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Yahoo
4 days ago
- Business
- Yahoo
Why Aren't More International Students Choosing India's Booming B-Schools?
India is booming. The country's economy is among the fastest-growing in the world, and its top business schools are steadily rising in global rankings. Yet international students remain a rarity across India's higher education system — and especially in its business schools. A new report from education consultancy CarringtonCrisp explores why. The International India study, based on responses from 4,160 prospective business students across 22 countries, found that while 79% of respondents are open to studying abroad, only 8% consider India a likely study destination. That low interest persists despite strong perceptions of India's economy, visa accessibility, and welcoming environment. 'Despite the rapid growth of the Indian economy and the increasing prominence of its business schools, international students are rare, especially compared to the traditional education powerhouses of Europe, Australia, and North America,' says Andrew Crisp, the study's author and co-founder of CarringtonCrisp. 'The major issue is a lack of brand awareness, as well as an understanding of the advantages and benefits of studying in India.' The study underscores just how far India trails its global peers in attracting international talent. According to the All India Survey on Higher Education (AISHE), only 46,000 international students were enrolled across nearly 2,400 Indian institutions in the 2021-22 academic year — and more than a quarter of them came from neighboring Nepal. By contrast, the United Kingdom hosted more than 750,000 international students in 2022-23, Australia reported over 450,000 in 2023, and the United States reached a record high of more than 1.1 million in 2024. Recognizing the opportunity gap, the Indian government has taken steps to increase international enrollments. Institutions have been encouraged to admit up to 25% more students above their allotted domestic capacity, with those extra seats reserved specifically for international students. But converting that potential into growth requires understanding how India is perceived by prospective students around the world — and that insight formed the foundation of CarringtonCrisp's first International India report. The report found that one of the biggest barriers remains awareness: a full third of respondents said they couldn't name a single good Indian business school. Others cited concerns such as a preference for other countries (21%), lack of scholarships (19%), or discomfort with the idea of living in India while studying (17%). Still, the survey also revealed strengths Indian schools can build on. India was viewed as second only to the U.S. in terms of having a strong and dynamic economy (50% vs. 52%). It was also rated the most welcoming destination for international students (57%) and the easiest country in which to obtain a student visa (56%). Cost and geography also work in India's favor. Nearly half (45%) of respondents said India offers excellent value for a business degree, while 41% said travel to India would be affordable and convenient due to its proximity. Interest was highest among students in Nigeria (18%), the UAE (15%), and South Africa (15%). While long-term full-degree enrollment may be limited for now, international students expressed strong enthusiasm for shorter-term or hybrid engagements with Indian institutions. More than eight in ten respondents said they would be very or extremely interested in a joint degree between an Indian business school and one in their home country. Nearly as many said they would be drawn to studying a single module — up to three months — in India. Other attractive options included taking multiple short, intensive courses in India or pursuing a joint degree involving an Indian school and a partner institution in a third country. 'Building partnerships with institutions in other countries is a big opportunity for Indian business schools,' Crisp says. 'These programs can help schools build brand awareness, communicate the benefits of studying in India, and showcase the quality of their academic offerings.' India's top business schools have taken steps to increase their global reach. IIM Ahmedabad recently opened its first international campus in Dubai. The Indian School of Business (ISB) has expanded its collaborations with leading U.S. and European universities. And more Indian schools are pursuing international accreditations and climbing into global rankings, including those published by The Financial Times and Poets&Quants. But those efforts are still nascent when compared with more established global destinations. As the International India report makes clear, building international appeal will take time, consistency — and creative partnerships. Still, the data suggests there is growing interest, especially in models that allow students to 'sample' Indian education before committing to a full degree. The challenge for Indian schools will be converting that curiosity into enrollment. 'India has a strong story to tell,' Crisp says. 'Now it needs to be heard.' Read the full CarringtonCrisp report here. The post Why Aren't More International Students Choosing India's Booming B-Schools? appeared first on Poets&Quants. Solve the daily Crossword
The Hindu
11-07-2025
- Business
- The Hindu
Choosing management after Class 12: Why Integrated BBA-MBA programs are gaining popularity
Most students make their career plans while in school. They join Under Graduate courses of their choice based on that after Class 12. However, most students consider Post-Graduate (PG) courses in Management only after their graduation and aspire to get into the prestigious IIMs through the Common Aptitude Test (CAT). Recent initiatives by some of the IIMs to launch a five-year Integrated BBA-MBA as a premium program is set to change the situation. Can management be considered a career choice by the students right after class 12, alongside other alternative professional courses in disciplines such as Engineering, IT, Medicine and Law? This article examines innovative management education formats that are being launched by the reputed Business Schools in India so as to enable the students and parents to take informed career decisions early. Current status of enrollment in management programs at UG As per the AISHE report 2021-22, only about 29% of the students enrolled in under-graduate programs in professional streams after Class 12, the largest being in Engineering and Technology (11.8%), followed by Education (5.2%), Medicine (5%) ,IT (2.8%), Management (2.7%) and Law ( 1.6%). Management was not among the top preferred choices for UG programs after class 12, possibly due to lack of awareness among the students on careers in management and also the absence of iconic institutions such as IIMs offering UG courses in management. However, in the last five years, enrollment in BBA programs have grown by over 50%, with about 4,300 institutions, 80% of them in private, offering the program in which about 3 lakh students graduate yearly. The increased demand for the program may be attributed to the recent slowdown in placements for engineering graduates, forcing students to look at management as an alternative career option early on. Challenges faced by management programs Employability of BBA graduates has been lower than for other professional programs, both in terms of percentage campus placements and salaries offered, possibly due to a mismatch in the skills of the students versus industry expectations. Most recruiters seemed to prefer post-graduates for managerial roles. Due to this, a number of BBA graduates have been forced to pursue post-graduation in management, so much so that in most of the non-IIM Business Schools, about 30% the MBA students are BBA graduates. A comparative study of the curricula of BBA and MBA of most of the Business Schools reveals that there is significant overlap between the two. Standalone BBA four-year program formats from IIMs Besides the traditional three-year BBA degree, in pursuant of NEP-2020, a number institutions have been offering four-year BBA programs, with the option of Honours or research in the fourth year. Recently, IIMs at Sirmaur and Kozhikode launched four-year Bachelor of Management Studies (BMS) program, with the first batch starting in 2025. Students can opt for minors in areas like Economics, Public Policy, AI & ML and will have opportunities for international exchange and internships. IIM Sambalpur offers a Bachelor of Science (B.S.) in Management and Public Policy. These three programs have fees tags ranging from ₹20-25 lakh for the entire course. It remains to be seen what response is there from students for these. Five-year integrated BBA-MBA A significant recent initiative is the introduction of five-year integrated BBA-MBA Integrated Programs in Management (IPM), started by IIM Indore in 2011, making it the first of its kind in India. Followed by its success, it is now offered by six more IIMs (Amritsar, Bodh Gaya, Jammu, Ranchi, Rohtak and Sirmaur). Besides the IIMs, other reputed central government institutions such as the Indian Institute of Foreign Trade, Kakinada, NALSAR and IIT Mandi are offering it now. Even leading private B Schools such as the T. A. Pai Management Institute (TAPMI) Manipal, Nirma University, and NMIMS (in its six campuses) have introduced the program. This rapid adoption of the program by a number of reputed institutions validates the market acceptance of the IPM model. This dual-degree program is considered to be ideal for bright, ambitious young students who, after Class 12, are interested in taking an early decision regarding a career in management. Admission for the program is through competitive national-level entrance exams such as the Integrated Program in Management Aptitude Test (IPMAT), conducted by the IIM Indore, and the Joint Integrated Program in Management Admission Test (JIPMAT), administered by the National Testing Agency (NTA), both of which are widely accepted by several other institutions. NMIMS has been selecting its students through the NMIMS Test for Programs after Twelve (NPAT). In 2024, some 52,000 students appeared for IPMAT and JIPMAT tests and, out of them, about 770 students were selected by the IIMs , which works out a selection ratio of about 1.4%. This is less than the CAT selection ratio for MBA in the IIMs, reflecting stiff competition. It is estimated that about 80,000 students took the NPMSAT test in 2024. The IIMs follow the typical structure of a 3+2 model wherein the initial three years are dedicated for holistic development of the students through robust foundational inputs in a diverse array of subjects such as Humanities, Literature, Fine Arts, Mathematics, Economics, Statistics, Psychology, Sociology, Computer programming , alongside 'durable skills' such as critical thinking, problem solving, communication and leadership. As students advance, the curriculum transitions into more specialized, advanced management topics covering Finance, Marketing, Operations, Strategy, Business Analytics and Human Resources. It also strategically integrates core business disciplines with cutting-edge fields such as Artificial Intelligence and Technology. IPM model also avoids the duplication/overlap in the curricula of BBA and MBA. The varied curriculum approaches by each institute highlight a strategic difference in how different institutions plan for early talent development. IIM Amritsar offers courses in Quantitative Finance and Economics, whereas IIT Mandi offers BBA in Analytics and MBA in Data Science & AI as early specialization . A distinguishing feature of these programs is their strong emphasis on experiential learning. This is not merely an add-on but an integral part of the pedagogical approach, incorporating elements such as social internships, typically undertaken at the end of the second year, and business internships, usually positioned between the fourth and fifth years. Furthermore, students engage in live projects, field assignments, and simulations, all meticulously designed to prepare them for the complexities and challenges of the real-world business environment. In the case of the IIMs, the students join the regular MBA students after the first three years. However, in other premier institutions, a separate program structure has been designed for the entire program. IIMs charge ₹32-40 lakh for the five-year program, whereas other premier institutions charge ₹20-30 lakh for the program. The direct five-year path to management education for Class 12 graduates, bypassing the traditional undergraduate degree and separate MBA entrance examinations, caters to a segment of students who demonstrate early clarity about pursuing a management career. Career progression and industry perception Graduates of IPM programs of IIMs participate in the same final placement processes as their postgraduate program (PGP) peers, gaining access to top recruiters across diverse industries. Experience so far shows that the IPM graduates from the IIMs received premium campus placements in the same league as their flagship MBA graduates. The industry perception of IPM graduates, so far, is largely positive, especially for those from the IIMs, whereas for other premier institutions, the branding is in the making. Though the total financial outlay for the IPM is much higher, compared to the traditional BBA and MBA, the integrated format promises long-term financial benefits to the students by way of earlier entry into a management career and accelerated career progression. Projected growth in the next three years As the IT sector goes through the challenges of AI impact on entry-level jobs, a technology-management career could be an attractive future-proof. A rewarding career opportunity will fuel increased demand for the IPM program. The corporate world is increasingly demanding early-groomed leaders who possess a blend of technology and managerial skills. The IPM curriculum's integration of Artificial Intelligence, Technology, and a focus on data-driven decision-making directly addresses the evolving corporate demands. Furthermore, the growing emphasis on Environmental, Social, and Governance (ESG) principles and sustainable business practices in MBA programs aligns well with the holistic and socially responsible development fostered by IPM programs. In response to this demand, there is a clear trend of expansion by educational institutions. In 2025, the number of IPM admissions in the IIMs is expected to grow by a healthy 30% to reach 1,000 and in other reputed institutions to about 3,000. More IIMs such as Lucknow and other premier private universities and Business Schools are expected to introduce the IPM program next year, whereas the existing ones are expected to increase the intake in the next few years. It is likely that all the IIMs agree on a common entrance test for selection of students, as in the case of the MBA. Way ahead Looking ahead, the IPM model is poised for sustained growth, driven by increase in student demand and the corporate sector's need for early-groomed, adaptable tech savvy leaders. For the Business Schools, this presents an attractive opportunity, which they need to seize and structure the IPM in line with industry requirements, and groom the students as per their expectations. For youngsters interested in a management career, it is an excellent option to get an early entry into industry with accelerated professional growth. Considering most of the managerial jobs may not be affected by AI, IPM can also build a future-proof career for them. (O. R. S. Rao is the Chancellor of the ICFAI University, Sikkim. Views are personal)
The Hindu
10-07-2025
- Business
- The Hindu
HEIs still struggle to attract foreign students, pushing down global rankings
Indian higher education institutions have improved their position in global rankings in-part by beefing up research and earning employer respect for the degrees offer. But poor foreign student enrollment continues to hamper a significant boost to their rankings. According to the All India Survey on Higher Education (AISHE) 2021-22 report, the total number of foreign nationals enrolled in Indian universities or colleges was 46,878 across 170 countries. This was a slight decline from 49,348 in 2019-20, likely due to Covid. Officials in the Ministry of Education say this climbed to 64,000 in 2023-24. In the past academic year, a total of 72,218 international students from over 170 countries have enrolled in the academic year 2024-25 in India. While these figures are impressive, there's a long way to go say experts who point out that the lower turnout of foreign nationals studying in India is largely due to lack of quality, flexibility and infrastructure in the country's educational institutions. 'Attracting international students is quite a different market where the institutions work hard to figure in the ranking among other premier institutions in the world. The ranking is a flawless system as our institutions must be ranked at better positions in various metrics. It plays a vital role among international students as they can get into better ranked institutions at a reasonable cost than opting for lower ranked colleges,' says Dr Vijender Singh Chauhan, a professor at Delhi University. Prof. Chauhan added that the educational institutions need to focus on elevating their academic quality and providing space employment opportunities to attract more international students. 'We have to increase our spending to influence the perception, ensure high quality and job employability at the end of courses. It cannot be achieved in a decade as it is a long journey,' says Dr Vijender Singh Chauhan, a professor at Delhi University. Ground report Lack of job prospects for foreign students in India remains a key driver behind the continued lukewarm interest in Indian HEIs. Sayedehfatemeh Mirhosseiniamiri chose to study in India after she was introduced to Vipassana meditation technique back in Iran. She likes India as it is a stable country providing affordable education. 'The education system in Iran and India are different as it is more practical here. But I was expecting more extra curricular activities during the course. People are friendly in India but only superficially. I share bonding with other international students. As a psychology student I understand that Indians culturally restrict themselves from mingling with others,' says Sayedehfatemeh Mirhosseiniamiri, an Iranian and a final year psychology student at St. Philomena's College in Mysuru. However, she has not considered India for her post graduation as job employability is not guaranteed in India. 'I am yet to decide in which country I want to pursue my masters. I understand that India is overpopulated and available jobs are insufficient for the existing population,' says Mirhosseiniamiri. Undergraduate programs accounted for three-fourth of the foreign students population, postgaduate some 16%. Daniel Bugula's friend recommended him to study in India. He is from Congo in Africa studies MBA in Jain university Bengaluru. He says, 'The transition to English from French was very difficult in the beginning. I had to learn the language and also the Indian accent to understand my classes. I had a teacher who spoke English with a British accent which I could comprehend easily. I learnt my syllabus by asking more questions with the teachers.' He narrates that the main difference in the education system between Congo and India is that over 100 students share a single room, where space is cramped, in Congo. 'But in India, we are given a small space in the university to manage ourselves,' Bugula says. 'It is tough to receive a work permit in India. It is a cumbersome procedure involving more paperwork. I will go back to my country after finishing my post graduation,' says Bugula. Current status According to the AISHE report, the foreign countries with the largest contribution to the Indian student fraternity at the undergraduate level are Nepal with a cumulative figure of 13,126 students, Afghanistan with 3,151, USA with 2,893, Bangladesh with 2,606 and UAE with 2,287. The AISHE report suggests that there are 13 programmes having an enrolment of more than 1,000 foreign students. Of which, 11,461 foreign students are enrolled in Bachelor of Technology which is followed by Bachelor of Business Administration with a total of 3,346 students and Bachelor of Science with 3,289 students. The traditional hubs such as Singapore, Australia and other European countries which serve as favourite destinations among Indian students have sent negligible numbers of students to India. In 2021-22, the number of foreign students who undertook their post graduation in India from the following countries are Singapore with 17 students, Switzerland with 15 students, France with 20 students and Germany with 11 students. 'The main factors that influence foreign nationals getting themselves enrolled in Madras Christian College are existing cultural diversity in campus, liberal education system and green environment. We have established an innovation hub which is the first of its kind in arts and science colleges. In the academic year 2024-25, nearly 64 reputed international universities visited us. We had signed several MoUs including students and faculty exchange programmes,' says S Samuel Rufus, Associate Professor of English, Madras Christian College. Statewise performance Although Karnataka tops the list of states in enrolling the maximum number of foreign students in undergraduate programmes, it is the only destination that has witnessed a dip when compared among the top 5 states soon after COVID. Karnataka which figures in the top five States continuously between 2019 and 2022, showing the highest intake of foreign nationals, registered a dip from 8,274 in 2019-20 to 6,004 students in 2021-22. Likewise, the number of foreign nationals studying post graduation in Karnataka registered a drop soon after COVID. 'A significant number of private institutions available in Karnataka is one of the reasons for the highest intake of foreign nationals. The dip in numbers after COVID is due to increasing competitiveness in the market. The premium institutions have started establishing their colleges in the neighbouring countries which opens up opportunities of receiving good education at an affordable rate,' says Prof. Chauhan. The Madras Christian College also witnessed a dip in the number of foreign nationals soon after the COVID. 'We were shocked and recovered soon after the ease of international restrictions across the world. Currently we have students from Indonesia, Ireland, Germany, United Kingdom and South Korea,' Mr. Rufus says. Nearly a decade ago, the college undertook visits to international universities to encourage collaboration with them. 'This has changed now as we are consistently ranked among the top 15 premier institutions in India. Things are picking up here as education is affordable when compared with the other western countries like the U.S. We provide very good education along with affordable housing and healthcare here,' Mr. Rufus says. Push by UGC In a push to boost India's global standing in higher education, the University Grants Commission (UGC) has urged Higher Education Institutions (HEIs) across the country to ramp up efforts to attract international students, in alignment with the National Education Policy (NEP). UGC Secretary Prof. Manish R. Joshi called on universities and colleges to implement the Commission's 2022 guidelines, which allow for the creation of up to 25% 'supernumerary seats', on top of the existing enrolment, for foreign nationals in undergraduate and postgraduate programmes. The move, he said, is aimed at fostering a more inclusive and globally oriented academic environment, positioning India as a preferred destination for higher education. Prof. Joshi said that the internationalisation of higher education is one of the essential aspects of the NEP and many Indian HEls are now committed to increasing their global outreach. The 2022 guidelines were introduced to streamline the admission process for international applicants, enabling HEIs to consider candidates based on the equivalence of their entry qualifications, thereby simplifying procedures and widening access. Internship and industry linkages Several HEIs are forging corporate partnerships to offer internships and placement support to foreign students to improve enrollment and retention. These internships often became a gateway to longer-term employment. The Indian Institute of Petroleum and Energy (IIPE), Visakhapatnam, has recently introduced a global internship programme, which provides research and internship opportunities to foreign students. Under the initiative, the institute covers 75% of the total expenses while the remaining 25% would be managed by the students. Aligning with the trend, premier Indian Institutes of Technology (IITs) are entering strategic partnerships with major corporate players to strengthen industry-academia collaboration and enhance career opportunities for students. At IIT (BHU), a recent tie-up with Hindalco Industries Ltd. has paved the way for a six-month, research-focused internship programme for students. Similarly, IIT Tirupati has signed a memorandum of understanding with Kia Motors India, establishing a comprehensive framework for cooperation. As part of the agreement, students will have access to internship opportunities that come with the potential for Pre-Placement Offers (PPOs), providing a direct pathway to employment with the automotive major. There is a provision for international academic partnerships with Korean universities, which includes student and faculty exchange programmes and joint research initiatives.
Hans India
09-07-2025
- Politics
- Hans India
Rejuvenating state public universities
It is a matter of gratification that the State Public Universities (SPUs), which are fighting for their survival from the onslaught of deemed and private universities, received the attention of the NITI Aayog and prepared a policy report (February 2025) titled 'Expanding Quality Higher Education Through States and State Public Universities'. The report listed 57 key challenges in the four major areas of quality funding, governance and employability. It duly acknowledged the significant role played by the SSPUs. SPUs are predominant in the university system of higher education. According to the All India Survey of Higher Education report, there are 445 SPUs as against only 53 central universities. By virtue of a policy shift at the Central and state levels, a new breed of institutions classified as deemed and private universities have mushroomed. As per the AISHE report there are 81 private deemed Universities and 391 state private universities, forcing the pendulum to lean towards private participation. It is no secret that both the central and state governments have dumped the idea that education shall be a 'merit good' in precept and practice. It appears that it is the policy of the state governments to reduce the investment in higher education. Despite the lukewarm treatment meted out to them, the mark of SPUs in the higher education sector remains indelible in terms of access to higher education, low-fee structure and supervision of the system. As per the AISHE report 2021-22, SPUs account for 81 per cent of student enrolment, thereby shooting up the Gross Enrolment Ratio (GER) to the present level of 28.4 per cent. SPUs are also prime movers in maintaining Gender Parity Index (GPI) and enhancing the same from 0.87 in 2011-12 to 1.01 in 2021-22 for the entire nation. However, despite such significance, SPUs are beset with insurmountable challenges and deep-rooted problems like acute shortage of faculty, inadequate infrastructure, comparatively inferior laboratories, insufficient grants and to cap it all n overwhelming political pressure. The policy recommendations of NITI Aayog centred around four major challenges, including quality, funding, governance and employability. The implementation roadmap is categorised into three time periods-short term (up to two years), medium term (2-5 years) and long term (over five years). It is quite laudable that Aayog has tried to identify the players responsible for implementing the roadmap. The irony of the situation is that none of the identified individuals is new to the system but integral to it. Even then, they could not arrest the downfall of the PSUs. The ills besetting PSUs require a major surgery and not a 'pain balm treatment'. An attempt is being made here to detail the major and serious issues faced by them and how infeasible are the recommendations of NITI Aayog team in this regard. I am also trying to offer a more direct and realistic implementation process towards ameliorating the plight of SPUs. The first and foremost issue pertains to the acute shortage of faculty. As per one estimate, almost 50 per cent of the faculty positions in SPUs remain vacant. The entire activity is operated according to the whims and fancies of the state governments and mostly to the disadvantage of universities. We have come across instances wherein some state governments did not sanction a single faculty position, although new courses and programmes were incorporated into the curriculum. The common refrain of the authorities is 'budget' constraints. The recruitment processes of such institutes face litigation one too many, making it near impossible for the incumbent Vice-Chancellor to fill the vacancies during his three-year tenure. The teaching deficiency is made good by the appointment of part-time, contract and guest faculty. The irony of the situation is that the average service of these temporary faculty is anywhere around 10-15 years; and many of them become ineligible, if the universities apply a cap on the age of entry into service. NITI Aayog puts the responsibility on the shoulders of the state government, but precious little progress is made on this front. The second relates to lack of a sound base of research in terms of good quality infrastructure and trained faculty. Spending on research projects is miniscule, while the capability of these institutions to mobilise funds from agencies like DST, DBT, UGC, AICTE, other departments and ministries is dismal. This is exacerbated by the limited access to high-ranking quality journals. To set the things right, the NITI Aayog called for formulation of a clear policy for research, allocation of funds for establishing research labs, boosting collaborations and the need to have more centres of excellence. But the sorry state-of-affairs is that those entrusted with this responsibility are in deep slumber. The third factor relates to the complete absence of institution-industry interface in most SPUs. This needs to be stepped up to recognisable levels like the private institutions, which provide pre-placement training and long-term internships. Alternatively, SPUs can avail the opportunities provided through platforms like 'National Career Service' and AICTE's internship facility. The fourth dimension relates to funding of SPUs. Compared to central universities, IITs and NITs, SPUs are totally dependent on block grants extended by the respective state governments or through self-finance courses. Projects and consultancy are quite unthinkable. The final and fifth issue pertains to governance. At a time when universities were founded by princely states, the governing structures and funding were exemplary. The best example is the establishment of Osmania University by Nawab Osman Ali Khan in 1917. The iconic Arts College building remains a timeless architectural marvel. In the given circumstances, it is the considered opinion of the author that measures be taken to categorise SPUs into teaching and research outfits with designated objectives and targets. As a matter of fact, this is also the prescription of the NEP, 2020. The central government should take the lead by providing the necessary funding. It is time every HEI is allowed and provided with a congenial atmosphere to emerge as institutions of distinctive character and capable of creating their own USP and 'Brand Image'. (The writer is a former Vice-Chancellor of Acharya Nagarjuna University)
Hans India
01-06-2025
- Business
- Hans India
It's time for transparent mechanism to audit quality in private education
It was so dreadful to read about Uttar Pradesh Special Task Force (STF) uncovering a massive fake degree racket operating out of Monad University, a private institution in Pilkhuwa, Hapur. The media reported that on May 18, the STF had arrested 10 persons associated with the university, including its Chairman ChaudharyVijendra Singh and pro-chancellor Nitin Kumar Singh for their involvement in the sordid crime. Vijendra Singh was reportedly running the fake degree operation. Thousands of fake degrees are believed to have been recovered in the raid. The fake degrees were sold for amounts ranging from Rs 50,000 to Rs five lakh, often to secure private and government jobs. One shudders to think of the fate of those who have obtained those fake degrees for the purpose of securing a job. The private education market has a significant role in India's overall education sector, with projections indicating continued growth in the years to come. Back in 2022, the market size was estimated at $43.5 billion for school education – from kindergarten to the 12th Grade. The market is expected to increase at a CAGR of 12 per cent between 2023 and 2028. By FY25, the entire Indian education sector is estimated to be at a staggering $225 billion, while the education tech market is projected to grow to $7.5 billion. The total number of private educational institutions operating in the country stood at 3,73,621 in FY 2021. It is expected to scale to 4,59,952 units by FY 2027, expanding at a CAGR of around 3.69 per cent during the FY 2022 to FY 2027 period. As per an estimate, the state private universities, comprising teaching departments and constituent units or off-campus centres, have experienced the most significant growth, with enrolments soaring from 2.7 lakh in 2011-12 to 16.2 lakh in 2021-22, which accounts for an astonishing 497 per cent increase. According to the 2021-2022report of the All India Survey on Higher Education (AISHE), there were 1,168 universities, 45,473 colleges and 12,002 stand-alone institutions in the country. This almost 40-fold increase in the number of universities is a massive achievement as regards creation of access and facilities in the Indian higher education ecosystem. As on to date, we have over 500 universities in the private sector. The overwhelming expansion of educational opportunities to a much broader segment of the population is a welcome idea. As the data suggests, the private sector has emerged as a major force in expanding access to education. Many private institutions have also introduced a variety of curricula and pedagogical models including international programmes, vocational training, and online learning. However, can one vouch for the fact that quality of education is not being compromised in higher education institutions (HEIs) in the private sector? Are the teachers paid suitably? Do we have a fool-proof mechanism to audit their academic outcome? Are the annual reports of state private universities tabled on the floor of the state assemblies for discussion? Like many others, I am not opposed to having private HEIs but their promoters must understand that health and education sectors are not meant for profit making in a country like India where the majority of those who account for the country's 85 per cent population is devoid of quality education. If they do so, they are only weakening the nation's socio-economic fabric. By generating a few lakh jobs, they are not rendering any long-term favours to the country. India's top HEIs in the private sector have a miniscule presence of students from weaker and deprived social groups, whom we know as SCs, STs, and OBCs. While the role of the private sector in boosting education is undeniable, there are critical concerns that must be addressed to ensure equity and quality. I strongly feel that the majority of private institutions operate on a for-profit model, which excludes economically weaker sections. As many private institutions do not maintain high academic standards, there is a compelling need for a robust regulation and accreditation mechanism. One wonders why the Central and state governments are averse to the idea of rigorous evaluation of quality and inclusivity of HEIs in the public and private sector. The shift from an elitist colonial model of education to the enhancing paradigm marks a fundamental transformation in the philosophy and practice of education. However, for this movement to be truly transformative, it must be guided by principles of equity, quality, and inclusiveness, ensuring that massification does not become mere numerical expansion, but genuinely empowers the society through education. As things stand, the powers-that-be need to revisit their policies to maintain the sanctity of HEIs in the private sector. If they are being allowed to run as business entities or personal fiefdoms, then what is the point in asking: Who will bell the cat? Our higher education landscape has long grappled with glaring disparities in access and quality. We must not let our students navigate a fragmented and often compromised system, especially in the private sector. In many cases, private HEIs operate more like profit-driven ventures than centres of learning, often prioritising financial returns over academic excellence. This has led to an ecosystem where capitation fees, inadequate faculty, lack of research infrastructure, and obsolete curricula are the norm and not the exception. The University Grants Commission (UGC), All India Council for Technical Education (AICTE), Union Ministry of Education, and state governments must be driven by the accountability factor and do a rethink on the existing policies. Mere affiliation and accreditation formalities are not enough. A transparent and enforceable mechanism must be instituted to audit quality, governance, and inclusiveness in private HEIs. Without stringent checks and accountability, private HEIs will continue to function as personal fiefdoms, perpetuating inequity rather than alleviating it. To truly democratize higher education, we must balance autonomy with accountability, equity with excellence. Reforms cannot remain on paper. They must be reflected across classrooms, faculty rooms, and boardrooms alike. Only then can the sanctity and promise of higher education can be preservedin our country.
