This book provides a comprehensive overview of higher education in India and China and the complexity of issues involved. It focuses on gaining understanding of education systems, governance mechanisms, globalisation and emergence of the private sector, action policies of both the countries and their impact on education and society. Offering a comparative perspective, the book discusses why China is ahead of India in Higher Education when both share the similar challenges of burgeoning young population and scarcity of resources. It examines the success in providing equitable access to both country’s marginalised sections. It also discusses the directions of future growth through National Education Policy, 2020 and the 13th Five Year Plan of the Chinese State Council. Combining rich content and a broad scope, the book offers a valuable key to understanding Higher Education system of India and China. It is a useful read for students and researchers in social sciences, education area.
Author(s): Kavita A. Sharma
Edition: 1
Publisher: Springer Nature Singapore
Year: 2023
Language: English
Pages: xi; 259
City: Singapore
Tags: Education; Higher Education; International and Comparative Education; Educational Policy and Politics
Preface
Contents
About the Author
1 Historical Context of Higher Education
1.1 Background
1.2 China
1.2.1 Education Through the Dynasties
1.3 Academies
1.4 The Contemporary Transformation
1.5 India
1.6 The Brahminical Education
1.7 Introduction of Education Institutions
1.8 A Changed System of Education
1.9 The Beginning of Modern Education
1.10 Disillusionment and Change in the Higher Education System
1.11 Post-Independence Growth
1.12 Diversity of Evolution
2 Evolution of Higher Education Policy in China
2.1 Re-organization of the Education System in the 20th Century
2.2 Reforms of May 1944
2.3 Education System of the PRC
2.3.1 Mao’s Great Leap Forward
2.4 A New Order
2.5 The Law on Education
2.6 Reforms of Deng and Their Aftermath
2.6.1 The National Plan 2010–2020
3 Evolution of Higher Education Policy in India
3.1 The University Grants Commission
3.2 Growth in the Five Year Plans
3.2.1 Kothari Commission
3.2.2 The National Policy of Education, 1968
3.3 The National Policy of Education, 1986, and Ramamurthy Committee
3.3.1 Janardan Reddy Committee
3.3.2 Gnanam Committee
3.4 Inculcating a Scientific Temper
3.5 National Knowledge Commission
3.6 Expansion and Challenges
3.7 RUSA
3.8 Private Sector and the Narayan Murthy Committee
3.9 Divergent Policies and Their Implementation
4 Higher Education and Equity and Affirmative Action in China
4.1 Stalinist Approach with a Marxist Overlay
4.2 Affirmative Action
4.3 Legal Rights of Minorities
4.4 The Development of Minority Education Policies
4.5 Gaokao
4.6 Language and Culture
4.7 Factors Overlapping with Ethnicity
4.8 Market Forces
4.9 Evaluation
5 Higher Education and Equity and Affirmative Action in India
5.1 Background
5.2 Constituent Assembly and the First Amendment
5.3 The First Backward Class Commission: Kaka Kalelkar
5.3.1 The Balaji Case
5.4 The Second Backward Classes Commission: BP Mandal
5.4.1 The Indra Sawhney Case
5.5 The 93rd Amendment of the Indian Constitution
5.5.1 Outcomes
5.5.2 2016 Study of N. V. Varghese and Others
5.6 Current Situation
5.7 Inequalities and Disadvantages in Access
5.8 Uneasy Growth in Access
5.9 Quotas and Implications for the Individuals
5.10 Two Alternatives for Affirmative Action
5.11 The Case for a Diversity Index
5.12 In Summary
5.13 Divergent Views
Notes
6 Internationalization of Higher Education in China
6.1 Students Studying Abroad
6.2 Efforts to Recruit Overseas Scholars
6.3 Project of Thousand Talents
6.4 The Current Scene
6.5 Sino Foreign Collaboration
6.5.1 Double-Degree Programmes
6.5.2 Branch Campuses
6.6 Academic Freedom
6.7 Further Evolution of Internationalization
6.8 Geopolitical Outreach and Internationalization
6.8.1 Confucius Institutes
6.9 United Front Work
6.9.1 One Belt One Road or Belt and Road Education Strategy
Notes
7 Internalization of Higher Education in India
7.1 Internationalization Can Mean Different Things
7.1.1 Indo-US Collaborations
7.1.2 Indo-Russia Collaborations
7.1.3 Ministry of External Affairs and Indian Council of Cultural Relations
7.1.4 The Neighbours11
7.1.5 Indira Gandhi National Open University (IGNOU)
7.2 Internationalization at Public Sector Universities
7.3 Contradictions Between Aspiration and Implementation
7.3.1 A Study
7.3.2 Some Observations
7.4 Seizing Opportunities
Notes
8 Quality, Global Ranking, and the Rise of China
8.1 World Bank Report
8.2 Quality Assurance
8.3 External Quality Assurance, Assessment and Accreditation
8.4 Internal Quality Assurance Mechanism
8.5 External Quality Assurance and Autonomy
8.6 Performance Based Funding
8.7 Benchmarking and the Academic Ranking of World Universities
8.8 Publish or Perish
8.9 Uneven Progress
Notes
9 India’s Quest for Global Rankings
9.1 Indian Ranking System
9.2 Impact of Liberalization on Economy
9.3 Need for Clarity
9.4 The National Assessment and Accreditation Council (NAAC)
9.5 Internal Quality Assurance Cell (IQAC)
9.6 Some Other Measures for Improvement of Quality
9.7 Quality Consciousness
9.8 Different Paths, Different Goals
Notes
10 The Way Forward
10.1 China
10.2 Integration with the Industry
10.3 Use of Smart Technologies
10.4 The Double First-Class Initiative
10.5 International Collaboration
10.6 Gaokao or Entrance Exam
10.7 Modernization Plans
10.8 Socialism with Chinese Characteristics
10.9 India
10.10 The Thought Behind NEP-2020
10.11 National Research Foundation
10.12 The Higher Education Commission of India
10.13 Expansion
10.14 Restructuring of the Education System
10.15 Multidisciplinary Structures and Systems
10.16 Languages
10.17 Digital Technology
10.18 Affirmative Action
10.19 Internationalization
10.20 Mentoring
10.21 Summing Up
10.22 The Gulf Between China and India
Index
