Equality, quality and quantity: The elusive triangle in Indian education

Naik, J. P.

doi:10.1007/bf00598024

Cited by 34 publications

(18 citation statements)

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“…Nonetheless, it opens the question of seeking variation among different kind of institutions at different level. In fact, Naik (1979) observes that there is lack of clarity over 'quality' that stems from taking either input or output as sole criterion. On the other hand, the 'internationalisation' of higher education is articulated in terms of mobility of students, faculty as well as collaboration that might be in nature of joint curricula among institutions or joint research (Altbach 2009; Harris 2011; Deshpande 2012; Wadhwa and Jha 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Such legacy continues to exist or has been intensified in the period after Gaudino (1965) or Naik (1979) writings. Similarly, Jayaram (2004) writes that more than 80 per cent of students study in state universities, but these universities have not changed on the frontier of teaching-learning (or improvement in quality and in fact there are cases of degree without imparting any sort of knowledge).…”

Section: Mass-elite Institutionsmentioning

confidence: 99%

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Debate on ‘Internationalization’ and ‘Quality’ in Higher Education of Post-Colonial India: A Critical Analysis

Anand¹

2018

jogs

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If there is any cardinal point in education at any level that touches huge chord across board, it is 'quality' and 'reform'. The combination, perhaps, brings a whole set of questions from ideal to practices, roles of educational institutions, the nature of state, absorption in labour market, etc. Keeping such linguistic cliché, the higher education of India has moved to allow greater space for private sectors as well as internationalisation that is exemplified in twelfth five year plan report (2012-2017). However, it raises perplexing question of whether policy prescriptions alter institutional orientation of education system or other way around. Rather than trailing against this issue, this paper is woven around the 'quality' issue that leads to reform. Within it, international dimension sometimes converge (or diverge) in and around higher education institution. Rather than try to critically examine the enunciation of the concept 'quality' which presupposes 'reform' in the debate of higher education, and traces the context in which this concept emerged at specific juncture which has its continuity in contemporary era, it argues that 'quality' is shaped and nurtured by the international dimension even though there is sheer amount of ambiguity prevailing over these terms. The paper is drawn on fragmented scholarly literatures, reports and an attempt is made to delineate with examples.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Mass-elite Institutionsmentioning

confidence: 99%

Debate on ‘Internationalization’ and ‘Quality’ in Higher Education of Post-Colonial India: A Critical Analysis

Anand¹

2018

jogs

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“…While cultural diversity itself must be recognised in terms of allowing for diversities and variation in content, pedagogy and languages of education, it is important for the state to emphasise an inclusive definition of value education by which universal values, such as 'democracy, secularism, gender equity, work culture and social justice' 19 can be integrated into the curriculum. J.P. Naik (1975), the eminent educationist, had astutely noted issues of equality, quality and quantity to be the 'elusive triangle' in the Indian education system. But, in the context of urgently addressing the long-elusive goal of universal elementary education, it may be pertinent to focus on a new triangle, which will help in institutionbuilding for an elementary education system and which will encompass or enable the pursuit of equality and quality in education opportunities.…”

Section: S C H O O L D I F F E R E N T I a T I O Nmentioning

confidence: 99%

Schooling for a New Society?

Vasavi¹

2003

IDS Bulletin

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“…An analysis by educators reveals that secondary education has been the weakest link in Indian education. Naik (1975) points out that, in India, higher education has always received the highest emphasis because of its heavy social demand and primary education in India has also received a heavy emphasis because of 'populist stances'. As a consequence, secondary education, wedged in the middle, gets improper attention and growth.…”

Section: The Secondary Education System: An Assessmentmentioning

confidence: 99%