Higher education institutions in India mainly include universities and colleges. Majors range from poetry to computer engineering to space research. Most Indian universities, higher education and research centers have autonomy. A large number of universities adopt "federal structure", that is, on the one hand, there are branches, on the other hand, there are departments. Branches generally teach undergraduate courses, and departments guide graduate students to study and conduct in-depth research. The university decides the admission criteria of the college, takes the undergraduate degree examination and awards degrees. Other colleges have set up branch schools. Under normal circumstances, both undergraduate and graduate students are taught in universities. Some research institutes only teach postgraduate courses or offer some research courses.
Usually, the undergraduate courses in Indian universities are only three years. After passing the graduation examination, a bachelor's degree will be awarded by a university or an advanced research institute. According to different majors, there are undergraduate courses in literature, science and trade. But it usually takes four to five and a half years to study engineering, medicine, dentistry and pharmacy.
Art, science and medicine take two years to complete the master's program. Engineering technology only takes one and a half years. In some special fields, such as bachelor of education, applicants should have a bachelor's degree in any other subject before applying for admission.
Some universities and higher education institutions also offer diploma and certificate courses, such as engineering, agricultural science and computer technology, which are short-term and vary from school to school.
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India implements 12 unitary primary and secondary education. Higher education lasts for 8 years, including 3 years of undergraduate, 2 years of master and 3 years of doctor. In addition, there are various vocational and technical education, adult education and other informal education. 1990 The enrollment rate of school-age children is 99.6%, but the dropout rate is high. There are 177 comprehensive universities in China, including Delhi University, Nihulu University and Kolkata University.
Indian higher education
Higher education system and professional colleges are the core of Indian higher education. Research topics and teaching subjects cover a wide range, from poetry research to computer engineering to space exploration. Most universities and higher education research centers operate independently. Quite a few universities are combined structures composed of affiliated colleges and professional departments. Generally speaking, affiliated colleges teach undergraduate courses, and professional departments are responsible for guiding graduate students to study and conduct advanced research. The university decides the criteria for entering the college, and organizes primary degree examinations and degree awards at the undergraduate level.
Other types of universities have undergraduate and postgraduate courses in both general courses and professional and technical courses. These schools have no affiliated colleges.
There is also a third kind of universities and colleges that teach professional and technical courses at undergraduate and postgraduate levels, such as Indian Institute of Technology, Bora Institute of Technology, Indian Academy of Medical Sciences, Indian Forest Research Institute and Indian Institute of Animal Medicine. Some students only offer postgraduate courses and research topics, such as the Indian Agricultural Research Institute and the Graduate School of Medicine.
Indian higher education attracts more and more international students to study in Indian universities with its unique characteristics, flexibility and high quality. Compared with the expensive higher education provided by the United States, western European countries or Australia, India's higher education is still highly funded by the government, so people can afford it. In addition, students from developing countries can feel a stronger sense of belonging and self-confidence sharing here because they share many social and cultural values with India.
Language and writing
Language: There are many languages spoken in India (according to the survey, there are 1652 languages in India, including dialects). There are 14 languages in common use today, which can be found on Indian paper money. Hindi is spoken in the north and Tamil in the south. About half of the population in China speaks Hindi, but English can be used all over the country. The Indian Language Act stipulates that English can continue to be the official language except Hindi.
Text: Hindi is the language of Hindustan. There are two styles, one is Tiancheng style, commonly called Hindi, and the other is Birdoo style, which uses Arabic letters, namely Birdoo. Their respective literary languages are very different, but they have a common spoken language called Hindustan. After the partition of India, the distance between Hindi and Tudor gradually increased, and the languages were basically the same, but the fonts used were different and the characters were different, which made a basically the same language go their separate ways.
China Student Scholarship System
The governments of India and China have jointly established a cultural exchange program, which provides 25 scholarships for China students who wish to further their studies in India every year. The National Scholarship Fund Committee of the Ministry of Education is the general agent of this project in China. For more information, please contact the National Scholarship Fund Committee of China.
Tel: 010-66413182,3132.
E-mail :Info@indianembassy.org.cn
Courses and degrees
undergraduate courses
Generally, the undergraduate course takes three years, and the final exam. Universities and institutions of higher education award bachelor's degrees in arts, natural sciences and business. Undergraduate courses in engineering, medicine, dentistry, pharmacy and other majors need a long academic system, about four to five and a half years.
postgraduate programme
Courses in liberal arts, natural science and medicine take two years to get a master's degree. For engineering technology, it takes a year and a half. In some special fields, such as a bachelor's degree in education, applicants are required to have a bachelor's degree in any other subject before being allowed to study. Some universities and higher education institutions offer diplomas or qualifications in short-term courses, such as engineering, agricultural technology and computer science. The length of the course varies from school to school.
Admission requirements
Universities and higher education institutions in India require that applicants applying for undergraduate study must have completed 12 years of school education. They must pass five subjects in the high school education examination or equivalent examination. Applicants should get 60~70% marks in the qualification examination. To enter the undergraduate skills course, the applicant must get 75~80% in the exam, including physics, chemistry, biology, mathematics and English. The entrance requirements for undergraduate study are not very rigid. For technical and professional courses at undergraduate level, applicants may be allowed to change designated seats/paid seats according to regulations.
Indian universities operate independently, and they can make their own rules for accepting foreign students. As an officially recognized national institution, AIU is responsible for evaluating the academic qualifications of foreign students. The following exams are equivalent to our country's high school graduation exam (12), and are also the minimum requirements for entering a first-class degree, including professional courses.
British (UK) American Postgraduate Entrance Examination: general level (O level) 5 subjects, advanced level (A level) 2 subjects. Admission to the first-level degree course must pass the A-level level in three subjects, including physics, chemistry, mathematics/biology. English level is also a must.
French secondary school graduation exam.
Geneva international secondary school graduation examination.
Graduated from American public high school.
Junior high school/high school graduation/qualification examination in Bangladesh, Pakistan, Iran, Iraq, Bahrain, Kuwait, Jordan, Saudi Arabia and other Gulf countries.
Kenya, Nigeria, Uganda and Tanzania Ministry of Education National Examination Committee 12 Second Stage Education Qualification Examination.
Indian universities do not directly recognize degrees/diplomas/qualifications issued by foreign universities or education committees. Therefore, it is recommended that international students attach an outline of the exams they have passed in China when applying. It is suggested that international students who wish to study in Indian universities confirm their admission qualifications with the Indian consulate, or refer to the comparison of foreign degrees published by the Indian University Alliance (available at the Indian embassy and consulate in the country); Or write to:
Evaluation and Information Unit
Association of Indian universities,
AIU Building, 16 Kotla Road, New Dlhi- 1 10 002. India.
Tel: 91-01-323-0059/2305/3390/3097/2429.
Fax: 91-01-323-6106.
The AIU Evaluation and Information Office will evaluate the academic courses completed by international students.
Universities and university-level colleges in India
India has 226 university-level institutions, including 39 "accredited universities". Among them, 155 is a traditional university, 34 agricultural universities (including fishery and animal medicine, horticulture and dairy technology), 17 University of Engineering Technology, including 6 technical colleges, 14 University of Medical Science and Technology, a national law university, Academy of Population Sciences, Indian Institute of Statistics, Indian Academy of Sciences, a journalism university and an India.
These universities have more than 8,000 affiliated colleges, and it is estimated that nearly 5 million students are studying. The above-mentioned 150 colleges and universities offer MBBS and above medical degrees, 74 dentistry, 90 pharmacy, 62 nursing, 170 agriculture and related disciplines, 428 project, 1 16 Indian herbalism, and 75 homeopathy. Most regular universities and colleges offer bachelor of arts, bachelor of science, bachelor of business, bachelor of education, bachelor of law, master of arts, master of science, master of basic teaching methods and some other advanced degrees in basic science, social science and humanities (including foreign languages, international relations, social studies, education and law). 292 colleges offer MBA courses and related courses, including four specialized management colleges, which are centers of higher learning. In addition to the colleges that make up universities, there are a large number of research centers attached to the university system, such as the Scientific and Industrial Research Council, the Barba Atomic Research Center, the Indian Agricultural Research Council, the Indian Medical Research Council, and the Indian Social Science Research Council, which can provide doctoral and postdoctoral research projects. Appendix VII lists universities and university-level colleges in India.
Teaching language
Most universities teach in English. Some universities and colleges use Hindi and local languages. In most teaching centers, postgraduate courses are conducted in English. Science, technology and professional courses are taught in English.
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The leap-forward development of education in India
zhang xiaodong
First, the connotation of the leap-forward development of Indian education
Leap-forward development is a personal capital, which means that the economic development process of various countries is unbalanced, and the leading departments take the lead in accelerating development to drive the growth of other departments, and the growth of one industry or one manufacturer causes the growth of another industry or manufacturer, that is, economic growth starts at a certain point and then spreads outward. This is the growth pole theory. The growth pole theory emphasizes the formation and development of the growth pole itself, promotes the rapid economic development of the whole country through the radiation effect of the growth pole, and points out an extraordinary development path for most developing countries.
The leap-forward development is also applicable to the progress of education. It is impossible for all levels and types of education to go hand in hand, and there is no state in which all elements in education are promoted equally, which has been proved by the development and practice of education. On the basis of learning advanced educational concepts and experiences, we should determine the growth pole of educational development, with the growth pole leading the rapid development, and at the same time, promote the development of all kinds of education at all levels with the radiation effect, so as to realize the final and all-round progress of education and enable backward countries to make use of backwardness to achieve leap-forward development. Leap-forward development is the innovation of educational development, the development of seizing opportunities and striving for the first place; Leap-forward development should also be a sustainable and all-round development, which will partly drive the overall development.
Second, India's leap-forward development and Indian IT industry
After India's independence, it actively sought progress. India attaches great importance to the cultivation and use of scientific and technological talents, expands higher education, especially higher engineering education, and strengthens scientific and technological research. Rajiv gandhi, known as the prime minister of computers, attached great importance to the development and utilization of computers after he took office at 1965438, and established the policy of vigorously developing the computer industry. 19 1 year, Rao government formulated a series of policies to encourage computer industry, especially software export.
India regards information technology industry as a new economic growth point, which has greatly promoted social and economic development and achieved remarkable results. The output value of India's information technology industry doubles every 18 months on average. The rapid development of software industry has opened a golden channel for India to make more money every day. In the past 10 years, India's software exports have increased by more than 30 times. It is estimated that the annual export volume of 199 to 2000 will reach $3.9 billion, accounting for 8.6% of India's total export volume. India only solved the millennium bug. In Silicon Valley, 38% of software talents come from India. Among the Fortune 500 companies published by American magazines, 203 invited India to develop software for their enterprises. The Indian government has set a bold goal for high-tech industry, and the export will increase by 33% in the next 10 year, that is, the export will increase from $3 billion in 1998 to $50 billion in 2008. Strive to make the first 10 year of 2 1 century become the 10 year of India. India's strong development momentum, even Bill Gates marveled that the future software superpower must be India.
This kind of economic development in India should be classified as leap-forward development, with information technology industry as the growth pole and strong development, but there are many difficulties in the process of seeking a qualitative leap in economy. India's Finance Minister Ashvant Sinha vividly pointed out that India has three kinds of economies: the information economy driven by information technology, the old economy represented by bricks and mortar, and the older economy represented by the old ox cart. India is still in the primary stage of industrialization, and the new economic component dominated by software accounts for only 2% of its GDP. Even if the Indian government achieves the target of $870 in output value of information technology industry in 2008 as scheduled, it will only account for 7.5% of GDP. Now it depends on information technology, the economic leader, whether the old ox cart can catch up with it while striding forward, instead of letting it fall further and further.
Third, the leap of Indian education.
The IT industry can achieve such success in a short period of time, and its essence should be attributed to the talent reserve support of education, especially higher education, which can be said to be the success of education to some extent. Computer education in India began very early. At present, more than 2,500 middle schools in India offer computer courses, and 400 colleges and universities offer computer and computer software majors. India has the largest multimedia education facility in the world, and 250,000 people in the country receive information technology training every year. In Bangalore, Silicon Valley, India, there are 7 famous universities and 292 specialized colleges, including 49 technical colleges, 4 engineering colleges/KLOC-0, 25 health colleges and 204 education colleges. At present, there are 665,438+0,000 computer engineering graduates in Indian higher education every year, while there are only 30,000 in the United States. Moreover, there are 265,438+05,000 graduates of other engineering majors in India every year, and quite a few of these students have transferred to computer engineering majors for salary and other reasons, or went to private software training colleges with an annual enrollment of 200,000.
India has always regarded higher education as the leading factor in the development of education, and higher education funds have always accounted for a large share of the total education funds, which has only decreased in recent years. In the mid-1950s, they followed the example of Massachusetts Institute of Technology (MIT) and set up six Indian Institutes of Technology (IIT) all over the country. So far, there are more than 400 engineering and technical colleges, and it is the graduates of these colleges who support the Indian economy today. India has successfully trained many world-class graduate students, and many universities are world-class. India respects knowledge and talents and gives university teachers high treatment. In the mid-1980s, the scale of Indian higher education jumped to the third place in the world, second only to the United States and the Soviet Union. It has exported 1 10,000 engineers, teachers and doctors to oil countries in the Middle East, tens of thousands of whom are employed by United Nations organizations and the World Bank, earning tens of billions of dollars in foreign exchange for advanced services every year. 1995- 1996 school year, India has 6.4 million students, 3 1000 faculty and staff, and 8,722 higher education institutions. Higher education is a really important play in Indian education.
Compared with higher education, other kinds of education develop slowly, and the software and hardware of the school are not satisfactory. According to the statistics of the Indian government from 65438 to 0996, at a certain stage in the process of primary education, more than 50% of the first-grade registered children dropped out of school, and the dropout rate in some States was as high as 70%. The enrollment ratio of junior high school freshmen and senior high school freshmen in India from 65438 to 0996 is 12% and 15% respectively. At the same time, the internal development of Indian higher education is also unbalanced. In the academic year of 1994- 1995, 40.4% of the students who received higher education were in humanities and arts, 2 1.9% studied business, 19.6% studied science,18./kloc. This makes it impossible for Indian university graduates, including a large number of graduate students, to find jobs. Of course, it is not only the internal reason of education that college graduates can't find jobs.
The Indian government has been working hard to reform education, establish a unified school system, eliminate illiteracy, popularize compulsory education, improve the quality of education and teaching, and provide all citizens with educational opportunities as much as possible. Due to reasons such as funds and population, the effect is not obvious. Education in India is only in a leap-forward process. Whether the extraordinary development of higher education can promote all kinds of education at all levels and form a situation of sustainable development of education is not only related to the ultimate success of the leap-forward development of education, but also related to the in-depth development of social economy with IT industry as the growth pole. However, there is no doubt that the Indian government regards the development of higher education as the source of the leap-forward development of education. This determination to strive to achieve educational take-off is admirable, a kind of courage and an innovation.
Fourth, strive to realize the leap of Indian education.
We are critical of India's education development, believing that its basic education is very weak and its higher education is over-developed, resulting in a great waste of talents. Nowadays, India has made remarkable achievements in economy, especially in IT industry, and the role of education is indispensable. There are many similarities between China and India, both of which are multi-ethnic ancient civilizations with similar independent time and large population. Although Indian education has not yet achieved the leap-forward development of education, it is still worth learning from. We should learn from Indian educational development with higher education as the growth pole, seize the opportunity, meet the challenge, and strive to realize the leap-forward development of education in China.
The leap-forward development of China's education should avoid the shortage of Indian education. India has seized the opportunity, but the current situation of educational imbalance is still very serious. Although the Indian government has cut the funds for higher education and increased its support for other kinds of education in recent years, it is still quite difficult to bridge the gap formed in decades. The great development of higher education in China focuses on information and foreign-related personnel training, which is correct and necessary, but the development of higher education cannot be at the expense of the stagnation of other kinds of education and personnel training. Especially in a socialist country like ours, we should provide all the people with opportunities to receive all kinds of high-quality education and cultivate all kinds of talents needed for socialist construction. At the same time, the development of higher education should also pay attention to its own internal balance and coordination.
Global Education Outlook 200 1 Issue 9
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India's education system is "mired in class model"
Author: Li Li compiled from The Economist.
For the sustained and rapid growth of India's service industry, the lack of qualified university graduates has become one of the biggest threats, which has also seriously threatened the booming Indian economy.
Despite the brilliant achievements of ancient civilization, India has a "despicable history of inequality". These are the words of PratapBhanuMehta, India's most important political scientist. Before the end of May, he was a member of the National Knowledge Committee, appointed by Indian Prime Minister Manmohan Singh, to advise the Singh government. The above words appeared in Mehta's brilliant resignation, in which he protested against the government's decision to "reserve" 27% positions for "other backward classes" in universities. Other backward classes refer to the lower class, not the lowest class that benefits from it. In his letter, Mehta complained that this policy will ensure that India will continue to "fall into the class model".
Mehta and one of his colleagues resigned after protesting these proposals for a month. Some students are on hunger strike; Some doctors on strike closed the hospital; The demonstration became more intense because the police waving sticks beat the demonstrators. Nevertheless, in late May, the ruling National Congress Party Alliance announced that the reform would be implemented next year. AnirudhLochan, who leads one of the protest groups, said, "Before that, the idea was just a burning matchstick." Now, he predicts, "the whole country will burn."
Reservation is indeed one of the most provocative issues in Indian politics. From 65438 to 0950, the Indian Constitution provided certain quotas for tribal groups and "scheduled classes" in education and government work. The so-called predetermined class is Dali people, who used to be called "untouchables". They are considered untouchable. Among the thousands of hereditary classes that make up Hindu society, this class is at the bottom. 1990, the Indian government adopted a report of the Mandahl Committee, which has been neglected for a long time. The report suggests that the benefits of reserved places should be extended to other backward classes, but education should be excluded from the new quota. Even so, the impact of the report is far-reaching: there have been national protests in India, and class-based political parties have developed. These political parties are now in a dominant political position in some of India's largest States.
Supporters of the quota system believe that they have succeeded in the southern States, where the quota system is widely used. In Tamil Nadu, 69% of university places are reserved. However, Mehta believes that at least in the north, tribal groups and Dali people face different rights deprivation from other backward classes. For the latter, quotas are just "painkillers given by the government kindly".
The Indian government said that it would increase the number of college students as a whole to ensure that no qualified students were at a disadvantage. Through this statement, the Indian government tried to quell people's criticism, but to no avail. According to calculations, India needs to increase its enrollment quota by 54%. However, no one knows where the necessary teachers, buildings and auxiliary services will come from.
The characteristic of this debate is that it is completely ignorant of its basis. The Mandahl Committee assumes that other backward classes account for 52% of the Indian population. According to the survey conducted by the Indian government statistical agency 1999, the proportion is 32%, and if other backward Muslim classes are included, the proportion is 36%. Among the students admitted to universities, 23.5% are other backward classes. Therefore, the proportion of this group in universities is relatively low, not extremely serious. A TV interviewer handed these findings to ArjunSingh, India's human resources minister and "architect" of India's recent reforms. He just said a beautiful but meaningless sentence, "Other backward classes account for a considerable proportion of our population."
He did not refute the research conducted by the elite Indian Institute of Technology. This study shows that half of the places reserved by the Indian government for Dalits and tribal groups are empty. Among those students who use quotas, a quarter have not finished their studies. This means that the fundamental failure of Indian education is not the discrimination of colleges and universities, but that primary and secondary schools have not trained enough qualified students. At the same time, the lack of qualified university graduates has become one of the biggest threats to the sustained and rapid growth of India's service industry and other industries, which also seriously threatens the booming Indian economy.
The Indian government's determination to expand the scope of benefits of reserved quotas may be politically condemned. Some people close to the Indian Prime Minister have smelled ArjunSingh's attempt to get a boss. Many people think that the position of Prime Minister should have belonged to Arjun Singh. Others believe that Uttar Pradesh will hold elections next year, which is the state most troubled by class problems in India, and the Congress Party regards this policy as an attempt to win the election. In either case, for those who have every reason to be angry about their poverty and discrimination in India, the benefits they can get may be very limited. Meta quoted Tom Paine, one of the independent founders of the United States, as saying, "We sympathize with feathers, but we forget the birds that will die."