1、Indias global vision:Building universities for a knowledge economyBuilding universities for a knowledge economy Building universities for a knowledge economy Our sponsors&partnersWe thank our partners and sponsors for their generous supportForewordIn todays age,we live in a knowledge economy.India i
2、s battling for academic excellence and in this journey,world-class universities play a critical role.To develop a nations competitiveness in the global knowledge economy,India needs strong universities that can drive innovation,research,and economic growth.The Indian higher education industry has wi
3、tnessed various structural and policy-level changes in recent years.To grow and develop world-class capabilities,it is crucial for the higher education ecosystem to adapt to changing trends,as well as identify and capitalise on the underlying opportunities.At the QS India Summit in February held in
4、Goa,we brought 330 delegates from 16 countries together to explore the successes and incredible potential of higher education in India.Over three days,leading voices from QS,universities,governments and industry shared their expert insights on the theme of Building universities for a knowledge econo
5、my.By Dr Ashwin Fernandes Executive Director(Middle East,Africa and South Asia),QS Quacquarelli SymondsIn this report,we have collated the expert perspectives from the Summit programme into a report for all to access.My heartfelt thanks to all who contributed to this inspirational event including al
6、l our speakers,support team and particularly the Summit chairperson,Professor C Raj Kumar,Founding Vice-Chancellor of O P Jindal Global University.Building universities for a knowledge economyBuilding universities for a knowledge economy12OverviewThe phenomenal line-up of 64 speakers delivering more
7、 than 20 keynotes,panels and workshops included:Dr Subhas Sarkar Honourable Minister of State for EducationGovernment of IndiaSmt Meenakshi LekhiHonourable Minister of State for External Affairs and Culture of India Shri Arjun Ram MeghwalHonourable Minister of State for Parliamentary AffairsGovernme
8、nt of IndiaDr Pramod Sawant Honourable Chief Minister of GoaGovernment of Goa Ambassador Nagaraj Naidu KakanurJoint Secretary(G20)Ministry of External AffairsAmbassador Mohan KumarDirector-Jindal Global Centre for G20 StudiesO P Jindal Global University Lord Karan Billimoria Faridoon Lord in the Hou
9、se of Lords and Founder&Chairman of Cobra Beer&ChancellorUniversity of BirminghamProf Ling San Acting PresidentNanyang Technological UniversityEsther BenjaminCEO and Executive DirectorWorld Education Services Dr Monica Kennedy Minister-Counsellor Commercial,South AsiaAustralian Trade&Investment Comm
10、issionBuilding universities for a knowledge economyBuilding universities for a knowledge economy34 Key to higher education reform in India is the development of a more student-centric mindset and widening access so affordability is not such a barrier to the potential of so many citizens.Resilience a
11、nd adaptability are key characteristics which universities must nurture to equip students to thrive in the face of uncertainty and change.Embracing interdisciplinary research across departments and across institutions is how Indian universities can solve complex,global challenges.Collaboration with
12、higher education institutions and industry globally is an important way to translate research excellence into something which provides societal value and impact.The rapid growth of digital technology like AI must be integrated into institutions to equip graduates with the skills and experience they
13、need to be successful in the workplace.Indian HEIs must embed environmental sustainability into their operations,teaching and research and invite discussion and feedback from their local communities through outreach programmes.Global partnerships must be kept active and meaningful to enable growth a
14、nd development in research,student exchange and joint degree programmes.Key recommendations from the QS India Summit 2023Want to continue the conversation about Indian higher education?Join the QS India Summit 2024 in Chennai from 8-11 February 2024.Well be exploring the theme:Empowering excellence:
15、Unleashing the potential of partnerships and collaboration in Indian higher education.ContentsOverview 1Key recommendations 3Contents 4IntroductionsMinisterial message 9India vs the world 22Summit live gallery 24Discussion outcomes 31Keynote address 765Register todayBuilding universities for a knowl
16、edge economyBuilding universities for a knowledge economy56As QS,we were delighted to host the QS India Summit in Goa and bring together higher education,government and corporate leaders from India and from around the world to discuss Indias global vision.QS is an organisation that was established b
17、y our founder and President Nunzio Quacquarelli 33 years ago to empower motivated people anywhere in the world to fulfil their potential by fostering educational achievement,international mobility and career development.QS and Nunzio personally have been deeply committed to India and Indian higher e
18、ducation throughout those three decades.Our founder Nunzio Quacquarelli met with Honourable Prime Minister Narendra Modi in October 2021 to discuss the future of education and skills development in India.QS is a partner to higher education globally,through our independent and trusted performance ind
19、icators,building reputation,driving internationalisation,and finding,converting and enrolling international students.We work with universities in India in their quest for excellence and capacity building.In November 2022 we took a delegation of Indian universities to Indonesia to forge collaboration
20、s across Asia Pacific at our QS APAC Summit.Our QS rankings,one indicator of performance,include 41 Indian universities this year more than ever before with Indias top universities recognised for their research excellence and graduate employability success.Mumbai,Bangalore,Chennai and Delhi all appe
21、ared in our best student cities ranking.IntroductionJessica Turner CEO,Quacquarelli SymondsOn TopU we have more visits from Indian students than any other country,with over 9 million views from India of our rankings in 2022.We support Indian students to gain experience internationally to bring back
22、to India through their connections and counselling.In 2022,we brought 125 different global universities to India to connect with prospective postgraduate students in person and virtually,from the US,UK,France,Singapore,Canada,Italy and many other countries.We research extensively and know that stude
23、nts from India are motivated by expert and innovative teaching,strong graduate outcomes and the ability to access funding,and we help Indian students to find the right experience for them based on these and other factors.India is at the forefront of our thinking,not just in supporting Indian institu
24、tions and the connections between Indian and global institutions.Our company operates in multiple locations in India,with centres of excellence in Bangalore and Mumbai first established over a decade ago,and now 30%of our 750 QS team members globally are here in India.One testament to our QS team co
25、nnection to the topic of this Summit is that our Regional Director,Ashwin Fernandes,has even written a book on Higher Education in India,entitled“Indias Knowledge Supremacy The New Dawn”.Over the course of three days in Goa in February 2023 we explored Indias higher education strategy,research excel
26、lence,future possibilities for universities,sustainable development,womens empowerment in education,the potential of global partnerships and digital connection and transformation.I am delighted to present this exclusive report which has been compiled from the proceedings and discussions of the summi
27、t,summarising the key takeaways.As international leaders in higher education visiting India,we are all struck by the vast scale of Indian higher education.The thousands of universities and colleges here,supported by a forward-looking and ambitious government policy,are uniquely positioned to educate
28、 young people today who will be the workforce at the frontline of building solutions to challenges felt not just in India,but throughout the world.Building universities for a knowledge economyBuilding universities for a knowledge economy78Setting the scene“The 21st century is the century of knowledg
29、e,and the world has always looked at India whenever knowledge finds prominence.Emergence of a knowledge society is no more a slogan but has become a reality.Knowledge will be the fountainhead of all the activities that happen in human development.”said our Honourable Prime Minister,Shri Narendra Mod
30、i.The QS India Summit 2023 gathered major stakeholders to discuss the current state and the future of higher education in India and its impact to the world.India is committed to the advancement and betterment of mankind through knowledge.And the quote from our Honourable Prime Minister sums it all u
31、p.This summit provided an excellent opportunity to share knowledge,ideas,and experiences.Today,we see a world that is rapidly changing,driven by technological advancements,shifting social and political landscapes,and changing economic conditions.In this environment,it is essential that we remain ada
32、ptable and responsive to the changing needs of our students and society.Quoting Sri Aurobindo,“It is an education that is proper to the Indian soul,deed,temperament,and culture,that we are in quest of.Not indeed,something faithful merely to the past,but to the developing soul of India,to her future
33、need,to the greatness of her coming self-creation and to her eternal spirit.”The quote emphasises the need for an education system that aligns with Indias self-creation,her greatness,and her eternal soul.Our education system should prepare the younger generation to face the challenges of the future
34、and create a better tomorrow for India.Our role as higher education professionals is not only to impart knowledge but also to prepare our students for the challenges and opportunities of the future.We must equip them with the skills,competencies,and character traits that will enable them to succeed
35、and make a positive impact on the world.India has always boasted of a rich tradition in the area of learning and education since ancient times.It is well known that people from other nations such as Europe,the Middle East,and Asia came to India to get quality education.“Education is not the filling
36、of a pail,but the lighting of a fire.”This is a famous quote from the Upanishads(the Vedic Sanskrit texts that supplied the basis of later Hindu philosophy).This text which challenges the notion that education is simply a matter of acquiring information.Instead,the Upanishads suggest that true educa
37、tion involves awakening a passion for knowledge and a desire for lifelong learning.India has always been a seeker of knowledge.We should take inspiration from our past while preparing for our future.The education system that served us so well to date has its limitations and might not be ready to tac
38、kle the needs of the future.The National Education Policy 2020 is prepared to keep future needs in mind as it incorporates feedback from different and prominent people from the education sector.It is framed keeping the changing landscape of education and learning and will help in taking India to gre
39、ater heights.Let us all work together for India 2047,a 44 trillion dollar economy,powered by education as a knowledge driver.Jai Hind,Jai Bharat!Knowledge will be the fountainhead of all the activities that happen in human developmentBy Dr Ashwin Fernandes Executive Director(Middle East,Africa and S
40、outh Asia),QS Quacquarelli SymondsBuilding universities for a knowledge economyBuilding universities for a knowledge economy910Ministerial messageHigher education plays an extremely important role in promoting human as well as societal well-being and in developing India as envisioned in its constitu
41、tion-a democratic,just,socially conscious,cultured,and humane nation upholding liberty,equality,fraternity,and justice for all.Higher education significantly contributes towards sustainable livelihoods and the economic development of the nation.As our nation moves towards becoming a knowledge econom
42、y and society,more and more young Indians are likely to aspire for higher education.Honble Prime Minister,Shri Narendra Modi Ji on the occasion of“Shikshak Parv”,said:“Every country reforms its education system according to its national values and national goals.The idea is that the countrys educati
43、on system should ensure the future of not only its present but future generations as well.”The Indian Knowledge System grew over the ages with the contributions of teachers who helped students to evolve by inculcating human values,knowledge,and skills.We have a long history of teaching and learning,
44、and some of the milestone learning institutions in ancient India were Takshashila,Nalanda,Valabhi,Sharada Peeth,Odantapuri,Vikramashila,and many more.In todays age when we are living in a knowledge economy,it is very important to create academic institutions of eminence which will not only give wing
45、s to the aspirations of our youth but also attract students from distant shores who will come here in quest of knowledge and in the process also get a first-hand insight into our age-old culture and heritage.India is in the battle for academic excellence and in this journey world-class universities
46、or elite research universities play a critical role.For developing a nations competitiveness in the global knowledge economy efforts are required to enhance capacity and boost research performance.This year marks the 75th anniversary of Indias independence.As we celebrate Azadi Ka Amrit Utsav,it is
47、an opportunity for us to reflect on a nations journey in education.It is a moment of pride that India holds the Presidency of the G20.The theme of Indias G20 Presidency is-“Vasudhaiva Kutumbakam”or“One Earth.One Family.One Future.”I would urge you all to celebrate the unification of mankind led by I
48、ndia with great enthusiasm.Dr Subhas SarkarHonourable Minister of State for Education,Government of India Building universities for a knowledge economyBuilding universities for a knowledge economy1112Celebrate the unification of mankind led by India with great enthusiasmWith over 1,000 universities
49、and 42,000+colleges,the Indian higher education system has witnessed tremendous growth since its independence.The Indian higher education system is one of the largest in the world and offers education and training across almost all disciplines.India must develop its higher education system into a ro
50、bust,student-centric global education hub.However,to achieve this impressive feat,it is essential to break down Indias long-term vision into shorter quantifiable and achievable plans.While the National Education Policy 2020 under the leadership of our Honble Prime Minister Shri Narendra Modi Ji is a
51、 landmark transformative initiative by our government,we need to move forward constantly to improve the quality of higher education in India and its reach and global perception,and,yes,I will say that we all need to need to work together to achieve this goal.In this context,I remember the words of f
52、amous Hindi poet Shri Jaishankar Prasad,We need to take tactical steps to promote India as the preferred destination for higher studies offering quality education at a fraction of the cost compared to developed countries.I have seen a comprehensive presentation during the last Visitors Conference on
53、“International Rankings of Higher Education Institutions”made by Mr Nunzio Quacquarelli,Founder and President of QS.In his presentation,Mr.Nunzio Quacquarelli briefly explained the context for QS World University Rankings in India;why&how QS ranks universities today;how Indian higher education insti
54、tutions(HEIs)have performed recently;metrics of Indian HEIs vis-a-vis other Asian countries;how Indian HEIs can improve their performance and how QS will rank and rate universities in the future.Such metrics and rankings help us in taking things forward in the space of higher education.Another inter
55、esting aspect which caught my attention was the QS Digital Maturity Framework,which is a tool to assist Indian universities to meet 21st century expectations of employers and needs of students.For institutional leaders,it provides an objective assessment of digital transformation and provides the ro
56、admap for the next step in this process of digital transformation.The first step to achieving Indias HEI goals by 2047 is redesigning the higher education institutions(HEI)architecture for a resilient and student-centric ecosystem.The new policies must bridge the gap between education and the averag
57、e Indian,who no longer wants to be tied to traditional time-bound degrees.HEI must make skill development an integral part of the curriculum,allowing students to learn at their pace and charting their learning course.The onus is on each stakeholder to keep the student at the centre as they redesign
58、the higher education architecture.By focusing on the strengths of its higher education system and acknowledging areas that need to be reformed,India can meet its own students needs and attract students from around the world.This is also a time to share insights and develop a roadmap for universities
59、 and higher education institutions as they prepare for developing high-performing human capital that could drive the world economy.It is unequivocally true that education is fundamental to achieving full human potential,developing an equitable society,and promoting national development.Providing uni
60、versal access to quality education is the key to Indias continued ascent,and leadership on the global stage in terms of economic growth,scientific advancement,national integration,and cultural preservation.We have various schemes which supports the research like,IMPRINT(Impacting Research in Technol
61、ogy),UAY(Ucchatar Avishkar Yojana),FAST(Training and Research in Frontier Areas),GIAN(Global Initiative of Academic Network),SPARC(Scheme for Promotion of Academic and Research Collaboration),STARS(Scheme for Transformational and Advanced Research in Sciences)and STRIDE(Scheme for Trans-disciplinary
62、 Research for Indias Developing Economy)and many others.I am happy to inform you that seven research parks are being set up.They will serve the purpose of Collaborative Research&Development;act as Centers of Excellence;will work on National Mission Projects and set up Laboratories,Incubation Hub,Res
63、earch cum Academic Hub;and act as a centre for Technology development and transfer.Research Parks are in the process of being set up at IIT Guwahati,IIT Delhi,IIT Kanpur,IIT Kharagpur,IIT Bombay,IIT Hyderabad and IISc.Let me highlight a very important initiative named SPARC(Scheme for Promotion of A
64、cademic and Research Collaboration),it aims for research collaboration with foreign institutes in top-500 QS-2020 World University Ranking or in the top-200 QS-2019 World University Ranking.By exploring several opportunities for improvement,including closing gaps between curriculum and industry need
65、s,increasing focus on research,developing international capabilities,and exploring opportunities for international partnerships,India has the potential to become a global higher education destination,particularly in domains such as STEM,sports,language,and culture.The higher education(HE)ecosystem i
66、s a powerhouse of building intellectual and social capital within the country;they develop the knowledge,capability and expertise that drive and nurture the values required for a growing economy.Over the past two decades,the higher education ecosystem underwent vast reforms and significant growth.As
67、 educationalists you all have responsibilities to nurture the next generation and help us in realising the goals in the next 25 years.We should also focus on the emerging techniques like artificial intelligence,data science,simulation and modelling,secure systems and intelligent manufacturing to nam
68、e a few.Building universities for a knowledge economyBuilding universities for a knowledge economy1314Rashtriya Avishkar Abhiyan(RAA)is an important initiative in this regard,it is a convergent framework that aims at nurturing a spirit of inquiry and creativity,love for science and mathematics,and e
69、ffective use of technology amongst children and encourage those who show an inclination and talent for these subjects.Science,technology,and innovation have emerged as the major drivers of national development globally.In todays day and age,with digital transformation at its peak,the premise for stu
70、dent centricity and equity in higher education to create sustainable human development is undeniable.Access and inclusivity in higher education can be life changing for individuals and potentially drive a knowledge economy.Higher education equips students with the ability to think critically and to
71、assess and present evidence these skills will last a lifetime and will be increasingly in demand as the number and proportion of high-skilled jobs rises.We must focus on reforming the current ecosystem to achieve this vision.The visionary and progressive National Education Policy(NEP)2020 could also
72、 support the more sustainable and long-lasting initiatives to achieve a student-centric and industry aligned ecosystem.Adaptive implementation of the policy has the potential to not only propel the education ecosystem of India in the right direction but also radically transform it.NEP 2020 aims to a
73、chieve a target gross enrolment ratio of 50%by 2035,by reaching 34 million additional students in the Indian higher education system.This requires an overhaul of the current higher education system,which NEP 2020 aims to achieve through six focus areas student centricity,faculty,research and innovat
74、ion,governance,equity and inclusion,and digital learning.The policy provides for emphasis on crucial factors,such as an equitable and inclusive learning environment for all students,building motivated and capable faculties,and regulation and governance of the HE system.India has already achieved the
75、 tag of having a skilled manpower nation,look at the top CEOs of the most famous companies in the worldMicrosoft,Google,IBM,etc.All of them are led by people who had their education in India and made it big in the future course of their careers.Therefore,it is the correct time that we must think of
76、creating our own Google,Microsoft,etc.and with the launch of Start-Up India,Make In India,Atal Incubation Centres,Atal Tinkering Labs,Atal Innovation Mission etc.,our government has sown the seeds and results are visible for everyone to see.I urge all of you to invest in creating future leaders of I
77、ndia,we can guide our students to be innovators and founders of startups.They can be job providers rather than just being job seekers.India has true potential to become the“Start-up capital of the world”and lead the world in innovation and research,we must take steps in that direction.Why be student
78、 centric?A higher education system that focuses on individualised learning needs of every student,while being equitable,accessible,and flexible for all,will help students develop characteristics of a lifelong learner.Students are the most important stakeholders of the higher education ecosystem.Ever
79、ything from curriculum to policies to infrastructure,are meant to enable and enhance their learning experience and outcomes.Therefore,it is essential to develop a student centric ecosystem that aims to bring students needs,preferences,and holistic development at the heart of the higher education lan
80、dscape in India.To develop a student centric ecosystem,key emphasis must be laid on the following principles:Providing an equitable and inclusive learning environment to all students.Providing a system of education that serves all students,irrespective of their age,gender,passion,interests,strengths
81、 and weakness in an individualised way,while being accessible to all.Focusing on student upskilling and vocational education to build a high-quality future workforce.Developing an equal emphasis on curriculars and extracurriculars for holistic student development.A strong research ecosystem in a cou
82、ntry builds a solution driven and a knowledge-based economy;research and innovation assists HEIs to improve their global visibility and rankings.Why focus on research and innovation?At an individual level,research enables students to develop depth and breadth of knowledge in their choice of area of
83、expertise as it is a systematic investigation and study of multiple materials and sources.It helps them hone skills associated with problem-solving,knowledge acquisition and understanding.Faculties are quintessential inputs for any higher education ecosystem,which in turn determines the skill and qu
84、ality of the future workforce of a country.The quality of education being imparted to students is directly related to the faculty cohort of the education system.Even in the present age of digitalisation,learning from teachers is the primary source of knowledge for many students.Faculties can have an
85、 immense impact on students as they often teach them the ways of life and mould their character.Therefore,it is essential to develop an assemblage of committed,dedicated,and qualified teachers who will act as enablers for the Indian higher education system to build the skilled and competent workforc
86、e of the future.Faculties can be seen as an indispensable input in the higher education system,through which quality output,that is,the future workforce will be generated.Hence,ensuring faculty quality must be an area of the utmost importance.Building universities for a knowledge economyBuilding uni
87、versities for a knowledge economy1516Any policys effectiveness depends on its implementation.NEP 2020 is a historic policy and will require spirited efforts from every stakeholder,as our Honble Prime Minister Shri Narendra Modi Ji has said,“SABKA SAATH,SABKA VIKAS,SABKA VISHWAS aur SABKA PRAYAS”.Suc
88、h implementation will require multiple initiatives and actions,which will have to be taken by multiple bodies in a synchronised and systematic manner.Since education is a concurrent subject,it needs careful planning,joint monitoring,and collaborative implementation between the Centre and States also
89、.I would again like to thank you all for conducting this seminar and urge you that all the fruitful discussions should be sent to the ministry.Last but not the least,I would like to recite a short poem by Guru Rabindranath Tagore,“Where the mind is without fear and the head is held high;Where knowle
90、dge is free;Where the mind is led forward by thee into ever-widening thought and actionInto that heaven of freedom,my Father,let my country awake.”It was great to meet leaders of higher education at this event in Goa some great minds who have a lot of affection and respect for the Indian ethos and v
91、alue system.I was watching the Kuchipudi dance,and the master of ceremony said that this dance describes the diversity of India,and in my heart,I was saying,“Does it describe diversity,or does it describe unity?”.This is because the Kuchipudi dance has many forms from different parts and times in In
92、dia,yet the common factor which each dancer is singing and dancing on may probably be a prayer to Lord Vinayaka.It is the perspective of looking at things as we are diverse,or as we are same,and one of the ways to look at this as per the Upanishad is“Ekam sat vipra bahudha vadanti”,which translates
93、to“The truth is one,but the wise men speak it differently”.The truth is that science,technology or the value system is all about making everybody happy.The way to be happy could be very different for different people,cultures or systems.The Prime Minister says,One Earth,one family,and I would take o
94、ne step forward and say maybe,at least within the country,we are trying to bring oneness of our education system.When we say we are a federal structure,we are also a quasi-federal structure.There is a central government,but education is a subject which is run both by states and the centre.There will
95、 be certain overlaps.So what we are trying to do is have a common university entrance exam.Anyone who needs to sit for the common entrance exam needs to study the common syllabus,and that will bring uniformity and more parity within our systems.Once you have fulfilled this basic requirement,you have
96、 the freedom to choose where and what to learn further.It cannot be true that the Indian education system was so poor that we did not produce intelligent people.It is quite the opposite.We were always producing very brilliant people,including Nobel Laureates as well as world-class researchers and le
97、aders.If that was not so certain,Satya Nadela would not be where he is,and Google would not be run by the one whos running it.The question is;however,we are a population of 1.4 billion,which means we should have had many more intelligent people.Lots more intelligent Indians must be there,except that
98、 they probably never got to go to a good university,or they never got the exposure which they should have,or they did not have the facilities of the labs and things they needed.And thus,those numbers would probably slide down.Now,try to understand that perspective about how and why things happened.S
99、mt Meenakshi LekhiHonourable Minister of State for External Affairs,Government of IndiaImage:Generated by Adobe Firefly AI toolBuilding universities for a knowledge economyBuilding universities for a knowledge economy1718Culture has a very important aspect of thought and knowledge building.And,if yo
100、u change the thought process,a lot of changes happen with it.In that case,the right character in the student becomes imperative in that it is not the brilliance,it is the character which will bring the right things to the table.And I sometimes jokingly say,you see the two people who are bright;one w
101、ould produce the DNA of a virus while the other would use the same DNA to produce the vaccine.So,its the character,not necessarily the brilliance alone,which matters.And that character-building,critical thought of what is right and what is correct,has to be part of the education system.Takshashila U
102、niversity,the very first university in the world,used to have more than 10,000 students,which is documented,and these students came from all known civilisations at that time,including Far East(probably present-day China),Greece,Middle East(Mesopotamian civilization),and Egypt.All those people were v
103、isiting the university and getting the best education.Some Chinese travellers noted in a later phase that it was also running a hospital.That hospital was not only for the humans,but also for animals,and people who would accompany the ailing and the sick would also get free of cost food as long as t
104、he inmate was getting treated.Boarding was free;lodging was free,and the only thing needed to get admitted was that one should be in a position to receive that education.What mattered was your capacity to be educated.These were the foundations on which Indian ancient knowledge system was vested.What
105、 you call capitalist laws or Fibonacci numbers today had already been defined a few thousand years ago.In his paper,Fibonacci says he got these numbers from Indians,but the world doesnt know that.This is the pity that when we are talking about education,we are not training people to go into the reso
106、urce material.If we do not allow people to learn,what are we doing?We are parroting lines which have been told to us.And thus,I believe that we need to intertwine through cross-cultural,cross-academic,and also cross-universities approach.There is no one who is absolutely right as there is no one who
107、 absolutely lacks knowledge.The moment I look at someone and I feel that this person will always have something more to teach me,I will be a super human;I will be there to receive that.I believe the interaction between universities has to be such as that.We have now completed 75 years of Indias inde
108、pendence.One must check that record.A country which had such a fantastic education system,but has also been subjugated not just by the British but other systems as well.And,in that process,a lot of knowledge was lost;a lot of libraries and books were burnt.All that is the thing of the past.But even
109、today,we still possess 5 million and above epigraphs till date intact,which are all based in Sanskrit.And those epigraphs and historical perspectives along with scientific perspectives should as much be part Culture has a very important aspect of thought and knowledge buildingof the modern education
110、.When we talk about medicine,the equipment and instruments which we use today come from Sushruth Samhita.How many people know that?It is documented,by the way.When we talk about our religion,basically all the Rishis and the Saints had a different perspective from the other major religions of the wor
111、ld.While religion was a part of social life,it also had the scientific method of working;the Rishis and Munis were nothing but scientists.And these scientists were working on molecules,theorising,mathematics,distance between earth and the moon,how the planetary motions happen,writing and all that.An
112、d even Ayurveda is part of one of the same scientific doctrine which came from Atharva Veda.So,when we talk about holistic medicine,we talk about Sustainable Development Goals(SDGs).How will you achieve the SDGs?Corona broke the backbone of every economy.We see how modern day medicine has escalated
113、the costs,insurances,so on and so forth.If we have to find answers to those problems,we have to learn to live well and live towards preventive health care measures that is,work on Ayurveda,which some people are calling holistic medicine.Whichever name you may call it by,but I would still say it is t
114、ime to work on those problems.Its time we use universities as crucibles to find solutions to the modern day problem.And in that,I must add up that the priority of India,when we look globally,would be that we have such high standards of ourselves from the past that we are not competing with anyone.We
115、 need to compete with ourselves.And in that competition,making education accessible to all should be one dream.I would want to fulfil making education to all those people who are brighter than the brightest but lack the affordability of resources.I wish I could give all those resources to them.I wis
116、h there would be more people standing up amongst us who will say I am the first generation learner.But look,here I am;I created this;and I found answers to these problems with very little means.Indias potential has not reached its potential.It has to reach its potential.And toward reaching that pote
117、ntial,we need to all work closely.I will close by saying the following from the vedas“Vidya Naam Narasya Kirtirtula Bhagyakshaye Chashrayo Dhenu:Kamadudha Ratishcha Virehe Netran Trityam Ch Sa.Satya Raitnam Kulashe mahima ratna bina Bushanam tasva dhanay mupeksha Sar Visham vidyadhi karam kuru”which
118、 means that the name and the fame of a person comes from education,knowledge.And when your fate is down,when the stars are not in favour,the education and the knowledge will stand by you.Kamdhenu is a cow which provides all that you need.So,it is this path of knowledge which will fulfil your desires
119、.Your eye of intuition,the third eye,will open up with knowledge,and,with that third eye,all that name and fame for your family and everything else gets built by knowledge.Knowledge is the biggest gem for everyone.And no matter how hard it is,everyone should try and achieve knowledge and work toward
120、s it.Jai Hind!Building universities for a knowledge economyBuilding universities for a knowledge economy1920As Chief Minister of the State of Goa,it gives me great honour to have hosted this event in our“sobit Goa”“beautiful Goa”.I am sure that delegates have taken great memories from their stay in
121、Goa,and will share it with their friends,families and colleagues about how hospitable and welcoming Goa was indeed.Reflecting on all the discussions we have heard and seen so far,it is clear that the country is moving with a vision of Digital India,Aatmanirbar Bharat,Vocal for Local,and Ek Bharat Sh
122、reshtha Bharat.The role of a skilled youth is continuously increasing as India walks the path of aatmanirbharta.India is being looked upon as the future centre of artificial intelligence,virtual reality,robotics,mobile technology,geo-informatics,and smart healthcare.Prime Minister Narendra Modi,a vi
123、sionary man who believes that the future of any nation lies in development and technological innovations.The government of India under his leadership launched various schemes to enhance technical skills,technical literacy,and technological innovations through Digital India Mission as a flagship prog
124、ram in order to transform India into a digitally empowered society and knowledge economy.The same has been addressed in the policy document of NEP(National Education Policy)-2020.NEP 2020 focuses on key reforms in higher education that prepare the next generation to thrive and compete in the new dig
125、ital age.It aims at building the overall personality of students by strengthening infrastructure for open and distance learning,online education,and increasing the use of technology in education.The thrust formation of NEP 2020 includes providing quality education and creating lifelong learning oppo
126、rtunities for all,leading to productive employment and decent work as enlisted in United Nations Sustainable Development Goals 2030.PM Narendra Modi emphasised the role of the education system and educational institutions in shaping Indias bright future and said that the country is moving at a fast
127、pace to develop the education infrastructure and policies at every level.He also focused on transforming the education sector at a rapid pace,with a focus on primary,higher,and medical education.In alignment with the NEP 2020 which focuses on the holistic learning environment,the PM said:“We should
128、not just produce degree-holding youth but make our education system such that we create human resources that are needed for the country to take it forward”.A major focus has been laid on preparing students for the 21st century.As of now,three Indian universities have achieved top-200 positions in th
129、e QS World University Rankings 2023 and a total of 41 Indian institutions are in the entire list.The aggressive push by the government should see more institutions not just making it to the ranking,but also getting into the top 100.My wish is to nurture such world class institutions in Goa,and that
130、Goa can in the future become a student destination.This is not impossible,let me remind everyone about our glory from the past Goa is home to Asias oldest medical college,the Goa Medical College.We can do more and nurture universities to come and set up universities in Goa.We enjoy a place of pride
131、in the country as one of the most literate states of IndiaWith the opening up of the education space,India could be positioned as an Asian education hub,and Goa will be ready to provide support in this endeavour.The work QS is doing,especially through our young Goan who I was very happy to have met
132、last week Dr Ashwin Fernandes,is very encouraging.We need more brand ambassadors for India around the world,and our Goan diaspora to support the mission of creating a vibrant and highly intellectual state of Goa.I want to share with you about the vision for Goa.We enjoy a place of pride in the count
133、ry as one of the most literate states of India and we have registered impressive progress in the field of education.The Government of Goa considers education as the foundation for human development and a source of cultivation of traits for responsible citizenship.The education system in Goa is effec
134、tively streamlined in keeping with the National Policy on Education to upgrade the quality of education at all levels and has worked toward the objective of universalisation and growing demand for education.Our government has laid emphasis on:Upgradation and qualitative improvement of education.Orie
135、ntation of teachers to keep them abreast with modern techniques in the teaching-learning situation.Vocationalisation of education/Computer education.Strengthening of administrative machinery for effective implementation of policies.Dr Pramod SawantHonourable Chief Minister of Goa,Government of GoaBu
136、ilding universities for a knowledge economyBuilding universities for a knowledge economy2122The Goa governments vision is committed to delivering all that is possible for sustainable quality education in Goa by way of carrying out training,research,innovation,development of curriculum and preparatio
137、n of teaching,and learning materials for a different level of education.The vision is that every student in Goa should be literate at an affordable cost and the literacy rate in Goa should be 100%.The vision is also to develop scientific temper and patriotism amongst the student community and societ
138、y in general.Under the Goa Samagra Shiksha Abhiyaan(GSSA)we are building up capacities of the academic ground level staff to face the challenges posed by the New Education Policy 2020 through suitable workshops.Thoroughly acquaint all functionaries to the new 5+3+3+4 system of school education in pl
139、ace of old 10+2.We also want to form a vocational team of experts to redesign Vocational courses and also maintain and monitor the quality of the Mid-day Meals dealt by the section.We will also make the Education Management Information System(EMIS)completely online.This is an annual activity of this
140、 Section in which information about various schools is collected.We will start timely recruitment of teacher,educators and other administrative staff under the“District Institute of Education and Training(D.I.E.T)”and train teachers in tune with recent trends in information and technology.We also wa
141、nt to bring internationalisation in our education.The Directorate of International Cooperation and Exchange(DICE)looks after the“internationalisation strategy”at Goa University.DICE actively pursues international collaboration with foreign universities and institutions and Goa University has establi
142、shed about 20 Memorandums of Understanding to foster international collaboration in research as well as faculty and student exchanges in the last couple of years,partnering with prestigious universities in the USA,Australia,Europe and South America.Under these exchange programmes some of the faculty
143、 members at GU have received the ERASMUS+Teaching Mobility Awards to be at universities like the University of Porto(Portugal),University of Aveiro(Portugal),and the University of Malta(Malta).GU faculty has also been awarded visiting professorships at the Sciences Po Lyon(France),University of Pale
144、rmo(Argentina)Duale Hochschule Baden-Wrttemberg,Ravensburg(Germany).GU students have been to Nihon University,Japan;Sciences Po Lyon,France and Duale Hochschule Baden-Wrttemberg,Ravensburg in recent years.I am so happy that this event has taken place in Goa.I do hope that delegates were able to crea
145、te new collaborations amongst their institutions,and that the India Summit in Goa will see the exchange of faculty and students,including credit transfer,and consequently impact positively not only on joint research but also creating long-lasting friendships.We hope that all the efforts will bring f
146、orth the best for India and Goa,and with the support of QS,and the universities in this room,we at Goa Government remain open to discussion on plans to make Goa your partner.I do hope we can continue to welcome and host such international events in higher education,and that in the future we can supp
147、ort build world-class universities in Goa.India vs the worldBuilding universities for a knowledge economyBuilding universities for a knowledge economy2324India vs the world:How do they perform?India has made significant progress in the latest QS World University Rankings,with 41 Indian institutions
148、featured compared to 35 last year.Out of the top 500 ranked universities,India has nine universities listed,with varying levels of performance.Indian institutions have the highest overall score for citations per faculty in comparison to other Asian markets.The National Education Policy(NEP)suggests
149、promoting research and teaching collaborations between India and foreign universities,specifically those in the top 100,to further enhance Indias performance in this area.India faces a significant challenge in internationalising its higher education system,as evidenced by its lowest faculty and stud
150、ent ratios compared to other regions.To overcome this,the National Education Policy(NEP)has proposed promoting exchanges between high-quality foreign institutions and Indian faculties and students.This initiative will enhance mobility for both Indian and international students.The IITs have demonstr
151、ated overall improvement in their performance,with IIT Indore being the top-performing new entrant in 2022,securing a spot in the top 400.This achievement,coupled with reputation metrics improvement of all IITs,can serve as a model for other universities in India to follow suit.Summit live galleryBu
152、ilding universities for a knowledge economyBuilding universities for a knowledge economy2526Building universities for a knowledge economyBuilding universities for a knowledge economy2728This was one of the events which raised the bar on the quality of attendance Sunil PP,India&South Asia Head-Educat
153、ion,Space&Channel at Amazon Web ServicesBuilding universities for a knowledge economyBuilding universities for a knowledge economy2930Building universities for a knowledge economyBuilding universities for a knowledge economy3132The future of higher education in building a resilient IndiaIntroduction
154、Education has long been recognised as the key to unlocking the potential of individuals and societies.In India,the pursuit of self-resilience is intrinsically linked to gaining a sense of identity,and education plays a pivotal role in this process.As academics,we are living in an era of unprecedente
155、d opportunities and challenges,where the future of education is closely intertwined with the lessons from our past successes.Looking back at Indias achievements,one can proudly point to the numerous unicorns and CEOs of top companies who have emerged from the educational institutions in the country.
156、However,as we gaze ahead,it is crucial to connect the dots backward and stay true to our core,maintaining our own DNA and identity.This discussion delved into the future of higher education in India,with a focus on nurturing self-resilience through education and building a resilient India that is eq
157、uipped to thrive in the face of uncertainties.The discussion explored strategies for higher education institutions to stay true to their identity while embracing innovation,collaboration,and the transformative power of education.Together,we can shape a future where higher education empowers individu
158、als and fosters self-resilience,leading to a stronger,more resilient India.The synergy of industry-academia partnershipsOne of the key aspects of this shift is the increasing emphasis on industry-academia partnerships.Employability has become an important aspect of this linkage,with many universitie
159、s becoming more proactive in preparing their students for the changing world.However,employability is not a static concept.It changes rapidly,and training individuals for specific jobs can quickly become outdated.Therefore,the purpose of education should not be limited to just providing employment,b
160、ut also to develop abilities in individuals,bringing out their best potential.Education is not only about the well-being of an individual,but also about the well-being of society.This purpose of education must not be forgotten,and industry and universities need to work together towards this goal.Uni
161、versities should focus on creating individuals with high-order cognitive capabilities,critical thinking skills,and a holistic view of the world.Skilling has been overly emphasised in the past due to job uncertainties,but it is important to develop holistic individuals with good character,personality
162、,and excellent communication skills who can contribute to finding solutions to global problems.The recent national education policy in India has promoted a holistic approach for students,and this approach holds promise for the future.Universities are already taking steps to make a difference in the
163、education landscape.While industry partnerships are common in many universities,some are actively building an entrepreneurial ecosystem to empower its students to not only seek employment,but also become individuals who can create employment Discussion outcomesBuilding universities for a knowledge e
164、conomyBuilding universities for a knowledge economy3334opportunities for others.Institutions are collaborating with prestigious institutions like the University of Oxford for research and development,such as in the case of the COVID vaccine.Partnerships are essential because industries also understa
165、nd the need to connect with academia for mutual benefit.It cannot be a one-way street,and collaboration between industry and academia is crucial for addressing the evolving needs of the job market and society as a whole.By working together,industry and academia can create a symbiotic relationship wh
166、ere they complement each others strengths and contribute to building a brighter future for India.Transforming education in India:Addressing the challengesInadequate spending on education:Indias expenditure of only 4.5%of its GDP on education,with the possibility of it being even lower,is a worrisome
167、 issue that demands careful attention.Private sector-driven expansion of higher education:The growth of higher education in India has predominantly been propelled by the private sector,with over 70%of institutions and students enrolled in private higher education.Recognition of potential for frugal
168、innovation:There is significant potential for frugal innovation in India,where affordable,high-quality education can be made accessible to a large number of students.Rather than relying solely on foreign universities establishing campuses in India,the emphasis should be on building capacity within I
169、ndian institutions and fostering robust international collaborations for knowledge exchange.This would enable Indian institutions to emerge as global hubs for higher education,leveraging Indias democratic values,commitment to the rule of law,diversity,and rich tradition of higher education.Emphasis
170、on the intellectual project:Education,especially higher education,should be given the utmost priority by the government.It is imperative to revive the tradition of science,philosophy,and spirituality coexisting in India,and not excessively prioritise STEM fields.While investments in STEM are importa
171、nt,there should also be equal emphasis on humanities and liberal education,as emphasised by the new education policy.This should be implemented in true spirit and not merely for superficial reasons,with teachers and institutions being revered as paramount for the future of society.Mindset shift for
172、future skills:Sufficient financial investment is vital for the transformation of education,but the more fundamental challenge lies in the shift in mindset.The job landscape is evolving rapidly,with almost half of the future jobs being unknown at present.Employers are placing increasing importance on
173、 character traits such as resilience,adaptability,and integrity,in addition to skills.However,research indicates that universities are not adequately equipping young people with these essential attributes.It is crucial to prepare students to be adaptable and resilient,as the skills needed for the fu
174、ture are yet unknown,and their ability to learn and adapt will be paramount.The influence of academics in effective educationOne perspective is that simply having professionals from the education field in parliament may not necessarily result in effective policy making.Just as doctors in parliament
175、may only focus on issues related to medicine and health,other professionals in parliament may only prioritise issues concerning their own constituency.Advocacy for education needs to happen through various forums and bodies,and there needs to be a collaborative effort to push for changes in policy.C
176、urrently,there seems to be a lack of togetherness and collaboration in advocating for education,unlike in other sectors where industries come together to advocate for their interests.Moreover,the importance of education should be emphasised in a way that truly reflects its value.Domain knowledge and
177、 expertise in education should be given more importance,and those with such knowledge should be able to impact policy making.Currently,the focus on hiring world-class professors from around the world should also be accompanied by providing them with world-class salaries.The faculty,which is an impor
178、tant constituency in any university,should not be neglected,and efforts should be made to attract the best minds to the teaching profession.There needs to be a transition in the mindset about the teaching profession in India,from being viewed as a sacrifice to being a highly paid profession.While ac
179、ademia should provide enough financial incentives to make it an attractive career choice,it should not be solely measured in monetary terms.Education should not become like any other corporation or business enterprise but should prioritise the advancement of public service and the promotion of publi
180、c goals.Teachers should also strive to become role models and not just focus on monetary incentives,but also on the mission of teaching and facilitating learning everywhere.Meanwhile,AI in education is a relatively new concept,and there are many discussions about its potential impact.However,there i
181、s a need for teachers to adapt to this change and be prepared to incorporate AI in education to enhance learning opportunities for students.It is important for teachers to understand and embrace AI education to keep up with the changing times and ensure that students are equipped with the necessary
182、skills for the future.The power of purpose is a driving force for educators and institutions.Teachers need to remember their original purpose and strive to provide quality education to students.Understanding the mindset of the current generation,such as Gen Z,who prioritise purpose and meaning in th
183、eir education,is crucial.Building character,beyond skills and employability,including entrepreneurship and other attributes,should be a focus for university leaders.Building universities for a knowledge economyBuilding universities for a knowledge economy3536Whatever you reach today,youll have to se
184、e what you have done earlier Tarun Nangia Consultant Editor(Special Projects)NewsX TV ChannelIndustries should also know they need to connect,otherwise,its only a one-way traffic Dr Vidya Yeravdekar Chair,Higher Education Committee,Federation of Indian Chambers of Commerce&Industry(FICCI)&Pro-Chance
185、llor,Symbiosis International University,IndiaThe dissatisfaction that we are hearing from the employers is less about the individual skills and more about the future ability to develop the skills that we dont yet know we need Ben Sowter Senior Vice President,QS,United KingdomEducation is not only gi
186、ving employment;but the purpose of education is to create some abilities on that individual,bringing out what is there in an individual in the best possible manner Professor Bhushan Patwardhan Chairperson,National Assessment and Accreditation Council(NAAC),IndiaIm very conscious of the fact that not
187、hing actually ends up happening without a collective consistent method of learning from experiences Professor Raj Kumar Founding VC,O P Jindal Global University(Institute of Eminence),IndiaQuotesModerator:Panellists:ConclusionAs academics,we are living in an era of unprecedented opportunities and ch
188、allenges,where the future of education is closely intertwined with the lessons from our past successes.The synergy of industry-academia partnerships,with a focus on developing well-rounded individuals with high-order cognitive capabilities and critical thinking skills,is crucial in preparing student
189、s for the changing world and addressing the evolving needs of the job market and society.However,there are challenges to overcome,such as inadequate spending on education,the expansion of higher education driven by the private sector,and the need for a shift in mindset towards future skills.Academic
190、s have a significant role in driving effective change in higher education,and by staying true to the core values of education while embracing innovation and collaboration,we can shape a future where higher education empowers individuals and fosters self-resilience,leading to a stronger,more resilien
191、t India.Building universities for a knowledge economyBuilding universities for a knowledge economy3738resource and budget allocation,which Indian HEIs often lack.Consequently,many public universities adopt a segmented research approach to manage the limited infrastructure and budget availed to them
192、which,in turn,is hindering their interdisciplinary collaboration as well as internationalisation efforts.Such constraints are said to be relatively more critical in engineering and technology research areas.On top of that,there is an ever-increasing demand for translation of fundamental research int
193、o practical application,which has led to policy and market aiming for the commercial values of research.With growing commercial demands,HEIs are understandably shifting focus towards producing research that they can sell for the market.This further seems to push for diverting mainstream funding and
194、resource allocation to vendible studies.On the other hand,with limited funds,resource and technology for scientific enquiry,universities are struggling to take research to the next level of excellence.Strategies and recommendations towards enhancing research excellence Interdisciplinary collaboratio
195、ns:This involves transdisciplinary interactions and exchanges with other institutions,as well as among faculties and students within universities.Joint projects and exchanges with other HEIs and research facilities abroad help to cope up with the global and regional issues as well as level of resear
196、ch excellence.More importantly,universities need to duly focus on building interdisciplinary research cultures within themselves by getting faculties and students to collaborate with their counterparts from other disciplines.Increased funding and support is needed to reinforce joint research and pub
197、lications across faculties.Building a strong synergetic relationship between education and research is also essential.A noteworthy case in point is the higher education experience from Singapore,where a compulsory common course on sustainability has been jointly curated by teachers from different fa
198、culties and,as such,delivered to all freshman students.In the process,students from different departments are put together in groups to work on given projects,which they have embraced.In addition,placing students from different departments in integrated residences provides them with opportunities fo
199、r interdisciplinary conversations towards solving real life problems together.Translating research into social and industrial applications:Research should not be allowed to rust in laboratories and papers.We should relate and translate philosophical and scientific studies to the existing social as w
200、ell as industrial needs.Despite reasonable efforts being made in this regard,increased focus is still required on finding relevant solutions to real life problems through research.Meanwhile,related policies and directives should further strive to maintain balance of focus and resource allocation bet
201、ween scientific and commercial values of research.Research excellence amid a challenging landscapeIntroductionUniversities engage in and contribute to research as part of their missions around learning and discovery,while also helping communities advance.This discussion looked at why and how institu
202、tions should strive towards research excellence and what best practices have been adopted by other institutions in different parts of the world.The significance of research in shaping our environment and livelihood cannot be overstated.A high degree of excellence in research is,thus,mandatory in ter
203、ms of providing relevant,transdisciplinary solutions for the global,regional and local challenges we face today.HEIs have the leading responsibility and role in ensuring this.Meanwhile,research has become increasingly complex and demanding with the rapidly changing geopolitical,social and technologi
204、cal landscapes across the world.To ensure research excellence amid such vicissitudes,it is critical for universities to adapt interdisciplinary collaboration at global,regional and local levels.Moreover,research must have an identified end point,that is,a way of translating results of fundamental st
205、udies into practical applications as per the given context.This further demands developing the ability and freedom of critical thinking.Of note,there is a wealth of expertise in India and region that can translate research excellence into reality and create positive values for society.Accordingly,un
206、iversities have been making significant efforts while facing various challenges in doing so.Challenges in the current research excellence landscape From a holistic view,research excellence today is being tremendously affected by the enormity of existing global issues and dynamics such as geopolitica
207、l instability,nationalism,inward looking nations,mixed attitudes towards immigration,etc.As much as these global challenges exist in India and the region,the particular socio-political,technological and educational landscape,especially of India,has also fashioned its own distinct research momentum a
208、nd challenges.Building an interdisciplinary,collaborative research culture is perhaps the most demanding aspect of research excellence in our current landscape.Working across disciplines does not come naturally as many of us were brought up being exposed only to a single field of study,in which we h
209、ave eventually developed comfort.Furthermore,interdisciplinary research collaboration is both complex and multidimensional.It encompasses,among other things,adapting joint projects and exchanges with international,regional and local institutions as well as within universities themselves.Doing this,e
210、specially at a large scale,demands vast Building universities for a knowledge economyBuilding universities for a knowledge economy3940The discovery end of the pipeline is important Professor Dawn Freshwater Vice Chancellor,University of Auckland,New ZealandGetting faculties to work beyond the bounda
211、ries of their departments or schools does not come naturally Professor Ling San Acting President,Deputy President&Provost,Nanyang Technological University(NTU),SingaporePolicies and agendas set should also go with global learning Dr S Sundar Manoharan Director General,Pandit Deendayal Energy Univers
212、ity(PDEU),IndiaWe should not allow research to rust in laboratories Dr Vidya Yeravdekar Chair,Higher Education Committee,Federation of Indian Chambers of Commerce&Industry(FICCI),Pro-Chancellor,Symbiosis International University,IndiaThe kind of progress we need requires people to talk to others Pro
213、fessor Rajesh Sundaresan Dean of Electrical,Electronics,and Computer Sciences,Indian Institute of Science(IISc),IndiaQuotesModerator:Panellists:Student training and outreach engagements:We need to train the minds of our students if we want our research endeavours to have practical impact.Among other
214、 things,we can develop students critical thinking and research skills through community outreach attachments.For example,medicine students are assigned to adopt families in the community around campus,investigate and understand the existing social needs and,then,find out solutions from perspectives
215、of the community instead of what the students expect to be found.In addition,incorporating research as an integral part of undergraduate curricula across all departments has been found to play an important role in developing the knowledge and skills of young students as prospective researchers.Concl
216、usionThe current landscape of research excellence essentially requires promotion of interdisciplinary exchanges,real-life applications of discoveries and development of free critical thinking,among other things.To this end,research and HEIs must hold fast to global connections and research collabora
217、tions.Building universities for a knowledge economyBuilding universities for a knowledge economy4142that digitalisation is inclusive and accessible to all students,regardless of their socio-economic background.Another challenge is the need to transfer knowledge to others,particularly in the context
218、of artificial intelligence(AI)and other emerging technologies.If educators are not willing to embrace these changes,it can hinder the effective transfer of knowledge to students.It is crucial for academic institutions to keep up with the pace of technological advancements and equip educators with th
219、e necessary skills and resources to effectively use technology for teaching and learning.From an outsiders perspective,institutions are grappling with basic automation,particularly in the student information system and overall infrastructure.Automation has proven to be a significant challenge,and ma
220、ny individuals within these institutions struggle with implementing and integrating automation systems effectively.The recent pandemic has accelerated the need for automation in India.On the other hand,students today have early access to a wealth of information,thanks to digital technologies,and the
221、 pandemic has further accelerated their digital literacy.However,while students may possess a lot of knowledge,there seems to be a lack of energy and drive to put that knowledge into practical use,compared to earlier generations.This suggests a potential gap between the digital skills of graduates a
222、nd the expectations of the industry.It is crucial for institutions and industries to work together to bridge this gap and ensure that graduates are well-equipped to meet the evolving needs of the industry in the digital age.Despite the challenges,there are numerous opportunities associated with digi
223、tal connectivity and transformation in education.The COVID-19 pandemic has accelerated the adoption of technology in education,with a large percentage of global consumers playing/watching video games during the height of the pandemic.This has also increased the accessibility of research tools for st
224、udents,providing personalised education,real-time feedback,and opportunities for continuous engagement.Digital tools and resources have the potential to enhance the learning experience and provide students with the flexibility and adaptability they need in the digital age.The impact of digitalisatio
225、n on teaching and learningThe COVID-19 pandemic has accelerated the adoption of digital technologies in education.During the height of the pandemic,it is estimated that approximately 85%of global consumers were playing/watching video games,highlighting the increased reliance on digital platforms for
226、 learning and entertainment.The shift towards online and digital learning has transformed traditional teaching methods and impacted institutions in various ways.It has increased the accessibility of research tools for students,making academics more flexible and providing personalised education.Real-
227、time feedback and research tools have empowered students to take control of their learning,identify their strengths and weaknesses,and continuously engage in the learning process.Digital tools and resources have become an integral part of educational institutions,enabling students to access informat
228、ion,collaborate,and learn in innovative ways.Digital connection and transformationIntroductionThe rapid pace of technological advancements has brought about significant changes in the field of education,presenting both challenges and opportunities for academic institutions and educators.Whilst techn
229、ology has the potential to enhance the learning experience and improve student outcomes,there are concerns about the readiness of academics to embrace these changes.The COVID-19 pandemic has further accelerated the adoption of digital technologies in education,leading to a shift towards online and d
230、igital learning.However,this transformation is not without its challenges,including the digital divide and the need for a mindset change among educators.This discussion aimed to investigate the impact of digitalisation in education,the challenges and opportunities it presents,and how institutions ca
231、n adapt to meet the needs of the new generation of learners.Embracing change:challenges and opportunitiesThe rapid pace of technological advancements has presented both challenges and opportunities for academic institutions and educators.Whilst technology has the potential to enhance the learning ex
232、perience and improve student outcomes,there are concerns about the readiness of academics to accept these changes.As we move towards the technology age,it is imperative for academic institutions and educators to embrace digital connectivity and transformation and be willing to adapt to the changing
233、landscape of education.One of the challenges is the digital divide,which refers to the gap between those who have access to digital technologies and those who do not.In the case of India,for example,while certain areas such as healthcare,banking,and digital finance have already been digitised,there
234、are still areas in education that are lagging behind.It is important for academic institutions to adapt and change their mindset to ensure Building universities for a knowledge economyBuilding universities for a knowledge economy4344ConclusionIn conclusion,the rapid digitalisation of education prese
235、nts both challenges and opportunities for academic institutions and educators.The readiness of academic professionals to adapt to these changes and embrace digital transformation is crucial for ensuring that all students,regardless of their socio-economic background,have equal access to digital reso
236、urces and technologies.The COVID-19 pandemic has accelerated the adoption of digital technologies in education,transforming traditional teaching methods and impacting institutions in various ways.Digital tools and resources have become integral in providing personalised education,real-time feedback,
237、and opportunities for continuous engagement.However,there are challenges such as the digital divide and the need to transfer knowledge to emerging technologies like artificial intelligence.It is essential for institutions and educators to adapt their mindset,equip themselves with necessary skills,an
238、d bridge the gap between digital skills of graduates and industry expectations.With a proactive mindset change and effective integration of digital technologies into pedagogy,education can prepare students for the digital age and better align with the needs of the modern workforce.While digitalisati
239、on offers opportunities for enhanced learning experiences,it also raises concerns about equitable access to digital tools and resources.It is the responsibility of institutions to ensure that all students,regardless of their background,have access to the necessary digital resources and technologies.
240、This includes investing in internet access infrastructure,providing affordable access to devices,and securing licences for distilled tools and resources.Institutions need to collaborate with edtech companies and industries to negotiate favourable deals and ensure that all students have access to the
241、 same opportunities for learning and skills development.Collaboration with the teaching community is essential for effective education.While digital tools and assessments can complement face-to-face learning,teachers need training to effectively use these tools.Continuous faculty development is cruc
242、ial to keep up with evolving needs and ensure engaging classes.Transformation requires a holistic approach,involving not only technology but also faculty,students,and administrators working together towards a common goal.It is a gradual process that requires commitment and effort from all stakeholde
243、rs to move the institution forward.The process of teaching and learning has undergone significant changes over time,and it continues to evolve rapidly in todays digital era.With the advent of digital education,which was already being considered as a future direction in 2015,the pandemic further acce
244、lerated the shift from traditional teaching to online teaching.This shift has brought about the need for educators to adapt and develop their skills to keep up with the changing times.Furthermore,the integration of digital technology into pedagogy is becoming increasingly important.Teachers are now
245、leveraging tools like ChatGPT to facilitate discussions and explore different applications of the technology in the classroom.This not only prepares students for the digital age but also encourages them to adapt to the advancements in technology.One of the key implications of using ChatGPT in educat
246、ion is the need to rethink traditional assessment methods.The practice of memorising information for exams and regurgitating it is not always an authentic form of assessment for real-world readiness.ChatGPT forces educators to reconsider their assessment strategies and focus more on the application
247、of knowledge in practical contexts.This shift towards application-based assessments aligns with the needs of the modern workforce and better prepares graduates for the challenges of the professional world.The digital divide and the need for mindset changeOne of the biggest challenges in the digital
248、transformation of education is the existence of a digital divide.While some areas,such as healthcare,banking,and digital money,have already been digitised in many countries,there are still areas,particularly in developing countries like India,where access to digital resources and technologies is lim
249、ited.It is imperative for educational institutions to adapt and change their mindset towards digitalisation,as it is becoming increasingly clear that digitalisation is here to stay.Institutions need to recognise the need to bridge the digital divide and ensure that all students have equal access to
250、digital resources and technologies to level the playing field and provide equitable opportunities for learning.Another crucial aspect of this adaptation is changing the mindset of academics towards education.Instead of focusing solely on memorisation and regurgitation of information,there is a growi
251、ng emphasis on encouraging students to be innovative and creative in their learning process.For example,some universities are allowing students to bring their own ideas to the answer booklet,rather than copying from textbooks.This approach not only promotes critical thinking but also discourages che
252、ating,as students are encouraged to think independently and apply their knowledge in practical ways.Adapting to the needs of a new generation of learnersTodays students have different expectations and motivations when it comes to learning.It is essential for institutions to recognise and respond to
253、the diverse needs of students.Surveys have shown that while some students prefer traditional in-person learning,others prefer online or hybrid models.Institutions need to adapt to these changing demands and offer flexible and hybrid curricula that combine the best of online and in-person learning.In
254、stitutions need to be proactive in understanding and meeting the needs of the new generation of learners,who are accustomed to digital technologies and expect personalised and flexible learning experiences.Building universities for a knowledge economyBuilding universities for a knowledge economy4546
255、Sustainable futuresIntroductionUniversities have taken on the crucial role of leaders in the field of sustainability as future generations of students become more aware of the importance of protecting ecosystems and fostering human progress.This discussion looked at the challenges which universities
256、 face in addressing the topic and how sustainability is being embedded in the higher education system.The world today is widely suffering from the catastrophic outcomes of climate change,including the loss of many lives due to extreme weathers.This is also true in India.In fact,India ranks 4th among
257、 world countries in climate impact.Ensuring safe and sustainable environment has,thus,become more essential than before.Accordingly,increasing efforts are being made to address environmental sustainability at global,national and institutional levels.One of these key efforts is ensuring carbon neutra
258、lity(net zero)by setting measurable and realistic goals.India aims to achieve this by 2070 whereas UK,USA and New Zealand set their goals at 2050.Following the national goal,higher education institutions in India have been pushed to recognise sustainability as an integral part of their organisationa
259、l and academic services.And,as such,some universities set their own net zero goals,commonly at 2025-30 according to their respective context.To attain their goals,these institutions have been engaged in a wide range of activities while facing different challenges in the process.Meanwhile,some other
260、HEIs still remain silent.Strategic initiatives and challenges of promoting sustainability in HEIsEducational Policies:Policy directs practice and outcomes.Hence,designing relevant policies at both national and institutional levels is essential to ensure sustainable futures.The new National Education
261、 Policy(NEP)of India offers such strategic advantages as increased focus on undergraduate level research on sustainability,push for transdisciplinary curriculum on deep social issues in sustainability,and enforcement of sustainability agendas to shake large institutions toward desired action.These,i
262、n turn,have positive outcomes;for example,a recent survey shows that 90%of Indian students think about sustainability on a daily basis.Furthermore,HEIs should adapt their own sustainability policies.Institutional policy initiatives in India include zero waste food policy(i.e.,avoid meal leftovers),f
263、orest in and around campus,and car pool policy(i.e.,minimum of three people in a car to get parking spots).However,despite encouraging work done so far,there are some limitations in implementing large scale policy aspects such as climate change programmes and the net zero policy mainly due to financ
264、ial and resource constraints.These issues should be accordingly addressed,for we cannot teach our students about net zero if we are not net zero ourselves.Collaborative partnerships:Universities should work in partnership with local,regional and international institutions,as well as within themselve
265、s.Such initiatives encompass,but Institutions that do not adapt to these kinds of disruptions will not likely survive for a long period of time Dr Ram Sharma Vice Chancellor,UPES Dehradun,IndiaWere still getting there,and you cant replace classroom learning ever.Sunil PP Head for Education,Amazon We
266、b Services(AWS),IndiaWe need to change our mindset;we need to adapt to the students needs because they are going to demand Levent Yarar Sr.Director Strategic Partnerships,Wharton Interactive-The University of Pennsylvania,United States of AmericaI dont think that the pandemic was the defining moment
267、 in digital transformation,actually,the defining moment is now Professor Gavin Brownn Vice-Chancellor for Education,University of Liverpool,United KingdomAs an institution,how we connect with students from different backgrounds especially students from disadvantaged backgrounds needs attention Dr Sa
268、sipraba T Vice Chancellor,Sathyabama Institute of Science and Technology,IndiaIf we are not willing to change,how are we going to transfer knowledge to others?ProfessorAli Khatibi Senior VP for Post Graduate,Business&Social Science,Management and Science University(MSU),MalaysiaQuotesModerator:Build
269、ing universities for a knowledge economyBuilding universities for a knowledge economy4748Key considerations in sustainability measurement and evaluationTo ensure high quality sustainability performance and evaluation,HEIs should focus on what they can do in their campuses(e.g.produce own energy site
270、s),produce lab equipment to measure energy consumption,and embed these into their education and research programmes.Further administrative strategies such as climate action plans across all administrative and academic departments,prized competitions among departments and climate literacy assessment
271、across services are also encouraged.ConclusionIn conclusion,HEIs in India and elsewhere have significant roles in ensuring a sustainable future.To this end,sustainability initiatives have been started in policy,partnerships,establishment of schools,and community engagement.Such efforts can be positi
272、vely impacted by sustainability ranking systems in general and QS rankings in particular,provided that high quality of evaluation and measurement is ensured.Altogether,despite the considerable efforts made in these areas,there still is a great deal of work to do for Indian HEIs.are not limited to,kn
273、owledge exchanges with international organisations and initiatives,joint work on carbon neutral and industrial projects with other local institutions,and interdisciplinary engagements involving different departments within universities toward shared sustainability goals.A major constraint for many u
274、niversities to fully realise these exchanges is budget shortage.Being selective in project and participant selection is recommended in order to wisely manage available budget.Schools for sustainability:This is done at two levels:organisational and curricular.The organisational aspects of the work in
275、volve establishing and assigning faculties particularly for sustainability tasks.As follows,faculty members are engaged in climate change research and prediction,food security mapping,etc.Curricular and pedagogical endeavours,on the other hand,are mainly aimed at developing interdisciplinary program
276、s in climate and environmental society.This subject,for instance,can be offered as a common course for all students across departments.In so doing,the historical aspects may be taught by a history professor,the social impacts by a sociology professor,etc.In addition,HEIs should also consider establi
277、shing centres of excellence and post-graduate scholarships in sustainability.Even though there are considerable efforts,Indian HEIs have still a great deal of work to do in this area.Community participation:Universities must involve local communities as part of their efforts toward sustainability th
278、ough community outreach and inclusive education programs.They should also allow local communities to use university infrastructure including libraries,sport centres,etc.Indian universities in particular need to work more on opening their gates for the outside community.Idea sharing programmes such a
279、s think-tanks are also helpful to engage society in sustainability discourse.Higher education sustainability rankings Rankings can be powerful.They can get people thinking about their performance and improvement.In this regard,the QS World University Rankings system is playing a significant role by
280、evaluating and ranking sustainability developments and efficiency among HEIs in the world.In so doing,it is rooted in the perspectives of students,who are considered as the primary stakeholders in assessing and ensuring sustainability in HEIs.More than 800 institutions in the world have submitted su
281、stainability data to QS;among these,15 are Indian.This is a drop off when compared to other comparable countries.However,from a holistic perspective,nobody is doing enough.Moreover,such ranking systems may have their own limitations.They may lead to thinking we do not have to be the best we can be;w
282、e just need to do better than our competitors.In that case,even top-ranking institutions can still do a lot more.HEIs should also note that QS rankings only provide them with a framework,but the specifics of how they implement these come from their own institutional policies and strategies.Besides,Q
283、S results can be used as positive feedback and encouragement for further success.Building universities for a knowledge economyBuilding universities for a knowledge economy4950Unlocking the potential of global partnershipsIntroductionGlobal partnerships have become increasingly important in todays in
284、terconnected world.As Rabindranath Tagore once said,“Oneness amongst men,the advancement of unity in diversity-this has been the core religion of India.”This sentiment of unity and collaboration extends beyond India and is relevant to all nations seeking to unlock the potential of global partnership
285、s.Universities,in particular,have a unique role to play in fostering global partnerships through their three main areas of cognition:education,research,and community engagement.However,before universities can fully leverage the benefits of global partnerships,its important to understand the differen
286、t meanings of“global”in this context.Global can refer to geography,but it can also refer to the level of comprehensiveness of each partnership.This discussion explored how universities can unlock the potential of global partnerships,regardless of how we define“global”.Importance of active global par
287、tnerships in university growth and developmentEstablishing global partnerships is a vital aspect of any universitys growth and development.However,simply having partnerships on paper is not enough;active engagement and collaboration are necessary for a partnership to be successful.At Manipal Academy
288、 of Higher Education in India,we understand the importance of building and sustaining relationships with our international partners.To guarantee the success of our partnerships,we make significant investments in high-quality infrastructure and research facilities.Additionally,we encourage our facult
289、y to engage and collaborate with their international colleagues actively.We appoint an international coordinator in each of our 25 partner institutions to facilitate communication and ensure collaboration across the full range of student exchange,faculty exchange,collaborative research,and joint deg
290、ree programmes.Our research programmes are funded to enable mobility between researchers from various institutions,guaranteeing that the collaboration is not top-down but instead driven from the bottom up.In addition to this,we also recognise the significance of creating a favourable environment for
291、 students to engage and spend time with our partner universities.This involves taking into account their academic and career development,research prospects,and economic considerations.By encouraging delegations to visit our campuses and our partners campuses,we can gain a better understanding of eac
292、h others strengths and weaknesses.Finally,its essential to grasp how many of our MoUs are currently active or inactive.Overall,the degree of collaboration and fairness determines the success of the partnership,which enhances the quality of education and provides opportunities for both students and f
293、aculty to excel.Walk the talk Brett Berquist Assistant Vice-Chancellor Engagement,University of Canterbury,New ZealandWe cant preach and teach our students about net zero if we are not net zero ourselves Professor Dan Parsons Pro Vice-Chancellor Research&Innovation,Loughborough University,UKPolicy d
294、rives change Avnee Gupta Trustee,Shoolini University,India We spend a lot of time thinking what to do,but sometimes we dont pay enough attention to how we do it Professor Sebastin Royo Provost and Vice President for Academic Affairs,Clark University,USAWe abstract ourselves out as humans from the en
295、vironment Professor Ian Wright Deputy Vice Chancellor-Research,University of Canterbury,New Zealand QuotesModerator:Building universities for a knowledge economyBuilding universities for a knowledge economy5152Technology,Bachelor of Commerce,Bachelor of Engineering,Bachelor of Science,Bachelor of Ar
296、ts,and MBA.The demand for Indian faculty to teach courses online is increasing,making it easier for universities to collaborate across borders.However,it is crucial to ensure that degrees from different countries are recognised in both countries to avoid any difficulties for students who wish to con
297、tinue their education or work in a different country.In summary,the mobility of Indian graduates and institutions presents exciting opportunities for global partnerships among universities.Alleviating tension between industry and community impact through global partnershipsThe tension between indust
298、ry and community impact,both locally and globally,is a critical factor in such partnerships.However,this tension can be alleviated if universities and other organisations seeking global partnerships actively engage with the local community.The University of Southampton,for example,has launched a new
299、 strategy that emphasises the triple helix of research,education,and knowledge exchange,with the civic responsibility of universities being the third stand.By working with civic leaders,universities can project the local community to the world and enhance their local mission.Additionally,by explaini
300、ng the benefits of research to the local community,universities can show how global partnerships bring the best expertise and students to the local community.Another significant concern is the negative impact of such partnerships on the environment.If leading institutions do not proactively think ab
301、out alternative ways of Addressing challenges and opportunities in global partnerships among universitiesThe potential for global partnerships among universities is enormous,but it also poses challenges that need to be addressed.One of the significant challenges is ensuring that students studying ab
302、road have a similar student experience as they would have in their home institutions.This includes being able to pay their home tuition while studying abroad,feeling safe in the country where theyre studying,and being able to work in some countries.To achieve successful global partnerships,universit
303、ies need to collaborate to address these challenges and provide students with a seamless experience while studying abroad.Another important factor in global partnerships is faculty collaboration.Encouraging and motivating research efforts and collaboration is critical to achieving successful partner
304、ships.Providing additional credit towards the tenure consideration process is one way to incentivise faculty to collaborate with their counterparts from other universities.It is also essential to ensure that the partnerships are mutually beneficial and that all parties are committed to achieving the
305、 shared goals.While there are significant challenges to overcome,the potential benefits of global partnerships for students,faculty,and staff are enormous,as they provide exposure to different cultures,ideas,and ways of thinking,ultimately leading to a more global perspective.India is an example of
306、a country where global partnerships among universities have significant potential.Indian graduates and institutions are highly mobile,with the most prestigious credentials being Bachelor of Universities uniqueness and the role it playsEach university has its own strengths and weaknesses,and this sho
307、uld be considered when seeking partnerships.Universities should develop a vision of their strengths over the next 20 years and seek partners who recognise and are committed to those strengths.Mutual recognition of strengths is essential to ensuring equitable partnerships.Faculty should lead partners
308、hips,and joint degrees should be pursued.In addition to one-on-one partnerships,an ecosystem of partners should also be explored.Building successful international academic partnerships:strategies and best practicesStarting an international partnership can be a challenging yet rewarding experience.It
309、 begins with identifying common research interests,which provide a natural link that academics are enthusiastic about.AI and other tools can be used to identify potential partners,and its important to communicate that partnership is voluntary.Workshops and joint research projects can help establish
310、relationships.After getting to know each other,its time to establish a research fund with the partner and agree on annual funding.Calls for proposals from academics on an annual basis are an excellent way to assess progress.After several years,consider establishing joint PhD programmes to cement the
311、 relationship.Persistence is crucial to reminding colleagues of the advantages of partnerships and encouraging younger academics to establish their own international profiles and partnerships.With patience and perseverance,an international partnership can be a valuable investment in the future.Optim
312、ising university partnerships for successful collaborationWhen it comes to shaping partnerships,the uniqueness of each university plays a vital role.It is essential to identify the strengths and expertise of the university and to seek out partners that not only acknowledge but are also committed to
313、those areas.However,the recognition of mutual strength is crucial to a successful partnership.The previous model of equal partnership based on need alone is no longer effective.Instead,both parties should bring something unique to the table to create a more fruitful collaboration.The involvement of
314、faculty members is another critical factor in shaping partnerships.If the faculty members are not interested,it is unlikely that the project will be successful.Dual degree programmes are an excellent way to foster collaboration between universities.However,it is essential to consider whether a one-o
315、n-one partnership is the best approach or if an ecosystem of partners could be more effective.By working together in a consortium,different institutions can contribute their unique skills,resources,and knowledge to create more innovative and impactful projects.While it may be challenging to sustain,
316、this approach is worth exploring if there are interested parties.Ultimately,the success of partnerships depends on the ability to identify and leverage the strengths of each partner while ensuring mutual benefit and commitment.Building universities for a knowledge economyBuilding universities for a
317、knowledge economy5354Each university has its own uniqueness,but partnerships can glean value very much from one another Jacques de Champchesnel Head of Consulting,QS,United KingdomI see global partnerships as actually enhancing the local mission of a university,not retracting from it Professor Mark
318、E Smith President and Vice-Chancellor,University of Southampton,United KingdomWhat I would like for all of us to think about is whether the one-on-one partnership is our best model,or could be also think an ecosystem of partners Dr Ananya Mukherjee Vice-Chancellor Shiv Nadar Institution of Eminence,
319、IndiaWe need to present to student bodies a highly expansive set of possibilities of engaging internationally and these need to be game-changing in their own ways Esther Benjamin CEO,World Education Services,United States of AmericaIts nice to see more people,younger academics coming in and starting
320、 to build these partnerships,to build their own international portfolios and partnerships Professor Stephen Flint Associate Vice-President International,University of Manchester,United KingdomIt is not only important to establish a collaboration,it is also important to sustain it Lt.Gen.(Dr.)MD Venk
321、atesh Vice Chancellor,Manipal Academy of Higher Education,India QuotesModerator:Panellists:developing these partnerships,there is a risk that they will be scrutinised for their impact on sustainability.Therefore,it is essential to optimise the mix of partnerships while ensuring that they align with
322、sustainability goals.By taking these partnerships to the next level and actively involving the local community in sustainability initiatives,universities and other organisations can enhance their credentials towards sustainability.Present status of university international exposureAccording to the p
323、erspectives of university leaders,the percentage of students receiving valuable international exposure is quite low,ranging from less than 5%to 10%.However,they emphasise that the goal should not be focused on mobility alone,but on the learning and unique opportunities that can be gained from intern
324、ational experiences.They suggest that universities should consider creating dual degree programmes and partnerships to attract students and provide them with meaningful global exposure.Additionally,they emphasise the importance of internationalisation in a domestic setup and advocate for a wide rang
325、e of possibilities for students to engage internationally.Leaders also acknowledge the need for institutions to do a better job of advocating for international engagement and communicating the value of international experiences to students.ConclusionIn conclusion,establishing and maintaining active
326、global partnerships is crucial for the growth and development of universities.To achieve successful partnerships,universities must identify their strengths and seek out partners who recognise and are committed to those strengths.Faculty involvement is crucial,and dual degree programmes are an excell
327、ent way to foster collaboration.It is also important to address challenges,such as ensuring a seamless student experience whilst studying abroad,incentivising faculty collaboration,and ensuring mutual benefit and commitment.Overall,successful global partnerships provide exposure to different culture
328、s,ideas,and ways of thinking,ultimately leading to a more global mindset.Building universities for a knowledge economyBuilding universities for a knowledge economy5556can also build capabilities to proactively recruit women into leadership roles,and develop them through international collaborations,
329、conferences or partnerships.Higher education can also support women at transitions in their lives,for example,when they come back after a career break,and can actively recruit in a way that encourages and identifies qualified women candidates and mitigates unconscious bias.ConclusionIn conclusion,we
330、 all play a role in addressing the challenges which prevent our progress towards achieving gender equality and its vital that higher education institutions act to effect change.particularly in rural areas,where many young women are not currently well served by higher education institutions.NEP 2020
331、makes provision for career flexibility through the ABC“Academic Bank of Credit”,which would enable more flexible career paths to support women as well as men.Envisioning gender equality in the future Envisioning a future where gender equality is fully realised requires a multifaceted approach that i
332、ncludes addressing issues related to education,health,employment,and social norms.Recognising the value of unpaid work and redistributing paid work among all genders can lead to a more equal distribution of labour and a reduction in the burden of unpaid work on women.To achieve gender equality,we mu
333、st encourage men and women to participate equally in various fields.Educational mentors should be introduced to ensure quality and maintain high standards.Parental orientation programmes should be initiated to show parents the benefits of education for all.Promoting education in vernacular languages can help overcome language barriers that prevent women from accessing educational and employment op
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