Goals and governance of higher education in India

In this paper, we explore the evolution of the Indian State's role in governance, and the implications this has for goal setting. We find that the Indian government's activist role in governance marked a change from the colonial period. This, we suggest, was not due to changes in the relat...

Full description

Saved in:
Bibliographic Details
Published in:Higher education 2013-05, Vol.65 (5), p.595-612
Main Authors: Carnoy, Martin, Dossani, Rafiq
Format: Article
Language:English
Subjects:
Access to education
Activism
Aims and objectives
Analysis
Ausland
Colleges
Colleges & universities
Colleges and universities
Colonialism
Comparative analysis
Cost analysis
Democratization
Economic Development
Economic reform
Education
Education policy
Education reform
Education, Higher
Educational Change
Educational Finance
Educational Practices
Educational reform
Equal Education
Equity
Foreign Countries
Gandhi, Indira (1917-84)
Global Approach
Globalisierung
Globalization
Goal Orientation
Goal setting
Governance
Government
Government and politics
Government Role
Higher Education
Hochschulreform
Hochschulsystem
Independence
India
Indien
Industrial development
Industrialization
Industry
Outcomes of Education
Political aspects
Political power
Politics
Privatization
Provincial government
Regulation
Stakeholder
Stakeholders
State budgets
State universities
Universities
University administration
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this paper, we explore the evolution of the Indian State's role in governance, and the implications this has for goal setting. We find that the Indian government's activist role in governance marked a change from the colonial period. This, we suggest, was not due to changes in the relative influence of different stakeholder groups. It was instead due to new national developmental goals, particularly industrialization. Fairly quickly after independence, we find that higher education governance came to be exercised in different ways between the center and the states. Control over the system's governance was to later become an arena of contest between the national (central) government and the provinces (states), leading to disagreements on strategies, such as on funding and regulation. In later phases, particularly in the third phase that began in 1984 and continues to the present, the disagreements intensified because educational priorities started changing due to the changes in the relative influence of stakeholder groups and new forces such as globalization. (HRK / Abstract übernommen).
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-012-9565-9