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«Published Annually Vol. 6, No. 1 ISBN 978-0-979-7593-3-8 CONFERENCE PROCEEDINGS Sawyer School of Business, Suffolk University, Boston, Massachusetts ...»

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However, it should be stressed that Gandhi himself believed that the model could be employed on an international scale as well. It should be remembered that Gandhi's economic modes are particularly humanitarian in nature and for him no economic model is worth implementation unless it aims towards the general well-being of mankind (www.mapsofindia.com/personalities/gandhi/economic-ideas.html) As education plays a significant role in deciding and choosing a relevant economy system because of the rapidly growing relationship between two, it is imperative to re-examine our present education culture with regard to its direct focus. The authors feel the emphasis of education should not be based upon commercial principles of modern times or any category of selfish ideals like political gain or power or for the sake of competition but upon the natural eternal laws which can guide the self towards perfection and foster human evolution in the planet earth. Education has to develop the intelligence of the student, so that he is protected from committing mistake and it serves as a useful tool to solve the problems of life. Only a transformational or universal teacher can accomplish the purpose of education. Gandhiji said, “Education should draw out and stimulate the spiritual aspects of child as much as intellectual and physical aspects. Hence the growth of self cannot be ignored in education. A sound mind exists in a sound body. The teacher is an example by his or her attitudes and values. The teacher should help the pupil to distinguish between truth and false, good and bad. The teacher should possess the qualities he wishes to inculcate in the pupils.” To make the traditional knowledge relevant for current education system, the authors have few comments and suggestions.

It has been observed that self growth has not been given due importance it deserves, in the modern education structure, including in our country, even though India’s glorious past produced philanthropic and charismatic leaders who focused on moral development and self growth among their followers and subordinates. Great Indian personalities like Swami Vivekananda, Sri Aurobindo, Rabindranath Tagore, Saint Tiruvalluvar, Sri Bhaktivinoda Thakura, Lokmanya Tilak, Mahatma Gandhi and many more were just not great thinkers, but were social reformers and transformational teachers/leaders as well.

Their literary works were all focused on transforming humanity based on human evolution or transformation of inner self, while simultaneously they served the nation externally with full enthusiasm and integrity inspiring all those who came in touch with them.

Conference papers © Knowledge Globalization Institute, Pune, India, 2012

To make an educational enterprise meaningful and successful it requires a certain element of self-less sacrifice, enthusiasm, determination and commitment by every responsible leader and these things must come from within. Therefore education must facilitate human evolution based on self-growth. A teaching workforce cannot be selected exclusively based on her/his biodata. The criteria for selection of teachers/lecturers/professors/Deans/Directors must also incorporate an evaluation procedure to know the degree of self evolution that is reflected through one’s motivation level that one is situated in order to 43,44 perform an action. The ancient scripture Taittiriya Upanishad can provide valuable guidance here. This measure should enable the learner/teacher to check his/her degree of transformation.

To conclude, present education structure must make a thoughtful inquiry about the following:

1) Why can’t we produce universal teachers today when our planet had produced so many of them in the past and even th th recently during 19 and 20 century?

2) What are the lacunae of modern education system and

3) What was the strength of ancient education that it produced so many great transformational and universal teachers?

–  –  –

Bass, B.M. (1985), Leadership and Performance beyond Expectations (New York: Free Press) 1.

Bhaktivedanta AC, Bhagavat Purana, Bhaktivedanta Book Trust, Philippinnes, 1982 2.

Bhaktivedanta AC, Bhagavat Gita As it is, BBT, Mumbai, 1991 3.

Burns, J.M. (1978), Leadership (New York: Harper & Row).

4.

---------------- (2003), Leaders Who Changed the World (New Delhi: Penguin Viking) 5.

Chakraborthy S.K. and Chakraborthy D., Human Values and Ethics – Achieving holistic Excellence, The ICFAI University 6.

press, Hyderabad, 2008.

7. Chavan Jayanti, Lifestyle for self development – A Vedanta model for healthy life in: Chavan. J, (ED), ‘Towards the wellness of body, mind and self’, Institute of Science and Religion, Navi Mumbai, 2010

8. Chavan Jayanti., Rebuilding Modern Education – Perspectives from Traditional Knowledge systems in: “SUTRA – A quarterly journal for research on education, psychology, traditional sciences and systems, Health and Consciousness”, Vol.

7, Shruti Foundation, January 2011, P97-118

9. Chavan Jayanti and Chavan Suhas., Convergence of growing consciousness towards transformational teacher – An ancient Indian perspective in National Conference – Excellence in Higher Education, paper presented at IIT-Delhi, April 2011





10. Chavan Jayanti and Chavan Suhas., Building Transformational Leaders for workplace – Perspectives from traditional knowledge systems, paper presented at first International conference on Business, Strategy and Management game changers in the aftermath of recession : Managing Challenges in Global Economy, Veloxian learning and consultancy-Kolkata, June 2011.

11. Krishnan. "Transformational leadership on followers' duty orientation and spirituality." Journal of Human Values, JanuaryJune 2008: 11-21.

12. Krishnan, Mulla, "Do Karma Yogis Make better Leaders? Exploring the relationship between the Leader's Karma-yoga and Transformational Leadership." Journal of Human Values, october 2009: 167-181.

43 Human evolution is indeed complex, nonetheless during the evolution of consciousness different levels of motivation are manifested depending on the needs at a particular level until one is fully transformed. In this regard, the Taittiriya Upanishad speaks about four departments of our existence or four sheaths of covering called koshas namely anna-maya(physical being), prana-maya(vital being), mano(jnana)-maya(mental or intellectual being), Vijnana-maya(spiritual being), which one climbs progressively, such that each is driven by different motivation to perform an action. Finally when one is awakened to his spiritual self, the motivation is spiritual and influence of this level is universal.

44 The lower level is characterized by outward motivation who need the external stimulus like award, recognition to perform an action. At the higher end first come the self-motivated who feel an intrinsic joy in work and therefore need no external stimulus to remain motivated. Next come the ethically motivated who feel the need to contribute for a higher social cause and who also seek higher meaning through his action. (Srinivasan, 2008)

Conference papers © Knowledge Globalization Institute, Pune, India, 2012

13. Prasad, Suri. "Relationship between Self-Awareness and Transformational Leadership : A Study in IT Industry." The IUP Journal of Organizational Behavior, 2011: 7-17.

14. Singh T.D., Life and Origin of the Universe – Vedanta and Science series, Bhaktivedanta Institute, Kolkata, 2004

15. Singh T.D., Exploring Science and Spirituality interface Vol. I, Institute of Science and Religion, Navi Mumbai, 2007

16. Srinivasan "Motivation and Human Growth: A Developmental Perspective." Journal of Human Values, January-June 2008:

65-66

17. www.hillconsultinggroup.org

18. http://www.experiencefestival.com/a/Hinduismand_Science/id/54133 Hinduism and Science: Hindu view on Science, Knowledge and Education

19. http://www.mapsofindia.com/personalities/gandhi/economic-ideas.html There are almost 367 MBA institutions in Maharashtra out of which almost 22,000 students getting masters in Management.

Survey conducted on MBA students market potential shows that hardly 10% matching the standard of corporate sector. Survey was also done to know the quality standard of management institution which shows that 90% faculties appointed for management schools are with zero industrial experience.The survey report also shows that placements, alumni, high technology (ICT),infrastructure is just for name sake. The survey also shows that 75% management institutions are run by politicians only to have title of great educationist.

Interactions with student (400 sample size) proved that MBA graduates are very poor in terms of Communication Skill, Poor Personality, Poor Market Knowledge, No Practically Acceptable Projects (Generally students copy last year’s projects).Liberalized Education Policy failed to perform its objective because thousands of MBA graduates are working as Salesman, MR, Clerks in Bank etc.Current IBPS Clerical posts application includes 8000 applications from MBA students. This example is enough to show management institutes are not successful in completion of true education purpose.

Decision taken by AICTE no any MBA college from 2011 onwards enough to prove MBA colleges are opening like vegetable market in every locality.Survey also proved that most of the institutions admitting students for MBA without any eligibility criteria (CET,GD&PI),Some institutions offering free laptops,blazers,100% placements etc.

Change in education system is must students are carrying no. of degrees but at all failed to prove basic purpose of these degrees. Change is needed in exam pattern building conceptual framework is must and focus should be on it.

Keywords- Market Potential, Industrial experience, Educationist, AICTE, Liberalized Education Policy

–  –  –

Higher education in India has expanded rapidly over the past two decades. This growth has been mainly driven by private sector initative.There are genuine concerns about many of them being substandard and exploitative. Due to the Governments ambivalence on the role of private sector in higher education, the growth has been chaotic and unplanned. The regulatory system has failed to maintain the standard or check exploitation. Instead it resulted in erecting formidable entry barriers that have generated undesirable results.Voluntary accreditation seems to have no any takers from private providers and apparently serves a little purpose for any of its stakeholder.

The Higher education system in India grew rapidly after independence. By 1980 there were 132 universities and 4738 colleges in the country enrolling around 5% of eligible age group in Higher education. Today in terms of enrolment India is the third largest higher education system in the world after China and USA with 17973 institutions and 360 universities and is the largest education system in the world in terms of number of institution.

There are different types of universities and colleges in higher education system in the country. They vary in terms of their academic, administrative and financial arrangements. Universities can be either established by Parliamentary acts or by State Conference papers © Knowledge Globalization Institute, Pune, India, 2012 legislature. Those established are the Central universities and those are by State legislature are State Universities. Some higher educational institution granted the Deemed university status by the Central government through gazette notification.A few institutions are established by Parliament as the institution of national importance.

The expansion of higher education system in India has been chaotic and unplanned. The drive to make higher education socially inclusive has led to sudden and dramatic increase in number of institution without a proportionate increase in material and intellectual resources. As a result academic standards jeopardized.There are many basic problem higher educational institution facing today inadequate infrastructure and facilities, large vacancies in faculty positions and poor faculty,outmoded teaching methods,declining research standards,unmotivated students, overcrowded classrooms. There is an inadequate and diminishing financial support for higher education from government and society.

Research MethodologyAims & ObjectiveThe objective of this paper is to identify the major issues and problems relating to the system of Higher education.In this paper I tried to mention the main concern relating to Higher education like the present regulatory framework,privitization,funding and financing. The paper examines various arguments, cases and recommendations with respect to the concerned issues.

Scope & LimitationThe scope of this paper is to identify and study the major issues concerning to Indian Higher education system. And also point out on concerned issues because of which why world class institutions are not coming into operation.

Mode of CitationA uniform code of citation is used throughout this paper. All the references and resources which helped me for my Research paper are mentioned with their full details.

Sources of DataThis paper is based on research compiled from numerous articles, working papers, statistical data and case laws.

Research QuestionsWhat are the major issues and problems affecting Higher education in India?

(2) Why is the existing regulatory mechanism problematic for the growth and development of higher education in the country?

(3) How can students loan help in improving the accessibility of Higher education?

(4) Why change is needed in curricula of Higher education?

(5) What is needed to build world class institutions?

REGULATORY FRAMEWORKA regulator in higher education has five dimensions they are as follows

1) Entry-License to grant degrees

2) Accreditation- quality benchmarking

3) Disbursement of public fund

4) Access- regulation of access through stipulation of fees

5) License- provision of license to practice profession.

Problems with the present Regulatory FrameworkConference papers © Knowledge Globalization Institute, Pune, India, 2012

1) Problems in co-ordination-gaps and overlaps in functioning

2) Non transparent processes

3) Judicial interventions

4) It fails to maintain standard despite formidable entry barrier



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