Higher Education in Knowledge Era

Contents:

Foreword • Prologue • Acknowledgements • Abbreviations

Chapter 1: Indian Education: A Historical Perspective (from ancient times to 1947)
Introduction • Ancient Indian Education • Brahminical System of Education • Buddhist System of Education • Universities of Ancient India • Taxila (or Taksha-sila) • Nalanda • Vallabhi • Vikarama-sila (or Vikramashila) • Odantapuri • System of Education in Medieval India • Contributions Made by Delhi Sultans and Mughal Emperors • Vocational and Technical Education • Brahaminical System of Education in Medieval Times • Higher Education in British India • Conclusion • References
Chapter 2: Higher Education in Modern India: March towards Knowledge Society
Introduction • Developments in Higher Education in Post Independent India • Reconstruction and Integration Phase: 1947-66 • Expansion Phase: 1967-90 • Post-liberalization Phase: 1990 onwards • Growth of Indian Higher Education System: An Overview • Enrolment Ratio: Measure of Access Level to Higher Education • Challenges Faced by Indian Higher Education System • Attracting and Nurturing Creative Talent • Ensuring Autonomy of Academic Institutions • Improving Research and Innovations in Academic Institutions • Establishing Quality Assurance and Accreditation (QAA) Mechanism • Dismantling Unwieldy Affiliating System • Under-Utilization of Allocated Funds • Centre-State Relationship • Management and Governance of Academic Institutions • Conclusion • References
Chapter 3: Financing Higher Education in India and Participation of Private Sector
Introduction • Financing Higher Education: Policies and Perspectives • Financing Practice in Higher Education • Fund Allocation Mechanism • Public Expenditure on Higher Education • Private Participation in Higher Education • Private Aided Colleges • Private Colleges • Deemed Universities • Private Universities • Foreign Universities • Different Models of PPP • Key Reforms Needed in Higher Education Sector • Assessment and Accreditation • Liberalized Foreign Direct Investment • Be a Global Service Provider • Rationalized Fee Structure • Creating Credit Market for Financing Higher Education • Creation of World Class Institutions/Universities • National Entrance Test for Admission • Seamless Mobility of Students • Conclusion • References
Chapter 4: Globalization of Higher Education: Challenges and Opportunities
Introduction • Stages and Dimensions of Globalization • Globalization and Higher Education • General Agreement on Trade in Services (GATS) • Articles and Services Covered in GATS • The Basic Objectives and Principles of GATS • GATS and Education Services • Modes of Supply of Services Under GATS • Higher Education Under GATS • GATS and the Indian Position • Cross-Border Education and ODL • Globalization: Challenge or Opportunity • FDI in Indian Higher Education • Regulation of Foreign Education Providers • Conclusion • References
Chapter 5: Open and Flexible Learning: Issues of Equitable Access, Cost and Quality
Introduction • Systems of Education • The Non-Formal System of Education • The Formal System of Education • The ODL System of Education • Transition from Elitist to Egalitarian Higher Education System • The Beginnings: Expansion of the Conventional System • Open-Distance Education • Role of the National University in Enhancing Access • Enhancing Access through the ODL System • Achievements of the ODL System • Comparison of Patterns of Enrolment in F2F and ODL Systems • Institutional and Enrolment Growth in DEIs and OUs • Challenges Confronting the ODL System • Challenges of Quality, Scholarship and Research • Challenges posed by the Iron Triangle • Limitations of the ODL System • The Way Forward •  Conclusion • References
Chapter 6: Knowledge Revolution through Information and Communication Technologies
Introduction • Curriculum Transaction in Tertiary Education Institutions • Technology in Education • Selection of ICTs • Little Media: Audio and Radio • Educational Television, Teleconferencing and Videoconferencing • Satellite Based Education: Towards EduSat • Computer as Teaching-Learning Tool: Internet and E-learning • Internet Radio and Mobile Learning • Penetration of Computers and Internet in India: A Brief Survey • Penetration of Computers • Penetration of Internet • Factors Influencing Introduction of ICTs in Higher Education • Opportunities and Challenges of ICTs in Higher Education • Some Important Centrally Sponsored Schemes • Conclusion • References
Chapter 7: Regulation of Higher Education in India
Introduction • Concept and Relevance of Assessment and Accreditation • International Scenario • Key Regulatory Bodies in Higher Education • University Grants Commission • All India Council for Technical Education • Distance Education Council • National Council for Teacher Education • Medical Council of India • Bar Council of India • Indian Council of Agricultural Research • Accreditation Bodies • National Assessment and Accreditation Council • National Board of Accreditation • Distance Education Council • Accreditation Board • Proposed Key Legislations/Regulations • Conclusion • References
Chapter 8: Promoting Ethics and Values in Higher Education
Introduction • Ethics and Moral Values • Education and Values • Gandhian View of Moral and Religious Education: Moral-Spiritual Experiments • Moral, Spiritual and Religious Education • Inculcating Values in Higher Education • Health Consciousness and Values • Conclusion • References

Epilogue • Index

Prof. Garg believes in evolving innovative practices, and has successfully completed several sponsored projects on education, training and research for capacity building. He was team leader of UNDP- DOPT project for capacity building of Indian bureaucrats through distance learning, ComSec project on Conflict resolution through Science and Technology, and IPR Project of MHRD, among others. [scgarg@ignou.ac.in]Contents:

Foreword • Prologue • Acknowledgements • Abbreviations

Chapter 1: Indian Education: A Historical Perspective (from ancient times to 1947)
Introduction • Ancient Indian Education • Brahminical System of Education • Buddhist System of Education • Universities of Ancient India • Taxila (or Taksha-sila) • Nalanda • Vallabhi • Vikarama-sila (or Vikramashila) • Odantapuri • System of Education in Medieval India • Contributions Made by Delhi Sultans and Mughal Emperors • Vocational and Technical Education • Brahaminical System of Education in Medieval Times • Higher Education in British India • Conclusion • References
Chapter 2: Higher Education in Modern India: March towards Knowledge Society
Introduction • Developments in Higher Education in Post Independent India • Reconstruction and Integration Phase: 1947-66 • Expansion Phase: 1967-90 • Post-liberalization Phase: 1990 onwards • Growth of Indian Higher Education System: An Overview • Enrolment Ratio: Measure of Access Level to Higher Education • Challenges Faced by Indian Higher Education System • Attracting and Nurturing Creative Talent • Ensuring Autonomy of Academic Institutions • Improving Research and Innovations in Academic Institutions • Establishing Quality Assurance and Accreditation (QAA) Mechanism • Dismantling Unwieldy Affiliating System • Under-Utilization of Allocated Funds • Centre-State Relationship • Management and Governance of Academic Institutions • Conclusion • References
Chapter 3: Financing Higher Education in India and Participation of Private Sector
Introduction • Financing Higher Education: Policies and Perspectives • Financing Practice in Higher Education • Fund Allocation Mechanism • Public Expenditure on Higher Education • Private Participation in Higher Education • Private Aided Colleges • Private Colleges • Deemed Universities • Private Universities • Foreign Universities • Different Models of PPP • Key Reforms Needed in Higher Education Sector • Assessment and Accreditation • Liberalized Foreign Direct Investment • Be a Global Service Provider • Rationalized Fee Structure • Creating Credit Market for Financing Higher Education • Creation of World Class Institutions/Universities • National Entrance Test for Admission • Seamless Mobility of Students • Conclusion • References
Chapter 4: Globalization of Higher Education: Challenges and Opportunities
Introduction • Stages and Dimensions of Globalization • Globalization and Higher Education • General Agreement on Trade in Services (GATS) • Articles and Services Covered in GATS • The Basic Objectives and Principles of GATS • GATS and Education Services • Modes of Supply of Services Under GATS • Higher Education Under GATS • GATS and the Indian Position • Cross-Border Education and ODL • Globalization: Challenge or Opportunity • FDI in Indian Higher Education • Regulation of Foreign Education Providers • Conclusion • References
Chapter 5: Open and Flexible Learning: Issues of Equitable Access, Cost and Quality
Introduction • Systems of Education • The Non-Formal System of Education • The Formal System of Education • The ODL System of Education • Transition from Elitist to Egalitarian Higher Education System • The Beginnings: Expansion of the Conventional System • Open-Distance Education • Role of the National University in Enhancing Access • Enhancing Access through the ODL System • Achievements of the ODL System • Comparison of Patterns of Enrolment in F2F and ODL Systems • Institutional and Enrolment Growth in DEIs and OUs • Challenges Confronting the ODL System • Challenges of Quality, Scholarship and Research • Challenges posed by the Iron Triangle • Limitations of the ODL System • The Way Forward •  Conclusion • References
Chapter 6: Knowledge Revolution through Information and Communication Technologies
Introduction • Curriculum Transaction in Tertiary Education Institutions • Technology in Education • Selection of ICTs • Little Media: Audio and Radio • Educational Television, Teleconferencing and Videoconferencing • Satellite Based Education: Towards EduSat • Computer as Teaching-Learning Tool: Internet and E-learning • Internet Radio and Mobile Learning • Penetration of Computers and Internet in India: A Brief Survey • Penetration of Computers • Penetration of Internet • Factors Influencing Introduction of ICTs in Higher Education • Opportunities and Challenges of ICTs in Higher Education • Some Important Centrally Sponsored Schemes • Conclusion • References
Chapter 7: Regulation of Higher Education in India
Introduction • Concept and Relevance of Assessment and Accreditation • International Scenario • Key Regulatory Bodies in Higher Education • University Grants Commission • All India Council for Technical Education • Distance Education Council • National Council for Teacher Education • Medical Council of India • Bar Council of India • Indian Council of Agricultural Research • Accreditation Bodies • National Assessment and Accreditation Council • National Board of Accreditation • Distance Education Council • Accreditation Board • Proposed Key Legislations/Regulations • Conclusion • References
Chapter 8: Promoting Ethics and Values in Higher Education
Introduction • Ethics and Moral Values • Education and Values • Gandhian View of Moral and Religious Education: Moral-Spiritual Experiments • Moral, Spiritual and Religious Education • Inculcating Values in Higher Education • Health Consciousness and Values • Conclusion • References

Epilogue • Index

About the Author:

Feroz Ahmed retired as Professor of Physics from the Department of Physics and Astrophysics, University of Delhi. During his illustrious academic career, he travelled widely. He was Visiting Professor at the University of Florida, U.s., Tokyo Institute of Technology, Japan, and Mushashi Institute of Technology, Japan, to mention a few. Dr. Ahmed was Visiting Scientist at Argonne National Laboratory, U.S., Oak Ridge National Laboratory, U.S., International Centre for Theoretical Physics, Italy, and Institute of Atomic Energy, Hungary. He has been an Associate Member of International Centre for Theoretical Physics, Trieste, Italy. He was a member of Indian Nuclear Society and Semiconductor Society of India. Dr. Ahmed has participated in several national and international seminars/conferences and has delivered invited talks within and outside the country.
Dr. Ahmed has published more than 70 research papers in reputed international journals. Under his supervision 10 students completed their PhD dissertation and some of them rose to high positions in academic administration. U.G.C. Emeritus Fellowship was conferred on him in 2002. He served as Honorary Coordinator of Prof. D.S. Kothari Centre for Science, Ethics and Education, University of Delhi, from 1997-2005. He has co-authored a book which has been recognized as the only comprehensive book written by Indian professors on the subject of Nuclear Reactors. He has edited four volumes comprising various writings of late Prof. DS. Kothari. Recently, he co-authored two books entitled Forty Years of Kothari Commission: Reforms and Reflections and Scientific Humanism.
Dr. Ahmed held several administrative positions in the University of Delhi. He has been University representative on the governing bodies of various colleges and member of a number of apex bodies and advisory committees. He has served as Chancellor's Nominee in the Executive Council, University Court and Academic Planning Board of several universities in the country. He has also been a member of the Majilis-i-Talimi (Academic Council) of Jamia Millia Islamia. Besides these, he has been associated with several social and cultural organisations engaged in education of the isolated and excluded. He served with distinction as Honorary Secretary of Delhi Education Society. Currently, he is Vice-President of Anjuman Farogh-e-Urdu, Chairman, Governing Body, Zakir Husain Delhi College and Member, Governing Body of Gandhi Bhawan, Delhi University. He is also DU Coordinator of the World Bank supported “Strengthening of Higher Education Programme"(SHEP), in Afghanistan, particularly up-gradation of faculty and infrastructure of the Faculty of Natural Sciences, Kabul University. [profferoz@gmail.com]

Suresh Garg has been Professor of Physics at Indira Gandhi National Open University, New Delhi since 1993. From 1996 to 1998, he served as Commonwealth Expert on Distance Science Teaching at the University of the South Pacific, Fiji Islands. Thereafter, he was entrusted with several administrative responsibilities in IGNOU. In the period 1999-2002, he was appointed as Director, School of Sciences of the University and in the period 2002-2006, he served as Pro-Vice Chancellor and Acting Vice Chancellor of IGNOU. In the period 2008-2010, as Commonwealth expert he worked as Founder Director, Centre for Learning and Teaching, National University of Lesotho, Lesotho, Southern Africa.
He has been member of several national and international professional bodies like Indian Association of Physics Teachers, CASTME-Asia, and ICTP-India. While he was Pro Vice-Chancellor, he served as Secretary, Global Mega Universities Network (GMUNET). Having served on academic, research and management boards of several conventional and open universities in the country and abroad, he carries vast experience in educational planning, management and pedagogy. His books in Physics are widely prescribed by several universities in India. He has also published two books on different aspects of Indian higher education. He has also co-edited five books in different areas of distance education, besides publishing more than 7S research papers in national and international journals of repute, 20 chapters in books and a large number of popular articles. During the period 2003-2006, he was Chief Editor of Indian Journal of Open Learning published by IGNOU. Between 2004 and 2006, he was Editor of Global E-Journal of Open, Flexible & Distance Education. He has been on the Editorial Boards of AAOU Journal on open learning, Staff and Educational Development International, International Journal of Scientific, Engineering and Educational Research published online and Open Praxis published by International Council for Distance Education. He has travelled widely and spoken on various topics on education and distance education.
Prof. Garg believes in evolving innovative practices, and has successfully completed several sponsored projects on education, training and research for capacity building. He was team leader of UNDP- DOPT project for capacity building of Indian bureaucrats through distance learning, ComSec project on Conflict resolution through Science and Technology, and IPR Project of MHRD, among others. [scgarg@ignou.ac.in]Contents:

Foreword • Prologue • Acknowledgements • Abbreviations

Chapter 1: Indian Education: A Historical Perspective (from ancient times to 1947)
Introduction • Ancient Indian Education • Brahminical System of Education • Buddhist System of Education • Universities of Ancient India • Taxila (or Taksha-sila) • Nalanda • Vallabhi • Vikarama-sila (or Vikramashila) • Odantapuri • System of Education in Medieval India • Contributions Made by Delhi Sultans and Mughal Emperors • Vocational and Technical Education • Brahaminical System of Education in Medieval Times • Higher Education in British India • Conclusion • References
Chapter 2: Higher Education in Modern India: March towards Knowledge Society
Introduction • Developments in Higher Education in Post Independent India • Reconstruction and Integration Phase: 1947-66 • Expansion Phase: 1967-90 • Post-liberalization Phase: 1990 onwards • Growth of Indian Higher Education System: An Overview • Enrolment Ratio: Measure of Access Level to Higher Education • Challenges Faced by Indian Higher Education System • Attracting and Nurturing Creative Talent • Ensuring Autonomy of Academic Institutions • Improving Research and Innovations in Academic Institutions • Establishing Quality Assurance and Accreditation (QAA) Mechanism • Dismantling Unwieldy Affiliating System • Under-Utilization of Allocated Funds • Centre-State Relationship • Management and Governance of Academic Institutions • Conclusion • References
Chapter 3: Financing Higher Education in India and Participation of Private Sector
Introduction • Financing Higher Education: Policies and Perspectives • Financing Practice in Higher Education • Fund Allocation Mechanism • Public Expenditure on Higher Education • Private Participation in Higher Education • Private Aided Colleges • Private Colleges • Deemed Universities • Private Universities • Foreign Universities • Different Models of PPP • Key Reforms Needed in Higher Education Sector • Assessment and Accreditation • Liberalized Foreign Direct Investment • Be a Global Service Provider • Rationalized Fee Structure • Creating Credit Market for Financing Higher Education • Creation of World Class Institutions/Universities • National Entrance Test for Admission • Seamless Mobility of Students • Conclusion • References
Chapter 4: Globalization of Higher Education: Challenges and Opportunities
Introduction • Stages and Dimensions of Globalization • Globalization and Higher Education • General Agreement on Trade in Services (GATS) • Articles and Services Covered in GATS • The Basic Objectives and Principles of GATS • GATS and Education Services • Modes of Supply of Services Under GATS • Higher Education Under GATS • GATS and the Indian Position • Cross-Border Education and ODL • Globalization: Challenge or Opportunity • FDI in Indian Higher Education • Regulation of Foreign Education Providers • Conclusion • References
Chapter 5: Open and Flexible Learning: Issues of Equitable Access, Cost and Quality
Introduction • Systems of Education • The Non-Formal System of Education • The Formal System of Education • The ODL System of Education • Transition from Elitist to Egalitarian Higher Education System • The Beginnings: Expansion of the Conventional System • Open-Distance Education • Role of the National University in Enhancing Access • Enhancing Access through the ODL System • Achievements of the ODL System • Comparison of Patterns of Enrolment in F2F and ODL Systems • Institutional and Enrolment Growth in DEIs and OUs • Challenges Confronting the ODL System • Challenges of Quality, Scholarship and Research • Challenges posed by the Iron Triangle • Limitations of the ODL System • The Way Forward •  Conclusion • References
Chapter 6: Knowledge Revolution through Information and Communication Technologies
Introduction • Curriculum Transaction in Tertiary Education Institutions • Technology in Education • Selection of ICTs • Little Media: Audio and Radio • Educational Television, Teleconferencing and Videoconferencing • Satellite Based Education: Towards EduSat • Computer as Teaching-Learning Tool: Internet and E-learning • Internet Radio and Mobile Learning • Penetration of Computers and Internet in India: A Brief Survey • Penetration of Computers • Penetration of Internet • Factors Influencing Introduction of ICTs in Higher Education • Opportunities and Challenges of ICTs in Higher Education • Some Important Centrally Sponsored Schemes • Conclusion • References
Chapter 7: Regulation of Higher Education in India
Introduction • Concept and Relevance of Assessment and Accreditation • International Scenario • Key Regulatory Bodies in Higher Education • University Grants Commission • All India Council for Technical Education • Distance Education Council • National Council for Teacher Education • Medical Council of India • Bar Council of India • Indian Council of Agricultural Research • Accreditation Bodies • National Assessment and Accreditation Council • National Board of Accreditation • Distance Education Council • Accreditation Board • Proposed Key Legislations/Regulations • Conclusion • References
Chapter 8: Promoting Ethics and Values in Higher Education
Introduction • Ethics and Moral Values • Education and Values • Gandhian View of Moral and Religious Education: Moral-Spiritual Experiments • Moral, Spiritual and Religious Education • Inculcating Values in Higher Education • Health Consciousness and Values • Conclusion • References

Epilogue • Index

About the Author:

Feroz Ahmed retired as Professor of Physics from the Department of Physics and Astrophysics, University of Delhi. During his illustrious academic career, he travelled widely. He was Visiting Professor at the University of Florida, U.s., Tokyo Institute of Technology, Japan, and Mushashi Institute of Technology, Japan, to mention a few. Dr. Ahmed was Visiting Scientist at Argonne National Laboratory, U.S., Oak Ridge National Laboratory, U.S., International Centre for Theoretical Physics, Italy, and Institute of Atomic Energy, Hungary. He has been an Associate Member of International Centre for Theoretical Physics, Trieste, Italy. He was a member of Indian Nuclear Society and Semiconductor Society of India. Dr. Ahmed has participated in several national and international seminars/conferences and has delivered invited talks within and outside the country.
Dr. Ahmed has published more than 70 research papers in reputed international journals. Under his supervision 10 students completed their PhD dissertation and some of them rose to high positions in academic administration. U.G.C. Emeritus Fellowship was conferred on him in 2002. He served as Honorary Coordinator of Prof. D.S. Kothari Centre for Science, Ethics and Education, University of Delhi, from 1997-2005. He has co-authored a book which has been recognized as the only comprehensive book written by Indian professors on the subject of Nuclear Reactors. He has edited four volumes comprising various writings of late Prof. DS. Kothari. Recently, he co-authored two books entitled Forty Years of Kothari Commission: Reforms and Reflections and Scientific Humanism.
Dr. Ahmed held several administrative positions in the University of Delhi. He has been University representative on the governing bodies of various colleges and member of a number of apex bodies and advisory committees. He has served as Chancellor's Nominee in the Executive Council, University Court and Academic Planning Board of several universities in the country. He has also been a member of the Majilis-i-Talimi (Academic Council) of Jamia Millia Islamia. Besides these, he has been associated with several social and cultural organisations engaged in education of the isolated and excluded. He served with distinction as Honorary Secretary of Delhi Education Society. Currently, he is Vice-President of Anjuman Farogh-e-Urdu, Chairman, Governing Body, Zakir Husain Delhi College and Member, Governing Body of Gandhi Bhawan, Delhi University. He is also DU Coordinator of the World Bank supported “Strengthening of Higher Education Programme"(SHEP), in Afghanistan, particularly up-gradation of faculty and infrastructure of the Faculty of Natural Sciences, Kabul University. [profferoz@gmail.com]

Suresh Garg has been Professor of Physics at Indira Gandhi National Open University, New Delhi since 1993. From 1996 to 1998, he served as Commonwealth Expert on Distance Science Teaching at the University of the South Pacific, Fiji Islands. Thereafter, he was entrusted with several administrative responsibilities in IGNOU. In the period 1999-2002, he was appointed as Director, School of Sciences of the University and in the period 2002-2006, he served as Pro-Vice Chancellor and Acting Vice Chancellor of IGNOU. In the period 2008-2010, as Commonwealth expert he worked as Founder Director, Centre for Learning and Teaching, National University of Lesotho, Lesotho, Southern Africa.
He has been member of several national and international professional bodies like Indian Association of Physics Teachers, CASTME-Asia, and ICTP-India. While he was Pro Vice-Chancellor, he served as Secretary, Global Mega Universities Network (GMUNET). Having served on academic, research and management boards of several conventional and open universities in the country and abroad, he carries vast experience in educational planning, management and pedagogy. His books in Physics are widely prescribed by several universities in India. He has also published two books on different aspects of Indian higher education. He has also co-edited five books in different areas of distance education, besides publishing more than 7S research papers in national and international journals of repute, 20 chapters in books and a large number of popular articles. During the period 2003-2006, he was Chief Editor of Indian Journal of Open Learning published by IGNOU. Between 2004 and 2006, he was Editor of Global E-Journal of Open, Flexible & Distance Education. He has been on the Editorial Boards of AAOU Journal on open learning, Staff and Educational Development International, International Journal of Scientific, Engineering and Educational Research published online and Open Praxis published by International Council for Distance Education. He has travelled widely and spoken on various topics on education and distance education.
Prof. Garg believes in evolving innovative practices, and has successfully completed several sponsored projects on education, training and research for capacity building. He was team leader of UNDP- DOPT project for capacity building of Indian bureaucrats through distance learning, ComSec project on Conflict resolution through Science and Technology, and IPR Project of MHRD, among others. [scgarg@ignou.ac.in]
Foreword • Prologue • Acknowledgements • Abbreviations

Chapter 1: Indian Education: A Historical Perspective (from ancient times to 1947)
Introduction • Ancient Indian Education • Brahminical System of Education • Buddhist System of Education • Universities of Ancient India • Taxila (or Taksha-sila) • Nalanda • Vallabhi • Vikarama-sila (or Vikramashila) • Odantapuri • System of Education in Medieval India • Contributions Made by Delhi Sultans and Mughal Emperors • Vocational and Technical Education • Brahaminical System of Education in Medieval Times • Higher Education in British India • Conclusion • References
Chapter 2: Higher Education in Modern India: March towards Knowledge Society
Introduction • Developments in Higher Education in Post Independent India • Reconstruction and Integration Phase: 1947-66 • Expansion Phase: 1967-90 • Post-liberalization Phase: 1990 onwards • Growth of Indian Higher Education System: An Overview • Enrolment Ratio: Measure of Access Level to Higher Education • Challenges Faced by Indian Higher Education System • Attracting and Nurturing Creative Talent • Ensuring Autonomy of Academic Institutions • Improving Research and Innovations in Academic Institutions • Establishing Quality Assurance and Accreditation (QAA) Mechanism • Dismantling Unwieldy Affiliating System • Under-Utilization of Allocated Funds • Centre-State Relationship • Management and Governance of Academic Institutions • Conclusion • References
Chapter 3: Financing Higher Education in India and Participation of Private Sector
Introduction • Financing Higher Education: Policies and Perspectives • Financing Practice in Higher Education • Fund Allocation Mechanism • Public Expenditure on Higher Education • Private Participation in Higher Education • Private Aided Colleges • Private Colleges • Deemed Universities • Private Universities • Foreign Universities • Different Models of PPP • Key Reforms Needed in Higher Education Sector • Assessment and Accreditation • Liberalized Foreign Direct Investment • Be a Global Service Provider • Rationalized Fee Structure • Creating Credit Market for Financing Higher Education • Creation of World Class Institutions/Universities • National Entrance Test for Admission • Seamless Mobility of Students • Conclusion • References
Chapter 4: Globalization of Higher Education: Challenges and Opportunities
Introduction • Stages and Dimensions of Globalization • Globalization and Higher Education • General Agreement on Trade in Services (GATS) • Articles and Services Covered in GATS • The Basic Objectives and Principles of GATS • GATS and Education Services • Modes of Supply of Services Under GATS • Higher Education Under GATS • GATS and the Indian Position • Cross-Border Education and ODL • Globalization: Challenge or Opportunity • FDI in Indian Higher Education • Regulation of Foreign Education Providers • Conclusion • References
Chapter 5: Open and Flexible Learning: Issues of Equitable Access, Cost and Quality
Introduction • Systems of Education • The Non-Formal System of Education • The Formal System of Education • The ODL System of Education • Transition from Elitist to Egalitarian Higher Education System • The Beginnings: Expansion of the Conventional System • Open-Distance Education • Role of the National University in Enhancing Access • Enhancing Access through the ODL System • Achievements of the ODL System • Comparison of Patterns of Enrolment in F2F and ODL Systems • Institutional and Enrolment Growth in DEIs and OUs • Challenges Confronting the ODL System • Challenges of Quality, Scholarship and Research • Challenges posed by the Iron Triangle • Limitations of the ODL System • The Way Forward •  Conclusion • References
Chapter 6: Knowledge Revolution through Information and Communication Technologies
Introduction • Curriculum Transaction in Tertiary Education Institutions • Technology in Education • Selection of ICTs • Little Media: Audio and Radio • Educational Television, Teleconferencing and Videoconferencing • Satellite Based Education: Towards EduSat • Computer as Teaching-Learning Tool: Internet and E-learning • Internet Radio and Mobile Learning • Penetration of Computers and Internet in India: A Brief Survey • Penetration of Computers • Penetration of Internet • Factors Influencing Introduction of ICTs in Higher Education • Opportunities and Challenges of ICTs in Higher Education • Some Important Centrally Sponsored Schemes • Conclusion • References
Chapter 7: Regulation of Higher Education in India
Introduction • Concept and Relevance of Assessment and Accreditation • International Scenario • Key Regulatory Bodies in Higher Education • University Grants Commission • All India Council for Technical Education • Distance Education Council • National Council for Teacher Education • Medical Council of India • Bar Council of India • Indian Council of Agricultural Research • Accreditation Bodies • National Assessment and Accreditation Council • National Board of Accreditation • Distance Education Council • Accreditation Board • Proposed Key Legislations/Regulations • Conclusion • References
Chapter 8: Promoting Ethics and Values in Higher Education
Introduction • Ethics and Moral Values • Education and Values • Gandhian View of Moral and Religious Education: Moral-Spiritual Experiments • Moral, Spiritual and Religious Education • Inculcating Values in Higher Education • Health Consciousness and Values • Conclusion • References

Epilogue • Index

About the Author:

Feroz Ahmed retired as Professor of Physics from the Department of Physics and Astrophysics, University of Delhi. During his illustrious academic career, he travelled widely. He was Visiting Professor at the University of Florida, U.s., Tokyo Institute of Technology, Japan, and Mushashi Institute of Technology, Japan, to mention a few. Dr. Ahmed was Visiting Scientist at Argonne National Laboratory, U.S., Oak Ridge National Laboratory, U.S., International Centre for Theoretical Physics, Italy, and Institute of Atomic Energy, Hungary. He has been an Associate Member of International Centre for Theoretical Physics, Trieste, Italy. He was a member of Indian Nuclear Society and Semiconductor Society of India. Dr. Ahmed has participated in several national and international seminars/conferences and has delivered invited talks within and outside the country.
Dr. Ahmed has published more than 70 research papers in reputed international journals. Under his supervision 10 students completed their PhD dissertation and some of them rose to high positions in academic administration. U.G.C. Emeritus Fellowship was conferred on him in 2002. He served as Honorary Coordinator of Prof. D.S. Kothari Centre for Science, Ethics and Education, University of Delhi, from 1997-2005. He has co-authored a book which has been recognized as the only comprehensive book written by Indian professors on the subject of Nuclear Reactors. He has edited four volumes comprising various writings of late Prof. DS. Kothari. Recently, he co-authored two books entitled Forty Years of Kothari Commission: Reforms and Reflections and Scientific Humanism.
Dr. Ahmed held several administrative positions in the University of Delhi. He has been University representative on the governing bodies of various colleges and member of a number of apex bodies and advisory committees. He has served as Chancellor's Nominee in the Executive Council, University Court and Academic Planning Board of several universities in the country. He has also been a member of the Majilis-i-Talimi (Academic Council) of Jamia Millia Islamia. Besides these, he has been associated with several social and cultural organisations engaged in education of the isolated and excluded. He served with distinction as Honorary Secretary of Delhi Education Society. Currently, he is Vice-President of Anjuman Farogh-e-Urdu, Chairman, Governing Body, Zakir Husain Delhi College and Member, Governing Body of Gandhi Bhawan, Delhi University. He is also DU Coordinator of the World Bank supported “Strengthening of Higher Education Programme"(SHEP), in Afghanistan, particularly up-gradation of faculty and infrastructure of the Faculty of Natural Sciences, Kabul University. [profferoz@gmail.com]

Suresh Garg has been Professor of Physics at Indira Gandhi National Open University, New Delhi since 1993. From 1996 to 1998, he served as Commonwealth Expert on Distance Science Teaching at the University of the South Pacific, Fiji Islands. Thereafter, he was entrusted with several administrative responsibilities in IGNOU. In the period 1999-2002, he was appointed as Director, School of Sciences of the University and in the period 2002-2006, he served as Pro-Vice Chancellor and Acting Vice Chancellor of IGNOU. In the period 2008-2010, as Commonwealth expert he worked as Founder Director, Centre for Learning and Teaching, National University of Lesotho, Lesotho, Southern Africa.
He has been member of several national and international professional bodies like Indian Association of Physics Teachers, CASTME-Asia, and ICTP-India. While he was Pro Vice-Chancellor, he served as Secretary, Global Mega Universities Network (GMUNET). Having served on academic, research and management boards of several conventional and open universities in the country and abroad, he carries vast experience in educational planning, management and pedagogy. His books in Physics are widely prescribed by several universities in India. He has also published two books on different aspects of Indian higher education. He has also co-edited five books in different areas of distance education, besides publishing more than 7S research papers in national and international journals of repute, 20 chapters in books and a large number of popular articles. During the period 2003-2006, he was Chief Editor of Indian Journal of Open Learning published by IGNOU. Between 2004 and 2006, he was Editor of Global E-Journal of Open, Flexible & Distance Education. He has been on the Editorial Boards of AAOU Journal on open learning, Staff and Educational Development International, International Journal of Scientific, Engineering and Educational Research published online and Open Praxis published by International Council for Distance Education. He has travelled widely and spoken on various topics on education and distance education.
Prof. Garg believes in evolving innovative practices, and has successfully completed several sponsored projects on education, training and research for capacity building. He was team leader of UNDP- DOPT project for capacity building of Indian bureaucrats through distance learning, ComSec project on Conflict resolution through Science and Technology, and IPR Project of MHRD, among others. [scgarg@ignou.ac.in]

About the Authors:

Feroz Ahmed retired as Professor of Physics from the Department of Physics and Astrophysics, University of Delhi. During his illustrious academic career, he travelled widely. He was Visiting Professor at the University of Florida, U.s., Tokyo Institute of Technology, Japan, and Mushashi Institute of Technology, Japan, to mention a few. Dr. Ahmed was Visiting Scientist at Argonne National Laboratory, U.S., Oak Ridge National Laboratory, U.S., International Centre for Theoretical Physics, Italy, and Institute of Atomic Energy, Hungary. He has been an Associate Member of International Centre for Theoretical Physics, Trieste, Italy. He was a member of Indian Nuclear Society and Semiconductor Society of India. Dr. Ahmed has participated in several national and international seminars/conferences and has delivered invited talks within and outside the country.
Dr. Ahmed has published more than 70 research papers in reputed international journals. Under his supervision 10 students completed their PhD dissertation and some of them rose to high positions in academic administration. U.G.C. Emeritus Fellowship was conferred on him in 2002. He served as Honorary Coordinator of Prof. D.S. Kothari Centre for Science, Ethics and Education, University of Delhi, from 1997-2005. He has co-authored a book which has been recognized as the only comprehensive book written by Indian professors on the subject of Nuclear Reactors. He has edited four volumes comprising various writings of late Prof. DS. Kothari. Recently, he co-authored two books entitled Forty Years of Kothari Commission: Reforms and Reflections and Scientific Humanism.
Dr. Ahmed held several administrative positions in the University of Delhi. He has been University representative on the governing bodies of various colleges and member of a number of apex bodies and advisory committees. He has served as Chancellor's Nominee in the Executive Council, University Court and Academic Planning Board of several universities in the country. He has also been a member of the Majilis-i-Talimi (Academic Council) of Jamia Millia Islamia. Besides these, he has been associated with several social and cultural organisations engaged in education of the isolated and excluded. He served with distinction as Honorary Secretary of Delhi Education Society. Currently, he is Vice-President of Anjuman Farogh-e-Urdu, Chairman, Governing Body, Zakir Husain Delhi College and Member, Governing Body of Gandhi Bhawan, Delhi University. He is also DU Coordinator of the World Bank supported “Strengthening of Higher Education Programme"(SHEP), in Afghanistan, particularly up-gradation of faculty and infrastructure of the Faculty of Natural Sciences, Kabul University. [profferoz@gmail.com]

Suresh Garg has been Professor of Physics at Indira Gandhi National Open University, New Delhi since 1993. From 1996 to 1998, he served as Commonwealth Expert on Distance Science Teaching at the University of the South Pacific, Fiji Islands. Thereafter, he was entrusted with several administrative responsibilities in IGNOU. In the period 1999-2002, he was appointed as Director, School of Sciences of the University and in the period 2002-2006, he served as Pro-Vice Chancellor and Acting Vice Chancellor of IGNOU. In the period 2008-2010, as Commonwealth expert he worked as Founder Director, Centre for Learning and Teaching, National University of Lesotho, Lesotho, Southern Africa.
He has been member of several national and international professional bodies like Indian Association of Physics Teachers, CASTME-Asia, and ICTP-India. While he was Pro Vice-Chancellor, he served as Secretary, Global Mega Universities Network (GMUNET). Having served on academic, research and management boards of several conventional and open universities in the country and abroad, he carries vast experience in educational planning, management and pedagogy. His books in Physics are widely prescribed by several universities in India. He has also published two books on different aspects of Indian higher education. He has also co-edited five books in different areas of distance education, besides publishing more than 7S research papers in national and international journals of repute, 20 chapters in books and a large number of popular articles. During the period 2003-2006, he was Chief Editor of Indian Journal of Open Learning published by IGNOU. Between 2004 and 2006, he was Editor of Global E-Journal of Open, Flexible & Distance Education. He has been on the Editorial Boards of AAOU Journal on open learning, Staff and Educational Development International, International Journal of Scientific, Engineering and Educational Research published online and Open Praxis published by International Council for Distance Education. He has travelled widely and spoken on various topics on education and distance education.