For decades, our education sector has been underfunded and has had restrictions; millions of brilliant minds have left the country to pursue quality education.
Introduction
The number of Indian students moving abroad for higher education has increased significantly in the past decade, and the number of students studying overseas reached over 1.3 million by 2024. The most popular countries are the USA, Canada, the UK, Australia, and Germany, and each has different study options, worldwide recognition, and post-study work authorisations.
This holds true despite the plethora of premier Indian institutions such as the IITs, IIMs, and AIIMS, as it mirrors the increased demand for international qualifications, load-bearing or multidisciplinary education, and better career opportunities. This migration has several implications. Economically, we export the skills and capacities of our family units by sending many overseas for education. Meanwhile, the information and remittances of returnees from the diaspora can have a beneficial impact on India’s economy.
However, the ongoing “brain drain” could cripple India’s knowledge pool, particularly in sensitive areas like healthcare, research, and technology. This drain also pushes Indian institutions to upgrade infrastructure, curricula, and global competition. There is only so much national gain in overseas exposure; the actual long-term national problem is how to value, sell, and buy global aspirations and hold on to skilled talent at home.
Quality, Opportunities and Global Exposure
Indian students are now opting to study in foreign universities because of the quality of education, the global accreditation they provide, and the fact that they will be exposed to different cultures and lifestyles. Universities in countries like the US, UK, Canada, Australia, and Germany offer top-class education, have state-of-the-art research facilities, and provide students with experience and learning that is more in line with what is required in the industries of today.
Many Indian students go for niche fields such as artificial intelligence, space policy, and international law where Indian colleges and universities do not have much infrastructure or faculties to provide proper guidance. For example, in the case of medical students, many students opt for foreign countries such as Russia, Ukraine, and the Philippines to do MBBS as the cost is relatively less, there is less competition like the NEET exam in India, and the chances of getting a medical seat are much easier.
Career Prospects and Immigration Incentives
The global labour market, especially the STEM and healthcare sectors, attracts Indian students who further look to get a post-study visa, and many may eventually immigrate to a foreign country. Moreover, countries such as Canada and Australia are actively seeking skilled immigrants from other countries; thus, there is a high demand for foreign students. Students are attracted by the opportunities to earn high salaries, develop their careers, and gain international exposure, which are typically difficult to find in India due to a lack of research funds, local political classes, and a disconnect between studies and market requirements.
In addition, many of the best Indian students may not even want to work in India because they have suffered through the Indian education system and do not wish to experience the same issues when working. Consequently, they prefer to work in foreign countries. Despite having world-class institutions such as the Indian Institutes of Technology (IITs), Indian Institute of Management (IIM), and the All-India Institute of Medical Sciences (AIIMS), Indian students prefer going abroad for higher education.
National Education Policy (NEP)
The National Education Policy 2020 is important for India, as it aims to make our education system global and imbibe an indigenous knowledge system that can benefit the local economy. India has taken different approaches by globalising through international collaborations, dual degree programs, and student exchanges, whereby Indian students can study abroad for a semester, and vice versa.
The policy also discusses increasing research and innovation by increasing funding, providing more autonomy to educational institutions, and becoming more interdisciplinary. India is considered to be underdeveloped in these areas. However, it is unclear whether this is the right time to introduce these initiatives and whether it is sufficient. For decades, our education sector has been underfunded and has had restrictions; millions of brilliant minds have left the country to pursue quality education.
The NEP aims to reverse this situation. But, unless the policy is implemented with a difference; unless the policy is implemented in all regions, taking into account all socio-economic groups, the reforms will be too late. Education should have been the fundamental building block of our nation post-independence, but we left it as a lesser priority. NEP 2020 may bring hope, but the change will depend on our political will and weeding out vested interests to provide quality education to every Indian, while also being global at the same time, which is important.
| Characteristics | Traditional | NEP 2020 |
| Structure | Traditional Academic learning and Teaching | New updated academic structure that differentiates curricular and extracurricular activities |
| Phases | 2 Phases | 4 Phases |
| Age Group | Between 6 and 18 years | Between 3 and 18 years |
| Duration | Complete 12 years of schooling | 15 years (3 years for pre-schooling and 12 years for complete schooling) |
| Focus | To pass the knowledge from the previous generation to the next. | Universal access to school education for all at all levels |
Comparison of traditional education policy and NEP 2020.
Bringing back talent home
India has provided many prestigious scholarships in academic education. They include the Inlaks Scholarship, Commonwealth Scholarship, Chevening Awards, Fulbright-Nehru Fellowships, and Rhodes Scholarship. This enables beneficiaries to study at the world’s best institutions, as well as imbibe leadership and global values.
To encourage their return and contribution to nation-building, India can introduce a policy where recipients of such scholarships who come back and work in academia, research, or public service may get benefits such as fast-track jobs, grants for research, tax incentives, and the like. This helps not only in cutting down the brain drain but also in ensuring that the knowledge and expertise gained from the world’s best institutions are applied in the country.
Conclusion
The retention of talent and India’s education deficit can only be addressed by a strategy that aligns education with foreign policy. While the new education policy opens its door to internationalisation, India lacks a comprehensive agreement on the mobility of students between it and other countries like the EU. Furthermore, the Ministry of Education and the MEA are not in complete alignment.
For instance, the UK and Australia use educational diplomacy to attract Indian students. Private universities overseas are preparing for the new wave of Indian students by attracting them with extensive marketing, making agreements with Indian agencies, and in the case of a couple of universities, setting up shops in Gujarat and Hyderabad to allow Indian students to acquire foreign degrees without leaving the country.
Nonetheless, the Indian government’s reaction to the exodus has been more reactive than proactive. The administration has taken measures, including expanding scholarships, making international collaborations easier, and starting the Study in India program, but they are typically small scale. The rise in the outflow is an indication of the government’s failure to provide sufficient quality seats, research opportunities, and a curriculum that emphasises employment. If India does not make a significant investment and collaborates with other ministries, it risks becoming a feeder nation rather than a scientific hub. A proactive education-foreign policy interface is required to retain talent and deepen India’s global academic influence.