There is an enormous amount of literature on various aspects of India‘s higher education system. However, the literature on union (centre) ― state relations in education is scanty. Indian federalism is somewhat unique and complex and it has significant implications for the development of the education sector by the union government and the governments at the state level. New structures and mechanisms are also being set up towards improving union-state relations and their respective roles in the development of the nation. This paper presents an analytical description of the impact that the particular nature of Indian federalism has had on shaping of the higher education system and its expansion. Besides describing the complex nature of the Indian federal system as outlined in the Constitution, an attempt has been made to analyse union-state relations in education more generally, and in higher education system in particular, including its rapid expansion over the last 30 years. In the process of analysing union-state relations, some of the important issues on which we find some kind of uneasiness, if not tensions between the state and the union government in their playing respective roles are highlighted, including the trends in financing of higher education within the context of the Indian federal system.
{"title":"Union-State Relations in India's Higher Education","authors":"J. Tilak","doi":"10.2139/ssrn.3881037","DOIUrl":"https://doi.org/10.2139/ssrn.3881037","url":null,"abstract":"There is an enormous amount of literature on various aspects of India‘s higher education system. However, the literature on union (centre) ― state relations in education is scanty. Indian federalism is somewhat unique and complex and it has significant implications for the development of the education sector by the union government and the governments at the state level. New structures and mechanisms are also being set up towards improving union-state relations and their respective roles in the development of the nation. This paper presents an analytical description of the impact that the particular nature of Indian federalism has had on shaping of the higher education system and its expansion. Besides describing the complex nature of the Indian federal system as outlined in the Constitution, an attempt has been made to analyse union-state relations in education more generally, and in higher education system in particular, including its rapid expansion over the last 30 years. In the process of analysing union-state relations, some of the important issues on which we find some kind of uneasiness, if not tensions between the state and the union government in their playing respective roles are highlighted, including the trends in financing of higher education within the context of the Indian federal system.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128086095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Russian Abstract: Посвящается 80-летию Новосибирской области и 25-летию Сибирской академии финансов и банковского дела. В монографии освещаются вопросы международной и отечественной практики формирования и функционирования инновационных систем и специализированных инновационных центров и площадок, обосновывается влияние национальной инновационной системы (НИС) на развитие региональных научно-образовательных комплексов, оценивается роль институтов и инструментов НИС в развитии научно-образовательного комплекса Новосибирской области. Особое внимание уделено модернизации национальных экономик на основе технологических укладов и развития приоритетных технологических направлений инновационных систем. Предназначена для студентов, аспирантов и преподавателей вузов, руководителей и сотрудников организаций, относящихся к научно-образовательному комплексу и другим субъектам инновационной инфраструктуры, а также для всех тех, кто интересуется вопросами инновационного развития регионов и России в целом. English Abstract: The monograph highlights the issues of international and domestic practice in the formation and operation of innovative systems and specialized innovation centers and sites, outlines the impact of the national innovation system (NIS) on the development of regional scientific and educational complexes, assesses the role of NIS institutions and tools in the development of scientific- educational complex of Novosibirsk region. Particular attention is paid to the modernization of national economies on the basis of technological structures and the development of priority technological areas of innovation systems. It is intended for students, post-graduate students and university professors, managers and employees of organizations related to the scientific and educational complex and other subjects of the innovation infrastructure, as well as for all those who are interested in the issues of innovation development of the regions and Russia as a whole.
俄罗斯Abstract:纪念新西伯利亚地区的80周年和西伯利亚金融与银行业学院的25周年。专著涵盖了创新系统和专门创新中心和场地的国际和国内实践、国家创新系统(nis)对区域教育综合发展的影响、评估了nis机构和工具在新西伯利亚科研领域发展中的作用。特别关注的是在技术安排和创新系统优先技术方向的发展的基础上实现国家经济的现代化。它的目标是学生、研究生和教师、教育综合体和其他创新性基础设施机构的领导人和工作人员，以及所有对区域和俄罗斯整体创新发展感兴趣的人。抽象:The monograph English highlights The issues of international and国内practice in The组and operation of创新systems and专业创新centers and文化部outlines The impact of The national创新系统(NIS) on The development of regional《scientific and教育complexes assesses NIS机构and tools in The development of scientific complex of Novosibirsk -教育区。= =发展= = Particular attention是对国家经济的现代发展的贡献。It is intended for学生,post - graduate学生and university professors挑逗employees of organizations and related to the scientific and教育complex and other subjects of the创新infrastructure as well as for all那些who are感兴趣in the issues of创新development of the regions and Russia as a whole。
{"title":"Интеграция Науки, Образования и Бизнеса и Ее Роль в Инновационном Развитии Новосибирской Области (Integration of Science, Education and Business and Its Role in the Innovative Development of the Novosibirsk Region)","authors":"N. V. Fadeikina, Svetlana Malina, Timur Byadovsky","doi":"10.2139/ssrn.2955536","DOIUrl":"https://doi.org/10.2139/ssrn.2955536","url":null,"abstract":"Russian Abstract: Посвящается 80-летию Новосибирской области и 25-летию Сибирской академии финансов и банковского дела. В монографии освещаются вопросы международной и отечественной практики формирования и функционирования инновационных систем и специализированных инновационных центров и площадок, обосновывается влияние национальной инновационной системы (НИС) на развитие региональных научно-образовательных комплексов, оценивается роль институтов и инструментов НИС в развитии научно-образовательного комплекса Новосибирской области. Особое внимание уделено модернизации национальных экономик на основе технологических укладов и развития приоритетных технологических направлений инновационных систем. Предназначена для студентов, аспирантов и преподавателей вузов, руководителей и сотрудников организаций, относящихся к научно-образовательному комплексу и другим субъектам инновационной инфраструктуры, а также для всех тех, кто интересуется вопросами инновационного развития регионов и России в целом. \u0000 \u0000English Abstract: The monograph highlights the issues of international and domestic practice in the formation and operation of innovative systems and specialized innovation centers and sites, outlines the impact of the national innovation system (NIS) on the development of regional scientific and educational complexes, assesses the role of NIS institutions and tools in the development of scientific- educational complex of Novosibirsk region. Particular attention is paid to the modernization of national economies on the basis of technological structures and the development of priority technological areas of innovation systems. \u0000 \u0000It is intended for students, post-graduate students and university professors, managers and employees of organizations related to the scientific and educational complex and other subjects of the innovation infrastructure, as well as for all those who are interested in the issues of innovation development of the regions and Russia as a whole.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122352135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education is essential for India’s long-term social progress, economic growth, and sustainable development. To realize this purpose, stakeholders of universities and colleges need academic freedom and institutional autonomy. They should be innovative institutions that offer a huge range of opportunities for students to grow as wholesome personalities. There are two issues: providing access to higher education to the needy and the deserving, if not for all, and maintaining its quality. The former without the latter is a useless proposition. In fact, the quality is more essential than the quantity even though it cannot be attained overtime and quantified in tangible terms. Both ought to proceed simultaneously. The onerous responsibility lays on the part of the most important stakeholder from the delivery point of view — the teachers. Paradoxically, the learners also deserve equal attention because teachers without learners mean nothing as much as teaching without learning is an exercise in futility. The role of teachers in quality initiatives ranges from curriculum planning to curriculum implementation. It encompasses being sensitive to learner needs, articulating specific outcomes of learning for each course that is contemplated, unitizing the course content, providing access to the updated sources of knowledge, involving in materials production, devising teaching methods and techniques, involving learners in the process of interactive teaching-learning, trying out innovative testing techniques, harvesting ICT to suit the learning styles of the 21st tech-savvy learners, and creating academic and intellectual spaces for research.
{"title":"Why Should We Assure Quality Teaching?","authors":"John Sekar Jeyaraj","doi":"10.2139/ssrn.3486742","DOIUrl":"https://doi.org/10.2139/ssrn.3486742","url":null,"abstract":"Higher education is essential for India’s long-term social progress, economic growth, and sustainable development. To realize this purpose, stakeholders of universities and colleges need academic freedom and institutional autonomy. They should be innovative institutions that offer a huge range of opportunities for students to grow as wholesome personalities. There are two issues: providing access to higher education to the needy and the deserving, if not for all, and maintaining its quality. The former without the latter is a useless proposition. In fact, the quality is more essential than the quantity even though it cannot be attained overtime and quantified in tangible terms. Both ought to proceed simultaneously. The onerous responsibility lays on the part of the most important stakeholder from the delivery point of view — the teachers. Paradoxically, the learners also deserve equal attention because teachers without learners mean nothing as much as teaching without learning is an exercise in futility. The role of teachers in quality initiatives ranges from curriculum planning to curriculum implementation. It encompasses being sensitive to learner needs, articulating specific outcomes of learning for each course that is contemplated, unitizing the course content, providing access to the updated sources of knowledge, involving in materials production, devising teaching methods and techniques, involving learners in the process of interactive teaching-learning, trying out innovative testing techniques, harvesting ICT to suit the learning styles of the 21st tech-savvy learners, and creating academic and intellectual spaces for research.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114255280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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