1. Address to be delivered in STI Workshop at Tehran, Iran, July 26-31, 2015.

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3. 3 Universities : ~ 700 Colleges : 48,000+ Students : 30 million (30% in Sciences) Graduates : 8 million/year Ph.D.s : 23,000/year (8,000/year in S&T) Engg. Colleges : 3800+ (1 million B.Tech/y) Medical Colleges : 1300+ Colleges of ISM : 500 Agriculture Colleges: 200+

4. INDIA A stunning Kaleidoscope, a blend of different cultures and traditions, geography and history, sights and sounds, flavors and feelings. We believe in “Life is Education and Education is Life”

5. ANCIENT SEATS OF LEARNING IN INDIA Takshashila University, now in Pakistan (circa 700 BCE-460 AD) Nālandā University, in Bihar ( circa 427 – 1197 AD) Odantapuri University, in Bihar (circa 550 - 1040 AD) Somapura, now in Bangladesh (circa 400 – 1200 AD) Vikramaśīla University, in Bihar ( circa 800 - 1040 AD) Jagaddala University, in Bengal (circa 800-1200 AD) Valabhi University, in Gujarat (from the 500 – 650 AD) Varanasi University in UP (8th century till now) Puspagiri University, in Orissa (11th century)

6. Nalanda was acclaimed as the first and the greatest University of the world. Subjects viz. fine arts, medicine, mathematics, astronomy, politics and the art of warfare were taught. The university was an architectural and environmental masterpiece; eight separate compounds; meditation halls; classrooms; lakes and parks; nine-story library; dormitories for students housing. Nalanda University has nearly 10,000 students and 2,000 professors. It attracted pupils and scholars from Korea, Japan, China, Tibet, Indonesia, Persia and Turkey. Unfortunately, it ceased to exist when invaders burnt it in 1197 AD. Remains of Nalanda University

7. In terms of sheer data, India has made impressive progress in education sector: 7 Segments In 19502015 Schools0.22 million1.5 million Teachers0.7 million8.3 million Pupils23 million310 million Colleges70046000 Universities25726 Univ. teachers170001.2 million Students10000029 million Literacy14%~73%

9. INDIAN EDUCATION SYSTEM Pre-primary …(Age : 4-5 years) Primary …(Age : 6-11 years) Secondary …(Age : 11-15 years) Higher Secondary …(Age : 15-17 years) Graduation …(Age : 17-20/21 years) Post-graduation …(Age : 20/21-22/23 years) Doctoral …(Age : 22/23-27 years)

10. INDIA’S HUMAN RESOURCE India’s population now touches 1.27 billion mark Every year we add one more Australia in our population (and one Iran in every 3 years) Indian population is relatively very young 50% Indians are below 25 years 650 million are below 30 years Nearly 325 million are in the age group of 15-30 y The number of students in Indian schools/colleges are equal to the entire population of USA Every year India produces 60,000 doctors, 1.25 million engineers, 23,000 Ph.D. and 8 million graduates and all most all are English speaking.

11. Highly competitive world class man-power Indian Education system lay high emphasis on Science and Mathematics. Strong system of traditional knowledge Proven strength in Information and Software Technology Highly reputed management institutions Well trained man power in Process Chemistry, Biotechnology and Pharmaceutical Sciences 11

12. NATIONAL KNOWLEDGE COMMISSION The main recommendations are : Expansion of University system to reach a level of 1500 Universities. Establishment of a strong and independent Regulatory Authority for higher education Enhancement of quality Improvement in access Enhance competitiveness by facilitating offshore campuses of foreign institutions Setting up a Research and Education Network

13. CAPACITY ENHANCEMENT In the 12 th five year plan (2012-2017), India has allocated Rs 3.5 trillion ($ 360 billion on PPP scale) for upgrading and expanding quality education in India. 14 Indian Institute of Technology 7 Indian Institute of Managements 5 Indian Institute of Science Edu. and Res. 20 Indian Institute of Information Technology 6,000 High quality Schools 10,000 Vocational Schools (Proposed) 50,000 Skill Development Centers (Proposed)

14. Stimulating science-driven innovation Stimulating business-driven innovation Stimulating teacher-driven innovation Stimulating user-driven innovation

15. Trans-disciplinary research forms a major avenue for enhancing science based contributions to solve complex problems. Trans-disciplinary research holds the potential to stimulate innovation in a broad range of disciplines. Enhancing trans-disciplinary practice and its scientific foundations is therefore a rewarding challenge. Trans-disciplinary approach is embedded in Liberal Arts Education

16. Modern liberal arts education is a system of higher education designed to foster in students the desire and capacity to learn, think critically and to communicate proficiently for preparing them to function as engaged citizens.

17. The central tenet of liberal arts education is that it is more concerned with the development of the individual than the preparation of students for a specific vocation. It is concerned with shaping citizens and make capable of becoming active participants in our society.

18. A liberal arts education leads to an environment of transformation. It provides limitless opportunities for students to find and trust their own voice. More focus on student-student and student-faculty interactions both inside and outside the classroom. Students learn to embrace ambiguity, to be creative, curious, and to critically question what is taken for granted as the truth. Students find opportunities to challenge themselves. They begin to take ownership and pride in the world they live in.

19. The hallmarks of Liberal Arts Education are: Work independently but learn to work well with others Follow complex approach to thinking and learning. Proficiency in written and verbal communication skills Ability to solve complex problems, Adapt better in a changing workplace Upon graduation, liberal arts students become: more reflective about their beliefs and choices, more self-conscious and aware of their personal values, more creative in their problem-solving, more perceptive of the world around them, and more able to generate and disseminate knowledge.

20. Triple helix model attempts to capture transformation of roles and relationships among the emerging primary institutional triad of University-Business-Government. Triple helix becomes a platform for institution formation, the creation of new organizational formats to promote innovation, such as incubators, science parks and venture capital firms and endorse a culture of PPP.

21. Overview Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS), launched in 2013 aims at providing strategic funding to eligible state higher educational institutions. The central funding (in the ratio of 65:35 for general category States and 90:10 for special category states) would be norm based and outcome dependent. Total allocation is USD 4 billion. The funding would flow from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions. The funding to states would be made on the basis of critical appraisal of State Higher Education Plans, which would describe each state’s strategy to address issues of equity, access and excellence in higher education. http://mhrd.gov.in/rusa

22. Objectives: The salient objectives of RUSA are to; Improve the overall quality of state institutions Usher transformative reforms in the state higher education system and improving governance Ensure reforms in the affiliation, academic and examination systems. Ensure adequate availability of quality faculty and ensure capacity building in all higher educational institutions. Create an enabling atmosphere in the higher educational institutions to devote themselves to research and innovations. Expand the institutional base Correct regional imbalances in access to higher education Improve equity in higher

23. Components Create new universities through up-gradation of existing autonomous colleges Create new model degree colleges, new professional colleges and provide Infrastructural support to universities and colleges Provide Faculty recruitment support, Offer faculty improvements programs and Leadership development of educational administrators Enhance skill development Synergize vocational education with higher education Supports reforming, restructuring and building capacity of institutions

24. (A program to transform India into a digitally empowered society and knowledge economy) What is Digital India? Digital India is a Program to prepare India for a knowledge future. The focus is on being transformative–to realize IT + IT = IT The focus is on making technology central to enabling change. It is an Umbrella Program–covering many departments. It weaves together a large number of ideas and thoughts into a single, comprehensive vision so that Each of them is seen as part of a larger goal. Each individual element stands on its own. But is also part of the larger picture. It is coordinated by DeitY, implemented by the entire government. The weaving together makes the Mission transformative in totality

25. The Program: Pulls together many existing schemes. These schemes will be restructured and re-focused. They will be implemented in a synchronized manner. Many elements are only process improvements with minimal cost. Vision Areas: 1. Infrastructure as a Utility to Every Citizen 2. Governance & Services On Demand 3. Digital Empowerment of Citizens

26. Nine Pillars of Digital India Broadband Highways (250,000 GP, Dec. 2016, USD 5.0 billion) Universal Access to Phones (connect 42,300 villages by 2018, USD 2.5 billion) Public Internet Access Program (Serve another 2,50,000 villages by 2017, USD 7.0 billion) E-Governance – Reforming government through Technology E-Kranti – Electronic delivery of services (E-Education, free WiFi in all Schools, E- Healthcare, MOOCs, e-Courts, e-Police, e-Prison etc.) Information for All Electronics Manufacturing Electronics Manufacturing – Target NET ZERO Imports IT for Jobs (10 million Students) Early Harvest Programs (All universities on National Knowledge Network, 400 additional Universities, Wi-Fi in all Universities)

27. Jan 12National youth Day Feb 28National Science Day Mar 16National Vaccination Day Mar 21World Forestry Day Mar 22World Day of Water April 7World Health Day April 22World Earth Day May 3International Energy Day May 11National Technology Day June 5World Environment Day June 8World Oceans day June 21International Yoga Day July 11World Population Day Aug 12International youth Day Aug 25World Doctorates Day Sept 5National Teacher's Day Sept 16World Ozone Day Oct 5World Teacher's Day Oct 16World Food Day Dec 14National Energy Cons. Day

29. The CURRENCY of an Academic Institution is its IMAGE which is created by the quality of teaching that it imparts and research that it intends to nurture. And the ‘CORE VALUE’ of a University is derived from its ‘engagement’ in “Knowledge Generation and Dissemination”

30. UGC NAAC NBA MCI NCTE DEC MANAGEMENT EDUCATION DISTANT LEARNING ENGINEERING INSTITUTE MEDICAL INSTITUTE TEACHER EDUCATION COLLEGES AND UNIVERSITIES AICTE HE Washington Accord

31. NAAC was established in 1994 with its headquarters at Bangalore. Does periodic assessment and accreditation of institutions Stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions; To encourage self-evaluation, accountability, autonomy and innovations in higher education; To undertake quality-related research studies, consultancy and training programs, and To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance. In last 20 years, less than 25% HEI could be accredited. The task is mammoth.

32. The National Board of Accreditation was established to promote International quality standards for Technical Education in India India became associate member of the Washington Accord in 2007 but acquired status of permanent signatory member on 13th June 2014. The NBA is the coordinating agency for WA. The ”Washington Accord” originally signed among six countries in 1989, is an International Agreement among bodies responsible for accrediting undergraduate engineering degree programs. Following countries are members of WA: Australia, Canada, Chinese Taipei, Hong Kong, China, India, Ireland, Japan, Korea, Malaysia, New Zealand, Russia, Singapore, South Africa, Turkey, the United Kingdom and the United States. Not all Engineering Colleges but only the 220 colleges which come under the short-listed tier-I colleges by NBA can enjoy the benefits of Washington Accord.

34. How education can contribute to the proposed post-2015 goals “Education is a fundamental right and the basis for progress in every country. Parents need information about health and nutrition if they are to give their children the start in life they deserve. Prosperous countries depend on skilled and educated workers. The challenges of conquering poverty, combating climate change and achieving truly sustainable development in the coming decades compel us to work together. With partnership, leadership and wise investments in education, we can transform individual lives, national economies and our world.” — BAN KI-MOON, UNITED NATIONS SECRETARY-GENERAL

35. For more than half a century the international community of nations has recognized education as a fundamental human right. In 2000, it agreed to the Millennium Development Goals, which acknowledged education as an indispensable means and as a catalyst for development. The outcome document of the Open Working Group on Sustainable Development Goals (released in July 2014), which reiterates that education is not only an end in itself but also a means to achieving a broad global development agenda.

37. The four pillars of learning are fundamental principles for reshaping education: Learning to know : to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning. Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society. Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for a all-round ‘complete person. Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony.

38. Our endeavour shall be to ensure that “the Higher Educational Institutions shall occupy a global centre-stage of the Brave New World of Knowledge through innovation and dissemination of high quality education, nurturing academic leadership and providing intellectual, socio-cultural and economic development of the people of the region”

40. The “Global Network of Doctorates” is a Professional Group of highly accomplished people having Ph.D. degree in any field of study. Presently this group is created on LinkedIn platform. It was launched on March 7, 2012 and currently enrolled about 2650 members from 55 countries. The main idea behind creation of this Group is to offer a global platform to share our experiences and to network as a powerful academic body.

41. The main objective of launching this group is to share a major responsibility of generation and dissemination of knowledge and to steer our knowledge society towards prosperity and high quality of life. The members are also committed to ensure very high standards of Doctoral Research across the disciplines.

46. “ विश्व विद्यानिधि दिवस ”

48. August 25, 2013

52. A good researcher is one whose name appears in the ‘subject index’ rather than in ‘authors index’. A research guide should possess scholarship abilities. His nature should vibrate in unison with that of his research domain. He should be free from bias and prejudices. A research guide should be self-motivated and accepted as an authority in his chosen field. He shall have a tendency to give his best and in plenty. A research guide shall maintain optimum interaction with his students and supervise their work with keen interest.

53. A research scholar largely contributes to his/her Ph.D. work, hence the quality of research depends on various quality attributes of the scholar. A Research scholar must have sound knowledge of his subject. He shall reflect with inquisitive mind. He should be intelligent, methodical and hard working. Research scholars should have a strong aptitude for research. He shall possess maturity, analytical ability and a flair for innovation. He shall exhibit scholarship, patience, honesty and integrity towards his work and profession.

54. The creativity and innovative abilities amongst young students (high school/undergraduate) are very high. India has nearly 12% population (140 million) between the age group of 17-21 years. We must plan to engage them fruitfully and gainfully. Indian Higher Education system restricts undergraduate research. In order to develop innovation eco-system, we need to re-design our HE structure with focus on research and liberal arts. Even with 20% GER, we will be able to induct 20-25 million young innovators (highest in the world) by 2020 to bring the desired transformations.

55. We have to evolve strategies and plans to enhance enrolment of doctoral students and to ensure quality of research. The amount and number of Ph.D. fellowships must be increased. Industries must come forward to donate endowments to Universities under their CSR programs for fellowships. Strict regulations for Ph.D. programs and even stricter norms for the research guides. Better Ph.D. evaluation criteria shall be evolved. Modalities shall be worked out for attracting brighter minds to academics and to pursue doctorates. National register of doctorates shall be prepared.

56. Although several factors are responsible for decline in the quality of doctoral research, for example – Lengthy program No job security Lack of social recognition Inadequate infrastructure Ineffective supervision and Casual approach in evaluation The issue of quality concern in research is extremely important as low quality research leads to a ‘Tragedy of the Commons’.

57. The quality of doctoral research in Universities cannot be neglected any more. We know the importance of high quality research and we also know how to pursue it. One generally understands the internal as well as external factors affecting the quality of research. Although we are severely affected by external factors but a drastic quality improvement may be brought by addressing the internal factors viz. setting higher standards, proper regulations, evaluation, guidance and above all the ‘ethics’.

58. I am tempted to correlate quality of research with the very attitude, ethics and human values possessed by a researcher. Unfortunately the science alone cannot produce human values. Here, I would like to quote an expression of Henry A. Bent : “Science and Human Values, IS and OUGHT May be two sides of the same thing A Moebius - twist of time, Merging, one into the other. ‘Science itself has a two-sided- one sidedness’ …………………………………….. ‘IS’ is hen, Ought’s egg And the hen ? They say One can’t get OUGHT from IS. ……………………………………..

59. Dear Friends, the time has come to hold each others hands and show our muscles as well

60. ..and finally, we would like to say that our minds were always with you, but today we are leaving our Hearts with you. kkdwivedi@yahoo.com

62. CountryPapersCitationsCitation/paper No%RankNo%RankRatioRank China2535662.6297344880.83182.90121 India1848921.91135832600.66193.15114 South Korea1184921.22164641360.53213.92103 Taiwan963941.00194202340.48254.3695 Singapore291170.30351383380.16374.2797 Iran116170.1248292640.03552.52131

63. 63 Foreign Students in Indian Universities (2012-13) Rank CountryMaleFemaleTotal All Countries219151326335178 Top 10 Countries 1NEPAL408033217401 2BHUTAN143711342571 3AFGHANISTAN20662572323 4IRAN, ISLAMIC REPUBLIC OF10969952091 5MALAYSIA68611881874 6IRAQ15332141747 7SUDAN15121371649 8RWANDA6524081060 9SRI LANKA4475561003 10UNITED STATES392471863 Data source: AISHE Portal (www.aishe.gov.in)

64. Number and distribution of doctoral awards in USA, by decade: 1900–1999 Decade Number of Ph.Ds awarded Per cent distribution All decades1,364,069100.0 1900–093,6540.3 1910–195,5420.4 1920–2911,9350.9 1930–3925,6741.9 1940–4930,6292.2 1950–5982,6896.1 1960–69162,07111.9 1970–79320,93623.5 1980–89319,50123.4 1990–99403,86129.6 2000-09480,000**estimated 2010-04250,000**estimated SOURCES: NSF/NIH/USED/NEH/ USDA/NASA, Survey of Earned Doctorates and Doctorate Records File (1920–99); U.S. Office of Education annual and biennial reports(1900– 19).