National Knowledge Commission Report to the Nation 2009: Baseline

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Figure 43: Region-wise distribution of engineeringinstitutions in 2006-0714%Source: AICTE11% 9%37%8%9%12%CentralEasternNorthernNorth-westSouthernSouth-westWesternclass infrastructure, relevant curriculum, good facultyand industry linkages are crucial inputs needed toenhance quality of engineering education in India.Current engineering graduates are often found to beill-equipped to meet the skill demands of the industry– a survey by the McKinsey Global Institute showedthat multinationals found only 25 per cent of Indianengineers employable.Research: Postgraduate education in engineeringand technology had a late start in our country. Atthe time of India’s independence only 6 institutionsoffered postgraduate programs in engineering andtechnology to just about 70 students. In 2003, 1552postgraduate engineering programs were recognised inengineering, offered by 321 institutions with a totalsanctioned intake of over 26,000. In 2004-05, only968 doctorate degrees were awarded in engineering,the majority of which came either from the IndianInstitutes of Technology or the Indian Institute ofScience, Bangalore.202 National Knowledge Commission
Open and Distance EducationIntroductionDistance education is provided by openuniversities and correspondence coursesoffered by Distance Education Institutions(DEIs) of conventional universities. Almost onefifthstudents enrolled in higher education in Indiaare receiving education through the distance mode,i.e. through the open universities or though thecorrespondence courses of traditional universities.Given the rapid expansion required in highereducation in India, open and distance educationcan play an extremely significant role in meetingthe increased demand for higher education.Moreover, there is an unprecedented opportunitywith regard to technology especially in the formof open courseware. However, problems relatingto quality as well as brand equity of distanceeducation persist.Current ScenarioEnrolment: In 2004-05, around eleven millionpeople were enrolled in higher education inIndia, of which the open and distance educationsystem (including correspondence courses offeredby distance educational institutions (DEIs) ofconventional colleges) served roughly 20 per cent.Within this, open universities served 10 per centof the higher education need. The figure belowillustrates the growth in enrolment in highereducation and open and distance educationfrom 1996 to 2004. In 2000-01, only 4 percent of the higher education need was served byopen universities, but in 2003-04 the figure wasaround 10 per cent, while the overall distanceeducation contribution is around nineteen percent. The figure below also shows the contributionto distance education by open universities andby correspondence courses of conventionaluniversities.Figure 44: Contribution of Open and DistanceEducation (ODE)Figure 45: Enrolment in open universities andcorrespondence coursesThousandsThousands120010008006004002000120001000080006000400020000Source: MHRDSource: MHRDTotal enrolment in higher educationEnrolment in open universities and correspondenceEnrolment in ODE as a percentage of total highereducation251996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04Enrolment in open universitiesEnrolment in correspondenceEnrolment in open universities as a percentage of total higher educationEnrolment in correspondence as a percentage of total higher education1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-042015105014121086420Report to the Nation203
Page 1: Annexure I: BaselineReport to the N
Page 8 and 9: years and 15-17 years were 13.8 per
Page 11 and 12: Formal vocational training and broa
Page 13 and 14: 4. Impact: Of the trained candidate
Page 15 and 16: Figure 16: Growth of student enrolm
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Page 19 and 20: More Talented Studentsin Maths and
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Page 23 and 24: Figure 26: Total enrolment in lawPe
Page 25 and 26: Figure 29: Growth in medical colleg
Page 27 and 28: 1989-1995 concluded that our medica
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Page 31: Figure 40: Growth in engineering in
Page 35 and 36: correspondence courses must be made
Page 37 and 38: Figure 47: State-wise distribution
Page 39 and 40: Figure 53: Applications filed by In
Page 41 and 42: Figure 57: Resident patent filings
Page 43 and 44: Figure 60: Overall and potential en
Page 45 and 46: AgricultureIntroductionAgriculture
Page 47 and 48: Table 19: Global extension practice

National Knowledge Commission Report to the Nation 2009: Baseline

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