pd agarwal lecture2013

Indian Institute of Health Management ResearchBhoruka Charitable Trust

The P. D. Agarwal Memorial Lecture 2013

Frontiers of Higher Education :Access, Quality and Innovation in

India and the United States

Prof. Ronald J. DanielsPresident

Johns Hopkins University, USA

The P. D. Agarwal Memorial Lecture - February 2013

{ 2 } Indian Institute of Health Management ResearchBhoruka Charitable Trust

Shri Prabhu Dayal Agarwal was born on January 01, 1920 in Nangal Kalan (Bhorugram) village of Churu district in Rajasthan. He had a humble beginning and rose to great heights by sheer self-confidence, determination, tenacity, grit, dedication, hard work and innate competence. People used to call him PDJi.

PDJi studied upto class VII and then went to North Bengal to serve as a shop-assistant. However, he was always proactive and forward looking and kept himself abreast of the happenings around him and around the world. In fact, his first major business decision to become an owner of a small grocery store was in 1939. He collected a loan of Rs. 5000/- to purchase a shop, when he was less than 20 years of age. PDJi went to Kolkata in mid-forties and set up a cloth business. He started Transport Corporation of India in 1958 with just one truck and 3 branches and it became the largest road transport company of Asia.

PDJi devoted his entire life to the betterment of his fellow-men, irrespective of caste, creed or colour. People who came to him found in him a patient and sympathetic listener, who

gave advice, guidance and financial assistance. He found means by which one may earn an honest and decent living. He often gave more than they asked for. He established educational and vocational institutions, clinics and dispensaries in remote areas for the benefit of rural people. He also opened blood banks and research institutes. He was a busy man, yet he found time for all these missions. PD Ji possessed the will and naturally

found a way.

PDJi was a trendsetter so far as the road transport industry is concerned. The industry is what it is today because he gave leadership to it. He showed foresight, business acumen, a flair for decision making and readiness to take risks.

In his own organization, PD Ji identified himself with officers, assistants, staff and labourers: his rapport was superb. He encouraged and gave assistance to employees to qualify themselves better so that they could assume greater responsibilities. He was a tough administrator, a man endowed with an iron will, but gentle in his ways. He evinced keen interest in the welfare of his staff and their families.

The Visionary : Late Shri Prabhu Dayal Agarwal(01.01.1920 17.09.1982)



Their problems were his. His philosophy, beliefs and convictions inspired them.

For PD Ji the journey of life was endless. He was a visionary. There was no final destination. His ambition fired his imagination. He wanted to make it to the top. His success in road transport kindled his ambition. He acquired a textile mill in Mumbai. He set up a steel plant in Bangalore. But ambition in his case was not barren. It meant increasing



social commitment. He used to say that one of his six sons should be dedicated and committed to doing charity and developmental activities for the weaker sections of society.

thPDJi passed away on 17 September, 1982 at the age of 62 years after a bypass surgery. His life is a source of inspiration, particularly to businessmen, technologists, socialites and educationists, to bring to their pursuits the spirit of the Lords teaching: Love thy neighbour as thyself.

thRonald J. Daniels became the 14 president of The Johns Hopkins University in March 2009.Hopkins is the largest university recipient of federal research funds in the United States, and is the home to a host of preeminent schools and programs (including: Johns Hopkins Medicine, Bloomberg School of Public Health, School of Nursing, School of Advanced International Studies, Applied Physics Lab, and Peabody Institute of Music). Previously, he was provost and professor of law at the University of Pennsylvania (2005-2009) and dean and James M. Tory Professor of Law at the University of Toronto (1995-2005).

Since arriving at Johns Hopkins, Daniels has focused his leadership on three overarching themes: enhanced interdisciplinary collaboration, increased student accessibility, and community engagement. These themes are detailed in a comprehensive framework document he developed with the universitys leadership that sets out 10 major priorities for the university to achieve by 2020. As Chair of the Executive Committee for Johns Hopkins Medicine, he works closely with the trustees of Johns Hopkins Medicine, serving as a bridge between the university and health system.

Daniels is involved in a number of different community and professional organizations. He has lent considerable personal leadership to the re-development of 88 acres in East Baltimore, a $1.8 billion initiative, which constitutes the largest urban re-development project in the nation. He also sits on the boards of the Baltimore Community Foundation, the Maryland Chamber of Commerce, the Governors International

Advisory Council, and the Asia Pacific Rim Universities World Institute. He serves on the executive committee of the Association of American Universities the umbrella organization for the nations top research universities.

Previously, Daniels served in a variety of capacities advising on a range of policy issues including the Ontario Panel of the Future of Government (Chair), Ontario Government on Reform of Accounting Standards (Special Advisor), Market Design Committee (Chair, Ontario Government committee responsible for defining market structure of new competitive electricity markets in Ontario), the Ontario Government Task Force on Securities Regulation (Chair) and The Toronto Stock Exchange Committee on Corporate Governance in Canada (Member, The Dey Committee).He has also been a director on the following public company boards in Canada: Brookfield Renewable Power (2001-

Prof. Ronald J. Daniels



2005), Canwest Global (2004-2009), Moore Corporation (2002-2004) and Rockwater Capital Canada (2003-2005).

A law and economics scholar, Daniels holds an appointment as professor in the Department of PoliticalScience at Johns Hopkins. Daniels research focuses on the intersections of law, economics, development, and public policy, in such areas as corporate and securities law, social and economic regulation and the role of law and legal institutions in promoting third world development. He is an author or editor of seven books, including Rule of Law Reform and Development (2008), on the role of legal institutions in the economies of third world countries, and Rethinking the Welfare State (2005), an analysis of global social welfare policies, especially the

effectiveness of government vouchers (both co-authored with Michael Trebilcock). He is also the author or co-author of dozens of scholarly articles.

Daniels earned an LLM from Yale University in 1988 and a JD in 1986 from the University of Toronto, where he served as co-editor-in-chief of the law review and earned several academic honors. He received a BA from the University of Toronto in 1982, with high distinction as a political science and economics major. He has been visiting professor and Coca-Cola World Fellow at Yale Law School and John M. Olin Visiting Fellow at Cornell Law School. In 2009, he was elected a fellow of the American Academy of Arts and Sciences.



Bhoruka Charitable Trust (BCT) was founded in 1962 by the entrepreneur and philanthropist, the Late Shri Prabhu Dayal Agarwal to care for his native region. Since then BCT has developed into one of Indias leading rural development NGOs, managing a wide range of programs in the states of Rajasthan, Karnataka, Tamil Nadu and Andhra Pradesh. BCT is registered under Bombay Public Trusts Act, 1950. BCT has completed 50 years of its developmental journey and made substantial contributions to society.

Our Mission: Bhoruka Charitable Trust is dedicated to socio-economic transformation of rural and remote areas of India, especially the weaker and socially under-privileged groups, through physical, social, cultural and economic development of rural people, groups and institutions.

BCT has been engaged in integrated rural developmental activities in the villages of Churu district since 1973. Presently, the Trust is working in about 21 districts in Rajasthan. It is implementing programs in the field of health, education, water & sanitation, natural resource management, livelihoods promotion and strengthening of SHGs and income generation activities, development of rural infrastructure, empowerment of grassroots level NGOs etc. The Trust is also implementing health programs, primarily on HIV/AIDS in the states of Karnataka (6

districts) and Andhra Pradesh (2 districts) and one district in Tamil Nadu.

Some of our major programs in Rajasthan are Health for the Urban Poor (HUP) implanting in the slums of Jaipur and developing a City Model for Jaipur district, facilitating medical and health care through Mobile Medical Units (MMUs) and Mobile Medical Vans (MMVs) in Churu, Hanumangarh and Dungarpur districts in Rajasthan, conducting Eye Camps, School Eye Sight Screening programs, 30-bedded Hospital at Bhorugram (Churu), construction of Rooftop Rainwater Harvesting Structures, renovation and refurbishment of traditional sources of drinking water, construction of low cost sanitation units, capacity building of Gram Panchayat members, farmers, water user associations for water resource management, skill development training programs in different trades, formation and strengthening of SHGs, improvement of rural infrastructure etc.

BCT has been running an English Medium 10+2 co-educational public school (BRJD Public School, Bhorugram), affiliated to CBSE, focused on imparting value based education and improving vocational education, Dhanwati Devi Girls High School, Prabhu Dhan Degree College with three faculties (Commerce, Science & Arts)

Bhoruka Charitable Trust



affiliated to Maharaja Ganga Singh University, Bikaner and elementary residential schools for underprivileged children in remote areas ( Barmer & Jalore districts).

Volunteers : BCT hosts volunteers from the country and abroad to give them hands-on experience relating to developmental issues.

Awards & recognitions : In recognition of its activities, the Trust has been conferred upon many awards by the



governmental and non-governmental agencies, like FICCI Annual award (1991-92) in recognition of the institutional initiatives in the field of rural development, State level award for distinguished services in the field of Family Welfare (1996-97), Pam Davar Award (1998-99) in recognition of excellent work in the field of Rural Technology, GD Birla International Award (2002) for Rural Upliftment, Rajasthan State level awards for promotion of SHGs by NABARD (2002-03 and 2003-2004) respectively.

The Institute of Health Management Research (IIHMR) is a premier, perhaps a unique organization, in the country engaged in health management research, education and training. It's an institution dedicated to the improvement in standards of health through better management of health care and related programs. It seeks to accomplish its mission through management research, education, training and institutional networking in a national and global perspective in the health sector.

The Institute is designated as a WHO Collaborating Center for District Health Systems based on Primary Health Care, for its significant contribution in the area of health care management research and education in India and abroad. As a collaborating center, the Institute is in network with about sixty such centers in ten countries of South East Asia Region, in the area of training, research and education. The Ministry of Health and Family Welfare, Government of India has also identified the Institute as an Institute of Excellence.

At present the Institute has collaborative arrangements with the following national and international institutions for undertaking collaborative research on the areas of mutual interest. Like World Health Organization (WHO), South-East Asia Public Health Education Institution Network (SEAPHEIN), The Johns Hopkins Bloomberg School of Public Health, Baltimore, USA, International Union against Tuberculosis and Lung Disease (The Union), Paris, France, Partners in Population and Development (PPD), Mahidol University, Thailand, Padjadjaran University, Indonesia, Gadjah Mada University, Indonesia, Hasanuddin University, Indonesia, Afghanistan Centre for Training and Development (ACTD), IbnSina, Kabul, Afghanistan, SUPBIOTECH, Paris, France, United Nations Childrens' Fund (UNICEF) and Gulf Medical University, Ajman, UAE

Since its inception in 1984, not only it has made a distinct place for itself, but also a key force in establishing health management as a distinctive discipline in the country. Over the past two decades, the health care and systems research and program evaluation undertaken at the national and international level by the Institute, has made a significant influence on policies and programs in the health sector. In addition, short-term training programs conducted for national and state level administrators and policy makers, have immensely contributed to skill development in management in the health sector. It also has served as resource center in the area of health management and is playing an important role in information sharing and dissemination.

The Institute has extensively worked on assignments/consultancies for studies and projects funded by Government of India, Ministry of Health & Family Welfare, Department of Personnel and Training, Planning Commission, National Institute of Health & Family Welfare (New Delhi), Indian Council of Medical Research, various state Governments in India, and UN, International and Bilateral Agencies, namely, UNICEF, UNFPA, USAID, World Health Organization, World Food Program, World Bank, CARE, Ford Foundation, DFID, DANIDA, and others.

The Institute has conducted several research studies that have high relevance to health policies and programs. Some of the important studies include: Institutional Assessment of Tuberculosis Control Program, Institutional and Organization Mechanism and Effectiveness National Vector Borne Disease Control Program, Mid term Evaluation National AIDS Control Program (Currently undertaking final Independent Evaluation National AIDS Control Program II), Study of Organization Effectiveness, Independent Assessment of National Leprosy Elimination Program, National Family Health Survey III, End-

Indian Institute of Health Management Research



Line Evaluation of Integrated Child Development Scheme, Social Assessment, and Training Evaluation of Emergency Obstetric Care.

The Institute has also made its presence felt at the international level. In collaboration with the Department of International Health, Johns Hopkins School of Public Health, the Institute provides technical support to the Ministry of Health, Afghanistan for developing a monitoring and evaluation system. The Institute conducted several research projects in Afghanistan including the very recent Afghanistan Mortality Survey. A health systems project, supported by DFID, has been initiated with the Department of International Health and Institute of Development Studies, UK with partner institutions in Afghanistan, Bangladesh, China, Nigeria and Uganda. A MoU with Mahidol University, Bangkok, and other universities in south-east Asia has been signed for collaborative research and student and faculty exchange in order to build capacity, especially in Public Health and Management. We signed a MoU with BP Koirala Institute of Health Sciences, Nepal to build capacity in health management and provide support in developing MPH Program. The Institute is now an active partner in the South-East Network of Public Health Education Institutions of WHO SEARO. As a member of the network, the Institute was invited by the Ministry of Health, Government of Maldives to develop an academic program in health management leading to an advanced diploma and by the University of Colombo for capacity building in Health Economics.

The Institute, through its Management Development Programs (MDP), continued to focus on capacity building in healthcare management of national, state and district level managers of the projects funded by development agencies for the developing countries. The Institute conducts MDPs on leadership and management development in health care, health sector reforms, quality assurance/ health management information systems, communication planning and management for behaviour change, result-based management, management of health programs, and NGO management.

IIHMR has started the Fellow Program in Health and Hospital Management (FPM), a doctoral level program in 2011 with the objective of developing research capacity and adequate in-depth knowledge among the students who are interested to build careers in research, teaching and consultancy in health care organizations, academic institutions and health care related programs. The program is approved by All India Council for Technical Education (AICTE). The Johns Hopkins Bloomberg School of Public Health (JHSPH), in collaboration with Institute of Health Management Research (IIHMR), plans to offer Masters in Public Health (MPH) program in India. The Postgraduate Programe in Hospital and Health Management (PGDHM) has attained a status of a premier program in the country. It is rated as one of the best sectoral business management programs in the country. The program has set high standards of management education in the health sector. In order to address the professional management needs specific to the fast growing pharmaceutical industry, the Institute also conducts AICTE Approved two year full time Pharmaceutical Management course. A Post Graduate program in Rural Management is offered to prepare rural management professionals who would contribute to bettering the quality of life in rural areas. To further strengthen this commitment to progressive social change, the School of Rural Management (SRM) was established in 2011.

The Institute has been ranked 1 in Top 5 Healthcare Management B Schools in India by various leading & reputed rating agencies.

Besides research, training and teaching, the Institute is engaged in consulting in the areas of organization and institution capacity development, health care management, program evaluation, project planning and implementation of health programs. One of the major activities of the Institute is Networking of the academic institutions, and professional organizations in the area of health management and training in India and abroad; and also dissemination of research and resource material.



and save lives, especially in low and middle-income populations.

I would like to talk today about the interplay between these two transformative forces, embodied in the Institute . . . education and public health.

Education is one of the most important if not the most important factors in the social and economic well being of a country.

Education correlates with a seemingly endless number of indicia of prosperity and health, and is one of the most powerful instruments available for the betterment of society. Research in the United States indicates that educated people are likely to live longer, have greater health knowledge and engage in health promoting behaviors including smoking less and getting regular care. And the same research shows that the health benefits begin early studies demonstrate conclusively that children of educated parents have much better health outcomes along a range of dimensions.

I am grateful for the invitation to visit this remarkable country and for the wonderful hospitality my colleagues and I have been shown by the Agarwal family since our arrival. This is my first visit, but I know it will not be my last a weeks time is simply not enough to experience the richness, breadth, and excitement of India.

Knowing my time in this country would be brief, I am very pleased to spend at least some of it here with all of you. It is a tremendous honor to be asked to give the P.D. Agarwal Memorial lecture. I am grateful to Dr. Ashok Agarwal, who Johns Hopkins is very proud to count as one of our alumni, and his family, for this opportunity. It feels especially appropriate to be speaking on the topic of seizing opportunities and innovating for our common future at an event named for someone of Shri P.D. Agarwals vision, courage, and generosity.

Almost thirty years ago, the Agarwal family founded the Indian Institute of Health Management Research, a beacon in this country and across Asia for the power of institutions of higher education to create solutions that improve health

Frontiers of Higher Education :Access, Quality and Innovation in India and the United States

Ronald J. Daniels

ABSTRACT



generation of idle young people who are denied the knowledge and tools to lift themselves and their families out of poverty and disease.

This breakdown in fostering human capital stands as a gravecrisis of public policy.

And it is a crisisthe state has failed to properly address.

The disparities in access to quality post-secondary education are evident in both the United States and India.

In the United States, the clearest socioeconomic dividing line is between the 30 percent who have a college degree and the 70 percent who do not. We live in a time of enormous income inequality, an erosionof the middle class, and as Claudia Goldin and Lawrence F. Katz describe in their recent book, these trends are closely related to the decline and eventual halt in the growth of educational attainment from one generation to another, and the withdrawal of state investment in colleges and universities. Only three percent of the entering class at the top 146 American colleges and universities in 2006 were from families in the lowest quarter of wage earners. Tuition is rising faster than any other product or service. Default rates for students continue to rise student debt is now roughly one trillion dollars, or one-sixteenth of the total debt of the United States.

One can see the same trends in India, where funding to support students from poor backgrounds in accessing higher education is nearly absent. There are disparities in access for students from rural areas, for women, for the

This is no less true of higher education, an investment in human capital that provides profound returns in the form of job creation, economic growth and effective government, knowledge production and civic involvement, technological development and social mobility as well fostering entrepreneurship. Practically everywhere in the world, there has been a positive correlation between rising income and enrollment in post-secondary education. One recent study shows that an additional year of average university level education in a country raises national output by a remarkable 19 percent. Pawan Agarwal, author of the recent book, Indian Higher Education: Envisioning the Future, has concluded thatit is the quality and size of the higher education system that will differentiate a dynamic economy from a marginalized one.

And yet, there is still a wide divide in access to higher education across the world. One scholar recently noted that on some streets around the world as many as eight of 10 young people go to college, while in other areas in close proximity the number is less than eight in 100. The gross enrollment ratio for sub-Saharan Africa is now only 6.8 percent. This is at a time when many countries, particularly in the developing world, are experiencing what New York Times columnist Thomas Friedman calls a youth bulge an exploding population under the age of 30, who areincreasingly connected by technology but very unevenly educated.

There is a deep bifurcation growing a divide between those who are given the means for upward mobilityand a



research has declined in real terms over the last decade. At the state level, there has been a 26 percent reduction in funding for higher education. Additional serious budget cuts loom on the horizon as fiscal talks continue in Washington D.C. At the very least, public funding is unlikely to return to previous levels, particularly as other costs such as health care continue to rise. In India, the Yash PalCommittee has characterized funding as unpredictable, inadequate and inflexible. Just last month, New Delhi slashed the budget for higher education by 13 percent. Spending on all education in India as a percentage of GDP is lower than in Brazil, Mexico, Iran, China, Botswana or Uganda.

As educators, scholars and citizens, we must act briskly and effectively to meet these challenges.

And our inability to do soto date represents a monumentalfailure of state action.

In truth, there are failures to act in multiple areas: normative (should states be involved in solving the problem?), technical (how should they do so?), financial (where to find the money to invest in a solution?) and political (how to overcome the barriers set by those who would wish to preserve the status quo?).

These issues have been the topic of debate by lawmakers in both of our countries. However, I do not want to comment on those pieces of legislation here. Rather, I want to spend my time discussing five rules of engagement for how to address these challenges in the coming years.

poor, for students from Scheduled Castes and Tribes. According to 2008 data, 11.1 percent of individuals in rural areas in India attend colleges or universities, compared to 30 percent in urban areas. The gross attendance ratio for scheduled tribes was 7.7 percent, compared to a national average of 17.2 percent. Students are also inhibited from accessing higher education due to a simple shortage in supply: By one estimate, to merely keep pace with growth in demand, India will need to add nine million new post-secondary seats by 2016. And according to a recent government report, India has a dearth of roughly 400,000 faculty members.

Of course, the issue is not merely one of access and affordability, but of quality and innovation as well. On these axes, our nations are falling short. Sociologists Richard Arum and Josipa Roka recently concluded that American higher education is characterized by limited or no learning for a large proportion of students. More than one third of students leave college in the United States without ultimately obtaining a degree or certificate. And Prime Minister Manmohan Singh recently noted that the university system in India is in a state of disrepair . . . In almost half the districts in the country, higher education enrollments are abysmally low, almost two-third of our universities and 90 percent of our colleges are rated as below average on quality parameters.

All of this is occurring at a moment when, in the face of fiscal pressures, governments in both countries are retrenching. In the United States, the national governments support for

P. D. Agarwal Memorial Lecture - February 2013


happenstance, but rather through a strong investment of public dollars in higher education students and research over many decades.

Second, we need to buildinstitutions of governance that are able to deflect and manage the politics that can distort rule making. In a policy arena that is linked so closely to the core goals of social transformation, equity, economic growth, policy direction will be shaped by changes in political leadership, and their susceptibility to pressures from narrowly defined interest groups. Examples of political interference that injure institutions of higher learning are abundant in the United States and India alike, on issues ranging from faculty salaries to tuition levels to academic programs. Witness the sharp breaks in the trajectory of regulatory and funding decisions depending on the political party in the office, or the efforts of politicians to discredit or slash funding for particular departments or programs, or officials who would use the system of higher education as an outlet for cronyism, appointments, political favors and nepotism. Given the public goals espoused earlier, it is clear that higher education policy is grist for the politicians mill.

These distortions are the enemy of rational and effective governance. We must find a way to create durable regulatory oversight mechanisms, the design, structure and composition of which limit the scope for destabilizing political influence, goals that I know are echoed in both of the recent Yash Pal Committee and the National Knowledge Commission reports on higher education in India. Following the model of central banks and independent regulatory

First,this is an area in which the state must play a fundamental role in shaping behavior. Gurcharan Das, the former CEO of Procter & Gamble India, notes that while the economic growth of Indias recent history is a necessary condition for lifting the poor, it is not a sufficient condition. People need, in addition, honest policemen and diligent officials, functioning schools and primary health centres. And to achieve those results, the state is of first-order importance.

In the higher education arena in particular, states pursue a range of legitimate and robust policy goals, among them the promotion of research and discovery, civic values and economic growth, among other public goods; righting failures in human capital markets that can constrain the ability of students to finance their education; and addressing information asymmetries that prevent students from making informed decisions about their educational opportunities.

For this reason, the government wears many hats in higher education: market participant, accreditor, monitor, regulator, and funder. And so, while one might be tempted to say that the free market can shoulder this industry, there is, in truth, a critical role for the state in supporting, regulating, and shaping an industry that is the wellspring of so much good for its citizens. In particular, one cannot understate the importance of a robust and sustained investment of state funding in colleges and universities. As Jonathan Cole has chronicled, the rise of the great universities in the United States did not occur by



that the literature has moved away from a command and control model of regulation and towards incentive based approaches. The question is how do you get at quality and access without thesort of micromanagement of programs that leads to sclerotic institutions? For example, salary restrictions on faculty or the stipulation of faculty-student ratios are straightjackets that can enervate. Rather, one might favor federal payments based on performance benchmarks, such as student completion, in order to address attrition issues that have plagued many sectors of higher education in the United States. And, the mode of governance is as important at an institutional level as at the national level: boards of governors, if they are constituted properly and represent the estates that make up the university, if they have a clear mandate, and if they are deployed effectively, can assume the work of regulation in a manner that is tailored to the needs of the individual institution.

Finally, given the needs for additional supply in the sector,we must make sure we see innovation and do not create unnecessary barriers to entry that would impede competition. Consider the potential oftechnology to overcome the looming demand and access challenges in higher education. It is sometimes said that higher education is the last of the sectors to be reshaped by information technology. Johns Hopkins and its peer institutions in the United States are wrestling with how we can keep pace as information technologies reshape the potential modes of education and discovery. How do we incorporate technology into the classroom and flip our lectures to better engage

agencies, one of our goals must be to strike a more appropriate balance between the goals of independence and accountability, creating public institutions for the regulation of the participants in the realm of higher education that are not subject to regular political interference.Third, we need to support our pinnacle institutes of higher education these would be IITs here or the elite private universities like Harvard, Yale or Johns Hopkins or public universities like the University of California in the United States. These institutions can cast a broad aura over the entire system of post-secondary education. Such institutions have in the United States, India and elsewhere set the high bar for the educational landscape: standards ofexcellence areemulated by other institutions, the research results are adapted and developed further, the graduates who are trained then populate other institutions as faculty, and so on. Although lawmakers, quite understandably, face the political challenge of making direct investments in one set of institutions at the expense of others, the constellation of the whole system is made brighter by these leading lights. One approach to building these peak institutions is to establish amerit-based funding system. Over time, countries such as China and the United States have moved towards funding individual researchers on a project-by-project basis. In the United States, the outcome has been that over 30 percent of federal research funding goes to researchers at the top 20 universities.Fourth, regulation and more specifically its character matters. Drawing on the teachings of public policy, we know



students?How do we use the internet to expand our reach around the world? Already, 1.3 million people in India take online classes each year, and those courses hold the potential to bridge geographic divides as never before, uniting a nation and offering education to people from the rural villages in Tamil Nadu to the streets of Bangalore that would otherwise go uneducated.

Similar questions abound regarding foreign participation in the marketplace. If we agreethat exposing our students to the best thinking is a key goal of educationand acknowledge that globalization has increasingly put knowledge from around the world in our hands with a keystroke, then why not, as the Yash Pal Committee report suggests, open the doors to the worlds best scholars and thinkers? Yet it is fair and appropriate to ask: What is the optimal matrix of regulation to invite and promote appropriate involvement of foreign institutions that will enhance the national landscape without overwhelming it? What would such participation look like? How can you incentivize participation in such a way that attracts the best actors and discourages the worst?

A robust role for the state; governance bodies that are built to resist political interference; pinnacle colleges and universities; regulations that incentivize rather than direct; targeted investments in innovation and competition.

These are the fundaments of higher education in the 21st century, the building blocks that bring us closer to a quality education for the millions who will ensure our success in the 22nd century.

Selected ReferencesAgarwal, Pawan,Indian Higher Education: Envisioning the Future. New Delhi: Sage Publications, 2009.Arum, Richard and Josipa Roksa, Are Undergraduates Actually Learning A n y t h i n g ? C h r o n i c l e , J a n u a r y 1 8 , 2 0 1 1 , a v a i l a b l e a t http://chronicle.com/article/Are-Undergraduates-Actually/125979/.Daniels, Ronald J. and Michael J. Trebilcock, Towards a New Compact in University Education in Ontario, in Frank Iacobucci and Carolyn Tuohy, ed., Taking Public Universities Seriously. Toronto: University of Toronto Press, 2005.Daniels, Ronald J. and Michael J. Trebilcock, Rethinking the Welfare State: The Prospects for Government by Voucher, London: Routledge, 2005.Das, Gurcharan, India Grows at Night: A Liberal Case for a Strong State, Allen Lane, 2012.Friedman, Thomas, India vs. China vs. Egypt, New York Times, February 5, 2013, available at http://www.nytimes.com/ 2013/02/06/opinion/friedman-india-vs-china-vs-egypt.html?_r=0.Goldin, Claudia Dale and Lawrence F. Katz. The Race Between Education and Technology. Cambridge, MA: Belknap Press of Harvard University Press, 2008.Kapur, Devesh. Indian Higher Education, in Charles T. Clotfelter, ed., American Universities in a Global Market, Chicago: University of Chicago Press, 2010.Lindsey, Brink,Human Capitalism: How Economic Growth Has Made Us Smarterand More Unequal. Princeton: Princeton University Press 2012.Mukherjee, Rohan, Higher Education in India: Contemporary Issues and Opportunities for Foreign Participation, April 1, 2008, available at SSRN: http://ssrn.com/abstract=132601.National Knowledge Commission. Report to the Nation, 2006-2009, New Delhi: National Knowledge Commission, Government of India, 2009.Pal, Yash, et. al. Report of the Committee to Advise on Renovation and Rejuvenation of Higher Education. New Delhi: Department of Human Resources, Government of India, 2009.Robert Wood Johnson Foundation. Issue Brief 6, Commission to Build a Healthier America, 9/2009.Science, Technology and Innovation Policy 2013. New Delhi: Ministry of Science and Technology, Government of India, 2013.Sunder, Shyam, Higher Education Reform in India, December 7, 2011, Yale SOM Working Paper, available at SSRN: http://ssrn.com/abstract=1975844



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