A rapid expansion within an organization can often result in a decline in product quality, leading to a significant loss of institutional trust. This has been observed in prestigious universities, well-known schools, and large-scale educational systems. The trust deficit faced by government schools, widely acknowledged by nearly every family in India, is a clear example. The Indian education system has also seen a major shift in attitude, from questioning the need for education to a growing demand for “quality education in good schools,” not just for boys, but also for girls.
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Overcoming Challenges in Post-Independence Education: The Role of Leadership and Dedication
The post-independence expansion of both school and higher education was inevitable. However, there was a significant shortage of qualified and skilled personnel, coupled with the constitutional mandate to provide free and compulsory education to all children up to the age of 14 within a decade. Despite these challenges, the leadership deserves recognition for the remarkable progress made in education under extremely difficult and restrictive conditions. Achieving a literacy rate of nearly 80% from around 18-20%, amidst a population increase of 100 crore, is a notable accomplishment. The credit also goes to the leadership within institutions, including university professors, scientists, and primary teachers, who worked tirelessly under tough conditions.
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Need for Meaningful Dialogue and Comprehensive Training in Academic Leadership
Recently, the UGC introduced a draft regulation proposing changes to the process of selecting vice-chancellors. Unfortunately, the tradition of dialogue, which we once took pride in, has been completely overlooked. Without any noticeable efforts to foster discussions, all that remains are harsh criticisms. It’s fair to say that debates have been reduced to shallow, everyday TV discussions. Our experience demonstrates that training academic leaders is a challenging task, yet this aspect has received little attention. While the UGC focuses on universities and higher education institutions, the national concern should encompass a much broader perspective.
Cultural Differences in Education: The Impact of Punctuality and Accountability on Leadership
Imagine a teacher arriving five minutes late to class, leaving 50 children waiting and wasting their time. In India, this is a common occurrence. In Japan, however, such a delay would be rare, as the teacher would likely experience deep self-guilt for months and make every effort to compensate by working harder. When students educated in such an environment enter their professional lives, universities are more likely to find strong institutional leaders in their vice-chancellors.
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The Role of Visionary Leaders in Shaping Educational and Scientific Institutions
We have inherited a rich legacy of distinguished academics and scholars, capable of inspiring the youth to achieve professional goals while serving the greater good of humanity. There are numerous examples of a single leader transforming an institution. Every renowned university is often linked to a remarkable individual who propelled it to prominence. Can we even discuss BHU, AMU, Vishwa Bharati, or Jamia Millia Islamia without mentioning Madan Mohan Malaviya, Syed Ahmed Khan, Rabindranath Tagore, or Zakir Husain? Similarly, could anyone consider BARC or ISRO without acknowledging the contributions of Homi Bhabha and Vikram Sarabhai? It is individuals who create great institutions. These institutions, in turn, nurture individuals, fueling their imagination and curiosity. With these qualities, they go on to shape the nation’s future and enhance the quality of life for its people.
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