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India - Scientific and Technical Manpower Development in India (Inglês)

The study aims at understanding critical issues in scientific, and technical (S&T) manpower development, and at identifying strategies to reform the system, both at the systemic, and institutional levels. While India has one of the world's largest stock of scientists, engineers, and technicians, it has not derived full economic benefits from this skill base, namely due to the mismatch/inadequacy of education, and training, and, to the limited employment capacity of the labor market. The main problems facing the higher S&T education system are reviewed, focusing on the over-centralization of statutory bodies, vs. lack of autonomy, and accountability by institutions; resource constraint and wastage; program structures, and content, irrelevant to changing market needs, and the increased economic liberalization in India; difficulties in retention of S&T faculty members, largely due non-competitive pay; and, regional disparity in the availability of educational facilities. The study presents a strategy for reforms in S&T education, which include decentralization of authority to empower individual institutions, towards an accountable management system. This would require mobilization of additional financial resources, and the establishment of effective quality assurance mechanisms to ensure excellence, for the optimal utilization of intellectual, and knowledge resources.

Detalhes

  • Data do documento

    2000/08/30

  • TIpo de documento

    Relatório Econômico ou Setorial Pré-2003

  • No. do relatório

    20416

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Índia,

  • Região

    Sul da Ásia,

  • Data de divulgação

    2010/07/01

  • Nome do documento

    India - Scientific and Technical Manpower Development in India

  • Palavras-chave

    Indian Institute of Technology;Higher Education;scientific and technical education;education need;secondary level of education;Confederation of Indian Industry;high quality higher education;higher education system;Science and Technology;quality and relevance;labor market need;continuing education programs;lack of autonomy;limited job opportunities;quality assurance mechanism;evaluation of student;senior education specialist;standards of education;centers of excellence;intellectual property rights;recruitment of teacher;problem solving ability;quality of education;employment of graduates;higher educational reform;decentralization of authority;higher education institution;Medium of Instruction;international market place;flow of fund;access to knowledge;efficiency and quality;gross domestic product;quality control mechanism;recommendations for action;interaction between teacher;dissemination of knowledge;empowerment of individual;aspirations of student;freedom of thought;sectors of education;social and environmental;labor market demand;history of education;course of study;lack of transparency;absence of incentive;management of education;tertiary education institution;decentralization of power;quality of teacher;level of governance;demand for professional;mobilization of resource;high-quality tertiary education;quality and efficiency;educational institution;regional imbalances;world economy;financial resource;regional disparity;government support;student demand;university administration;learning process;Consulting services;swot analysis;failure rate;student evaluation;local management;rural woman;infrastructure support;market needs;resource constraint;applied science;academic institution;skilled manpower;management culture;resource utilization;limited resources;high dropout;professional body;government funding;Physically disabled;clean water;private investment;student admission;transition economy;Transition economies;university department;Curriculum Reform;evaluation system;future need;education capacity;resource mobilization;international competitiveness;virtual university;curriculum design;foreign university;public examination;international standard;learning environment;private institution;policy statement;statutory bodies;regulation exercise;skill base;suitable employment;course structure;corrective action;faculty appointment;evaluation mechanisms;industrial establishments;transparent monitoring;academic achievement;administrative control;teaching profession;engineering degree;electrical power;economic competitiveness;course content;socioeconomic factors;employment opportunity;international mobility;private cost;recruitment procedures;research activities;employment opportunities;laboratory facility;large-scale restructuring;existing capacity;research activity;public fund;institutional process;living standard;technician education;stakeholder workshop;technology support;commercial basis;bureaucratic interference;poor infrastructure;net effect;private tutoring;reward system;capacity enhancement;expenditure resource;adequate food;evaluation technique;fair play;employment market;political interference;improving information;teaching methodologies;student unrest;democratic governance;technical manpower;undergraduate student;political goodwill;examination system;quality model;reform strategy;effective regulatory;institutional mechanism;political pressure;policy formulation;public financing;national economy;regional variation;science degree;national policy;development system;present study;examination success;degree course;Funding agencies;massive increase;annual expenditure;international recognition;open access;private training;generally well;computer application;manpower need;government research;transparent process;social demand;equitable access;problem-solving skill;life-long learning;institutional autonomy;student mobility;equal access;Health Service;fee income;technology generation;basic research;academic freedom;teaching material

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