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- India has a publicly funded higher education system that is the third largest in the world, next to the United States and China. The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the centre and the state. Accreditation for higher learning is overseen by 15 autonomous institutions established by the University Grants Commission (UGC). As per the latest 2011 Census, about 8.15% (98.615 million) of Indians are graduates, with Union Territories of Chandigarh and Delhi topping the list with 24.65% and 22.56% of their population being graduates respectively. Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000–01 to 2010–11.As of 2020, India has over 1000 universities, with a break up of 54 central universities, 416 state universities, 125 deemed universities, 361 private universities and 159 Institutes of National Importance which include AIIMS, IIMs, IIITs, IISERs, IITs and NITs among others. Other institutions include 52,627 colleges as government degree colleges, private colleges, standalone institutes and post-graduate research institutions, functioning under these universities as reported by the MHRD in 2020. Colleges may be Autonomous, i.e. empowered to examine their own degrees, up to PhD level in some cases, or non-autonomous, in which case their examinations are under the supervision of the university to which they are affiliated; in either case, however, degrees are awarded in the name of the university rather than the college. The emphasis in the tertiary level of education lies on science and technology. Indian educational institutions by 2004 consisted of many technology institutes. Distance learning and open education is also a feature of the Indian higher education system, and is looked after by the Distance Education Council. Indira Gandhi National Open University (IGNOU) is the largest university in the world by number of students, having approximately 3.5 million students across the globe. Some institutions of India, such as the Indian Institutes of Technology (IITs), Birla Institute of Technology and Science Pilani (BITS), National Institutes of Technology (NITs), Indian Institute of Science (IISc),Indian Agricultural Research Institute , Indian Institute of Science Education and Research (IISERs), Indian Institutes of Management (IIMs), University of Delhi, University of Calcutta, University of Madras, Jawaharlal Nehru University have been globally acclaimed for their standard of education. However, Indian universities still lag behind universities such as Harvard, Cambridge, and Oxford. Indian higher education is radical in terms of accessibility, and needs radical reforms in standards, giving value, and pacing. A focus on enforcing both streamlining and holding higher standards of curriculum with the help of international academic publishers for transparency, making the vocational and doctoral education pipeline value-oriented and innovative, personalisation of the sector for students to gain immediate and valid transferable credentials in their own pace (e.g., Massive open online course, digital learning, etc.), empowering students to enter the work-force through exit and re-entry options with necessary building blocks of knowledge that leads to a skill/set of skills from a single or multiple academic fields (with required chains of knowledge), instituting stronger institutional responsibility in services for reprioritizing service delivery and working around the complexities, working with international standardization agencies to ensure students are getting value out of the programs, etc are the basic changes needed for gaining international and national competency. The rise of interest in IT sector, and engineering education in India has boxed students with crammed knowledge that gives them lesser chance to explore and develop their passions with modern elements of education such as co-operative education, work-based training, etc. Moreover, by the end of the 4 year degree most of what students study in the beginning years becomes irrelevant or becomes subjective to knowledge degradation. Many foreign countries consider the traditional degree pathway that forces student's in working age to pause for half a decade to earn a degree in a digitized academic environment is less effective and not suitable for a growth economy. Especially in STEM fields when “micro-certificates” are a required aspect of life long learning in the field to stay relevant; many of these micro-certificates or learning blocks either function as a start of a base of knowledge or add on to an existing base. For example, most programming courses only take 3 months to learn in an academic setting and that too along with other subjects, and are the only requirement of base knowledge for springboard programming related tech jobs. Elective pathways to liberal arts education are also a needed focus in India for broadening students worldview, personal management skills, passions, creativity, and natural/concerted personal growth. (en)
- 印度拥有世界第三大的高等教育系統，緊隨美國和中國之後 。印度主要的管理高等教育的機構是大學撥款委員會，其負責實施管理標準、為政府提供建議和幫助協調中央和地方之間的關係。高等教育的認証權由大學撥款委員會所建立的12個自治機構所有。 2011年印度人口普查表明，全國人口的8.15%也就是6800萬人獲得了高等教育文憑，而中央直轄區昌迪加爾和國家首都轄區德里在畢業率榜單上處於前列，分別是24.65%和22.56%。印度的高等教育系統在2000年1月到2010年11月期間高速擴張，這個期間增加了20000所大學和對於800萬的學生。在2016年，印度有799所大學，其中有44所、540所、122所、90所私立大學 、在各邦政府的法令下成立的5座研究院（institutions）和75座印度國家重點研究院（详见:），其中包含7座全印医学科学学院、31所國立理工學院、23所印度理工學院等。其他單科學院包含和私授學位院校共39071所，大學撥款委員會2016年的報告表明在這些高等教育機構下共設立了1800所女子學院。自治的學院，有對其授予的學位進行考試的權利，一些院校最高的授位程度是哲學博士；非自治的學院，他們的考試受到其所隸屬的大學的監管。然而，在這些學校中，學位以大學而非學院的名義的授予。 科學和技術是印度高等教育的教育重點。在2004年，印度教育機構由大量的技術研究院組成。遠程教學和開放教育也是印度高等教育系統的特點，其由看管。是用學生人數排名的世界上最大的大學，在全球有350萬學生。 一些在印度的教育機構，像是、印度理工學院、全印医学科学学院、印度管理學院、、孟買大學和賈瓦哈拉爾·尼赫魯大學的教學質量在國際上廣受稱讚。印度理工學院每年新招生的8000名學生加上該學院歷屆校友也對印度的個私營企業各行業的發展做出了貢獻。但是，印度仍缺乏國際頂尖學府，像是哈佛，劍橋和牛津。 印度高等教育正需要激進的改革。一個專注於施行更高的透明標準、改善職業和學術教育的教育流程和通過加強機構的責任感來使教育專業化的改革。這將會有利於重組的行動和應對在複雜狀態下的工作。在印度，正在興起的信息技術行業教育和建設工程學教育將學生的事業侷限於一個線性的路途中，沒有給給他們機會去探索發現她們的激情所在。在拓寬學生的未來的選擇上，通過增加文科教育進行協調和協作的努力是需要的。 (zh)
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