PRIME MINISTER’S DELEGATION TO INDIA

BRIEFING NOTE – 

PRIME MINISTER’S 

DELEGATION TO 

INDIA 

DECEMBER 2016 

Contact: 

Richard Grubb, 

Policy Officer - India 

richard.grubb@international.ac.uk 

Action: 

For information and awareness of opportunities 

Audience: 

Pro-Vice-Chancellors International, Directors International 

and International Office staff with responsibility for India 

Executive Summary 

November 2016 saw the Rt Hon. Theresa May MP 

lead a high-level delegation to India in her first visit 

outside of Europe as Prime Minister. In parallel 

Jo Johnson MP, Minister of State for Universities, 

Science, Research and Innovation led a higher 

education delegation that contributed to the 

higher education conference at the UK-India 

TECH Summit. Several announcements were 

made over the course of the trip relating to 

funding opportunities and the promotion 

of the UK higher education sector 

overseas.

Briefing Note: PM delegation to India - December 2016 Briefing Note: PM delegation to India - December 2016 

DELEGATION 

Introduction 

For the past 20 years the Government of India’s 

Department of Science and Technology (DST) and 

Confederation of Indian Industry (CII) have jointly 

organised India’s largest technology showcase 

event. This year the UK was announced as the 

partner country in what represented the high point 

commemorating 2016 as the ‘India-U.K. Year of 

Education, Research and Innovation.’ 

The event played host to Prime Minister Theresa 

May’s first bilateral visit outside of Europe and the first 

UK trade mission post Brexit. Despite expectations 

of announcements regarding student visas, very little 

was discussed and no concrete announcements were 

made on the issue by either side. Mrs May opened 

the summit with a speech that offered a possible 

improved visa deal to India, however, the deal would 

offer improvements to the visa process only, such as 

cost and speed, rather than criteria applicants must 

meet. Prime Minister Modi used his speech to heavily 

hint that he wanted young people to be more able to 

travel abroad to study. 

Composition 

The high level trade delegation was led by Prime 

Minister, Rt. Hon Theresa May. She was joined 

by Secretary of State for International Trade Rt 

Honourable Dr Liam Fox MP, Minister of State for 

Trade and Investment Rt Honourable Greg Hands 

MP, and Minister of State for Universities, Science, 

Research and Innovation Jo Johnson MP. Mr Johnson 

led an accompanying higher education delegation 

of 33 Pro Vice Chancellors, Vice Chancellors and 

lecturers from 26 UK institutions. The delegation also 

included CEO of Universities UK, Nicola Dandridge, 

Chancellor of the University of Birmingham, Lord 

Karan Bilimoria and CEO of FutureLearn, Simon 

Nelson. 

Activity 

During the delegation the group participated in a 

range of events including: 

1. The Tech Summit – comprising four concurrent 

summits: Technology, Entrepreneurship 

& Innovation, Higher Education, Design, 

and Intellectual Property. The UK-India 

Higher Education Summit was split into two 

sections: Higher Education Policy Reform and 

Internationalisation, and Industry Academia 

Partnership. 

2. Delegates had an informal lunch with Jo Johnson 

giving all members an opportunity to engage on 

an informal basis. Representatives of the UK 

Government were present at the meeting which 

was intended to provide a forum to discuss 

domestic policy issues as well as challenges 

for UK universities in engaging with India. In 

the evening members of the delegation had 

an opportunity to network with representatives 

from Indian and UK academia and Government 

involved in both the Newton Bhabha Fund 

and UKIERI initiatives as well as alumni of UK 

universities. 

3. A roundtable discussion was held to discuss 

opportunities for UK India collaborations with 

key government bodies across higher education 

& skills development. Discussions centred 

around India policy focus and implications for 

student mobility, collaborations and partnerships. 

Participants explored future opportunities for 

collaboration including ICT, digital and open 

learning and shared information on Multi 

Skill Centres and GIAN. The meeting included 

representatives from the following Indian 

ministries: 

• Ministry of Human Resource Development 

• Ministry of Skill Development and 

Entrepreneurship 

• University Grants Commission 

• Department of Science and Technology 

• All India Council for Technical Education 

• Association of Indian Universities 

• National Skill Development Corporation 

4. A British Council reception hosted the formal 

launch of the global Study UK: Discover YOU 

brand in India. The reception included alumni 

and representatives of Indian and UK academia 

and Government. 

5. During a UK Visas and Immigration briefing the 

Tier 4 visa consultation was discussed with 

representatives of the British High Commission. 

6. An event planned and hosted by De Montfort 

University and the University of Sheffield, 

highlighted the international nature of the UK 

university sector and the necessity of putting 

forward an independent and positive message. 

It built upon DMU’s #loveinternational and the 

University of Sheffield’s cross-sector We are 

international campaigns. 

Outcomes 

Newton Fund 

Mr Johnson announced the continuation of the 

UK’s Newton Fund, with funding secured to 2021 

taking joint investment in the UK-India Newton Fund 

partnership to up to £200 million by 2021. 

Newton Fund Programmes 

A number of new UK-India Newton Fund research 

programmes, worth up to £80 million were 

announced in areas including: water quality, antimicrobial 

resistance and women & children’s health. 

The following programmes will be managed by the UK 

Research Council under the umbrella of the Newton 

Fund: 

• £8.4 million programme to improve water quality. 

• £7.4 million programme on Energy Demand 

Reduction in the Built Environment to improve 

health and wellbeing, and lower energy costs for 

building users. 

• A £13 million UK-India research programme to 

strengthen the global fight against anti-microbial 

resistance. 

• A £16 million programme to support 

commercially focused research and 

development partnerships that bring innovative 

biotechnologies to market for cleaning, 

processing and using industrial waste streams. 

Funding calls for these programmes have not yet 

been announced, however, UUKi will update on these 

programmes in the coming months. 

Innovate UK will manage a fourth call (worth £1.6 

million) on Joint Industrial R&D in areas of on clean 

energy, healthcare, ICT to support novel commercial 

solutions. Details can be found in the Opportunities 

section of this document. 

Newton Prize 1 

Mr Johnson launched the first annual £1 million 

Newton Prize, which will recognise the Newton 

Fund’s best science or innovation that promotes 

the economic development and social welfare of 

partner countries. For 2017, the prize is open to 

existing Newton Fund programmes in India, Malaysia, 

Thailand and Vietnam which focus on the grand 

societal challenge of public health and wellbeing, 

covering issues such as anti-microbial resistance, 

disease, healthcare, and nutrition. 

Newton Vivekananda 

Although it was expected that a Memorandum of 

Understanding (MOU) between the Department of 

Business Innovation and Skills, Government of the 

United Kingdom of Great Britain and Northern Ireland 

and the Ministry of Human Resource Development, 

Government of India would be signed for the Newton 

Vivekananda Fund, it did not happen. The primary 

objective of the collaboration under this programme 

was to be to support the research and innovation 

capacity of the participants in humanities and social 

sciences. It is now expected that the programme will 

form part of an amendment to the existing Newton 

Bhabha Programme and will be added in in the new 

year. UUKi will update on this in due course. 

• Launch of Phase 2 (£12.6 million) of Global 

Research Programme in Women and Children’s 

Health between the UK and India to study 

reproductive health issues facing women and 

their unborn children in low and middle income 

countries. [Funding includes: £4.3 million from 

Newton Fund and £2 million from DFID, matched 

by India]. 

Note 

2 3 

1 http://www.newtonfund.ac.uk/news/081116/


POLICY UPDATE 

OPPORTUNITIES 

Launch of new global Study UK: Discover YOU brand 

in India 

The campaign ‘Study UK: Discover You’, was launched 

by Mr Johnson. The initiative is part-funded by a £3m 

commitment from the UK government’s existing 

GREAT Britain campaign, which markets the UK 

in a number of areas including innovation, culture 

and business. The British Council has matched this 

amount, bringing the total funding to £6m. Education 

was not a focus of the initiative when it first launched 

in 2012, but its Education is GREAT arm was 

launched later in order to attract more international 

students to the UK. 

The first phase of the campaign will be focused 

on marketing through social media. It will target 

established markets such as China, India and 

Malaysia, before progressing on to target other 

markets around the world. 

The campaign looks to harness the power of social 

media to boost decision making through these 

platforms and online research. As well as promoting 

the UK as a study destination, the £6m Study UK 

Discover You campaign also aims to promote UK 

transnational education. 

Release of ASHE Report 2016 

The Annual Status of Higher Education of States and 

Union Territories in India report was released and can 

be found here: 

https://www.ciihighereducation.in/pdf/ASHE- 

Report-2016.pdf 

Some inputs for Draft 

National Education 

Policy 2016 

The ‘New Education Policy’ remains in its consultation 

period and has been delayed considerably. Incumbent 

MHRD Minister Prakash Javadekar has promised 

to come out with a “student-centric education 

policy.” He has invited comments on what is now a 

forty-three-page report with inputs from the MHRD. 

The draft policy document, Some Inputs for Draft 

National Education Policy 2016 2 , was released in 

July 2016. The document gives an indication of the 

likely content of the National Education Policy and 

provides information on Indian policy-makers priorities 

for education (including higher education). Although 

the final policy was due to have been out by the end 

of last year it has had multiple extensions on the 

grounds of more extensive consultations and the 

latest official expectation is that a final version of the 

policy should be released in late 2016. 

A full UUKi summary of the 43-page document can be 

found in the annexes of this document. 

Global Initiative for 

Academic Networks 

(GIAN) Scheme 

GIAN 3 is aimed at tapping the talent pool of scientists 

and entrepreneurs internationally to encourage 

their engagement with the institutes of Higher 

Education in India so as to augment the country’s 

existing academic resources, accelerate the pace 

of quality reform, and elevate India’s scientific and 

technological capacity to global excellence. So far 783 

courses have been approved of which 76 will involve 

UK faculty. 35 of that number have been completed 

successfully. 

Educate in India 

In May 2015 Prime Minister Modi mooted ‘Educate 

in India’. Echoing the ‘Make in India’ branding, and 

to a certain extent mission, it was suggested that 

‘Educate in India’ would focus on improving the 

quality and capacity of Indian higher education and 

enable foreign providers to operate in India. Despite 

a framework being set up by Niti Aayog 4 , the central 

Government policy planning institute / think tank 

setup by Prime Minister Modi to replace the Planning 

Commission, there has been no further action on 

this initiative and it is not expected to be a significant 

initiative in the near future. 

National Institutional 

Rankings Framework 

The National Institutional Rankings Framework (NIRF) 

is a newly developed MHRD framework that sets out 

a methodology for ranking the performance of Indian 

institutions. Individual framework methodologies are 

set out for institutions specializing in architecture, 

engineering, management and pharmacy, with 

additional methodologies for further subject areas 

expected soon. 

The results of the first round of rankings were 

released on 4 April 2016 5 . Since there were 

major inconsistencies in data relating to Category 

B institutions in all domains, no rankings were 

announced for Category B institutions in 2016. Also, 

since there was not enough participation in the 

domains of Architecture and General Degree Colleges, 

no rankings were announced for these. 

Of those institutions that did get involved in the 

process the results were largely as expected. Some 

criticisms 6 centred around the fact that Institutions 

were able to choose which category they wished 

to participate in with IITs choosing to participate in 

rankings under the ‘engineering’ category rather than 

the ‘universities’ category. Results can be found in the 

annexes of this document. 

Newton Bhabha 

Only one of the newly announced Newton Bhabha 

calls is currently open. The call is being managed by 

Innovate UK. UK businesses can apply for a share 

of £1.6 million to work with Indian partners on 

innovative healthcare and technology solutions in 

India. 

For more information, please refer to: https:// 

www.gov.uk/government/publications/fundingcompetition-technology-solutions-for-society-in-india/ 

competition-brief-technology-solutions-for-society-inindia 

Global Initiatives for 

Academic Networks 

The GIAN programme remains open and is actively 

inviting participation from foreign faculty. Expressions 

of interest can be made through the GIAN website 7 . 

Notes 

2 http://mhrd.gov.in/sites/upload_files/mhrd/files/Inputs_Draft_ 

4 http://niti.gov.in/content/ 

7 http://www.gian.iitkgp.ac.in/ 

NEP_2016_1.pdf 

5 https://www.nirfindia.org/Ranking 

4 

3 http://www.gian.iitkgp.ac.in/ 

6 http://indianexpress.com/article/opinion/columns/hrd-ministryuniversity-india-rankings-2016-2758036/ 

5 

Notes 

Note


ANNEXES 

Annex A: Media coverage of trade delegation to India 

Liberal Visa Scheme for Indian Businessmen 

http://www.thehindu.com/todays-paper/tp-in-school/Liberal-visa-scheme-for-Indian-businessmen/article16217276.ece 

Theresa May Rejects calls to Raise Indian Visa Quota 

http://www.bbc.co.uk/news/business-37891734 

UK to take second look at Indian student visas 

http://timesofindia.indiatimes.com/world/uk/UK-to-take-2nd-look-at-Indian-student-visas/articleshow/55302610.cms 

‘I feel truly ashamed.’ Keith Burnett on Theresa May’s trade mission to India 

https://www.timeshighereducation.com/blog/i-feel-truly-ashamed-keith-burnett-theresa-mays-trade-mission-india 

Low key take-off at India-UK Tech Summit 

http://www.business-standard.com/article/current-affairs/low-key-takeoff-at-india-uk-tech summit-116110700577_1.html 

Annex B: Summary of ‘Some Inputs for Draft 

National Education Policy’ 

The draft policy document, Some Inputs for Draft National Education Policy 2016 was released in July 2016 with a final version of 

the policy expected in late 2016. The document gives an indication of the likely content of the final policy and provides information 

upon Indian policy-makers priorities for education (including higher education). 

A summary of the policy is included below: 

Introduction (p.3-7) 

• The concern for the improvement of education had been at the top of India’s development agenda since independence. 

• The National Education Policy (NEP2016) envisions an education system capable of ensuring inclusive, quality education and 

lifelong learning opportunities for all. 

• It seeks to produce graduates equipped with the knowledge, skills, and values to participate in India’s development process, 

respond to the requirements of a knowledge based society, and promote social cohesion. 

• It recognises education as a tool for socio-economic mobility and in fostering national identity. 

• The vision also implies that good quality education amalgamates globalisation with localisation 

Challenges in the Education Sector (p.7) 

• There are many challenges in the education sector including: 

▫▫ 

access to and participation, 

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quality, 

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equity, 

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system efficiency, 

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governance and management, 

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research and development, 

▫▫ 

financial commitment 

Access (p.6-7) 

• Ensuring upward mobility of students from secondary to HE continues to be a challenge. 

• Although the HE sector has already entered a stage of massification (second largest HE sector in the world), the Gross 

Enrolment Ratio (GER) in HE remained at 23.6% in 2014- 15. The current target is to increase GER to 25.2% in 2017-18 and 

to 30% in 2020-21. 

Quality (p.7-8) 

• The quality of education provided in a large number of HEIs is a matter of great concern 

• Accreditation agencies were established in 1994 as a measure of quality assurance in order to enhance standards of HE; 

however, of the 140 universities accredited by the National Assessment and Accreditation Council (NAAC), only 32% are rated 

as A grade. 

• Among the accredited institutions, 68% of the universities and 91% of the colleges are rated average or below average by the 

NAAC. 

• The HE sector is constrained by a shortage of well-qualified faculty 

Skills and Employability (p.8-9) 

• India is one of the youngest nations in the world with more than 54 percent of its total population below 25 years of age. 

However, the institutional arrangements to support technical and vocational education programmes remain quite inadequate. 

• This has substantially lowered the credibility of the HE sector. 

Curriculum and Assessment (p.9) 

• There is a growing realisation that there exists serious disconnects between existing HE curricula and relevant workplace 

skills 

Equity Issues (p.10-11) 

• Regional disparities in GER in HE are large. 

• In 2011-12 GER in higher education ranged between 8.4% in Jharkhand and 53% in Chandigarh 

• One of the challenges faced by the HE sector is to harmonise the expansion requirements with equity considerations 

• India continues to have a large gender attainment gap (8.2 percentage points) in youth literacy rate, with youth literacy rates 

for male and female population (age 15-24 years) in 2011 being 90 per cent and 81.8 per cent respectively. 

System Efficiency (p.11-12) 

• Ensuring completion of elementary, secondary and higher secondary education by all enrolled pupils continues to be a high 

priority task. 

Governance and Management (p.12) 

• Capacity constraints relating to effective programme planning and implementation continue to be a key issue. 

• Commercialisation is rampant in HE. 

• The proliferation of sub-standard educational institutions has contributed to the diminished credibility. 

Research and Development (p.12) 

• R&D initiatives in universities in India remain weak. 

• There has been only a limited initiative for upgrading the skills of existing faculty. 

Budgetary constraints (p.12-13) 

• Shortfall in funding has been a major constraint to further expansion of higher and adult education programmes and to the 

maintenance of reasonable levels of quality. 

Global Commitment (p.13) 

• The challenges being faced call for innovative approaches to foster education development and quality without compromising 

on access or equity. 

Policy Framework (p.17) 

• A large number of actions are under way, and have been so for decades. 

• The thrust of this policy is on quality of education, as the country has already been witnessing the benefits of on-going efforts 

for expanding access and increasing inclusion. 

Literacy and Lifelong Learning (p.25-26) 

• By progressing from a literate environment to a learning society, multiple avenues for meeting the learning needs of all 

sections of society are provided. 

6 7


Skills in Education and Employability (p.26-27) 

• It is estimated that there will be 104.62 million new entrants to the workforce by 2022 that will need to be skilled. 

• Formally linking the development of skills in vocational fields to vocational accomplishments and adding an academic 

equivalence is still very new. 

• The following policy initiatives will be taken: 

▫▫ 

Skill Development Programmes (SDPs) in the HE sector will be reoriented to help students develop entrepreneurial skills 

▫▫ 

The present skill based programmes will be integrated through the National Skill Qualification Framework (NSQF). 

▫▫ 

▫▫ 

Institutional mechanisms will be created for certification through multiple entry and exit options and institutional 

collaboration to enable credit transfer. 

No mechanism for assessment and Recognition of Prior Learning (RPL) has been developed so far. To overcome this, 

the Government will, within a year, endeavour to develop a way to assess and certify such skills. 

Teacher Development and Management (p.28-29) 

• At the National level, a Teacher Education University will be set up. 

• The Regional Institutes of Education will be developed and converted to Teacher Education Universities at regional levels. 

• It will be mandatory for all teacher education institutions, to be accredited. 

Governance Reforms in Higher Education (p.33-35) 

• HE in India has experienced an unprecedented expansion and diversification. This poses serious challenges for enhancing 

and maintaining quality. 


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▫▫ 

▫▫ 

▫▫ 

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▫▫ 

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An Education Commission comprising of academic experts will be set up, to help keep up with global changes and 

national aspirations. 

Governing bodies of HEIs will be made multi-stakeholder with clear cut transparent guidelines for the composition and 

selection. 

Efforts will be made to move towards integrating UG, PG & doctoral studies, with faculty teaching to help improve 

synergies between teaching and research. 

Universities will be multi-disciplinary. 

The government will endeavour to implement recommendations of earlier policies for the creation of an Indian 

Education Service (IES). Until the IES comes into existence, an interim body will be established. 

Separate education tribunals will be established in states to deal with litigation and address public grievances against 

government as well as private HEIs. 

The government will encourage the positive role played by students’ unions in furthering the interests of strengthening 

the democratic systems, governance and processes. 

However, it has been observed that most of the disruptive activities are led by students who remain enrolled longer than 

their course of study. A study will be conducted to prevent those from playing an active role through student unions. 

All HEIs will put in place an effective grievance redressal mechanism. 

The affiliating system will implement a maximum limit of 100 on the number of affiliating colleges. Universities having 

more than 100 affiliated colleges will be restructured. 

Norm-based funding with incentives for activities that promote excellence in public funded HEIs will be introduced. 

Regulation in Higher Education (p.35) 

• There is a need to review the regulatory framework and make it more relevant to needs of the HE sector. 

• It is necessary to bring about a balance between autonomy and accountability. 


▫▫ 

An independent mechanism for administering the National Higher Education. 

▫▫ 

Fellowship Programme will be put in place. 

Quality Assurance in Higher Education (p.35-36) 

• There is widespread geographical, gender and social imbalance, in terms of quality, within the sector. 

• As a part of quality assurance, it is now mandatory for institutions to be accredited by NAAC or the National Board of 

Accreditation (NBA). 

• It is a matter of concern that very few Indian HEIs are on global ranking lists. 

• Recently, the Ministry of Human Resource Development (MHRD) launched the National Institute Ranking Framework (NIRF) 

for national rankings of HEIs. 


▫▫ 

A Central Educational Statistics Agency (CESA) will be established as the central data collection which will be used for 

Faculty Development in Higher Education (p.38-40) 

predictive analysis. 

• Improving the quality of teaching and teachers has become critical. 

▫▫ 

State Councils of Higher Education will be mandated to monitor the academic standards of HEIs. 

• Additionally, the present system of appointing Vice-Chancellors, registrars and other senior management staff is beset with 

▫▫ 

Every HEI will have a dedicated website for greater transparency. 

problems. 

8 9 

▫▫ 

▫▫ 

An expert committee will be constituted to study the systems of accreditation in place internationally. It will draw from 

some of the best practices abroad. 

Evaluation/Accreditation details of each institution will be publicly available to enable students and other stakeholders 

to make informed choices. 

Open and Distance Learning (ODL) & Massive Open Online Courses (MOOCs) (p.36-37) 

• ODL has contributed significantly to the development of education in India, with over 4 million students enrolled under ODL. 

• At present, ODL in the country is provided mainly by Indira Gandhi National Open University (IGNOU) and State Open 

Universities. 

• However, there are issues of quality which call for reforming the ODL system. 

• The demand for MOOCs is likely to rise in future with growing aspirations and need for continuous upgrading of knowledge. 

• MHRD has planned to launch Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), a web portal where MOOCs 

on various subjects will be available. 

• There is a need to create a body to regulate standards and to develop a mechanism for transfer of credit. 


▫▫ 

▫▫ 

▫▫ 

An autonomous body, responsible for the standards in the ODL/MOOCs system, will be set up. It will also develop a 

mechanism for recognition, transfer and accumulation of credits earned and award degrees. 

A quality assurance mechanism for accreditation of all HEIs offering ODL/MOOCs will be put in place to ensure quality. 

Learner support services will be institutionalised by all ODL institutions. 

Internationalisation of Education (p.37-38) 


▫▫ 

▫▫ 

▫▫ 

▫▫ 

▫▫ 

▫▫ 

▫▫ 

▫▫ 

Selected top 200 ranked foreign universities will be encouraged to establish their presence through collaboration with 

Indian HEIs. 

Indian institutions will also be allowed to set up campuses abroad. 

In order to increase outward mobility of Indian students and to attract international students, HEIs will be encouraged 

to work towards internationalisation of curricula so as to become globally compatible with the best ranked HEIs. Since 

many international students come to India for cultural and India related studies, these areas will be developed to meet 

the needs of international students. 

HEIs will offer language courses for international students to help them overcome language deficiency. 

Norms and regulations to encourage foreign faculty to work at Indian HEIs will be reviewed. Concerns and difficulties 

faced by foreign students/ faculty pertaining to visa, registration/extension of stay and tax rules and regulations will be 

addressed. 

Internationalisation will be included as one of the components for allocating additional financial resources to 

government-funded HEIs. 

The government will initiate a dialogue with countries that have put in place a rigorous, robust and credible system of 

quality assurance of HEIs. 

Steps will be taken to gradually move from years-based recognition of qualifications to credit-based recognition.



▫▫ 

▫▫ 

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▫▫ 

▫▫ 

A task force of experts will be set up to study procedures followed by internationally renowned HEIs. 

A national campaign will be launched to attract young talent into the teaching profession. In order to do so, a career 

growth of research students will be designated as Academic Assistants and Associates. 

National and State Training Academies will be set up for organising induction programmes of 3-6 months for newly 

recruited faculty. It will be mandatory for newly recruited faculty to acquire a Certificate in Teaching before they formally 

take up positions in HEIs. 

The role of teachers will be redefined to promote the adoption of a blended model of pedagogy with a combination of 

self-learning, practical and collaborative learning components. 

A mechanism of assessment of academic performance, including peer review, will be put in place. 

An appropriate mechanism will be put in place to ensure mobility of experts from other fields into teaching (and vice 

versa). 

Reputed HEIs will set up leadership development centres to offer short-term programmes, for senior faculty and 

management of HEIs, which will be made mandatory for selection and appointment to higher level leadership positions. 

Research, Innovation and New Knowledge (p.40) 

• Although India’s overall share of research publications in the world has risen, the quality of research has not. 

• Research minded students and faculty prefer to go abroad as they do not find the research climate in Indian institutions 

conducive. 


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▫▫ 

▫▫ 

▫▫ 

Over the next decade, at least 100 new centres of excellence, both in public and private HEIs, will be established to 

promote excellence in research. Private trusts, philanthropists and foundations will be given freedom to establish such 

Centres of Excellence. 

A reorientation of research agenda of National University of Educational Planning and Administration (NUEPA) will be 

undertaken. 

In order to promote innovation, 100 more incubation centres will be established in HEIs over a period of 5 years. 

International collaborations and networks will be promoted for developing human resources with special focus on interdisciplinary 

research and studies. 

Financing Education (p.40-41) 

• The earlier National Policies of 1968 and 1986/92 had recommended 6% of GDP to be spent on education. However, the 

actual expenditure on education has remained consistently below this and in recent years it has been around 3.5%. 

▫▫ 

The government will take steps to raise the investment in education to 6% of GDP. 

▫▫ 

▫▫ 

Private funding for R&D and other quality enhancement activities will be an important strategy for mobilising financial 

resources. 

In order to encourage excellence, performance-linked funding will be implemented. 

Implementation and Monitoring (p.42-43) 

• Policy will be enacted by a Framework for Action (FFA). 

• It is recommended that each State formulates its own FFA. 

• A five-year review of the policy will be carried out to keep up with the emerging national and global trends. 

Annex C: National Institutional Rankings 

Framework 2016 

Rank Universities Engineering Management Pharmacy 

1 

2 

3 

4 

Indian Institute of 

Science, Bangalore 

Institute of Chemical 

Technology, Mumbai 

Jawaharlal Nehru 

University, New Delhi 

University of 

Hyderabad 

5 Tezpur University 

6 University of Delhi 

7 

8 

9 

10 

Banaras Hindu 

University 


Space Science and 

Technology 

Birla Institute of 

Technology and 

Science, Pilani 

Aligarh Muslim 

University 


Technology, Madras 


Technology, Bombay 

Indian Institute 

of Technology, 

Kharagpur 


Technology, Delhi 


Technology, Kanpur 


Technology, Roorkee 



Hyderabad 



Gandhinagar 


Technology, Ropar 


Technology, Patna 


of Management 

Bangalore 


of Management, 

Ahmedabad 



Calcutta 



Lucknow 


of Management 

Udaipur 



Calicut 

International 

Management 

Institute, New Delhi 


Forest Management, 

Bhopal 


Technology, Kanpur 



Indore 

Manipal College 

of Pharmaceutical 

Sciences, Manipal 

University Institute 

of Pharmaceutical 

Sciences, Chandigarh 

Jamia Hamdard, New 

Delhi 

Poona College Of 

Pharmacy, Erandwane, 

Pune 

Institute of Pharmacy, 

Nirma University, 

Ahmedabad 

Bombay College of 

Pharmacy 

Birla Institute of 

Technology, Ranchi 

Amrita School of 

Pharmacy, Cochin 

JSS College 

of Pharmacy, 

Ootacamond 

JSS College of 

Pharmacy, Mysore 

10 11

PRIME MINISTER’S DELEGATION TO INDIA

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