Tag Archives: india

India: Population Growth and Access to Higher Education

February 28th, 2020

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It is estimated that over the next 5 years, India’s youth population will continue to increase. This means that the current education system will prove inadequate in accommodating the age group of 18-22. For this reason and those shown below, India will continue to play a dominant role as a source for higher education institutions seeking to increase their international student numbers.

Let’s take a look at some facts:

  • Current population of India: 1.3 billion (July 2018 est.)
  • Estimated population of India by 2030: 1.5 billion
  • Number of Indians who will be in the age group of 18-22 in the 5 years: 3 out of 10
  • Number of colleges and universities in India in 2017-19: 39,050 and 903, respectively
  • Number of students enrolled in higher education 2017-18: 36.64 million
  • Value of India’s education sector in 2018: US $91.7 billion
  • Value of India’s education sector in 2019: US $101.1 billion
  • Percentage of universities mandated by the government in January 2019 to deliver online degree courses: 15%
  • Expected growth of India’s on-line education over the next two years: US $1.96 billion
  • Rural internet growth and usage: 566 million people

A few observations:

  • Degrees still matter to Indian students more than skills which lead to high number of graduates with low employability.
  • Rote learning continues to be a focus of the education policy with emphasis on memorizing facts.
  • The country lacks availability of quality vocational training.
  • Academic-industry engagement is inadequate and limited to select few institutions.
  • Quality education with global exposure is limited and expensive.
  • Institutions are having a difficult time keeping up with the growing population and their needs which will result in a largely unemployable youth population holding qualifications that don’t match the needs of the industry.
  • Universities don’t provide their students with any career counselling services .

Solutions:

  • Make higher education accessible via e-learning opportunities. In India, even the University Grants Commission (UGC) is now recognizing open online courses.
  • Vocational education needs the government’s support so that it is at par with conventional courses to help close the gap with mainstream university education.
  • Indian universities need to invest more in research and development to have a global standing and recognition which is currently absent.

Sources:

https://www.cia.gov/library/publications/resources/the-world-factbook/attachments/summaries/IN-summary.pdf

https://www.hindustantimes.com/education/the-road-map-for-higher-education-in-india/story-YCKdHdTzSrFBISlnc2ca4M.html


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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8 Reasons Why India Will Be The Next Economic Opportunity for the Education Industry

August 16th, 2019

india_082019

India is posed to be the next source for economic opportunity for the education industry.

Here are a few reasons why:

  1. With a population of over 1.3 billion, about half are less than 20 years old.
  2. In 2018, India’s education sector generated US$ 91.7 billion in revenues (source: India Brand Equity Foundation)
  3. Projected revenues for 2019: US$ 101.1 billion (source: India Brand Equity Foundation)
  4. Percentage of India’s Gross Enrolment Ratio (GER) in higher education in 2016-17: 25.2% (source: All India Higher Education Survey, Union Human Resource Development)
  5. Technology, such as the rise of affordable internet access, smartphone penetration, the use of digital solutions for education, recorded classroom videos, live-streamed instructions, e-books, online tests, and distance learning providing access to millions, the entry of Internet of Things (IoT) are among the many technological solutions empowering the education space.
  6. Rising disposable income helping parents to invest in edtech solutions to enhance their children’s learning experience.
  7. The Indian government has been supporting start-ups and education sector in the past 5-6 years. Campaigns like UDAAN (by CBSE), PRAGATI (by AICTE) and Skill India (by the Ministry of Human Resource Development) are all addressing aspects of education, from the gender gap, promotion of vocational education, and expanding access to schools and college for millions of students.
  8. The government’s policies are helping industry-academic partnerships to make education more relevant to the employment market and economy.

For more information, click here


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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Latest News on India’s Regulatory Bodies: UGC and AICTE

August 10th, 2018

ACEI_Blog_-_INDIA_News_of_Indias_Regulatory_Bodies__Compatibility_Mode_
If you hadn’t heard already, until recently, India’s government was considering an ambitious plan, proposed by the Ministry of Human Resource Development, Department of Higher Education, to merge the University Grants Commission (UGC) and All India Council for Technical Education (AICTE), the two regulatory bodies, into a single higher education regulator. This single education regulator was tentatively named Higher Education Evaluation and Regulation Authority (HEERA). Given that Prime Minister Narendra Modi’s government is in its last year, and India is preparing itself for its next election, new legislation to form a single education regulator to be determined in such a short time does not appear to have been favored by legislators. Instead, the government has decided to wait and settled for a revamp of UGC, AICTE and the National Council of Technical Education.

The UGC is a statutory body established to confer degrees and grant funding and set up quality benchmarks for universities and institutions of higher education. AICTE, also a statutory body, was established to oversee technical institution and ensure they meet quality standards.

AICTE has questioned the need for and feasibility of a single education regulator by bringing to light the measures it has taken to reform much of its regulatory criteria. Altogether, focus appears to have been shifted from the push to merge UGC and AICTE toward an overhaul of each regulatory body. For example, one proposed measure would be to give UGC the authority to be able to shut down institutions that do not and continue to not meet standards but also consider taking away UGC’s powers over funding and handing it over to the ministry. This proposal is intended to allow the UGC to focus solely on monitoring and ensuring institutions of higher education are adhering to quality standards.

At the request of the ministry, both UGC and AICTE have been asked to prepare a list of changes they need in their respective Acts and regulations to become more effective regulators. Read more here.

In the meantime, the Indian government is considering the approval of a regulator for vocational training. The proposal, if approved, means successful ITI graduates will be awarded certificates at par with the ones given to Indian Certificate of Secondary Education (ICSE) and Central Board of Secondary Education (CBSE) allowing them thereby to pursue their studies in other schools and colleges. Read more about this here.

Sources:

https://economictimes.indiatimes.com/industry/services/education/government-may-soon-approve-regulator-for-vocational-training/printarticle/65278618.cms

http://timesofindia.indiatimes.com/articleshow/64416946.cms

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Rhythm Planet’s Favorite World Music Releases of 2017

January 18th, 2018

PlanetMusic_1

Now that we have 2017 behind us, we’d like to take a look at the countries in the African continent, in Latin America and India and learn a little more about some of them. We realize traveling to these destinations may not be possible, but we can agree that one way of appreciating their cultures is through their music. To guide us on this musical journey, we’ve invited our guest blogger and music aficionado, Tom Schnabel, to share with us a list of his favorites.

Rhythm Planet wrapped up 2017 by revisiting some of the best of world music from the past year. Five wonderful African albums made the list, beginning with the powerful female collective Les Amazones d’Afrique in a track featuring Angelique Kidjo (video at bottom), plus Senegal’s soulful Orchestra Baobab, and Mali’s Trio da Kali’s brilliant pairing with the Kronos Quartet. Then it’s the vocal artistry of Toto Bona Lokua, aka Frenchman Gérard Toto, Cameroun’s Richard Bona, and Congolese singer Lokua Kanza, and lastly the trio 3MA featuring Mali’s Ballaké Sissoko, Moroccan oud virtuoso Driss El Maloumi, and Madagascar’s valiha player Rajery.

We turn next to a good example of musical cross-pollination with India’s master sitar player Shujaat Khan and Iranian vocalist Katayoun Goudarzi, together exploring the Persian-Indian music connection that formed centuries ago along the spice route. After that, let’s check out a tribute to G.F. Handel from L’Arpeggiata with some crazy twists—it’s “crossover classical” at its best.

We switch gears and close the 2017 highlights show with the hot Latin band La Mambanegra from Cali, Colombia, followed by a young Cape Verdean star named Elida Almeida, who just released her third successful album.

PlanetMusic2

I hope you like these picks as much as I do. They represent, however, only a fraction of all the terrific world music I’ve enjoyed over the past twelve months. You can revisit, on demand, all the Rhythm Planet shows from 2017 (and earlier) on the KCRW website or on the KCRW app to hear more of the great world music from the past year.

Tom Schnabel, M.A.

toms

Chevalier de l’Ordre des Arts et des Lettres
Blogs for Rhythm Planet
Author & Music educator, UCLA, SCIARC, currently doing music salons
www.tomschnabel.com

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Cheating in School: A Family Affair in India

March 26th, 2015

Cheating_India
Photo Credit: NDTV

For this week’s blog, I’m going to keep it short and sweet and share with you the true story of hundreds of parents and family members endangering their own lives by scaling walls outside the examination hall in a town in India. No, these parents weren’t risking their lives to rescue their children from a fiery inferno or deranged terrorist. They were scaling the walls to help their children by feeding them the answers to the questions on the final examinations. Yes, you heard me correctly. The parents were complicit in cheating with their children. This brazen act of collective cheating was caught on tape and if you don’t believe me, here’s the video for your own eyes to see: YouTube Video: https://www.youtube.com/watch?v=14suVlM0FNk

For more on this cheating extravaganza, read the article by the Independent UK newspaper: Parents risk lives climbing exam buildings to help hundreds of Indian students cheat

In the words of James E. Faust: “Cheating in school is a form of self-deception. We go to school to learn. We cheat ourselves when we coast on the efforts and scholarship of someone else.”

Frustrated
Frustrated Evaluator

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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The Brief Shelf Life of India’s Four-Year Bachelor’s Degree

October 16th, 2014

india

In India, the bachelor’s degree in arts and sciences has been typically a three-year program patterned after the British system. Here in the U.S. a few international credential evaluation professionals have been recognizing the three-year bachelor’s degree from India as equivalent to the U.S. four-year degree. At ACEI, our position has been less generous. Though some U.S. credential evaluators may have been liberal with their professional judgment on this matter, it seems that many within India’s higher education institutions were not so content with their three-year bachelor degree offerings. In fact, some Indian institutions of higher education had started to champion the idea of expanding the three-year program by another year to include a research component and additional courses at the advanced level, particularly in the sciences. They viewed this move as essential if India intended to be competitive globally in the area of scientific research and development.

However, this push toward the four-year degree has been met with strong resistance from the University Grants Commission (UGC), India’s higher education regulatory and funding body. The battle brewing between some key public universities and the UGC, concerning the four-year bachelor’s degree finally came to a head last month. University of Delhi, the Indian Institute of Science (IISc) and several Institutes of Technology (IIT) that had either embarked on offering the four-year bachelor’s degree or were already offering them were ordered by the UGC to scrap the program and revert to the standard three-year programs.

In June of this year, University of Delhi was forced by the UGC to close its four-year undergraduate degree program because it was deemed by the human resource minister Smriti Irani to not have complied with the recommended education pathway. Even the state-run Indian Institute of Science (IISc), considered one of the prestigious institutions of higher learning, had come under the scrutiny of the UGC. IISc has been allowed to retain its four-year bachelor degree programs in physics, biology, chemistry, environmental science, materials and mathematics on the condition it adheres to changes recommended by the UGC. For example, IISc Bangalore, was able to strike a compromise with UGC by agreeing to restructure its four-year BSc to a research degree while also offer the standard three-year BSc degree. However, the same compromise was not afforded to the University of Delhi that was ordered to completely dismantle its four-year program.

It is not just the public, state-run institutions affected by UGC’s rampage, even private institutions such as Shiv Nadar Univesrity, Azim Premij University and OP Jindal Global University which had recently set up American-style four-year undergraduate liberal arts degrees were told to conform with UGC rules. As can be imagined, this move by the UGC has drastically affected the public and private institutions as well as their students who are now required to switch to the three-year program.

The proponents of India’s four-year bachelor degree see the additional year as a more holistic approach to teaching and learning, allowing for broad-based training in the humanities and sciences. The abrupt dismissal of the four-year program by the UGC is seen by many of the educators and the institutions as shortsighted and lacking any serious academic discussion that is supported by convincing facts and arguments. Many foresee that the UGC resistance toward the four-year degree will only push students away from studying sciences, pursuing careers in sciences and stymieing India’s chances in scientific innovation. It will also mean that in evaluating the three-year bachelor’s degree, ACEI will continue with its current position of recognizing the program as equivalent to three years of undergraduate study but not the four-year U.S. bachelor’s degree.

For more on the institutions affected by the UGC directive, please click here: http://www.universityworldnews.com/article.php?story=20140828091614324

Jasmin Saidi-Kuehnert
Jasmin Saidi-Kuehnert
President & CEO, ACEI

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INDIA: The 2014 Millennium Development Goals Report

September 4th, 2014

UN

In 2000, at the Millennium Summit of the United Nations, all 189-member nations (today the UN has 193 members) committed to help meet ambitious development targets across categories such as primary education, nutrition, health, mortality, sanitation and others.

The new Millennium Development Goals Report 2014 examines the latest progress made towards achieving the MDGs. It shows that millions of people’s lives have improved due to concerted global, regional, national and local efforts to achieve the MDGs, which serve as the foundation for the next global development agenda. 

The following MDGs Report on India, was released by Najma Heptulla, the Union Minister for Minority Affairs. Jayati Ghosh, Professor, JNU and Lise Grande, UN Resident Coordinator.

MDGs
(Source: http://www.in.undp.org/content/india/en/home/mdgoverview/)

As demonstrated in the table shown above, India has made moderate progress with respect to Goal 1: poverty; Goal 4: gender equality; Goal 7: HIV/AIDS. It is also on-track with respect to Goal 3: achieving universal primary education; Goal 9: environmental protection; Goal 12: developing global partnerships for development. However, the country is off-track with respect to Goal 2: hunger; Goal 5: reducing mortality rate, Goal 11: improving the lives of slum dwellers. Though there is partial successes achieved on targets and indicators with respect to Goal 3: education; Goal s 7 and 6: health, there are a few caveats. For example, the school enrollment rates are ahead of the targets, but the dropout rates are also high. The incidence of HIV/AIDS has come down, but what is alarming is that HIV/AIDS incidence is increasing in states where it used to be low. The performance of the majority of states on many of the goals and targets has been below satisfactory.

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