Global Higher Education System in India and Nalanda University

Universities are both ancient and modern institutions. The origin of universities in keeping with the ancient western model goes back to medieval Europe with the establishment of Bologna (1088), Paris (1150), Oxford (1167), and Cambridge (1209). The University of Nalanda was founded in the 5th century B.C. and was destroyed in 1100 A.D. The oldest universities in the United Kingdom (UK) such as Oxford and Cambridge were founded as Church Universities with a view to training of clergymen and teachers. However, the university in its modern sense started in the later part of the 19th century. They had a more secularized curricula and a teaching and research were their main objectives. The first such university was the University College of London established in 1826. It was referred to as the first godless university in England. The industrial revolution, expansion of universal franchise and the rise of professional societies contributed to the establishment of civic universities such as Manchester, Leeds, Liverpool, Sheffield, and Bristol in Britain.

Colonialism was a main force in spreading university education in developing countries. The colonial masters particularly the British established universities in their colonies. Other countries that did not have any colonial experience such as Japan, Thailand and Ethiopia established the western model of universities. The medium of language of university education also changed with the expansion of the university system. Initially Latin and later German dominated scholarship and science whereas English is the academic language now.

Higher education is not an isolated phenomenon subject to the vagaries of external and internal pressure. However, there is a strong belief that universities and cemeteries are not willing to change or move but both have to change due to internal and external forces. Let us take the external pressure. They are due to globalization and internationalization and multi-nationalization of university education. Globalization comprises broad economic, political and other trends and it also involves Information Communication Technology (ICT), the use of English, the rise of the private universities, the marketisation of higher education, and related aspects that are more or less inevitable results of the rapidly diversifying and changing global environment.

Internationalization means a package of policies that government or education institutions develop to cope with the global environment such as providing academic programme in foreign languages and sponsoring students to continue their studies abroad. Multinationalization means offering country’s programmes in other countries. It covers the application of another country’s education programmes, IT initiates, and courses and syllabi in a country’s responding to the needs and desire to be part of globalization. Multinationalization functions by means of branch campuses, franchising, joint degree offering called twining, online programme, distance mode of delivery and e-learning. As a result, well established universities are setting up offshore or branch campuses in other countries. Australia is very active in the process of branch campuses and Singapore has been particularly respective for branch campuses. It is referred to as the McDonalization of higher education.
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Statement by the Prime Minister at Plenary Session of 7th East Asia Summit

Following is the text of the Prime Minister, Dr. Manmohan Singh’s statement at the Plenary Session of 7th East Asia Summit in Phnom Penh, Cambodia today:

“I thank Prime Minister Hun Sen for his very warm hospitality and the excellent arrangements for the 7th East Asia Summit.

I would like to begin by complimenting ASEAN members, not only for their progress in creating an integrated ASEAN community, but for their leadership in launching wider regional initiatives such as the ARF, EAS and the ADMM+. For India, ASEAN has been the bridge to the East. It is also central to the evolution of a regional architecture and its different cooperative frameworks.

Excellencies, India’s security and prosperityare vitallylinked to the Asia Pacific region. Our vision for this region is rooted in cooperation and integration. Forums such as the East Asia Summit can help create a large economic community in this region that will accelerate development and enhance prosperity, besides reinforcing mutual understanding and confidence in the region.

This Summit is witness to important events and changes taking place in the Asia Pacific region. Concerted effort and collective action on the part of the countries gathered in this room can strengthen mutual understanding and help us address shared challenges. For this, it would be necessary to develop a common set of principles, establish cooperative mechanisms and deepen regional economic integration. We, therefore, welcome the launch of the Regional Comprehensive Economic Partnership negotiations today. We also support the Phnom Penh Declaration on East Asia Summit Development Initiative.

Connectivity is vital for increased commerce, contact and cooperation between our countries. We must quickly implement the EAS Declaration on ASEAN Connectivity, adopted at our last Summit. Early identification of specific projects and the evolution of innovative financing mechanisms for their implementation would also help move forward this important aspect of our cooperation.

Excellencies, India has been happy to carry forward several EAS-related initiatives. Following the EAS Declaration on Malaria Control, we have proposed a programme on capacity building and vector control management systems to our ASEAN partners earlier this year and look forward to cooperating with other EAS members. Earlier this month, we held the EAS-India Workshop on Building a Regional Framework for Earthquake Risk Management in New Delhi. This will augur well for our cooperation in responding to natural disasters. Finally, the Nalanda University project, in which your support has been invaluable, is gaining momentum and we expect the first two schools to commence teaching in the academic year 2014-15.

Excellencies, though EAS is still new, we have built an impressive agenda for economic cooperation and for addressing some of our common challenges. We should try and bring to bear the same spirit in addressing our differences. I have no doubt that, together, we can create an open, balanced, inclusive and rule-based architecture in the region for our collective security, stability and prosperity.”
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The Great nalanda University !!

Nearly 90 km from Patna lies a morsel of the past. Though dead and mostly buried, it jibes at the present: it speaks of a legacy that the state of Bihar perhaps so undeservedly lays claim to. Till recently, no one listened to the ruins of Nalanda. Now, their silence is being heard.

In a visionary gesture, the Nitish Kumar Government has decided to revive the university that was perhaps the biggest international seat of learning between 5th and 12th centuries AD, the first residential academic centre that attracted scholars from as far as China, Tibet, Korea, Japan, Indonesia, Persia and Turkey. Some of these countries, including China and Japan, are now coming together to bring Nalanda to life.

“You can gauge the enthusiasm from the fact that the issue figured in the recent talks between Prime Minister Manmohan Singh and Chinese President Hu Jintao and then with the Japanese Prime Minister Junichiro Koizumi. It also figured in the East Asian Summit held in January in Philippines this year and is likely to be raised again at the summit in November in Singapore,” says N.K. Singh, Deputy Chairman, State Planning Board.

Though countries from East and Southeast Asia—for whom Bodh Gaya and Nalanda were crucial pilgrimages—had always wanted to revive the university, it took concrete shape when it was pursued by outgoing President A.P.J. Abdul Kalam. He had outlined the contours of the proposed university during his special address to the Bihar Legislature last year. Of the 10 suggestions for a prosperous Bihar, revival of the university figured as crucial.

The Nitish Administration lapped up the idea, with the Chief Minister taking a keen interest in the project. He, perhaps, realises that the project can transform Bihar’s image in the international arena and yield long-term benefits for the state in terms of investment. Within a short span and at a surprising pace, the Government identified around 500 acres of land for setting up the international university and had a bill enacted by the state assembly. “By next week, we hope to take possession of around 450 acres,” says Nalanda District Magistrate Anand Kishore.

The proposed university will be situated 16 km from the ruins of Nalanda at the foot of the hills in Rajgir (earlier known as Rajgriha) and start functioning from 2009. It will be unique in the sense that it will be owned jointly by several countries, especially from South and Southeast Asia. The University Act clearly talks about setting up a consortium of international partners and friendly countries, and the project has already attracted the attention of some of the most dynamic economies of East and Southeast Asia, ringing hope in a state lagging far behind in all indices of development. The Nalanda project hopes to revive the historical ties this region enjoyed in areas like trade, science, mathematics, astronomy, religion and philosophy.

Possibly the first of its kind in the world, it intends to recreate the spirit of its ancient counterpart. “The architecture and the buildings for the university and its campus shall be carefully designed so as to reflect its vision and mission as set out in the objectives of the university,” the Act for the university states. 
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Global varsity dreams hit a familiar wall !!

When you have a professor in the prime minister’s chair, the creation of academic institutes is expected to be high priority. Manmohan Singh hasn’t disappointed, announcing the South Asian University and Nalanda University and envisaging these not just as an extension of India’s soft diplomacy but also as its attempts at creating its own Ivy League.

Unfortunately, the two have failed to soar above the mediocrity that defines most of our educational institutes and due to reasons that are familiar — lobbying, unimaginative academic leadership, coterie building and red-tapism. The blame must be shared by the MEA for taking up the running of the universities — a sector it has neither expertise or understanding in.

While the infighting within the SAU has increased to the extent that an eminent faculty member recently wrote to the PM warning that the “dream would die” unless action was taken, the university has also failed to create an academic environment that would attract students as well as faculty from the SAARC countries it is targeting.

Nalanda University, which is yet to start its first academic session, has other problems. Prof Amartya Sen, who headed the Nalanda Mentor Group, had to write to the Prime Minister complaining about red-tapism. According to sources, the MEA is now attempting amendments to the Nalanda University Bill 2010 to iron out problems.

Where Nalanda scores over SAU is in the greater sense of ownership in the project. While SAU seems to be just drifting along, Nalanda, steered by heavyweights like Sen and Prof Sugata Bose, and assisted by Bihar CM Nitish Kumar, stands a better chance. A model that the MEA could take note note of is that for revival of Presidency University in Kolkata, where the Prof Bose-headed Mentor Group is making waves, attracting globally reputed faculty.
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Dialogue must for world’s balanced development !!

Former Union Minister Murli Manohar Joshi has said that Dharma and Dhamma have similar roots. Dialogue between Sanatan Dharma and Buddhism is the need of the hour. This only will pave the way for balanced global development. Joshi was addressing the concluding session of two-day International Dharma-Dhamma Convention at Vidhan Sabha building here on Sunday. Culture Minister Laxmikant Sharma also expressed his views on the occasion.

Joshi said that Guatam Buddha never believed anything blindfolded. He used to examine a thing on merit basis and then accept or reject it.

Joshi informed that besides Buddhism, education of Vedas was also imparted at Nalanda. He said that such education should also be imparted at Sanchi Buddhist and Indic Studies University. Joshi also threw light on similarities between Buddhism and Brahmanism. He said that a balance and middle path will have to be adopted for human welfare and development. If we succeed in properly propagating principles of Dharma and Dhamma in entire world, these problems will also be solved.

He said that unending desires are the root cause of man’s miseries. Therefore, besides everyone’s welfare and everyone’s happiness, this convention should also give the message of controlling desires.

Joshi praised Chief Minister Shivraj Singh Chouhan for establishment of Sanchi Buddhist University and described him as a dynamic Chief Minister. Culture and Public Relations Minister Sharma said that conventions’ conclusion will be published in book form. Besides, a booklet containing photographs of entire event will also be published. He informed that World Sanskrit Literature Convention will be held next month. Sharma informed that foundation of Hindi University will be laid soon.

At the convention, Vedacharya David Frawley (Vamdev Shastri) said that ancient knowledge will be taught in modern context at Sanchi Buddhist University. He said that Dharma and Dhamma teach to increase humanitarian relations. The Vamdev Shastri said that Dharma and Dhamma mean that all the hearts should light up with spiritual light. He also laid stress on yoga and meditation.

Rammohan informed about Sanchi Declaration and research papers presented during the plenary session. Ven Vangla Upastissa Nayaka Thero informed that Sanchi Buddhist and Indic Studies University is the result of three years’ hard work. For this, he lavished praise on Chief Minister and Culture Minister.
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Indian universities should emulate Nalanda: Lord Swaraj Paul !!

Indian universities, which failed to make it to the top 200 World University Rankings, should draw inspiration from ancient academies like Nalanda to be recognised globally, says NRI industrialist Lord Swraj Paul.

Paul, an MIT alumnus and Chancellor of two British universities, said that his own experience in higher education suggests that the concept of community building brings significant benefits and results.

 "Wherever possible I have encouraged and promoted this idea. In every instance there has been a radical improvement in the performance and ratings of the university concerned. This is not especially new thinking.

"It is present in the spirit of the ancient academies like Nalanda, which we are now trying to rebuild, and in the notion that education is Goddess Saraswati's gift to India," he said.

His comments came after no Indian university figured on the list of top 200 universities on the prestigious QS World University Rankings announced earlier this month.

America's Massachusetts Institute of Technology (MIT) grabbed the top slot from UK's Cambridge University on the list of 700 universities that were ranked under the scheme.

Paul said the ranking criteria used to define the top 200 universities "could be a bit too harsh" on Indian institutions as many of them were doing well in their academic endeavors.

Examining the possible reasons for Indian institutions not figuring in the top 200 ranking, Paul said that they were under-funded.

"I believe, on average, higher education in India is substantially underfunded. We need to invest more money into advancing educational excellence and we need to encourage more endowments supported by private funds. This has begun in some areas but needs to be accelerated if it is to produce any visible results in the near future," Paul said.

He emphasised the need to cultivate the concept of "community and inclusion" which, according to him, cuts across generations and gives alumni, faculty and students a sense of participation and joint endeavour.

Paul wondered whether Indian universities were too conscious of hierarchy and over-regulation? Is the division between state responsibilities and central responsibilities appropriate or too restrictive? Is the education in the states too politicised? Do quota systems promote or retard educational advancement?

"Our (Indian) students are unquestionably among the best and the brightest anywhere. The time is long overdue for our advanced education to have the same high ranking," Paul, who graduated from MIT six decades ago and is the Chancellor of Wolverhampton and Westminster Universities, said.
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From Vedas To Cloud: The Transformation Of Education In India !!

The education system in India has come a long way of evolution – from the vedic days dating back to around 1700 BC to today’s computer age and e-learning. Throughout, Indian tradition has always accorded special importance to education.

The Vedic Tradition

The Vedas were the main repository of knowledge and were passed on from generation to generation by the oral tradition, the teaching mainly taking place in the gurukul system (students in residence with the teacher). In later times the scriptures and other texts including poetry were recorded on palm leaves specially treated for preservation and written with a sharp writing instrument. The gurukul system was the main stay of education and was mainly availed by the higher castes – Brahmins and the royalty. During the Buddhist period the first “universities” appeared at Taxila (now in Pakistan) and Nalanda where a multitude of disciplines were taught: philosophy, mathematics, astronomy, grammar, logic, arts and crafts. Besides India, students traveled from Tibet, China, Greece and Persia to attend these universities. Nalanda University had the largest library in the world, which was unfortunately set to fire & burnt later by moghul invaders (the fire reportedly burned for three months).

Moghul and British Influence

The Moghul period brought with it the Islamic influence in education, the madrassas. The colonial system that followed with the British Raj saw the next major transformation: the widespread use of English as language of learning and instruction, and the introduction of the western system of teaching science, engineering, medicine, law and other disciplines. During the British Raj, Christian missionary schools and colleges started to dot the education landscape. Also institutions were founded as well as academies to train defense and administrative personnel. These formed the core of the higher education system going into the 20th century.

Post-Independence

The government schools reaching into city and rural areas and the missionary schools had been the backbone of primary and secondary education, but in recent decades a mushrooming of private schools, especially in the urban areas, has drastically changed the scenario. After Independence, the Indian government set up premier tertiary institutions like the IITs for engineering education, the IIMs for management education, and similar institutions for medicine and law education. These have become benchmark institutions, recognized the world over for their excellence. Graduates from many of these institutions went to top universities around the world for their graduate education, often settling down there abroad for life and career.

Private institutions have also sprung up in large numbers in the last few decades offering widely varying educational facilities. One unfortunate trend with the growth of higher education has been an increasing emphasis on exam and grades oriented learning, fueled by the proliferation of competitive entrance exams for science, engineering, medicine, law, etc. and tutorial centres who compete to prepare the students for these exams.  A material percentage of today’s college graduates are perceived as not meeting the needs of industry.
Read more: http://www.forbes.com/sites/sap/2012/10/09/from-vedas-to-cloud-the-transformation-of-education-in-india/