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Best education system in India?
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Best education system in India?
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India is rushing headlong towards economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation to prosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World Trade Organisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles heel of this strategy. India’s main competitors especially China but also Singapore, Taiwan, and South Korea are investing in large and differentiated higher education systems. They are providing access to large numbers of students at the bottom of the academic system while at the same time building some research based universities that are able to compete with the world’s best institutions. There are a small number of high quality institutions, departments, and centres that can form the basis of the quality sector in higher education. India Educates approximately 10 percent of Its young people in higher education compared with more than half in the major industrialized countries and 15 percent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres, and there are a small number of outstanding undergraduate colleges.Which of the following are India’s weaknesses when it comes to higher education?1. Indian universities do not have the requisite teaching faculty to cater to the needs of the higher education sector.2. Only five Indian universities occupy the top position very strongly, in the academic pyramid, when it comes to higher education.3. India has the least percentage of young population taking to higher education as compared to the rest of the comparable countries.

India is rushing headlong towards economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation to prosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World Trade Organisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles heel of this strategy. India’s main competitors especially China but also Singapore, Taiwan, and South Korea are investing in large and differentiated higher education systems. They are providing access to large numbers of students at the bottom of the academic system while at the same time building some research based universities that are able to compete with the world’s best institutions. There are a small number of high quality institutions, departments, and centres that can form the basis of the quality sector in higher education. India Educates approximately 10 percent of Its young people in higher education compared with more than half in the major industrialized countries and 15 percent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres, and there are a small number of outstanding undergraduate colleges.Q. By what measures can you say that the Asian countries, other than India, are heading towards a knowledge based economy?1. Building competitive research based universities.2. Investing in diverse higher education systems,3. Providing access to higher education to a select few students.

India is rushing headlong towards economic success and modernisation, counting on high- tech industries such as information technology and biotechnology to propel the nation to prosperity. India’s recent announcement that it would no longer produce unlicensed inexpensive generic pharmaceuticals bowed to the realities of the World Trade Organisation while at the same time challenging the domestic drug industry to compete with the multinational firms. Unfortunately, its weak higher education sector constitutes the Achilles heel of this strategy. India’s main competitors especially China but also Singapore, Taiwan, and South Korea are investing in large and differentiated higher education systems. They are providing access to large numbers of students at the bottom of the academic system while at the same time building some research based universities that are able to compete with the world’s best institutions. There are a small number of high quality institutions, departments, and centres that can form the basis of the quality sector in higher education. India Educates approximately 10 percent of Its young people in higher education compared with more than half in the major industrialized countries and 15 percent in China. Almost all of the world’s academic systems resemble a pyramid, with a small high quality tier at the top and massive sector at the bottom. India has a tiny top tier. None of its universities occupies a solid position at the top. A few of the best universities have some excellent departments and centres, and there are a small number of outstanding undergraduate colleges.What did India agree to do at the behest of the World Trade Organisation?

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Which of the following best describes the phrase "passive recipients" as used in the passage?

Scholars argued that "the curriculum, while loud on rhetoric, fails to address the equality of education that students of underprivileged and marginalized groups experience." Several other critics described the revised curriculum as a retrogressive step in education that sought to impose the religious agenda in the garb of a national identity. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in four-walled classrooms with littlescope to develop critical thinking and understanding.Which of the following best describes the phrase "passive recipients" as used in the passage?

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Best education system in India?
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