Our
engineers alone exceed a million now, with 1100 colleges
producing 350,000 technologists every year, 60 percent of
whom graduate from the four southern states alone!
All
these are impressive numbers by any standards. India certainly
has a vast higher education infrastructure, which can be
the envy of any developing country. But these numbers hide
a grave crisis in our higher education. Out finest scholars
- about 5 percent - are a match for the brightest and best
in the world. But many of them are migrating to the U.S
and West. Recent reports say that the 75,000 Indian students
constitute the largest foreign contingent in American universities!
These are products of the few good institutions, backed
by exceptional talent, family support and conducive environment.
But most of our colleges and universities produce graduates
of indifferent quality. A culture of rote learning, lack
of application of knowledge, and poor examination system
have undermined our higher education. Most graduates lack
basic communication skills, nor do they exhibit problem
solving capacity. Educated unemployment is very much on
the rise, largely because most graduates cannot promote
wealth creation and are therefore unemployable. And yet,
our society faces acute shortage of problem solvers, and
capable workers in various fields like health care, education,
justice delivery and law and order. This is a classic case
of a mismatch between our needs and human resources. As
Coleridge lamented in his immortal poem, "Water, water
everywhere; but not a drop to drink!"
Clearly,
the main function of higher education system is to add real
value to human resources, and produce wealth creators and
leaders in all fields - business, professions, politics,
administration, and creative pursuits. Even the crisis in
school education is compounded by the failure of higher
education. Most problems in our schools - curriculum, text
books, teaching methods, examination system - can be overcome
by innovative efforts and sensible public policy. But there
is phenomenal shortage of good teachers. And only university
graduates can be teachers! Millions of graduates are hunting
for jobs, and yet, most of them cannot be trusted with our
children's education. A classic vicious cycle has set in
: poor school education has weakened university standards;
and collapse of higher education denies good teachers to
schools! All of us face this dilemma in our schools.
Happily,
there are several positive factors which can be the foundations
for excellence in higher education. Youngsters today are
ambitious, hard-working and highly motivated. There is fierce
competition for professional and university education. Graduates
are no longer seeking cushy jobs in government; they are
ready and willing to compete in the market. Parents gladly
pay huge sums for their children's education. Our society
and civilization treasure learning and scholarship. We can
build on these strengths. While private, non-profit investment
in higher education is necessary, it is no panacea to our
problems. Market forces alone cannot deliver, as we cannot
afford to ruin lives of millions of youngsters by trial
and error. Money is not always a solution. We need direction
and will to adopt the best practices here and elsewhere.
There are several non-monetary inputs which can dramatically
improve our higher education. Let me give three examples
of what can be done.
First,
the quality of teachers is appallingly low. There is enormous
in-breeding, with an alumnus being recruited in the same
institution where he pursued all his education, promoted,
and eventually made the vice-chancellor, without ever being
exposed to other centres of learning. There is no cross-fertilization
of ideas whatsoever, and we call them universities! The
jockeying for political patronage, in-fighting, caste prejudice
and resistance to innovation are unbelievable. Most western
universities have a simple rule : a university graduate
is not appointed as a teacher in the same institution. With
constant new blood, new ideas, rigorous intellectual discourse
and innovation are fostered. And it does not cost a penny.
Second,
we have a rigid and stultifying academic atmosphere, with
artificial divisions of various disciplines, and pre-determined
combinations of courses on offer. As a result more and more
people are ignoring humanities education and lack broad
perception, depth and communication skills. Charles Eliot,
the legendary educationist and President of Harvard found
an effective solution over 130 years ago. By introducing
the Elective System, he transformed a college with one uniform
curriculum into a great university without any prescribed
course of study at all. Freedom of choice, opportunity to
win academic distinction and discipline were all fostered
at one stroke. Students could opt for courses of their choice,
depending on their aptitude and the teachers' scholarship
and talent. This also meant that teachers whose courses
were not valued became irrelevant, and in effect students
evaluated teachers! Artificial and rigid barriers of knowledge
disappeared. Our own IITs have recently introduced a system
of each student having to do a prescribed number of courses
of her choice in humanities. Even a century after all the
great universities adopted the Elective System, our universities
are blissfully ignorant of any innovation!
Third,
our examinations are disgraceful, often testing rote memory.
A careful memorizing of answers to questions posed in the
three previous years (excluding the immediate past year)
will guarantee high grades! Analytical skills, application
of knowledge, problem-solving capacity and innovation are
rarely tested. There are many models of great examinations
evaluating the students skillfully, and creating demand
for better education by redefining success.
All
these and many other innovations cost no money. They only
need painstaking efforts, sensible innovation, and adoption
of successful best practices. A nation which aspires to
greatness must foster excellence, and universities are ripe
for far-reaching reform. Only then can we sustain growth,
compete with the world, improve our quality of life and
promote happiness.
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