Publications

In India, Industrial Training Institutes and Polytechnic colleges are among the oldest Technical and Vocational Education and Training (TVET) institutions, producing a skilled workforce for various industries. TVET programme are offered primarily through diploma courses in Polytechnics, Industrial Training Institutes, and apprenticeship certificates. Polytechnics and Industrial Training Institutes are primary hubs for TVET training. The core objective of TVET sector is to develop a workforce ready for employment in local, national, and global markets. Moreover, these institutions play a vital role in tackling youth unemployment. However, India's TVET system continues to face longstanding challenges including structural constraints and quality concerns that hinder the employability of technically trained graduates. Based primarily on the responses and insights of employees of manufacturing industries, this study assesses the competence of TVET programme offered across different training institutes in India.

There is a persistent exclusion in NCERT textbooks of the Northeast from the socio-cultural and historical narratives around India

The Doctoral Program of any country is the central pillar of higher education. The conspicuous absence of a well-thought-out doctoral program in India's national research policy has resulted in asymmetries in policies and practices related to research and development. The history of doctoral research in India presents a unique trajectory with a mixed influence of the colonial past and isolated efforts of genuine intellectuals who have thrived in an environment of deep motivation and passion that defined their research pursuits. India will have to ask more profound questions regarding the quality of doctoral education and the nature of students being produced/created. How does one enhance quality, and what is the role of faculty, students, and institutions? What is the role of doctoral research in influencing learning, pedagogic practices, and curriculum in preparing a citizenry to influence growth and development at the national and global levels? While reviewing global practices and policies, this chapter attempts to draw on best practices while also addressing the opportunities and challenges that reflect the realities of developing countries, particularly India.

This article discusses the emergence of a pipeline between international schools in India and New Private Liberal Education Universities.  This development is interpreted as an elite response to the crises in higher education, providing fresh perspectives on relatively new categories of educational institutions.