Internationalization of Indian Higher Education- A Critical Perspective

Indian Higher Education and policymakers are acting swiftly after the implementation of the National Education Policy (NEP) 2020. It has been striving relentlessly to enhance the image of India on international platforms. Four-year degree program, One-year post-graduate, intensive research! both in undergraduate and postgraduate as well, Academic Credit Banking, internships, dual degree programs so on … The objective is to project India’s image through Ancient world-class universities Nalanda and Takshashila.

The core objectives of the Internationalization of higher education are to expand global outreach, economic expansion setting quality Benchmarks, expand and improve the rankings of Indian Universities, and make a robust academic, teaching-learning process.

Have we prepared to attract Developed countries Students?

The scenario and functioning of Indian higher education reveal that the journey is miles to go, according to AISHE 2020- 21 43796 colleges and 1113 universities in India. In this, more than 50% of colleges are located in rural parts of India. The infrastructure and learning resources are not well-equipped for higher education. Most private organizations are unable to distinguish School education and higher education. They treat both in common parameters.

We want to establish education through the Indian Knowledge System which is confined to a handful of teachers where we have a dearth of knowledge! At this juncture, we can attract students from African and third-world countries. maybe marginal we can attract developed countries Students.

I believe that after an overview of Higher Education in India, the journey of Internationalization of higher education is a process and long way to go. Needs to focus on competent faculty curricula, teaching-learning, research, infrastructure, learning resources, Capacity-building programs, a conducive ecosystem for cross-culture, and so on.

The majority of higher educational institutions are not well acquainted with Alumni. The alumni bondage with organizations depends on how we initiate building their careers during graduation. The approach is like a karma theory what we do it will return…!! above all the alumni connection is restricted only during the accreditation process. As a result, the bondage remains hanging in the fire…

Thus, quality in all forms needs to be addressed and explored by true academicians and academic leadership to sustain in building educational organizations!

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