"The challenge facing India's higher education is far reaching. India has excellent universities, and their alumni are assured of securing work both domestically or abroad. But this is just the tip of the iceberg. A large part of the university programs do not cater to the needs of the business community, as the content is not sufficiently relevant or because of out-dated teaching methods that do not teach the right skills. Many university graduates do not find suitable work and have to accept work that is considerably beneath their capabilities. This is not only disastrous for the graduates themselves, but also for the Indian economy. After all, the education level of the working population is an important condition for the further development of the economy.
Gap between demand and supply
It must be considered here that the number of young people in India who follow the complete school path of primary, secondary and university education is very limited and that something along the lines of an upper secondary and higher vocational education hardly exists in India at all. Furthermore, the number of children that complete primary education differs considerably from state to state, and this is even more so for secondary education. Moreover, the question begs to be asked to what extent the children who completed primary school actually received education, even here the differences are great. The potential of the student is significantly under-utilized, whereby a quality as well as a quantitative gap exists between demand and supply.
Thus, measures are needed to encourage children to attend primary and secondary school and to ensure a good quality of education. In addition to this, it is necessary to broaden the post-secondary education landscape. Of course, the universities have to gear the programs better to the needs of the economy, both in relation to content as well as skills, but alongside this, upper secondary and higher vocational education programs have to be set up.
More flexibility needed
The Indian government is aware of the gap between demand and supply on the labour market. But at the same time the content of the university education is to a large extent determined centrally, which means the flexibility to actually meet the demand is limited. Private universities (whether or not recognized as such) cater to this situation. They often run practical programs at an upper secondary, higher vocational or, as the case may be, academic level. As with many emerging economies, 'distance education' is also popular, often in combination with local lessons and practical education. This form of education has really taken hold in India. Private education institutions offer significantly more professional programs than the government.
The Indian government should, in particular, concentrate on decentralising higher education and allow more flexibility. This would also reduce the complexity of the governance and the necessary transformation process. The government should fulfil a more enhanced role as quality monitor without wanting to exactly prescribe what has to be taught."
Prof. dr. Frits van Merode, former scientific director of Maastricht University India Institute, Professor of Logistics and Operations Management in Health Care and Dean of Sciences, Maastricht University