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Characteristics of Loma Linda University
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The school provide this 5 topics.
1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education. (4000 characters max)
2. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life
3. Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application
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4. LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (4000 characters max)
5. As a Seventh-day Adventist institution, Loma Linda University has lifestyle expectations which include abstinence from alcohol, tobacco and illicit drugs/substances in all forms while enrolled. If you are accepted to Loma Linda University, are you willing to abide by the lifestyle policies of the University (http://www.llu.edu/central/apply/lifestyle.page) while enrolled?
We can write this or a similar paper for you! Simply fill the order form!
1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education. (4000 characters max)
2. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life
3. Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application
4. LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (4000 characters max)
5. As a Seventh-day Adventist institution, Loma Linda University has lifestyle expectations which include abstinence from alcohol, tobacco and illicit drugs/substances in all forms while enrolled. If you are accepted to Loma Linda University, are you willing to abide by the lifestyle policies of the University (http://www.llu.edu/central/apply/lifestyle.page) while enrolled?)
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Legal, Social Justices and Ethical Challenges in Post-secondary Education
There are some identifiable legal, social justices, and ethical challenges anticipated to develop in the next ten years in the field of post-secondary education. One of the social challenges anticipated in the next decade is to increase the school completion rates of students with disabilities (Ruberman, 2014). Presently, there is experienced widespread dropout of people with disabilities in post secondary education. The problem is anticipated because many PWDs with disabilities are finishing pre-secondary education to join the post-secondary education.
One of the identifiable ethical challenges anticipated in the next decade revolves around scholarship. Ruberman (2014) argues that pedagogical ethics lacks in the post-secondary education. One of the examples that describe the lack of pedagogical ethics in post secondary education is the lack of respects for the students. Presently, observance of the professional ethics lacks in post-secondary education.
Woodcock & Olson Beal (2013) attest that educators in the post-secondary education are hiding behind a veil of beneficence to do things that harm the students. This is mostly observed when there is a fiduciary correlation between the educator and the student. Therefore, the types of harm on students ranging from academic and intellectual will increase in the next decade since little efforts are promulgated to deal with them.
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The legal challenge anticipated in the next decade is that people will develop the inability to act as an educated member of a democratic society (Anselme & Hands, 2010). This is because, for example, the Department of Education has had problems in implementing and administering student financial aid programs. With the increased embezzlement of education funds, in the next decade, the cost of post-secondary education will increase rapidly, contributing to the complexity of students affording a postsecondary education (Woodcock & Olson Beal, 2013).
Ruberman, L. (2014). Challenges in the Transition to College: The Perspective of the Therapist Back Home. American Journal Of Psychotherapy, 68(1), 103-115.
Woodcock, J. B., & Olson Beal, H. K. (2013). Voices of Early College High School Graduates in Texas: A Narrative Study. High School Journal, 97(1), 56-76.
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Free Higher Education
Introduction
Higher education has transformed to become one of the most important systems in this modern era. The education system has shaped the market into highly competitive global economy by producing practitioners and professionals in various disciplines. Just like any other commodity, higher education has a price tag. However, the price of education has increased significantly thereby closing out potential economists, doctors, engineers, lawyers and many others. The benefits that accrue to the economy because of the contribution of higher education provide enough evidence that the commodity should be made free.Free higher education would have more positive impacts.
Higher Education is usually the next level after secondary education and includes both under-graduate and post-graduate levels. It is difficult to describe whether vocational and technical training fall in this category since the policies and laws that regulate education system vary in different countries. Word Bank (2011) provides a category of institutions that fall under the higher education system.
Free Higher Education
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This includes; universities, colleges, nursing schools, research laboratories, centres of excellence, community colleges, technical training institutions and distance learning centres. Free education refers to a situation where learners do not incur the price of education. Mostly, free education can be funded through taxes or grants from charitable organisations. Primary and secondary education is free in most countries; however, higher education is free only in some specific regions, mostly European Countries.
For example, Norway offers free education in state institutions to both foreign and native students. Sweden currently has no tuition-free universities since the process was halted in 2010 where a bill was passed requiring non-European Union student to pay for tuition and application fee. However, most universities in Sweden offer scholarships and grants to fund higher education especially for foreign students.
Other examples include Denmark, Greece, Argentina, Germany, Northern Europe Estonia and Finland. Article 13 of the International Covenant on Economic, Social and Cultural Rights states that free primary education is a right and progressively, free secondary and higher education will be introduced as a right too. The main participants and beneficiary in the free higher education will be the government, taxpayers, institutions, learners and the parents or guardians. It is quite evident that everybody within the system or society will be affected or influenced by its introduction, either in the positive or negative.
Free Higher Education
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A lot of debates and arguments have been going about whether to make higher education free or to charge the commodity. The benefits of free primary Education will obviously outweigh its negative implications. Free primary education will contribute significantly to the growth of the economy by ensuring that all access higher education training thus increasing the human capital which is very vital in an economy. Most countries continue to invest huge amounts of funds on grants and financial aid that usually don’t benefit the targeted individuals.
This therefore translates to huge loses both in terms of human and financial resources. It has been established that that it would cost less to offer free higher education rather than offer financial aid to specific individuals. A recent analysis, undertaken by the U.S. Department of Education estimated that the cost of making higher education free is $62.6 billion which is $ 7 billion less than the expenditure on grants and financial aid to needy students.
Furthermore, college and university fees have become very expensive and most of the graduates either take too long in the system or finish with huge loans and debts. A review by Forbes indicated that U.S.A State student loan balances exceeded $1.2 trillion (Denhart 2013). It is very expensive for the economy to loose bright minds just because they are not able to afford to join a higher education facility. If free higher education is provided then a lot of challenges faced by many countries will be solved immediately.
Free Higher Education
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Making higher education free has numerous benefits and advantages. First, free higher education will create an opportunity for all citizens or individuals interested in furthering their education to access institutions offering these services. This will beneficial to the economy as the right amount and quality of labourers will be produced and released into the market. There has been countless debate whether higher education benefits an individual or the society at large.
The answer is both since it increases returns to the individual to an estimated amount of $1,000,000 and increases chances of being employed to about 80%-90%. On the other hand, the country or society will benefit from skilled and educated human capital. Germany introduced free higher education because they established that the high college prices were preventing many from joining universities and other higher education institutions.
Secondly, making higher education free will reduce the student loan debt balances which has been plummeting in many countries. Since most are unable to fund the program they opt to take loans which have very high interest rates. For example in U.S, students who applied for loans in 2012 to fund their under-graduate program have approximately a loan debt balance of $29,400 and 70% graduate with debts.
Free Higher Education
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Making higher education will pose to be a smart and wise investment for most governments apart from reducing the loan debt levels. It will also be cheaper than the current financial aid and grant system that is used by most governments and federal states. A report undertaken by the U.S Education Department revealed that it $7 billion less to offer free higher education than providing grants to low-income students. It is worth mentioning that the U.S grants to needy students amounting to $69 billion did not include federal loan subsidies.
Thirdly, free higher education program can be used as a tool to reduce low unemployment within an economy. Education is usually referred to as an empowerment tool that equips individuals with skills to create jobs, perform certain duties that will in turn increase their financial status. Education should not however be directly interpreted to mean employment. It is an instrument that when combined with other factors increase the chances of employment. This argument is however only true in certain economies where the level of unemployment is high. When unemployment rate reduces, the economy is expected to grow holding other factors constant up to a certain level.
On the contrary, critics against free higher education argue that the systems will reduce the quality of education, send the wrong message to students and that it will be a burden to taxpayers. They argue that it is very expensive and difficult to offer free education and therefore the public must be charged for it through taxes. When taxes are increased individuals and professional will look for better options where they can enjoy their earnings without so many reductions.
Free Higher Education
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This will therefore result to contra-effect in the system since as more enter the market others are opting to leave (Vedders 2014). Sanders (2014) recommends, based on the Morill Act of 1862, that countries can fund higher education by taxing financial transactions which will provide two-thirds of the budget and the rest can be contributed by the government. Additionally the government can decide to use the federal loan subsidies and financial aids to support the program.
Some argue that education will open up doors and opportunities for many students to join higher education programs thus diluting the value and status that comes with it. The objective of any education systems is not to block out others but to impart knowledge. Therefore, this argument does not apply at all.
Finally, others argue that free higher education will force other private institutions to cut on their tuition fees in order to remain relevant in the market. In the recent past, most institutions have transformed into profit making ventures. The private institutions will therefore have to venture and invest in other areas in order to remain relevant in the market. However, a cost- benefit analysis must be undertaken to determine this position. Obviously, the economic benefits that result from free higher education would exceed the loses in the collapse and closure of the private institutions.
In conclusion, the benefit of free higher education exceeds the benefits and opportunity cost of failing to adopt the program. Free higher education will play a big role in economic growth and result to other social benefits. Adopting free higher education is an investment in to the future and every state should consider it.
Free Higher Education
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References
Huffington, P, (2013), Why going to college is a valuable investment (In 1 Chart). Available on http://www.123helpme.com/search.asp?text=college+tuition.
Vedder, R, (2004), Going broke by degree: Why college costs too much, AEI Press, 2004. Washington D.C.
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Higher Education System in the UK and the US
Introduction
Education systems in the United States and in the United Kingdom have certain differences and similarities. The similarities and differences can be traced when tertiary education is examined. The goal of any institution of higher learning is to produce excellent and brilliant scholars who would transform the societies. Lindberg (2009, p.345) argues both education systems foster quality.
Education facilities of both countries are superficial to facilitate learning. The other notable similarity between the two countries is that their institutions of higher learning promote intellectualism and academic freedom. However, notable differences are observed between the education systems of the countries.
One of the differences occurs in terms of the time taken to graduate from the institutions of higher learning. In the United Kingdom, a bachelor degree mostly takes a period of 3 years, except in Scotland where it takes 4years. In the United States, the period to acquire a bachelor degree can take 4years. However, both systems share a similarity in that a graduate can go for the PhD program after coming out of the undergraduate level (Lewis, Lyons, Jarvis & Baillargeon 2015, p.14).
Nevertheless, in the United Kingdom, it is encouraged for one to take master before proceeding to PhD. Still on the same line, courses of study usually consume shorter period in the United Kingdom than in the United States. This is apparent because education system in the United Kingdom is more focused than that of the United States.
University organization
Universities in the United Kingdom usually have colleges that are oriented toward a particular subject matter. Each college establishes some sense of autonomy from the mainstream. However, in the United States, students apply to the central university admission unit. In the United Kingdom, the student applies directly to the college of the unit/subject of study (Loeber & Higson 2009, p.513).
Therefore, a scenario that is drawn is that students know what to study before applying. In the US, the student is not aware of the subject before applying for it. A student is introduced to many units for the first and second years. From here, the student is supposed to declare a major. For instance, a student pursuing Bachelor of Arts in the United States must experience a number of related majors.
Observably, a student is supposed to take classes outside the majors that are known as ‘electives’ (Moodie 2015, p.5). Therefore, it can be declared that in the United States the general emphasis of higher education majorly focus on gaining knowledge from a variety of varied subjects. However, in the United Kingdom, the focus changes since acquisition of knowledge is focused through understanding of the selected subject.
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Grades and homework
Since education system in the United States requires one to attend to various majors, other assignments are needed to compliment the weekly readings. The additional assignments include oral presentations, writing projects, and writing research articles (Pickard 2014, p.6). The additional assignments are done throughout the course. However, this situation is not experienced in the United States since most universities and colleges are lecture-grounded.
The students are subjected to infrequent assignments throughout the semester. In another dimension, the entire grade may be based on one ultimate test (Proper 2009, p.150) However, in the United States, the final test does not account much of the grades. In fact, it makes up only a percentage (30) of the total grade. In emphasis, the final grade is based on the performance on the number of assignments done during the course.
Cost of education
The cost of education in the United States is relatively higher. It is the role of the institution in the US to dictate the tuition fees for students. However, in the United Kingdom, the cost of tertiary education is a bit cheaper. The UK government sets the limit for tuition fee, which is followed by the latter by each individual school. In simpler terms, the US government has comparatively low control over what the institutions of higher learning charge.
The government soles differentiates between out-of-state and in-state tuition fees (Silver 2009, p.8). There is the presence of a third party lender when funding the institutions of higher learning in the United States. The United Kingdom government subsidizes funding of student tuition fees. This makes the tuition fee to become cheaper in this education setting. In social matters, the education program in the United States does not include the concepts of social life such as athletic scholarships. In the United Kingdom, athletic scholarships are available to include social phenomena in the education system.
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Conclusion
Based on the above comparison, it can be said that learning in the universities in the United States is preferable. There are many differences in the two educational systems than similarities. This is because the education system facilitates serious learning. The consistent assignments throughout the course ensure that the students get a comprehensive understanding of the concepts. Quality in this case can be mirrored through the time taken to finish the course.
Lindberg, ME 2009, ‘Student and early career mobility patterns among highly educated people in Germany, Finland, Italy, and the United Kingdom’, Higher Education, 58, 3, pp. 339-358, Academic Search Premier, EBSCOhost, viewed 28 March 2016.
Moodie, G 2015 , ‘How Different Are Higher Education Institutions in the UK, US and Australia? The Significance of Government Involvement’, Higher Education Quarterly, 69, 1, pp. 3-36, Academic Search Premier, EBSCOhost, viewed 28 March 2016.
Pickard, S 2014. Higher education in the UK and the US: converging university models in a global academic world? Leiden, Brill.
Proper, E 2009, ‘Bringing educational fundraising back to Great Britain: A comparison with the United States’, Journal Of Higher Education Policy & Management, 31, 2, pp. 149-159, Business Source Complete, EBSCOhost, viewed 28 March 2016.
Silver, H 2009, ‘Martin Trow on British higher education’, Studies In Higher Education, 34, 7, pp. 751-763, Professional Development Collection, EBSCOhost, viewed 28 March 2016.
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Reforming India’s Higher Education to Make India Globally Competitive
Abstract
Higher education contributes to the development of every country. Education is a vital part of human resource development and empowerment in a country. In all education system, the higher education plays a critical role in equipping people with knowledge, skills, and values that in return enhance the growth and productivity of a country. Therefore, investments in education contribute the economic prosperity of a country. Since independence Indian Governments has addressed key challenges facing the education system.
The successive governments have improved access to education, expanded education infrastructure, and increased education funding. The government efforts have all contribute to a rise in literacy rates in India. The Indian education system has made progress in the last few decades. However, the system still faces significant challenges. There is a high student-teacher ratio that lowers the quality of education. There is a wide skill gap between industries and fresh graduates forcing companies to incur high cost in training and development of employees.
Additionally, there are high levels of inequality with students from poor background facing difficulties in accessing high education. The importance of the high education system in the nation cannot be ignored. Previous studies have focused on determining how government funding impacts on higher education. This study will shift focus to improving the quality of education to enhance the global position of India.
To compete globally, India must have an effective high education system. The study examines the current state of higher education in India. It highlights the challenges that the system is facing. The main aim of the study is to come up with comprehensive recommendations to deal improve higher learning in India.
Key Words
Globally competitive
Higher learning
Inequality
Skills
Introduction
In the last decades, India has made significant progress in improving the education system, but dropout rates and low levels of learning continue to challenge the country. The India Education system has become a major concern to the leaders of the country. In 2016, Indian Parliament tabled a report that looked at the various challenges that the education system is facing. India education is facing significant challenges that are impacting on the quality of education. There is a high shortage of teachers and a rise in demand for education.
The report indicated that one teacher can handle a class of over 1000 students (Klemencic & Fried, 2015). India is a young nation, and according to the census, 600 million Indians are under 25 years (Klemencic & Fried, 2015). With the current status of the education system, these young people may not access quality education. The dropout levels are relatively high in India. Lack of infrastructure and inadequate higher education facilities causes some of the students to drop out. Additionally, there is a significant gap between education and skills.
The education system has failed to equip students with the right skills to use in the job market. According to Kaur (2015), only one out of every four graduates is employable. The vision of the higher education system in India is to realize India’s human resource potential to its fullest, but if the education system fails to equip students with the right skills, then this aim is not being achieved. The government is supposed to provide citizens with the quality education. The study will assess the challenges that higher education system is facing in India and identify the measures that the government should put in place to provide all citizens with the quality education.
Research Questions
What is the current status of higher education in India?
What challenges is higher education facing in India?
How is higher education lowering India economic prosperity and increasing inequality rates?
How can higher education be improved to make India globally competitive?
Literature Review
Higher education is an important part of developing nations. Higher education is supposed to increase human development and provide the country with skilled and innovative graduates (Coleman, 2015). Since Independence, the higher education in India has shown tremendous progress. India higher education has so far produced doctors, engineers, managers and teachers who not only in demand in India but across the world. However, the higher education system is facing certain challenges that are limiting the ability to deliver its main objective of providing India with employable graduates.
The Indian Education System
The education system is under the Human Resource Development which consists of two departments the Department of School Education and Literacy and the Department of Higher Education (Kaur, 2015). The Department of Higher Education is responsible for higher education, technical education, and minority education. India Was colonized hence most of the education activities are in line with British education system.
The India education system previously followed the British model, but it has been improved over the years. The Indians use the 10 +2+3 system. Students spend 10 years in basic education, 2 years in senior general secondary education and 3 years in higher education (Mehrotra, 2014). For children between the age of 6 to 14 school attendance is compulsory. Adult education focuses on increasing literacy. Higher education is provided by the public and private sector (Kaur, 2015). The private sector falls under the jurisdiction of the government and rules that apply to government schools concerning curriculum also apply private education.
English is the language of instruction in India’s higher education system. The challenge is that at lower levels the language of instruction is the language of the region and it includes the following common languages Hindi, Punjabi, Tamil, Gujarati, and Bengali. English is introduced as a second language in Standard VI and in the last classes Standard XI and Standard XII the language of instruction is both English and Hindu (Pilkington, 2014). In higher learning, English is the main language of instructions, and some of the students who fail to acquire the right English skills have difficulties in higher education (Bhalla, 2015).
India has one of the largest education systems in the world. India has expanded infrastructure over the last few decades. Currently, the country has 35,000 colleges and 600 universities. Higher learning education in India is composed of Universities which offer Bachelors, Masters and Doctor’s Degree. Polytechnics and colleges provide certificate and diploma education (Kapur & Perry, 2015).
Universities in India are divided into two main categories the affiliating and unitary universities. The affiliating universities bring small colleges and institutions together. India has around 15,000 affiliating universities, and most of these affiliating institutions are private (Kapur & Perry, 2015). The unitary universities have no affiliated institutions, and they provide undergraduate and graduate education.
There are deemed universities in India. Deemed universities are considered to be of national importance. Some of the deemed universities were private institutions specializing in specific areas such as technology. Deemed universities specialize in a limited number of fields, but they have the same rights and rules as the ordinary universities.
India has 13 deemed universities mainly specializing in the field of technology and medicine. India has developed open universities. The first Open University was established in 1985 in Hyderabad. Other states such as Rajasthan, Maharashtra, Bihar, Karnataka and Gujarat have also established open universities (Kaur, 2015).
Challenges Facing Higher Education
The Teacher-Student Ratio
A study compared India Education system to other developed nations indicated that the student ratio is relatively high in India. The study concluded that in developed countries the average student-teacher ratio is 11.4 (Kapur & Perry, 2015). India student teacher ratio is double, and it currently stands at 22.0 (Klemencic & Fried, 2015). Research on Asian education system indicated that China stands ahead in the education system in Asia.
India and China have a large education system, but China has managed to improve the quality of education (Kapur & Perry, 2015). India education system was placed ahead of countries like Bangladesh. However, the study indicated that India is facing an acute shortage of teachers. Though India education system comes ahead of some of the underdeveloped countries, the teacher-student ratio was a major issue in India as opposed to other countries in Asia. In Western Asia,
For instance, the student teacher ratio was 15.3, and this is still better that India’s high student-teacher ratio (Rizvi & Gorur, 2014). The high student-teacher is causing serious impacts on education quality. The teachers have to handle many students, and this is increasing demotivation levels among teachers due to overworking.
Quality of Education
A survey conducted on engineering students indicated that only 25% of engineering graduates are employable (Mehrotra, 2014). Out five engineer graduates only 2 are qualified for jobs in the Indian market. This survey indicates the seriousness in the quality of education offered in higher learning. The main objective if higher learning in India is yet to be achieved.
The quality of education delivered in most higher learning institutions is poor. The students produced by the education system do not have the right skills at the job market. Industries face a problem of finding suitable employees, and they have to incur high costs in training and development of employees.
Poor education quality is the lack of teachers is contributing to poor education quality. Teaching is not an attractive course in India. In India, attractive courses are engineering and medicine. Families are putting a lot of pressure on children to become doctors and engineers.
Those who decide to take courses such as teaching are not held in high regard in the families making it a less attractive course. Teaching has been identified as the last choice of career. The number of teachers produced is low (Tomar, 2014). In higher learning institutions, the number of Ph.Ds that are required is very low. Some institutions are being forced to hire fresh graduates to teach in universities leading to poor quality of classroom instructions.
Inequality
The Indian government is facing a major challenge of providing access to quality education to students from poor families. Students from poor backgrounds are disadvantaged in India. India education system has been politicized (Coleman, 2015). Some of the private institutions are owned by politicians and use government influence to forward person interest. The Indian education is expensive, and some of the students from a poor background cannot afford higher learning education (Tomar, 2014). Additionally, students are further disadvantaged since they are not academically prepared to sit for a competitive entrance examination. The urban elite and rich students are prepared for exams since they can access private tuition and coaching.
Reforming Higher Education
India has a young population unlike some developed countries such as China, Japan, and the USA are dealing with challenges of an aging population. India must take advantage of young population to improve the economic prosperity of India and global position. India can draw various lessons from China in reforming the education system.
China faced a shortage of higher learning institutions, and the government established a massive support for Chinese Nations in oversee schools (Kapur & Perry, 2015). The benefit of using this strategy is Indian Nationals will get education India hence they are more likely to bring new ideas. Educating students abroad will enhance the position of India globally because it will prepare students for the global market.
Elearning has been used in developed countries such as USA, France, Australia, and the UK (Pilkington, 2014). Elearning will enhance access to education and reduce the congestion of existing facilities.
Aims and Objectives
The study seeks to establish the current scenario in higher learning education in India. It is important to understand the current status of the higher learning education before coming up with strategies to deal with the issues that higher learning is facing. The Indian education system has faced various challenges in the past, and every government has come up with various strategies to deal with challenges. The efforts of the government have contributed to the improvements of the current education system.
For instance, in 1995, India only had 25 higher learning institutions, but today it has over 600 higher learning institutions (Jain, Kadri, Ramanathan, & Ahmed, 2015). India has improved education infrastructure to become one of the largest education systems in the world. Statistics indicate that India is the third largest higher education system and comes behind the China and the United States (Jain, Kadri, Ramanathan, & Ahmed, 2015). Understanding the current status of the education system will be useful in identifying various areas in the education system that is yet to be developed.
Going through past studies in India education system indicates that there is a gap between skills developed in higher learning education and those required in the marketplace. This form a good basis to evaluate the quality of high learning education and assessing certain factors that contribute to poor quality education. Additionally, understating the current status will create a good foundation to come up with suitable recommendations to improve the quality of higher learning education.
The second objective is to examine the challenges and opportunities faced by Indian Higher Learning Education. Higher learning institutions are facing diverse challenges impacting on the quality of education. Inequality has been cited as a major challenge in higher learning. States that are relatively rich have higher learning institutions as opposed to states that are relatively poor.
Additionally, the student-teacher ratio has become a major concern. The shortage in teachers is a nationwide problem that is not affecting higher learning but other levels of education. Examining the challenges that higher learning is an important objective of the research as it will show the need to improve the higher learning institutions. Most studies in India focus on government spending and infrastructure as the main challenge it is important to give other challenges additional attention in order to come up with comprehensive suggestions to transform education sector in India.
The third objective is to find out the role of higher learning education in making India globally competitive. Higher learning education is an important factor in every country. Every country is investing in higher learning education to improve the global competitiveness of the country.in the global market knowledge determines the level of empowerment.
Research conducted by the University Grants Commission indicated that the India must increase universities by 1500 to compete in the globally (Pilkington, 2014). India is missing out on the opportunities offered by the global market. The gross enrolment of India in higher learning education is 11% which is small compared to China 20%, South Korea 91% and USA 83% (Coleman, 2015). Previous studies have focused on showing the impact of low enrolment levels in higher education on the economic performance of the country.
This study will look at impact at the global level and show how countries that have invested in higher learning are ahead of India in the global market. This study can draw ideas from past studies in countries such as China, and South Korea which is in Asia but they have managed to improve the higher learning education. The ideas will be used to identify various measures of transforming higher learning education in India to make India globally competitive.
The fourth objective is to come up with suggestions to improve higher learning education in India. By assessing the current status of Indian education system, it is possible to come up with various strategies improve the quality of higher learning education, and lower inequality (Pilkington, 2014). The study will draw suggestion from developed nations that can be implemented in India.
One of the suggestions is establishing e-learning in India higher learning education to increase accessibility. India can also establish massive programs to fund oversee education for Indians to provide people from the disadvantaged background with an opportunity to study abroad. The study will recommend an increase in government funding in higher learning education. Government funding will be used to reduce inequality and increase research and development in higher learning institutions.
Methodology
Research methodology describes the methods and procedures used to conduct a study. The effectiveness of a study is determined by choice of methodology for both collection and evaluation of data. The research methodology will develop the research design, procedures, and data collection analysis method that will be useful in understanding the higher education in India.
Type of Research
The topic of the research is to study the higher learning education system in India. The study is focused on understanding the current status of India education, highlighting challenges and opportunities, evaluating the role of higher learning education in global competition and coming with suggestions to improve higher learning education (Altbach, 2015). The type of research that that is suitable for the study is descriptive research. Data will be collected from the higher learning institutions to assess the current performance and come up with strategies hence the descriptive research will be suitable for this study.
Research Design
The research will mainly make use of secondary data and primary data. Secondary data will be the main source of data for the study secondary data will be easier to access, and it will save on time and money to conduct the research.
Secondary Sources
Secondary data involves data collected from another source. There are wide sources of secondary data for this study. The main secondary sources of data that will be used include annual reports of UGC, and Education Department, Economic Surveys, journals, websites, books, and Planning Commissions publications (Mehrotra, 2014). This study will make use of government publication on higher learning institutions.
Government publications will be useful in identifying government funding in higher learning institutions. Additionally, it will be used to determine the measure that government has already put in place to improve higher learning education. The Ministry of Human development in India will be a good source of information to be used in this study.
The ministry publication and website will be used to provide information on the scenario of high learning education. From this ministry, it is possible to understand the Indian Education system and infrastructure levels. Statistics collected by the Higher Learning Department will be incorporated in this study to assess the enrollment levels, dropout rates and a number of graduates.
Industry data will further be used to assess the quality of higher learning education. The study will focus on engineering industry in India and determine if the graduates that are produced by higher learning institutions are ready to work in engineering industry (Rizvi & Gorur, 2014). Industry data will be used to determine the amount of money that is spent on training and development of employees due to the skills gap in the marketplace and higher learning institutions.
It is important to examine the inequality levels in higher learning. To assess the inequality levels, the study will focus on two states, a rich and poor state. The rich state that will be used is Delhi, and poor state is Manipur. The two states were chosen on the basis that Delhi has a low poverty rate of 9.91 whereas Manipur has a high poverty rate of 36.89.
Secondary data sources will be used to determine the number of students who access quality high education in the state of Delhi compared to the state of Manipur. The comparison will also be made in terms of the number of higher learning institutions in Delhi and Manipur.
To ensure that credibility of the study is not compromised, only reliable sources will be used. The study will make use peer-reviewed journals, government websites, and higher learning institutions publications and websites. Only credible journals, books, and newspapers will be used to collect secondary data.
Primary Sources
Given that respondents are located at a long distance, the only primary data collection method is mail questionnaire. The study will make use of mail questionnaire to collect primary data. The research will focus on getting mail contact address and request individuals to respond to questionnaires. The mailed questionnaire will cover certain aspects which include general information on India education system, infrastructure, and facilities in higher learning institutions, student teacher ratio, and accessibility of high learning institutions.
The mailed questionnaire will target 100 students in the University of Delhi. The study will be focusing on a large number because the rate response in mail questionnaire is relatively low. By sending many mailed questionnaires, the study is likely to get more responses.
Data Analysis
Data analysis will make use of various statically methods to evaluate the data. Collected data from secondary sources and primary sources will be used to test various hypotheses that the study focuses on. The government collected from the government, department of higher learning and higher learning institutions will be used to develop tables to indicate the growth in higher learning enrolment.
Tables on the expenditure of government on higher learning will be developed. To further enhance the analysis, the researcher can develop tables that compare the % of government funding in higher learning between India, and other countries. Graphs can also be developed to show how education facilities are distributed in the states of India. Based on data collected, past data will be used to determine the future needs of higher learning and show that the student-teacher ratio will continue to persist if it is not addressed today.
Limitations of Study
Relying on secondary sources will have various limitations on the study. There will be sampling issues since sample used in the previous studies may not adequately represent the whole population. Accessing certain secondary data will be difficult such as getting accurate data on the student-teacher ratio in certain universities.
Use of mail questionnaire causes certain limitations. Respondents can fill the questionnaire at own convenience hence may fail to provide the right information. The response rate is relatively low.
It is important to overcome the limitations and maintain the effectiveness of research. The study will minimize the limitations by using credible and reliable secondary sources. The study will send many mail questionnaire to ensure that they get a large number of respondents.
Conclusion
Higher learning is instrumental to the development of a country. It provides the country with the right people to drive innovation and improve the economic status of a country. India high learning education is facing various challenges that are reducing ability to achieve its vision and objectives. There is a high student-teacher ratio. As a result, teachers are handling many students lowering the quality of education.
Inequality levels are relatively high in higher learning. The poor students are disadvantaged when it comes to handling exams and accessing higher learning institutions. The high cost of high learning institutions is causing a high rate of drop-out among the poor students. The current status of India education indicates the need to transform high learning education. The study aims at finding effective measures that India can take to deal with higher learning education.
The study will recommend the use of e-learning to increase access. The government will have to increase expenditure on higher learning to upgrade higher education in India and move towards e-learning. The government can also establish massive abroad programs for Indian nationals. It can provide students from poor backgrounds to study abroad to lower the congestion at the existing universities. There is a need to establish industry and academia connection to ensure that students acquire skills required for the marketplace.
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Why people attend college
Each year, hundreds of thousands of students join colleges and institutions of higher learning to pursue college education, according to the U.S. Bureau of Labor Statistics, (1) “in the year 2011, about 68.3 % of 2011 high school graduates were enrolled in colleges or universities”. These figures point out to a high number of people seeking college education. It is worth noting that, there were other college admissions outside high school graduates.
The three major reasons why people attend college are; to attain success because a college degree is a requirement by most employers, secondly it is because attending college is what everyone else is doing and perhaps chances are that the student wants to just join his or her peers and finally the third reason is the desire to gain knowledge on a given skill and build on one’s talent. The three reasons are discussed in the next paragraphs.
Nothing is more important to an ambitious student than ending up in their dream job since this is considered by many as attaining success. Success for most students depends on what course they study and employers look for just that. Even the most independent-minded student acknowledges the relevance of a college degree in the current job environment.
For such a student, he or she will attend college so as to increase their chances of being successful in their future endeavors. There is a significant number of students whose main aim of going to college is to attain the right papers for securing their future jobs.
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Another reason why people attend college is because it is trendy, most people will think lowly of anyone who does not have college education. Therefore because it is what everyone does and perhaps the chance is there and the student has a guardian or another source of financing, so he or she just attends the college because the chance is available. Such people do not necessarily perform poorer than those in the category explained above; it is just that they join college with a different kind of motive.
Perhaps the third major reason why people attend college is the desire to gain knowledge on a given skill and build on ones talent; there are some skills which can only be trained adequately in colleges. This could be because of some training facilities required. In addition, such skills have to be passed on by qualified professionals who can only offer such services in colleges and this is possible in colleges.
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The above mentioned three reasons are the common reasons on why people attend college. Evidently after college a lot of the success or failure witnessed amongst people in life after college hardly depends on what caused the person attends college.
Often it is hard to pick out for example from an organizational or workplace set up, the different types of people based on the above categorization. In most cases, one may succeed or fail in life after college irrespective of their reason for joining college. It is worth noting that other factors besides reason for attending college can determine the outcome of one’s college life.
