Quality education need of the hour in India

Expressing distress over the quality of higher education in India, lately President Pranab Mukherjee said it is a matter of concern that no Indian university made its mark among the top institutions around the globe.

Reportedly, five IITs made into the top 400 list of the latest QS world ranking universities but what is shocking is that no other Indian university has managed to grab a position in the top 4 percent of the world’s universities.

India ought to put together human capital to bring in the demographic bonus and, more significant is to contend in a knowledge-intensive global economy. Drastic measures are required to enhance the condition of our universities at all levels.

The growth of higher education calls for a substantial raise in investment and elevating the efficiency of public expenses in education. More backing is necessary for state universities that function on low budgets.

Industry too should present liberal grants and fund research in universities to increase approach and guarantee world-class production and delivery of products and services. QS Rankings reflect poor research credentials for Indian faculty. Undoubtedly, we need to incorporate teaching and research. Poor salaries wean talent.

Teachers must be given good salaries and research-active faculty should be given practical independence as well. The expenditure of education would surely go up when private universities will try to link the demand-supply gap, thus, education loans should become cheaper. Allowing the superior class of foreign universities to enter will aid assimilation with the global knowledge system.

Unlike India, few universities in Asia have are constantly moving up in the rankings. For example, the National University of Singapore has achieved the position of the region’s highest-ranked institution. Transforming education has to begin at school-level.

They necessitate teacher responsibility and dedication, funding in conveniences and improved discipline. And all of them involve dissolution of school management and energetic participation of local communities in school supervision.