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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Global Rankings of Higher Education Institutions and India's Effective Non-presence: Why Have World-class Universities Eluded the Indian Higher Education System? And, How Worthwhile is the Indian Government's Captivation to Launch World Class Universities?
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Global Rankings of Higher Education Institutions and India's Effective Non-presence: Why Have World-class Universities Eluded the Indian Higher Education System? And, How Worthwhile is the Indian Government's Captivation to Launch World Class Universities?

机译：高等教育机构的全球排名和印度的有效缺席：为什么世界一流的大学都无视印度的高等教育体系？而且，印度政府建立世界一流大学的吸引力有多大？

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The present global higher educational milieu is typified by its preoccupation with rankings. The inter-connectedness that has resulted from globalization has facilitated methodisation of higher education systems the world over. The coming together of countless institutions on a unified platform necessitates the logic of benchmarking. The Indian higher education system is a formidable presence, at least with respect to the numeric strength of comprising institutions, as well as the mass of populace that it covers. This is all the more reason why shortfalls in the higher education system—which have come to be something of a platitude—are so disappointing. The Indian Government has recently made rousing proclamations to make good this deficit and recast the country as “knowledge economy”, purportedly by making higher education a top national agenda item and creating world-class universities. While this concern is welcome, there lies a significant distance between the value of comparative information and projects to launch world class universities that policy makers have not heeded. The systemic challenges that afflict the Indian higher education system are tied to its long colonial history as well as its present developing country status. Thus, it is important to identify how well the captivation with producing world-class universities serves the Indian higher education system, and the society at large. That is to say, does this preoccupation relate to the immediate socio-economic realities? The paper collates research on global rankings; reasons that explain India's effective non-appearance in global rankings of higher education institutions; and critique of the Indian Government's world-class universities project. The authors navigate the study largely through descriptive and critical syntheses of precedential published research.
机译：当前的全球高等教育环境以其对排名的关注为特征。全球化带来的相互联系促进了世界范围内高等教育系统的方法化。无数机构在统一平台上走到一起需要基准化的逻辑。印度高等教育系统是一个强大的机构，至少就组成机构的数量实力以及所覆盖的民众数量而言。这完全是为什么高等教育系统的不足（已成为陈词滥调）如此令人失望的原因。印度政府最近做出了令人鼓舞的声明，以弥补这一赤字，并将该国重塑为“知识经济”，据称是通过将高等教育列为首要国家议程并创建世界一流大学来实现的。尽管对此表示欢迎，但比较信息的价值与启动世界级大学的项目之间存在很大的距离，而政策制定者们并未对此加以注意。困扰印度高等教育系统的系统性挑战与其悠久的殖民历史以及当前的发展中国家地位有关。因此，重要的是要确定对世界一流大学的吸引力对印度高等教育系统和整个社会的服务程度。也就是说，这种关注与当前的社会经济现实有关吗？该论文整理了有关全球排名的研究;解释印度在高等教育机构的全球排名中未有效出现的原因;并批评印度政府的世界一流大学项目。作者主要通过先验性发表研究的描述性和批判性综合来进行研究。

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