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We are all familiar with the challenges for <keyword id="6375224" type="ORGANIZATION" weightage="80" keywordseo="higher-education">higher education</keyword> in India. Not enough capacity – the danger that we will not be able to cope with sheer numbers and provide direly needed education to the majority of our young in the years to come, turning our so called <keyword id="576921" type="UNKNOWN" weightage="80" keywordseo="demographic-dividend">demographic dividend</keyword> into a disaster. Very poor quality – our existing institutions are in decline and the quality of new institutions are generally sub-par. Obsession with specialisation – in a society hankering for employment the emphasis on studying engineering, management, law, medicine, commerce, etc., is creating legions of trained manpower rather than problem-solvers and leaders. The government is making tremendous efforts to expand capacity by creating greenfield institutions, but there is only so much the government can do. It needs to be given a leg up by the private sector, but deplorably the regulatory <keyword id="6356826" type="COMPANY" weightage="80" keywordseo="environment">environment</keyword> remains constraining even for legitimate private players to set up institutions – most private institutions tend to be perceived as money-making rackets, with little or no concern for their students. In this context, much has been written and said about how to solve India’s higher education mess. Let me suggest three ideas that could radically change our country’s trajectory. While these ideas may seem far-fetched, I believe we, other than any country, have the opportunity to innovate in higher education and, in fact, have no choice but to do so. 
 
• Create education SEZs 
• Offer surplus land within existing public institutions to new public or private institutions 
• Rapidly expand Massive Open Online Courses) (MOOCs ) 
 
Creating SedZs Creating <keyword id="776571" type="ORGANIZATION" weightage="80" keywordseo="Special-education">Special education</keyword> Zones (SedZs) akin to the industrial Special economic Zones (SeZs) can transform access to and the quality of higher education in this country. every year hundreds of thousands of our bright young students have no choice but to go abroad for higher studies. They spend billions of dollars and thousands of crores to get this education. What is worse, a simple demand-supply analysis of higher education suggests that these numbers will continue to grow, and grow exponentially. We are, in effect, outsourcing higher education to the US, UK, Australia and <keyword id="22501" type="COUNTRY" weightage="80" keywordseo="New-Zealand">New Zealand</keyword>. Recently, one of my employees sent her son to study dentistry in <keyword id="6358826" type="COUNTRY" weightage="80" keywordseo="Russia">Russia</keyword> even though she could ill-afford it. The new craze is “twinning programmes” where you study in an Indian university for 2 years and then complete your graduation and get a degree in the foreign university. <keyword id="6356662" type="COUNTRY" weightage="80" keywordseo="Singapore">Singapore</keyword> and <keyword id="6354539" type="COMPANY" weightage="80" keywordseo="Dubai">Dubai</keyword> are ostensibly building education hubs for Asia, but the reality is that it is Indian students hungry for a good education who are swarming new institutions in these locations. The tragedy is that home-grown public and private institutions are now setting up campuses in neighbouring and far-away foreign locations to escape overpowering local regulatory constraints. In effect, even though we can ill-afford to, as a country, we are outsourcing, and increasingly so, our higher education to the west. Given that both the supply of students and the demand for college graduates are right here in India, why not replicate the “overseas and higher-quality” experience in India by creating SedZs along the lines of the manufacturing SeZs. Interestingly, the concept of SeZs for education first seemed to have surfaced in 2004. In a then oped, the <keyword id="2776992" type="UNKNOWN" weightage="80" keywordseo="erstwhile-commerce-Secretary">erstwhile commerce Secretary</keyword> <keyword id="2776991" type="UNKNOWN" weightage="80" keywordseo="P-P-Prabhu">P.P. Prabhu</keyword> had made a case vigorously for SedZs saying, “The Special education Zone (SedZ) institution should be treated as though it is deemed to have been established in a foreign enclave, and, therefore, freed from all domestic controls and restrictions. An SedZ institution...should not be required to seek any approvals for its courses; it would need to be allowed to charge any fees, follow its own admission criteria and award its own degrees, and so on. However, if an SedZ institution wants recognition of its degrees and diplomas in our country, it would be required to meet the standards and conditions of affiliation and recognition.” 
 
Leveraging surplus land in existing institutions 
I have recently been part of an effort to build a new private university in India. With our poor infrastructure it is impossible to build a high-quality institution away from a large urban centre in India. Faculty are unwilling to teach and live in a place that does not offer employment opportunities for their spouses and an excellent school for their children. A case in point are the new IITs and IIMs, several of which, established in far-flung areas of the country on vast tracts of land in isolated settings, are struggling to attract faculty for the lack of adequate social infrastructure around their campuses. Clearly, for new institutions, urban or suburban locations make most sense. Urban and suburban locations make sense also because of the emerging trend of inner-city university campuses that are tightly integrated with their host cities. As <keyword id="2776994" type="UNKNOWN" weightage="80" keywordseo="Kerstin-Hoeger">Kerstin Hoeger</keyword>, full <keyword id="2776990" type="POSITION" weightage="80" keywordseo="professor-of-architecture">professor of architecture</keyword> and urban design at Norwegian university of Science and Technology points out, “worldwide, universities and their host cities are evolving into ‘knowledge cities’.” She and others in the field argue that the erstwhile ideal of a mono-functional and isolated greenfield campus removed from the city, providing academics and students the distance to reflect on humanity, is fast becoming obsolete in the context of modern knowledge societies, and is giving way instead to open campuses that share a close relationship with their host city. In fact, when seen today many of the top 50 universities of the world – for instance, <keyword id="54274" type="ORGANIZATION" weightage="80" keywordseo="MIT">MIT</keyword>, LSE, <keyword id="53675" type="ORGANIZATION" weightage="80" keywordseo="harvard">Harvard</keyword> and TU Berlin to name a few – are embedded in such ‘knowledge ecosystems’ enabling them to perform better. However, the model demands tracts of centrally located urban or semi-urban land that are increasingly hard to come by and come at exorbitant prices. For a new university to incur the high cost of land acquisition in its early stages is crippling – most new institutions end up investing large amounts in <keyword id="6354553" type="COMPANY" weightage="80" keywordseo="real-estate">real estate</keyword> even before they get started, unless they get subsidized and free land from the Government. Even so, most urban centres do not have unutilised land that the Government can allot for higher education. By contrast several central universities and institutes have vast tracts of land within urban areas that are underutilised. As an example, the <keyword id="58265" type="ORGANIZATION" weightage="80" keywordseo="Jawaharlal-Nehru-University">Jawaharlal Nehru University</keyword> (JNU) in Delhi has a 1000-acre campus that is largely unused. <keyword id="105777" type="ORGANIZATION" weightage="80" keywordseo="Osmania-University-in-Hyderabad">Osmania University in Hyderabad</keyword> has a 2000-acre campus. Why not allow new institutions to co-build and co-habit campuses for a fee and ensure more efficient utilisation of scarce and precious space. The “rentals” for the land will help supplement and improve the <keyword id="6357455" type="EVENT" weightage="80" keywordseo="Funding">funding</keyword> of existing institutions and not needing to spend their initial capital on land acquisition will help the new institution, in addition to giving them an attractive location to launch from. At the very least, the government should expand capacity and diversify areas of study in its central and public universities and institutes of national importance situated in central urban locations and built on vast tracts of land. 
 
Rapidly scaling up Massive Open Online Courses (MOOCs) India has no option but to <keyword id="819920" type="UNKNOWN" weightage="80" keywordseo="embrace">embrace</keyword> online education in a big way. This is because MOOCs are capable of solving two of India’s most pressing constraints at once – access and quality. It is near impossible for the country to provide a high-quality university education to the millions of deserving students with the existing numbers and quality of faculty. Current faculty-student ratios will just not get us there. The only way to fundamentally shift that ratio is to have “massive” classes made possible by the new MOOCs. In online education, unlike in traditional education, a few high-quality professors can reach manifold students. Of course, people will get into a debate whether this has the potential to replace teachers but we have also seen developments like Kindle and music players which have redefined usage patterns. There is also the classic intellectual debate about whether online education will work in isolation, in the absence of a classroom full of students, peers and teachers, but new theories show that self-learning is a new model whose time has come. But more importantly, we need to ask ourselves if we can afford to engage in such debates. India seemingly has no choice! Unlike in the West, where online education only adds to what already exists (more like education for the educated), in India it has the potential to be the first port of call for millions of students who are currently left out of the higher education system, or are having to settle for lower quality alternatives. Even if this model is the second or third choice for developed countries, it is a luxury for India to spurn it out of hand. In fact, many young Indians are already taking to MOOCs in a big way. At roughly 10%, Indian students form the second-largest group on Coursera, the biggest US-based MOOC, which has 4.3 million enrolments from over 190 countries. On Udacity and EdX, the other top-3 MOOCs, Indians represent equally large proportions. Clearly, innumerable Indian students see great value in MOOCs since the demand for education, particularly high-quality education, is way higher than supply and availability. At the very least, online education provides another chance to students who cannot understand or clear a course in the first attempt, and acts as a great democratiser. Agreed that distance or online learning is not the newest idea on the block – it has been around for a while. There are 176 institutes in India that offer distance learning programmes and 26% students are enrolled in them. However, there is a need to deregulate and scale up the distance/online learning model to be much larger than what it currently is. If we are ever to achieve quality with access, there is also a need to mainstream this sort of learning. The ideal solution has to be a blend where online education plays an important role in mainstream education. 
 
(The <keyword id="842" type="POSITION" weightage="60" keywordseo="author">author</keyword>, Pramath Raj Sinha, is <keyword id="1535570" type="POSITION" weightage="80" keywordseo="founder-and-managing-director">founder and managing director</keyword> 9.9 Media. He has also served as the founding <keyword id="6548521" type="POSITION" weightage="80" keywordseo="dean">dean</keyword> of the <keyword id="6357275" type="ORGANIZATION" weightage="80" keywordseo="Indian-School-of-Business">Indian School of Business</keyword>. This article was contributed to Thinkers, a quarterly thought leadership magazine that features the brightest thinkers in the areas of economics and governance, philosophy and literature, science and technology, and management. To learn more about the magazine, please visit: <a href="http://www.thinkers.in/">www.thinkers.in</a> )

Thinkers/Thinkers 50: 3 big ideas that will reform India's ailing higher education system

Telangana and especially Hyderabad is one of the most popular destination for students looking forward to pursue their engineering courses from top ranked institutions in India. Telangana has a good number of leading engineering colleges that have scored appreciable rankings on the National Institutional Ranking Framework (NIRF). Here is the list of <keyword id="9385815" type="UNKNOWN" weightage="20" keywordseo="top-10-engineering-colleges">top 10 engineering colleges</keyword>, institutes and Universities in Telangana based on the National Institutional Ranking Framework scores awarded by the Ministry of Human Resource Development, Government of India. #1 Indian Institute of Technology Hyderabad, Hyderabad Indian Institute of Technology, Hyderabad tops the list of engineering colleges located in Telangana. The institution has scored the 8th place among the leading engineering educational bodies in India. The NIRF score secured by the college is 66.44. IIT Hyderabad is one of the most sought after institutions for engineering education and this is one among the second generation of IITs that the government of Indian has started across the nation. #2 National Institute of Technology, Warangal NIT, Warangal has scored 57.76 points that makes it the 19th topmost institutions in the country in the domain of engineering education. This places the college in the second position among the leading engineering colleges in Telangana. Created in 1959, the college was earlier known as Regional Engineering College. This was among the first chain of 30 NITs founded in the country. #3 International Institute of Information Technology, Hyderabad International Institute of Information Technology, Hyderabad is one of the most sought after destinations for engineering education in India. The college scores 49.45 points on the NIRF merit list and occupies the 43rd position among the best engineering colleges in India. This college is a not-for-profit public private partnership (N-PPP) founded in 1998 and is the first engineering college of this kind in India. #4 Jawaharlal Nehru Technological University, Hyderabad Scoring 44.97 points on the NIRF ranking, Jawaharlal Nehru Technological University, Hyderabad occupies the 57th place among the topmost destinations for engineering education in India. Created in 1972, Jawaharlal Nehru Technological University, Hyderabad was the first technological university in the nation. The institution has four constituent engineering colleges under its umbrella, one at Hyderabad, one at Kondagattu (Jagithyal), one at Manthani and one at Sultanpur (Medak district) besides fifteen other constituent units developed on Hyderabad campus. #5 University College of Engineering, Hyderabad University College of Engineering, Hyderabad scores 38.43 points on the NIRF merit list and is placed in the 88th position among the leading engineering educational institutions in the nation. A highly preferred destination for those pursuing technological courses under different engineering domains, the college was created in the year 1929 and this was the sixth engineering college established under the British regime in India. #6 Chaitanya Bharathi Institute of Technology, Hyderabad On the NIRF merit list, Chaitanya Bharathi Institute of Technology located in Hyderabad scores 35.32 points and occupies the 124th place among the leading engineering educational institutions in India. Established in the year 1979, this is a private educational institute affiliated to the Osmania University. Today this is an autonomous institution approved by AICTE. #7 Vallurupalli Nageswara Rao Vignana Jyothi Institute of Engineering and Technology, Hyderabad The NIRF merit list awards 34.99 points to this college placing Vallurupalli Nageswara Rao Vignana Jyothi Institute of Engineering and Technology, Hyderabad in the 127th position among the top engineering education institutions in India. This is one of the most reputed colleges for engineering courses in Hyderabad established in 1995. #8 CVR College Of Engineering, Ibrahimpatan The score bagged by CVR College of Engineering on the NIRF merit list is 33.87. The college ranks in the 141 position among the leading institutions in the country offering engineering courses. The college offers B.Tech and M.Tech programs across a diverse number of highly sought after engineering branches like Artificial Intelligence, Data Sciences, Electrical Power Engineering, Embedded Systems, Structural Engineering, VLSI Design. #9 Vardhaman College of Engineering, Rangareddy Placed in the 143rd position among the top engineering colleges in India, Vardhaman College of Engineering, Rangareddy is a highly sought after destinations in Telangana for pursuing engineering courses. The college is affiliated to the Jawaharlal Nehru Technological University, Hyderabad and approved by the AICTE and was established in 1999. #10 SR Engineering College, Warangal Scoring 32.95 points on the NIRF list, SR Engineering College located in Warangal is positioned in the 160th place among the top engineering colleges in the country. The college is deemed as one of the best institutions in Telangana for engineering courses. Established in 2002 and accredited by NBA and AICTE, the college offers around 18 courses under different engineering disciplines.

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Thinkers/Thinkers 50: 3 big ideas that will reform India's ailing higher education system

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