacities. The private sector can be encouraged to provide much needed real estate and infrastructure to higher education institutions. PPP model L`] KlYl] ?gn]jfe]fl k`gmd\ \]n]dgh Y HHH eg\]d l`Yl [Yf Z] aehd]e]fl]\ lg Zmad\ af^jYkljm[lmj] ^gj `a_`]j ]\m[Ylagf hjgna\]jk& L`] HHH [gmd\ aeZaZ] ' d]n]jY_] gf ?gn]jfe]fl j]kgmj[]k Yf\ hjanYl] k][lgj Z]kl hjY[la[]k& L`] KlYl] ?gn]jfe]fl [gmd\ hjgna\] kmhhgjl l`jgm_` af^jYkljm[lmj] Yf\ mladala]k Yl kmZka\ar]\ [gklk Yf\ _jYflaf_ dg[Yd YhhjgnYdk& EYbgjalq [YhalYd gmldYqk on built-up infrastructure are contributed by private enterprise in the capacity of an infrastructure service provider. The corporate ]flalq lg Z] j]emf]jYl]\ l`jgm_` j]flYdk gf d]Yk] g^ af^jYkljm[lmj] lg l`] fgl%hjgl%]flalq Yf\ l`] af^jYkljm[lmj] ^Y[adalq [gmd\ Z] transferred to the Government institution after a period of 35-40 years. An illustration of an effective PPP is illustrated below:Central Government AICTE, UGC approvals Provision of grants Trust/Society/Section25 Education service provider State Government Local approvals Land and utilities
Service fees
Infrastructure service provider Class rooms Furniture Laboratories Hostels Libraries Sports facilities Commercial buildings
Tax concessions Under the domestic tax law, education is a charitable activity, o`a[` ]flald]k fgl%^gj%hjgl ]flala]k lg [dYae af[ge]%lYp exemptions on their income. However, no similar incentives are provided to entities engaged in the development of infrastructure for education purposes. The dearth of high imYdalq af^jYkljm[lmj] af Zgl` hjanYl]'KlYl] afklalmlagfk bmkla]k the need for tax holidays for entities that invest in the creation g^ ]\m[Ylagf j]dYl]\ af^jYkljm[lmj]& Km[` lYp Zj]Yck [gmd\ Z] structured on the same lines as the deductions contained in the tax law for the development of other infrastructure segments km[` Yk af\mkljaYd hYjck$ `gkhalYdk$ ]l[& Km[` Y hgda[q oadd positively impact the creation of additional capacities and among others would help the Government in achieving its targeted gross enrolment ratios.
Kgmj[]2 =Q 9fYdqkak
Relaxation of FDI guidelines Higher education legislation such as certain Private University laws permits the institution to lease land and buildings subject to minimum lease tenures. A pain point in this context is Indias Foreign Direct Investment (FDI) regulations, as applicable to real estate. While foreign investment up-to 100% is permitted in real estate, stringent investment and development conditions have been prescribed. One such development condition is the requirement to develop a minimum of 50,000 square meters h]j hjgb][l$ o`a[` ak hYjla[mdYjdq \a^[mdl lg [gehdq oal` ^gj education projects. The Government should take steps to dilute the FDI regulations for the education sector on par with those of other infrastructure segments such as hotels and hospitals in which FDI is permitted without restrictions. A lease model may help education institutions to achieve a huge scale of operations faster and will result in a win-win situation for both the Government and the service provider.
27
The Foreign Educational Institutions Bill will further incentivize private sector participation
The Foreign Educational Institutions Bill to allow foreign institutes to set up campuses in India and to create partnerships is pending in Parliament. The enactment of the Bill would facilitate creation of foreign institutes in India
The Foreign Educational Institutions [Regulation of Entry and Operations] Bill, 2010
Need for legislation Key features of the Bill Impact analysis
Kgmj[]2 =Q 9fYdqkak
28
The Education Tribunals bill will help resolve disputes quickly which should spur private sector participation
The Educational Tribunals Bill, 2010 [the ET Bill]
Need for legislation Key features of the Bill Impact analysis
K]jna[] eYll]jk g^ l]Y[`]jk']ehdgq]]k3 EYll]jk g^ Y^daYlagf oal` Yf Mfan]jkalq3 EYll]jk j]dYlaf_ lg mf^Yaj hjY[la[]k3 Disputes between Institutions and regulators.
Kgmj[]2 =Q 9fYdqkak
29
The NCHER Bill would create a super regulator consolidating higher education regulations in the country, improving transparency and creating a conducive environment for setting up HEIs
The National Commission for Higher Education and Research Bill, 2010 [NCHER Bill]
Need for legislation Key features of the Bill Impact analysis
9\nak] ;]fljYd'KlYl] ?gn]jfe]fl The Bill provides for disbanding of the UGC,
AICTE and the National Council for Teacher Education
The HRD ministry will not be able to give directions to the NCHER. Controlling higher education is certainly not our intention. NCHER will provide greater freedom. NCHER will facilitate, not concentrate power in itself Kapil Sibal, Minister for Human Resource Development
Kgmj[]2 =Q 9fYdqkak
30
Summary
Private higher education institutes account for a large share of the total number of institutes in the country However for India to achieve its GER targets this needs to be further increased by providing incentives and making a conducive environment for its growth While certain states like Rajasthan, Gujarat and Karnataka have taken proactive steps in introducing legislation for ]klYZdak`e]fl g^ KHM$ kge] klYl]k dac] :a`Yj$ MllYj HjY\]k`$ Yf\ EY\`qY HjY\]k` [mjj]fldq ^Yaj hggjdq
KlYl]k dac] CYjfYlYcY `Yn] [j]Yl]\ [gf\m[an] ^jYe]ogjck ^gj @=Ak Zq hjgna\af_ km^[a]fl Ymlgfgeq Yf\ ]paZadalq af operations However, the Governments focus should also be towards creating PPP arrangements, relaxing FDI guidelines and providing tax concessions to further spur private sector participation Pending bills in Parliament like the Foreign Educational Institutions Bill and the Educational Tribunals Bill and the NCHER Bill are also expected to increase private participation
31
32
Identifying new opportunities and adopting newer \]dan]jq eg\]dk ogmd\ ka_fa[Yfldq `]dh af Zja\_af_ the last mile for achieving the target GER
Over the past few years, the Indian higher education sector has witnessed several affgnYlan] \]n]dghe]flk$ o`a[` `Yn] [gfljaZml]\ ka_fa[Yfldq lg alk _jgol`& To further increase its accessibility and enrollments, it is imperative to identify and escalate the implementation of new models.
1 2 3
Enhance usage of technology Promote new modes of delivery for distance education Evolve industry focused models such as Education Cities and Innovation Universities
Kgmj[]2 =Q YfYdqkak
33
India should enhance usage of technology in the higher education sector, building on its existing strengths
Af\aY ak Y[cfgod]\_]\ Yk Y d]Y\]j af l`] ]d\ g^ l][`fgdg_q& @go]n]j$ alk mkY_] g^ l][`fgdg_q in education needs to be improved upon Increasing the implementation of technology would be a critical step for enhancing access to education and ramping up enrollment rates.
India ranks poorly for IT Readiness as compared to other countries Government of India has been increasingly emphasizing on potential of utilizing information, communication and technology (ICT) in the education sector Recognizing the role of ICT in improving quality and delivery of education, the government has launched the National Eakkagf gf =\m[Ylagf l`jgm_` A;L lg af[j]Yk] ?=J af `a_`]j education The government aims to reduce the disparity in technology penetration across various levels of education
Country MK9 Republic of Korea UK China India Brazil Russia Network Readiness Index (Overall) 3 11 15 46 54 59 74 Readiness 6 7 24 36 40 58 67 Usage 5 10 13 48 59 41 82
Government of India initiative National Mission on Education through ICT The mission is estimated to involve investments of INR 4612 crores The government has approved the provision of broadband internet network to connect 20,000 HEIs and 10,000 university departments KYl]ddal] Yf\ l]jj]kljaYd [gff][lanalq ]ph][l]\ lg Z] provided to classrooms, facilitating live interaction with the faculty Case Study: MHRD has initiated content sharing for engineering by launching the NPTEL programme DYmf[`]\ af )111$ FHL=D FYlagfYd Hjg_jYee] gf L][`fgdg_q =f`Yf[]\ D]Yjfaf_! ^Y[adalYl]k mkY_] of multimedia and web technology for sharing basic science and engineering content L`] k]n]f AALk Yf\ l`] Af\aYf Afklalml] g^ K[a]f[] AAK[! hjgna\] l`] [gfl]fl ^gj mf\]j_jY\mYl] k[a]f[] and engineering courses, which are converted into multimedia and web technology FHL=D `Yk \]n]dgh]\ *-- [gmjk]k af l`] l][`fa[Yd education space , with plans to launch 950 new courses, across 15 disciplines by 2012 Case study: IIMs use virtual classrooms to spread knowledge across the country AAE 9`e]\YZY\ `Yk la]\ mh oal` FAAL Daeal]\ lg deliver its executive development program through virtual classrooms. Under this program, an instructor gh]jYl]k ^jge Yf af%`gmk] \]ka_f klm\ag dg[Yl]\ af AAE Ahmedabad. Klm\]flk gh]jYl] l`jgm_` d]Yjfaf_ []fl]jk Yf\ experience interactive sessions through ICT-enabled tools for audio, video and other technology enabled learning mechanisms.
Improving and utilizing ICT to its fullest potential is essential for making education available to a wider audience. Indian higher education system faces a shortage of well imYda]\ ^Y[mdlq lg l`] lmf] g^ ,-$((( H`< Yf\ Yf ]imYd fmeZ]j g^ E&H`ad \]_j]] `gd\]jk ICT can function as an enabler for reforming higher education by overcoming shortage of skilled teachers and providing quality education via digitized content and virtual classrooms
Policy for distance education updated as of August 2009, making ICT compulsory for HEIs imparting distance education
Kgmj[]2 =Q YfYdqkak
34
Implementation of distance education as a revenue stream ^gj Y ?j]]f]d\ `a_`]j ]\m[Ylagf business assists in reducing project Zj]Yc%]n]f Zq *(%*-&"
Indian higher education sector has recognized the increasing ka_fa[Yf[] g^ \aklYf[] ]\m[Ylagf In the last decade the number of institutions offering distance education has more than doubled, growing at a higher CAGR (9%) than the previous decades (7%)
74
40
The Indian distance education sector has shown a constant evolution in the delivery modes utilized
18
22
Kgmj[]2 =Q YfYdqkak$ Eafakljq g^ @J< 9ffmYd J]hgjl *((1%)($ ":Yk]\ gf [Yd[mdYlagfk ^gj k]llaf_ mh Y ?j]]f]d\ technical HEI without distance education vis--vis with distance education forming ~50% of the business
35
Innovative modes of distance education delivery are increasingly being put to use
1. Innovative distance education delivery model Study centers
Impact
Key players
Impact
Key players
3. Innovative distance ecducation delivery model Mobiles, televisions, readios and tele-education
Impact
Key players
Kgmj[]2 =Q YfYdqkak
36
IGNOU and SMU are considered to be the leading distance education players in the country, especially in terms of using the study center model pedagogy
The study centre model of distance education has helped IGNOU to achieve the position of the worlds largest university
IGNOU is a frontrunner in distance education IGNOUs extensive network has helped to reach out to large number of students IGNOUs success story via study centers
Hgkl alk ]klYZdak`e]fl af )10- Yk Y ;]fljYd Mfan]jkalq$ A?FGM `Yk [gfljaZml]\ ka_fa[Yfldq lg l`] \]n]dghe]fl
g^ `a_`]j ]\m[Ylagf af l`] [gmfljq l`jgm_` l`] Gh]f Yf\ <aklYf[] D]Yjfaf_ G<D! eg\]
Gh]jYlaf_ oal` *) K[`ggdk g^ Klm\a]k af ./ j]_agfYd []fl]jk$ +((( d]Yjf]j kmhhgjl []fl]jk Yf\ .( gn]jk]Yk
centers in 36 countries, it offers 338 programmes through over 3500 courses
It has around 3 million students enrolled from India and overseas Unique value proposition: IGNOU has made available to long-distance learners courses which were exclusively
daeal]\ lg [dYkkjgge afl]jY[lagfk3 km[` Yk h`qka[Yd fYlmjYd k[a]f[]k$ fmjkaf_$ `]Ydl`$ ]f_af]]jaf_ technology, computers, library & information sciences and Bachelors in Education degree
Extensive academic support: Interactive face-to-face sessions between students and counselors are facilitated
by IGNOU to clarify doubts and respond to queries. The study centers also conduct practical sessions for relevant subjects.
In-depth evaluation: IGNOU facilitates continuous evaluations for students via assignments which need to be
submitted at the study centers. Term-end examinations are also conducted to measure student performance. Faculty at the study centers holds ultimate responsibility for providing quality feedback to the students for their assignments.
Sound academic infrastructure: The faculty at the study centers are ably supported by a robust academic
infrastructure - audio-listening, video-viewing, and tele-conferencing facilities IGNOU has robust future plans
To further expand its overseas presence, IGNOU plans to open study centers in Africa and six European nations,
including Germany and France
It also intends to collaborate with government agencies and other open universities through international
gj_YfarYlagfk af[dm\af_ MF=K;G$ ;geegfo]Ydl` K][j]lYjaYl$ ;geegfo]Ydl` g^ D]Yjfaf_ ;GD!$ Ogjd\ @]Ydl` Organisation (WHO) and World Wide Fund (WWF)
37
Kaccae EYfahYd Mfan]jkalq KEM! Zmadl gf alk jkl%egn]j advantage to become the largest private sector provider of distance education in India
Kaccae EYfahYd Mfan]jkalq%<aklYf[] =\m[Ylagf KEM%<=! hjgna\]k ,( \a^^]j]fl hjg_jYee]k lg over 0.4 million students enrolled for its distance education format
KEM `Yk Zmadl gf alk jkl%egn]j Y\nYflY_] It functions as the knowledge provider with the study centers responsible for infrastructure KEMk km[[]kk kl]ek ^jge using a balanced mix of technology and face-to-face interactions
L`] jkl mfan]jkalq lg Z] ]klYZdak`]\ gf Y HmZda[%HjanYl]%HYjlf]jk`ah eg\]d$ KEM ak Y ^jgfljmff]j Yegf_ hjanYl]
sector distance education providers
It offers courses in 10 disciplines via 40 different programmes, through a network of more than 725 learning
centres across 205 districts in 310 towns in India
It also reaches international students via 25 overseas centres in 25 countries 9k l`] cfgod]\_] hjgna\]j$ KEM ak j]khgfkaZd] ^gj Y[Y\]ea[ [gfl]fl Yf\ h]\Y_g_q Unique value proposition: Klm\]flk Yj] hjgna\]\ Y[[]kk lg af\mkljq ]ph]jlk ^gj o]]cdq afl]jY[lan] k]kkagfk
gf _Yafaf_ afka_`lk gf nalYd Ykh][lk g^ [gjhgjYl] ogjcaf_& 9\\alagfYddq$ l`] KEM Ydmefa Ydkg hdYq Y c]q jgd] af assisting students with lectures, counseling, guidance and job opportunities
Extensive academic support: The study centres are responsible for providing academic support services to
students, such as course material, conducting practical sessions, providing assessment and feedback, etc. Klm\q []fl]jk Ydkg ^Y[adalYl] l`] afl]jY[lagf Z]lo]]f klm\]flk Yf\ ^Y[mdlq ^gj [Yj]]j _ma\Yf[]
High usage of technology: KEM%<= hjgna\]k afl]jY[lan] NK9L ]fYZd]\ [dYkk]k lg gn]j[ge] l`] dY[c g^
Y\]imYl] _gg\ ^Y[mdlq& NK9L `]dhk af [j]Ylaf_ Y mfaim] afl]jY[lan] ]fnajgfe]fl ]fYZdaf_ l]Y[`]j%d]\ ljYafaf_ lg students located across geographically dispersed learning centres KEM `Yk ka_fa[Yfl domestic expansion plans
KEM lYj_]lk lg ]phYf\ alk klm\q []flj] ZYk] ^jge *-( \aklja[lk lg [gn]j -(( \aklja[lk af l`] f]pl log q]Yjk
38
Case Study: Leading international HEI offers a comprehensive online education programme 9hgddg ?jgmh ak l`] d]Y\]j af ^gj%hjgl `a_`]j ]\m[Ylagf& It is estimated that Apollo has 360,000-380,000 (7580%) out of its 476,500 students enrolled as exclusive online students, mainly through University of Phoenix Online. This is a huge growth from 4,300 students enrolled in its online programs in 1997. Apollo reaches its online students via 100 programmess across varied specializations.
L`] ka_fa[Yf[] g^ l`] gfdaf] ]\m[Ylagf \]dan]jq eg\]d ak fgo on a rise in India. K]n]jYd d]Y\af_ `a_`]j ]\m[Ylagf afklalml]k km[` Yk A?FGM$ KqeZagkak! `Yn] dYmf[`]\ hjg_jYee]k Zmadl Yjgmf\ l`ak model This model has also provided an entry point for content \]n]dgh]jk km[` Yk EY[eaddYf HmZdak`]jk! lg ]fl]j l`] ]d\ of education delivery as a direct stakeholder
Growth in the US online market has spurred multiple models: a. Open source or free content is being made available by mfan]jkala]k km[` Yk ;Yjf]_a] E]ddgf Yf\ EAL Z& Fgl ^gj hjgl mfan]jkala]k Yf\ [gdd]_]k Yj] Z][geaf_ prominent in this space. For e.g. players such as NYU (NYU Online), University of Illinois (Global campus), Columbia (Fathom) etc [& >gj hjgl [gehYfa]k km[` Yk 9hgddg `Yn] f]Yjdq /- g^ their students enrolled as exclusive online students d. Pure play online universities have emerged such as American Public Educations American Public University Yf\ 9e]ja[Yf EadalYjq Mfan]jkalq
Macmillan Publishers have tied up with leading Indian HEIs to provide online courses EY[eaddYf `Yk hYjlf]j]\ oal` ^gmj d]Y\af_ @=Ak AAE$ AAL$ E<A Yf\ AA>L! lg hjgna\] Y jYf_] g^ [gmjk]k Yae]\ at working executives in the subject areas of Corporate >afYf[]$ Afl]jfYlagfYd >afYf[]$ Kmhhdq ;`Yaf EYfY_]e]fl$ =%Zmkaf]kk Yf\ ;mklge]j J]dYlagfk`ah EYfY_]e]fl Yf\ Export-Import trade These courses are priced in the range of INR 5,000-INR 8,000 and have an average duration of 2-3 months.
39
Select Indian HEIs have already embraced the online education model with varying degrees of success
KqeZagkak ;]flj] ^gj <aklYf[] D]Yjfaf_ ak gf] km[` Af\aYf `a_`]j ]\m[Ylagf afklalml] o`a[` `Yk based its growth on the online education delivery model
K;<Dk km[[]kk kl]ek ^jge its established brand K;<D `Yk Yf ]pl]fkan] coverage of programmes K;<D `Yk Y o]dd \]n]dgh]\ online correspondence model
KqeZagkak ;]flj] ^gj <aklYf[] D]Yjfaf_ K;<D! oYk ]klYZdak`]\ af *(() Yk hYjl g^ l`] KqeZagkak Kg[a]lq It is now acknowledged to be among the countrys leading private sector providers of open and distance
learning
G^^]jaf_ \ahdgeY$ []jla[Yl] Yf\ [gjhgjYl] hjg_jYee]k Y[jgkk )+. [gmjk]k$ K;<D `Yk ]fjgdde]flk g^ gn]j
200,000 students based in India and 41 other countries
A 360 degree learning methodology: All three formats of education delivery - printed self-learning material,
e-learning and pre-recorded DVD lectures and faculty interaction, are used to teach children.
Virtual classrooms: K;<Dk \aklYf[] d]Yjfaf_ eg\]d ^Y[adalYl]k klm\]fl%^Y[mdlq afl]jY[lagfk naY najlmYd
classrooms and online chat sessions
E-Learning facilities: D]n]jY_af_ gf l`] [gfl]fl Yf\ ZjYf\ ]imalq g^ l`] KqeZagkak Kg[a]lq$ K;<D hjgna\]k
students with well designed e-learning content. The e-learning facilities also address the students needs for preparing assignments and availing faculty feedback.
24-hour access point: NaY alk gof ^mdd%]\_]\ [Ydd []flj]$ K;<D hjgna\]k klm\]flk oal` Y *,%`gmj Y[[]kk hgafl
for resolving queries
Placement assistance: K;<D hdYqk l`] jgd] g^ Y hdY[]e]fl ^Y[adalYlgj ^gj klm\]flk Zq k`Yjaf_ \]lYadk g^
manpower recruitment requests of various companies on its own website.
40
New technology aided modes for distance education delivery are also on the rise
IGNOU has pioneered the use of new technological aides such as mobiles, televisions and radios as modes for distance education delivery
Technology aide TV and radio Initiative and outcome
Gyan Darshan and Gyan Vani are IGNOUs initiatives (in collaboration with other bodies) in TV and Radio which
have been operational from 2000 and 2003 respectively
Gyan Darshan is a bouquet of four channels on vocational, technical and higher education and sustainable
development while Gyan Vani has 37 operational radio channels imparting educational courses EgZad] h`gf]k
A?FGM `Yk [gddYZgjYl]\ oal` FgcaY af gj\]j lg g^^]j []jla[Yl] hjg_jYee] af =f_dak` naY egZad] h`gf]k lg klYjl
from January 2011
L`] hjg_jYee] oadd afalaYddq klYjl af kap \aklja[lk g^ EY`YjYk`ljY& 9^l]j kap egfl`k$ \]h]f\af_ gf l`] j]khgfk]$
the programme will be launched at a national level
The six months programme is a broken up into three levels that include English in daily life, English in education
and joining the workforce. The fee of the programme is INR 1,900. The course will be in English offered mainly l`jgm_` KEK Tele-education
A?FGM Yf\ L]d][geemfa[Ylagfk ;gfkmdlYflk Af\aY Daeal]\ L;AD! `Yn] k]l mh Y hYf 9^ja[Yf ]%f]logjc ^gj
connecting Indian institutes to 53 countries of Africa for providing tele-education
L`] f]logjc ogjl` AFJ -$,*1 eaddagf oYk afYm_mjYl]\ Zq l`] ?gn]jfe]fl g^ Af\aY gf >]ZjmYjq *.$ *((13 Yf\
currently has over 600 students enrolled
L`] hjg_jYee]k mf\]j l`ak f]logjc Yj] ng[YlagfYd Yk o]dd Yk Y[Y\]ea[$ af[dm\af_ E:9$ `meYf j]kgmj[]k$
marketing, tourism management and environment studies and various other professional degrees.
This project aims at providing tele-education services to 10,000 African students to undertake Post-Graduate,
Mf\]j%?jY\mYl]$ <ahdgeY Yf\ kcadd ]fYZdaf_ []jla[Ylagf [gmjk]k af kmZb][lk km[` Yk :mkaf]kk 9\eafakljYlagf$ AL$ International Business, Tourism and Finance
Gl`]j @=Ak hYjla[ahYlaf_ af l`ak hjgb][l af[dm\] :ajdY Afklalml] g^ L][`fgdg_q K[a]f[] :ALK!$ 9ealq Mfan]jkalq$
Mfan]jkalq g^ EY\jYk$ Mfan]jkalq g^ <]d`a$ AAL CYfhmj Yf\ Af\aYf Afklalml] g^ K[a]f[]
41
A clear policy on the distance education regulatory framework is critical for the growth of the sector
<aklYf[] ]\m[Ylagf af Af\aY ak j]_mdYl]\ Zq l`] <aklYf[] =\m[Ylagf ;gmf[ad S<=;U$ ]klYZdak`]\ mf\]j l`] A?FGM Act, 1985, which is responsible for promotion, maintenance of standards and co-ordination of open and distance education. The DEC regulates a number of aspects of the establishment and operation of institutions offering distance education courses in India, which include the programs offered, courseware, minimum staff requirements, delivery system, infrastructural facilities, etc Under the current regulatory framework, distance education in India can be undertaken by the following kinds of institutions:Nature of institution Gh]f Mfan]jkala]k SGMU Particulars
OUs are single mode institutions offering education through distance mode GMk Yj] ]klYZdak`]\ Zq Yf 9[l g^ HYjdaYe]fl gj KlYl] d]_akdYlmj] L`]j] Yj] hj]k]fldq ) ;]fljYd GM Yf\ )+ KlYl] GMk af l`] [gmfljq <=Ak Yj] hYjl g^ \mYd eg\] Afklalmlagfk Sa&]& afklalmlagfk g^^]jaf_ ]\m[Ylagf l`jgm_` j]_mdYj eg\] Yf\ l`jgm_`
distance mode]
L`] \aklYf[] ]\m[Ylagf j]_mdYlgjq kqkl]e ak fgl imal] [d]Yj oal` k]hYjYl] j]_mdYlgjq Y_]f[a]k lYcaf_ [gfa[laf_ hgkalagfk gf l`] kmZb][l& Kge] g^ l`] eYll]jk l`Yl f]]\ lg Z] [dYja]\ af[dm\]2% L`] f]]\ ^gj klm\q []fl]jk lg Z] gof]\ Zq l`] Mfan]jkalq'Afklalmlagf& L`ak [gf\alagf ak \a^[mdl lg e]]l Yf\ al ogmd\ Z] hj]^]jYZd] a^ l`aj\ hYjlq klm\q []fl]jk Yj] Yddgo]\ kmZb][l lg Yhhda[YZd] af^jYkljm[lmj] Yf\ imYdalq hYjYe]l]jk3 L`] f]]\ ^gj <=Ak lg g^^]j gfdq km[` hjg_jYek l`jgm_` \aklYf[] eg\]$ o`a[` Yj] g^^]j]\ l`jgm_` l`] [gfn]flagfYd eg\]3 Yf\ L`] akkm] g^ bmjak\a[lagfYd a&]& \g KlYl] afklalmlagfk `Yn] l`] eYf\Yl] lg g^^]j \aklYf[] ]\m[Ylagf gf Y hYf Af\aY ZYkak Yf\ recognition of the fact that distance education cannot have territorial boundaries.
Kgmj[]2 =Q YfYdqkak
42
Innovative models such as Special Education Zones could be a lever for rapid growth of the sector
L`] [j]Ylagf g^ Kh][aYd =\m[Ylagf Rgf]k ak Y [gf[]hl l`Yl `Yk Z]]f Y\ng[Yl]\ Zq l`] FYlagfYd Knowledge Commission
Currently there are no regulations governing the ]klYZdak`e]fl g^ Kh][aYd =\m[Ylagf Rgf]k SK=\RU af Af\aY 9 K=\R j]^]jk lg Y k]hYjYl] _]g_jYh`a[Yd rgf] kaeadYj lg Y Kh][aYd =[gfgea[ Rgf] Institutes set up in such zones are free to run with complete autonomy, having complete freedom in relation to matters such as F]]\ ^gj j]_mdYlgjq YhhjgnYdk3 >jYeaf_ g^ kqddYZmk ^gj l`] Y[Y\]ea[ [gmjk]k aehYjl]\3 <]l]jeafYlagf g^ klm\]fl aflYc] Yf\ [jal]jaY ^gj Y\eakkagf3 >apYlagf g^ ^]]k Yf\ hYqe]fl g^ l]Y[`]j kYdYja]k3 9oYj\ g^ \]_j]]k Yf\ Y^daYlagf lg >gj]a_f Mfan]jkala]k Dubai International Academic City (DIAC) DIAC is spread across 18 million sq ft and is located in a >j]] LjY\] Rgf] DIAC has around 28 institutions catering to over 16,000 students :]f]lk ^gj <A9; hYjlf]jk af[dm\] )(( lYp ]p]ehlagf$ )(( >gj]a_f Gof]jk`ah$ )(( j]hYljaYlagf g^ hjglk$ Easy visa and licensing issuance procedures for students, staff and faculty Unique features include facility of start-up campus, allowing K[`ggdk lg k]l mh oal`gml em[` [YhalYd afn]kle]flk Yf\ [j]Ylagf g^ af\mkljq [dmkl]jk dac] l`] Afl]jf]l [alq$ E]\aY city around the education city to provide employment opportunities Education city in Lavasa DYnYkY ak Z]af_ \]n]dgh]\ Zq DYnYkY ;gjhgjYlagf$ Y subsidiary of HCC group, with the aim of creating an environmentally friendly township, focusing on Healthcare, Tourism, Hospitality and Education. The land allocated for the Education City is 400 acres with a target enrollment of 20,000 students Four institutions have started operations and several other institutions have signed on Unique features include, an Incubation Centre which is readymade infrastructure for academic providers to start courses and sports facilities being developed by world renowned sports institutions etc. Gujarat Special Knowledge Zones (SKZ) L`] ?mbYjYl _gn]jfe]fl ak hdYffaf_ lg [j]Yl] KCR Industries would be encouraged to set up Institutes for technical education Industries will be given land and facilities at subsidized rates af l`] KCR Eafaeme dYf\ hjghgk]\ ak *(( Y[j]k h]j KCR The land would be allotted to industries for retail educational purposes only, i.e., for colleges, technical Institutes, and for Institutes giving training in specialized courses
43
A legislation like the Innovation University Bill could meet the need for innovation and intellectual challenges
The Innovation University Bill could reduce the R&D gaps and challenges that India currently faces through the set up of Government and Private Universities.
The Universities for Innovation Bill, 2010
Need for legislation Key features of the Bill Impact analysis
L`] :add hjgna\]k l`] [jal]jaY ^gj j][g_faraf_ Oadd `Yn] Y hgkalan] afm]f[] gf l`] _]f]jYd Al emkl Z] Y fgl%^gj%hjgl ]flalq3 It must be dedicated to emerging R&D
Y[lanalq3
L`] Af\aYf Afklalml] g^ K[a]f[]$ :Yf_Ydgj]$ ]klYZdak`]\ af l`] q]Yj )1(1$ ak [gfka\]j]\ Yk Y hj]ea]j afklalml] ^gj k[a]fla[ research and study in India. The Institute is ranked among the top 400 Universities according to the Academic Ranking of World Universities. Passage of the Innovation Universities Bill could in time add to the number of Indian institutions being ranked among the top universities in the world
44
Summary
This chapter highlights new innovative models for higher education delivery, which are an inevitable extension of a successful pedagogy @]f[]$ kge] Af\aYf @=Ak km[` Yk A?FGM$ Kaccae EYfahYd Mfan]jkalq Yf\ KqeZagkak `Yn] Ydj]Y\q afljg\m[]\ gfdaf] Yf\ distance education for the Indian audience However, it is imperative to replicate the successes that developed economies have experienced via these models on a larger scale for the Indian higher education sector A coherent regulatory policy framework for new and affgnYlan] eg\]dk km[` Yk Kh][aYd =\m[Ylagf Rgf]k$ gfdaf] and distance education is desired Proposals of the Government to establish a single super regulator for higher education in the country and to establish Innovation Universities are encouraging, and could lead to a transparent regulatory framework while meeting the need for channels for creative and intellectual challenges O`ad] _jgoaf_ \aklYf[]'gfdaf] ]\m[Ylagf Y ka_fa[Yfl ^g[mk needs to given in ensuring strong learning outcomes
45
Glossary
AICTE AIIMS BHU BITS BPO BRIC CAGR CoE DEC DIAC DEI DTE EDP FDI FY GER GMAT HEI ICT IGNOU IIIT IIM IISc IIT ISB JNU LBUSD MBA MBBS MCA MDRA MHRD All India Council for Technical Education 9dd Af\aY Afklalml] g^ E]\a[Yd K[a]f[]k Banaras Hindu University :ajdY Afklalml] g^ L][`fgdg_q Yf\ K[a]f[] Business Process Outsourcing Brazil, Russia, India and China Compound Annual Growth Rate Center of Excellence Distance Education Council Dubai International Academic City Distance Education Institute Directorate of Technical Education Education Development Plan Foreign Direct Investment Financial year Gross Enrollment Ratio ?jY\mYl] EYfY_]e]fl 9\eakkagf L]kl Higher Education Institute Information and Communication Technology Indira Gandhi National Open University Indian Institute of Information Technology L`] Af\aYf Afklalml] g^ EYfY_]e]fl Af\aYf Afklalml] g^ K[a]f[] Indian Institute of Technology L`] Af\aYf K[`ggd g^ :mkaf]kk Jawaharlal Nehru University Dgf_ :]Y[` Mfagf K[`ggd <aklja[l EYkl]jk af :mkaf]kk 9\eafakljYlagf :Y[`]dgj g^ E]\a[af] Yf\ :Y[`]dgj g^ Kmj_]jq EYkl]jk af ;gehml]j 9hhda[Ylagf EYjc]laf_ Yf\ <]n]dghe]fl J]k]Yj[` 9kkg[aYl]k Eafakljq g^ @meYf J]kgmj[] <]n]dghe]fl VSAT WHO WWF MIT M.Phil NAAC NCHER NCR NCTE NET NIIT NLS NPTEL OU PhD PPP PPP USD QS RTD R&D SCDL SEdZ SET SKZ SMS SMU-DE SPU TCIL UGC UNESCO EYkkY[`mk]llk Afklalml] g^ L][`fgdg_q EYkl]j g^ H`adgkgh`q National Assessment and Accreditation Council National Commission for Higher Education and Research National Capital Region National Council for Teacher Education National Educational Tribunal National Institute for Information Technology FYlagfYd DYo K[`ggd FYlagfYd Hjg_jYee] gf L][`fgdg_q =f`Yf[]\ D]Yjfaf_ Open University Doctor of Philosophy Public Private Partnership Hmj[`Ykaf_ Hgo]j HYjalq af MK \gddYjk ImY[imYj]dda Kqegf\k Research and Technology Development Research and Development KqeZagkak ;]fl]j ^gj <aklYf[] D]Yjfaf_ Kh][aYd =\m[Ylagf Rgf] KlYl] =\m[YlagfYd LjaZmfYd Kh][aYd Cfgod]\_] Rgf] K`gjl E]kkY_af_ K]jna[] Kaccae EYfahYd Mfan]jkalq%<aklYf[] =\m[Ylagf KlYl] HjanYl] Mfan]jkalq L]d][geemfa[Ylagf ;gfkmdlYflk Af\aY Daeal]\ University Grants Commission Mfal]\ FYlagfk =\m[YlagfYd$ K[a]fla[ Yf\ ;mdlmjYd Organization N]jq KeYdd 9h]jlmj] L]jeafYd World Health Organisation World Wide Fund
46
About EDGE
EDGE Forum was conceptualised in the year 2007, by a group of leading educational institutions from public and private sector mf\]j l`] d]Y\]jk`ah g^ <j& C& CYklmjajYf_Yf$ E]eZ]j$ HdYffaf_ Commission. The Forum is committed to excellence in education and addresses several dimensions of education like governance, human resource management, cutting-edge technologies, holistic approach to education infrastructure and above all adoption of global best practices. It serves as an analytical and authoritative source for policy recommendations on higher education. EDGE Forum organises international Conferences and Workshops, recognises outstanding contribution of personalities, brings the Policy makers, Administrators of educational Institutions and industry together on one platform, undertakes research projects, fosters international partnerships and nurtures open debate and dialogue. EYfq hmZda[ Yf\ hjanYl] Afklalmlagfk ^jge Af\aY YZjgY\ `Yn] contributed in the formation and development of EDGE Forum, dac] FA9K FYlagfYd Afklalml] g^ 9\nYf[]\ Klm\a]k!$ A?FGM Af\ajY ?Yf\`a FYlagfYd Gh]f Mfan]jkalq!$ EYfahYd Mfan]jkalq$ KqeZagkak Afl]jfYlagfYd Mfan]jkalq$ A;>9A Mfan]jkalq$ :ALK :ajdY Afklalml] g^ L][`fgdg_q K[a]f[]$ HadYfa!$ LAKK LYlY Afklalml] g^ Kg[aYd K[a]f[]k!$ K9KLJ9 Mfan]jkalq$ AAAL%: Af\aYf Afklalml] g^ Af^gjeYlagf L][`fgdg_q%:Yf_Ydgj]!$ AAE%: Af\aYf Afklalml] g^ EYfY_]e]fl$ :Yf_Ydgj]! EE 9[lan K[a%L][` ;geemfa[Ylagfk& =<?= ak kmhhgjl]\ Zq afl]jfYlagfYd gj_YfarYlagfk dac]3 AA= Afklalml] g^ Afl]jfYlagfYd =\m[Ylagf!$ F9>K9 % 9kkg[aYlagf g^ International Educators, AIEA (Association of International =\m[Ylagf 9\eafakljYlgjk!$ L`] ;gdd]_] :gYj\$ MK9$ M*) ?dgZYd Mfan]jkalYk *) ?dgZYd!$ MKA=> MK % Af\aY =\m[YlagfYd >gmf\Ylagf$ ;:K ;geegfo]Ydl` :mkaf]kk K[`ggd!$ =Q =jfkl & Young) and Parthenon. Highlights of EDGE 2011 >g[Yd L`]e] K`Yhaf_ l`] >mlmj] g^ Af\aYf @a_`]j =\m[Ylagf AfYm_mjYlagf af l`] hj]k]f[] g^ K`ja CYhad KaZYd$ @gfZd] Mfagf Eafakl]j ^gj @J< Yf\ ;geemfa[Ylagfk Yf\ Af^gjeYlagf L][`fgdg_q$ <j& K`Yk`a L`Yjggj$ ^gje]j Mf\]j%K][j]lYjq% General for Communications and Public Information, United FYlagfk Yf\ ^gje]j Eafakl]j g^ KlYl] ^gj =pl]jfYd 9^^Yajk$ <j& N&K& JYeYemjl`q$ <aj][lgj$ FYlagfYd Afklalml] g^ 9\nYf[]\ Klm\a]k FA9K!$ <j& N&F& JYbYk]c`YjYf HaddYa$ Na[] ;`Yf[]ddgj$ A?FGM$ <j& JYe\Yk HYa$ ;`YajeYf$ EYfahYd =\m[Ylagf$ <j& K&:& Embme\Yj$ ;`Yf[]ddgj$ KqeZagkak$ <j& 9qgmZ CYrae$ E<$ Dubai Knowledge Village & Dubai International Academic City, Prof Bertil Andersson, Provost, Nanyang Technological Mfan]jkalq$ Ej 9bal ?mdYZ[`Yf\$ ;`YajeYf$ DYnYkY Corporation. Participation of over 350 delegates consisting of top educators and policy makers and a delegation of international universities will participate in the event. EDGE Education Personality Award on Prof. C.N.R. Rao, FYlagfYd J]k]Yj[` Hjg^]kkgj Dafmk HYmdaf_ J]k]Yj[` Hjg^]kkgj3 @gfgjYjq Hj]ka\]fl$ BF;9KJ$ :Yf_Ydgj] Yf\ ;`YajeYf$ K[a]f[] 9\nakgjq ;gmf[ad lg Hjae] Eafakl]j$ EduPartnering A platform for delegates from Indian and International institutions to explore partnerships for collaborations and tie-ups. =\m=phg K`go[Yk] g^ \a^^]j]f[] klj]Yek af ]\m[Ylagf$ technology and services. Release of 2 Exclusive Research Reports EDGE Ernst & Young Report on EDGE-Parthenon Report on Financing Indian Higher Education
47
Conference Topics Education Infrastructure Critical aspects in nurturing International Partnerships EYafklj]Yeaf_ N=L ^gj KmklYafYZd] ?jgol` >mf\af_ =\m[Ylagf af l`] =e]j_af_ EYjc]l Pushing the frontiers of New Assessments <]n]dghaf_ j]dYlagfk oal` MK Mfan]jkala]k2 C]qk lg Km[[]kk ICT the catalyst for next - generation learning environments in education >mlmj] g^ E]\a[Yd =\m[Ylagf <]n]dghaf_ ;geh]l]f[]2 L`] Role of Creativity in Higher Education Round Table - How can Education Policy Framework encourage, enrich and enhance the Indian Education K][lgj7 Workshops on Governance Issues in Educational Institutions EYcaf_ Afl]jfYlagfYd HYjlf]jk`ahk Ogjc Zq KqeZagkak O`Yl al lYc]k lg Z] af Lgh )(( Zq IK ImY[imYj]dda Kqegf\k MC F]o Eg\]dk g^ 9\eakkagfk Zq ;gdd]_] :gYj\
9oYj\k >mf[lagf oadd Z] _jY[]\ Zq Ek& <& HmjYf\]koYja$ Eafakl]j g^ KlYl] ^gj @meYf J]kgmj[] <]n]dghe]fl$ ?gA @a_`da_`l D][lmj]k Zq <j& K`Yk`a L`Yjggj$ E]eZ]j g^ HYjdaYe]fl Dgc KYZ`Y!3 Hjg^ :]jlad 9f\]jkkgf$ Hjgngkl$ FYfqYf_ L][`fgdg_a[Yd Mfan]jkalq3 <j& H]l]j EY_jYl`$ K]fagj Advisor, College Board and interim President Binghamton University International representation will include institutions like Australia India Institute | Binghamton University, United KlYl]k t <mZYa Afl]jfYlagfYd 9[Y\]ea[ ;alq <A9;! t =\m[YlagfYd L]klaf_ K]jna[]$ Mfal]\ KlYl]k t ?]gj_aY Afklalml] g^ L][`fgdg_q$ MK t Cfgod]\_] Mfan]jk]$ Kaf_Yhgj] t D]aZfar Mfan]jkall @Yffgn]j$ ?]jeYfq t EYkkY[`mk]llk Afklalml] g^ L][`fgdg_q EAL! t Ea[`a_Yf KlYl] Mfan]jkalq$ Mfal]\ KlYl]k t FYfqYf_ L][`fgdg_a[Yd Mfan]jkalq$ Kaf_Yhgj] t FYlagfYd Mfan]jkalq g^ Kaf_Yhgj] t Fgjl` ;YjgdafY 9_ja[mdlmjYd L][`fa[Yd KlYl] Mfan]jkalq$ MK9 t K[a]f[]k Hg$ >jYf[] t KlYl] ?gn]jfe]fl g^ Na[lgjaY$ 9mkljYdaY t F9>K9$ MK9 t L`] ;`jgfa[d] g^ @a_`]j =\m[Ylagf$ MK9 t L`] ?]gj_] Washington University | The University of North Carolina Yl 9k`]nadd] t Mfal]\ KlYl]k Af\aY =\m[YlagfYd >gmf\Ylagf t Mfan]jkalq Yl :m^^Ydg%KMFQ$ Mfal]\ KlYl]k t Mfan]jkalq g^ Kgml`]jf Im]]fkdYf\$ 9mkljYdaY t Mfan]jkalq g^ LmdkY$ Mfal]\ KlYl]k t Mfan]jkalq g^ OYjoa[c t Naj_afaY L][`$ :dY[ckZmj_$ N9 t OYlkgf K[`ggd g^ =f_af]]jaf_$ Mfal]\ KlYl]k t RYq]\ University, United Arab Emirates
48
49
Notes
50
51
Subscribe to our...
=Q g^[]k
Ahmedabad *f\ >dggj$ K`anYdac Ak`YYf Near CN Vidhyalaya Ambawadi Ahmedabad 380 015 Tel: + 91 79 6608 3800 Fax: + 91 79 6608 3900 Bengaluru UB City, Canberra Block )*l` )+l` ggj Fg&*,$ NallYd EYddqY JgY\ Bengaluru 560 001 Tel: + 91 80 4027 5000 + 91 80 6727 5000 Fax: + 91 80 2210 6000 (12th Floor) + 91 80 2224 0695 (13th Floor) Chennai LHD @gmk]$ *f\ ggj No 3, Cenotaph Road Teynampet Chennai 600 018 Tel: + 91 44 4219 4400 + 91 44 6632 8400 Fax: + 91 44 2431 1450 Hyderabad *(-$ *f\ ggj Ashoka Bhoopal Chambers KYj\Yj HYl]d JgY\ K][mf\]jYZY\ -(( ((+ Tel: + 91 40 6627 4000 Fax: + 91 40 2789 8851 GnYd G^[] )0$ aDYZk ;]flj] @al][` ;alq$ EY\`Yhmj Hyderabad 500 081 Tel: + 91 40 6736 2000 Fax: + 91 40 6736 2200 Kolkata **$ ;YeY[ Klj]]l :dg[c ;$ +j\ ggj Kolkata 700 016 Tel: + 91 33 6615 3400 Fax: + 91 33 2281 7750
Mumbai .l` ggj )0l` ggj Express Towers, Nariman Point EmeZYa ,(( (*) L]d2 # 1) ** ..-/ 1*(( .l` ggj! Fax: + 91 22 2287 6401 L]d2 # 1) ** ...- -((( )0l` ggj! Fax: + 91 22 2282 6000 BYdYf Eadd ;gehgmf\ 1-$ ?YfhYljYg CY\Ye EYj_$ Dgo]j HYj]d EmeZYa ,(( ()+ Tel: + 91 22 4035 6300 Fax: + 91 22 4035 6400 :dg[c :%*$ -l` ggj Nirlon Knowledge Park Off Western Express Highway, Goregaon (E) EmeZYa ,(( (.+ Tel: + 91 22 6749 8000 Fax: + 91 22 6749 8200 NCR Golf View Corporate Tower B F]Yj <D> ?gd^ ;gmjk]$ K][lgj ,* Gurgaon 122 002 Tel: + 91 124 464 4000 Fax: + 91 124 464 4050 .l` ggj$ @L @gmk] )0%*( CYklmjZY ?Yf\`a EYj_ New Delhi 110 001 Tel: + 91 11 4363 3000 Fax: + 91 11 4363 3200 4th & 5th Floor, Plot No 2B, Tower 2, K][lgj )*.$ FGA<9 % *() +(, Gautam Budh Nagar, U.P. India Tel: + 91 120 671 7000 Fax: + 91 120 671 7171 Pune ;%,()$ ,l` ggj Panchshil Tech Park Q]joY\Y F]Yj <gf :gk[g K[`ggd! Pune 411 006 Tel: + 91 20 6603 6000 Fax: + 91 20 6601 5900
About Ernst & Young Ernst & Young is a global leader in assurance, tax, transaction and advisory services. Worldwide, our 141,000 people are united by our shared values and an unwavering commitment to quality. We make a difference by helping our people, our clients and our wider communities achieve their potential. Ernst & Young refers to the global organization of e]eZ]j ^ajek g^ =jfkl Qgmf_ ?dgZYd Daeal]\$ ]Y[` g^ which is a separate legal entity. Ernst & Young Global Daeal]\$ Y MC [gehYfq daeal]\ Zq _mYjYfl]]$ \g]k fgl provide services to clients. For more information about our organization, please visit www.ey.com
=jfkl Qgmf_ Hnl& Dl\& ak gf] g^ l`] Af\aYf [da]fl k]jnaf_ e]eZ]j ^ajek g^ =Q?E Daeal]\& >gj egj] af^gjeYlagf YZgml gmj gj_YfarYlagf$ hd]Yk] nakal www.ey.com/india =jfkl Qgmf_ Hnl& Dl\& ak Y [gehYfq j]_akl]j]\ mf\]j l`] ;gehYfa]k 9[l$ )1-. `Ynaf_ alk j]_akl]j]\ g^^a[] Yl ** ;YeY[ Klj]]l$ +j\ >dggj$ :dg[c ;$ Kolkata - 700016 *()) =jfkl Qgmf_ Hnl& Dl\& HmZdak`]\ af Af\aY& All Rights Reser]ved.
This publication contains information in summary form and is therefore intended for general guidance only. It is not intended to be a substitute for \]lYad]\ j]k]Yj[` gj l`] ]p]j[ak] g^ hjg^]kkagfYd bm\_e]fl& F]al`]j =Q?E Daeal]\ fgj Yfq gl`]j e]eZ]j g^ l`] _dgZYd =jfkl Qgmf_ gj_YfarYlagf can accept any responsibility for loss occasioned to any person acting or refraining from action as a result of any material in this publication. On any specific matter, reference should be made to the appropriate advisor. Edge 2011 report.indd (India) 9jlogjc Zq BYqYflY ?`gk` Yf\ BYkhYd Kaf_`