Report

H IGHER EDUCATION SERVICES 137
arrangements of the articulation model. The instances
of providers starting off-campus centres/campuses are
very few. The articulation model provides an example
of transition from total import to cooperative ventures.
The programmes offered by the foreign providers have
found ready acceptance in India. However, considering
the total student population the enrollment in the
academic programmes offered by the foreign universities
is insignificant. Powar suggests that since the early
1990s there has been a steady increase in the number
of foreign providers in the developing countries of Asia
(Powar 2007). However, Powar argues, by and large,
the best universities are not represented. Many of the
providers are not even accredited as universities in their
own countries. A recent development is the steep increase
in the number of articulation arrangements, as many
as 61 such agreements were recorded. Significantly, the
Indian partners are private institutions, some like the
Manipal academy of higher education, having a
reputation of being providers of quality education.
Some reputed private university-level institutions
(deemed universities) in India have ventured abroad
and set up campuses in countries having a significant
Indian diaspora. Examples are the Birla institute of
technology and science in Dubai, Birla institute of
technology, Ranchi in Oman and the Manipal academy
of higher education and Medical Group in Nepal and
Malaysia. By all accounts these ventures are successful.
Movement of teachers and scholars from the
developed world to the Asian countries is at a low level
(Mode 4). This is because scholars from developed
countries are not willing to go to developing countries
for extended periods. However, an appreciable number
of Asians take up teaching or research assignments in
the developed countries. Although the chances of there
being an appreciable increase in teacher mobility, for
extended periods of services have been considered as
remote, at regional level there is a need for movement
of teachers and it should be facilitated as much as
possible.
The study by Powar suggests that the all India
council for technical education (AICTE), which overseas
engineering and management education in India,
has issued regulations to control the entry and operation
of foreign universities/institutions for imparting
technical education. The AICTE regulations require the
foreign provider to either establish operation on its own
or have collaborative arrangements with a recognised
Indian academic institution. The foreign institution
should be accredited in its home country and should
give an undertaking that the degree/diploma will be
recognised in the home country. The Indian partner
has to be an Indian university or an affiliated institution,
preferably accredited by the national board of
accreditation of AICTE. The nomenclature of the
degree offered in India has to be the same, as that exists
in the home country. However, Powar argues, it is not
clear as to what would be the interpretation if the
nomenclature were not in accordance with the
nomenclature approved by the university grants
commission. It will be the responsibility of the
concerned foreign university/institution to provide for,
and ensure that, all facilities are available. The fees
charged, and the intake of students, will be prescribed
by the AICTE. There are other conditions that aim at
protecting the interests of Indian students and provide
for overall control of operations by AICTE.
The AICTE regulations are omnibus in nature and
are applicable to foreign universities intending both to
enter into collaborative arrangements with Indian
academic institutions, and to establish their own
campus. However, Powar argues that it is doubtful if
these could be applied, with equal effectiveness, to the
different modes of operations like agreements leading
to joint or dual degrees, articulation programmes, franchise
arrangements or direct operation through (offshore)
centres/campuses. It would, perhaps, be better
to have separate regulations for different situations.
The national policy on education 1986 recognised
the need to monitor and promote the quality of education
through a process of assessment and accreditation.
Accordingly, four major accreditation agencies were set
up. These are;
• The national assessment and accreditation council
(NAAC) under the UGC, which undertakes evaluation
of all types of higher education institutions.
• The national board of accreditation (NBA) under
the AICTE, which undertakes programme evaluation
in the disciplines of engineering and technology,
management and pharmacy.
• The accreditation board (AB) of the Indian council
for agricultural research (ICAR), which monitors
the compliance with norms and standards set for
agricultural education in India.
• The distance education council (DEC) under the
IGNOU, which evaluates and accredits institutions
offering distance education programmes.
The UGC, the AICTE and other statutory Councils
like the National council for teacher education, medical
council of India, council of architecture, and bar council