The Peninsula Foundation

Tag: Higher Education

  • Study Abroad Surge: Why More Indian Students are Choosing Foreign Universities over Domestic Education

    Study Abroad Surge: Why More Indian Students are Choosing Foreign Universities over Domestic Education

    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.

     

  • Is the sheen of overseas higher education still compelling?

    Is the sheen of overseas higher education still compelling?

    We may not have easy and clear answers as to when, why, and how Indian students began going abroad to study — particularly in the realm of higher education, but this process has been on for generations. It is essential to draw attention to the fact that ancient India has had at least two reputed ‘universities’, Nalanda and Taxila (the erstwhile Takshashila now located in Pakistan), which indeed attracted students from outside the subcontinent.

    Overseas education is a centuries-old phenomenon in India. Quality of education, variety of courses, and comparatively low fees are some of the influencing factors

    While during the ancient times the concept, as well as the content of education, was quite at variance and different from what evolved and spread widely during the modern period, the urge to seek knowledge has been ubiquitous and pervasive right from the time institutionalised form of imparting education emerged. However, we do have to recognise and acknowledge that ‘education’ in some form or the other has always been the sine qua non throughout the existence of Homo sapiens, howsoever family- or community-driven, and informal it may have been, and irrespective of the level of economic and socio-cultural development of a given society in any part of the world.

    The very first three ‘modern’ universities, namely Bombay, Calcutta, and Madras, got established in India during the colonial period in 1857, though some undergraduate degree colleges did precede the establishment of these universities in the three presidencies of Bombay, Calcutta, and Madras. For those aspiring for a higher degree, a kind of avenue existed, in general, in the British universities, because of the colonial scenario, though it was not uncommon for some to go to universities in the United States too.

    Thus, ‘studying abroad’ — that magic phrase in educational circles today — is not really a recent phenomenon; it has been an educational trajectory for at least some sections of students in India for at least 150 years.

    Those who could afford paid for these overseas ventures, and for the less privileged but talented scholarships came in handy. Today, however, it has become rather easy to obtain bank loans which many are able to pay back given the rise in the income of both the lower classes as well as the middle classes. Also, quite a few philanthropic organisations are coming forward to disburse scholarships as well as loans at really soft interest rates. This has strengthened many a student from the erstwhile underprivileged and minority groups, including women students, to benefit from such good deeds and opportunities.

    Unavailability of some courses, and the lack of appropriate ambience for higher education, in general, were indeed reasons for going abroad, at least during the very early period of the nineteenth and early twentieth centuries.

    It is also true that a lot of prominence and significance has all through been attached to the better quality of education prevalent abroad. It was invariably held that degrees from a foreign university were superior to those from the home universities

    Though this argument was true given the state of higher education in India during the said period, there, nevertheless, prevailed a notion that anything associated with the colonial rulers and their country was qualitatively better than things (including academic degrees) that were homespun. It is not out of place to point out that in some circles in India — in the contemporary context too — this notion of the superiority of a foreign degree is still given quite a high level of leverage. Some of the recently-established private universities swear by and recruit only faculty with a foreign doctoral degree!

    The surveys that rank universities in different countries as per their ‘performance’ have emerged rather recently, but do seem, at least in the present context, to add to the long-existing bias that exists in India in favour of better quality of outcomes vis-à-vis overseas universities. True, that though Indian universities do not feature anywhere in the top echelons in the ranking of higher educational institutions, and many an academic, not just in India but elsewhere too, question the methodology adopted in these processes, the fact remains that going by the various criteria and parameters adopted, most Indian universities do not make the cut.

    This is because there exists a truly uneven range of quality across departments and centres. Reasons for such a state are many but nepotism and corruption in the recruitment of faculty is indeed a prime reason.

    I must hasten to add that many higher educational institutions in India do have departments and centres that have done exceedingly well, and are undoubtedly abodes of excellence in the central and state university spheres; so also some departments in private universities. What our higher educational institutions suffer from in terms of not measuring up in totality when all the departments and centres are weighed together at the pan-institutional level. This is because there exists a truly uneven range of quality across departments and centres. Reasons for such a state are many but nepotism and corruption in the recruitment of faculty is indeed a prime reason.

    We also need to examine the developments during the last few decades, particularly as regards students going abroad for medical education to China, the Philippines, Russia, Ukraine, and other East European countries, and do not get surprised, even Pakistan! It is clear that the much sought-after medical degrees come at a much cheaper cost, almost at a fraction of what they would have to pay in private Indian medical colleges.

    The beeline that is made to go abroad for a medical degree in this particular realm is out and out a cost-cutting mechanism.

    Those who are after such medical degrees are mainly students who fail to obtain a high ranking in the currently prevalent National Eligibility Entrance Test (NEET) for admission to the MBBS and BDS courses, in State-run medical and dental colleges where the fees are substantially low. The beeline that is made to go abroad for a medical degree in this particular realm is out and out a cost-cutting mechanism.

    However, students who obtain a medical degree from an overseas institution must clear the Foreign Medical Graduate Examination (FMGE) if they wish to practice in India. So much for a foreign degree.

    So, today the lure of foreign universities is not just due to the sheen or quality alone, which probably was so some time back, but currently, there are many other reasons as delineated above.

     

    This article was published earlier in moneycontrol.

    Feature Image Credit: The Free Press Journal