India did not get a place in the list of 'Times Higher Education'. Therefore, it is urgent for us to redesign policies to enhance the quality of education.
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The Times Higher Education (THE), a UK-based global university, recently released its University Impact Rankings-2019 based on the United Nations Sustainable Development Goals (SDGs) . The report's list includes the categories of universities around the world based on 11 SDGs related to how educational institutions function. Some universities have been ranked based on the SDGs for good health and a happy environment, quality education, gender equality, elimination of inequalities, sustainable cities and partnerships for community and purpose. At the top of the list are universities in Japan. It is followed by the United States and Russia. However, India did not even make it into the top 100 in this category based on 11 SDGs.
The Baseline Report on the SDG India Index was released by the Policy Commission in December last year jointly with the United Nations , which included documents on SDG objectives by 2030 being implemented in the states and Union Territories of India. In the report, UN Resident Coordinator Yuri Afanasiev points to a fact that India's progress on SDGs in the coming decade will be crucial for the world, largely due to India's population size and economic growth. In this regard, India needs to take definite strategic steps for the implementation of the SDGs from now on.
It is a great tragedy that none of the world-renowned educational institutions like IITs, IIMs, NITs or Central Universities have been able to make it to the THE University Impact Rankings. In fact, it's worth worrying about. The 11 names on the list are all private universities such as JSS Academy of Education and Research, Amrita Vishwa Vidyapeeth, Annamalai University, Christ University, Bangalore, Jamia Millia Islamia, KIIT University, KLE University, Manipal. Pondicherry University and PSG College of Technology etc. This may lead one to wonder, are our best educational institutions becoming premises that promote the values of equality and sustainability in teaching?
However, the report released by the Policy Commission, which sets out four SDG objectives on the basis of education, does not mention any of its best institutions. Due to the excellent performance of certain states, some similarities between the two categories can easily catch the eye. However, it is a matter of concern for the Indian rulers that these policy makers should introspect and make proper use of the institutions of higher learning to achieve the objectives of the SDGs.
The role of institutions
Globally, higher education institutions are the main source of inspiration for SDGs, as they are centers of creativity and rigorous rational thinking. On the issue of sustainable development at the United Nations Headquarters in New York in 2017At a special high-level political conference, members of the United Nations Global Compact Principles for Responsible Management Education (PRME) presented innovative initiatives to promote SDGs around the world. SDGs have been extensively incorporated into all types of faculty courses at reputed universities around the world such as Monash University, Massachusetts Institute of Technology and Stanford University and various departmental programs and projects are being implemented to meet the respective objectives.
Higher education institutions have a large number of students who can shine in the future as well as various experts. Such students and experts follow the path of discussion, debate and research to move towards the goal of SDGs and achieve the goal in a proportionate way. These educational institutes provide ideological food to such students and experts in order to create a community of sustainable development in this place as an alternative to make the premises of their institution a focal point of sustainable development. As well as the perseverance and skills to stick to SDG objectives, these educational institutions provide their students and experts. That is why the institutions of higher learning in India should build the mindset of the students for the fulfillment of the SDG objectives and achieve the dual objectives by crediting these reputed universities.
Lessons to learn
Certain research institutes in India are collaborating with governments and policy makers by conducting problem-oriented research courses. However, now is the time to stand by the SDGs for a holistic future.
According to THE, the five categories of institutions for the SDG's Objective 5 were based on gender studies research, their policies on gender equality, and actions to promote the inclusion of more women in the curriculum. Only seven out of 11 Indian institutions scored well on this criterion. This paints a picture of the severity of sexism in Indian institutions and the widening gap between the social and workplace gap between men and women. Unless higher education institutions themselves embrace these ideas and inculcate them in students, this penetrating reality of gender in education will become more and more acute on the world stage.
SDG 11 also included another objective measure, on which the ranking of universities was based, on the research on sustainability in universities and their role as custodians of art and heritage and the university's internal approach to sustainability. Regrettably, no Indian university or institution has been able to make it to this category. This gives an idea of the attitude of most of the universities or institutions in India towards internal sustainability. It also paints an important picture of the organization turning a blind eye to internal sustainable solutions. In order to preserve the arts and heritage of our country, higher education institutions need to take initiative through their expertise role and using the evolving technology wisely. They should also have a vision of sustainable development.
The 17th objective of the SDGs in the THE category was to evaluate the performance of organizations based on their relationship with other countries, promotion of good practices and publication of Vidhe. The final 11 institutions were also evaluated on these issues. Most of our organizations have the recognition and accreditation of organizations abroad. Educational Institutions in India have partnerships with educational institutions in various countries. Therefore, it is natural that these partnerships were not only academic in nature, but also serve the purpose of the SDGs. In the case of Vida Prakashan, it was also observed that Indian higher education institutions have given due consideration. As a result, their ranks were not only affected, but also by local bodies and regulators.
Overall, India needs to have a clear vision for industrial creativity and infrastructure, reduced inequality, sustainable cities and communities, responsible purchasing power and appropriate action on production and climate change, and India needs to rethink and redesign its policies. This is because India lags behind in the THE rankings on these issues. As a result, no educational institution in India has made it to the top 100.
While the category is just a statistic and an indicator, India needs to honestly evaluate its own performance and take disciplined steps to meet its objectives in line with the guidelines laid down by the United Nations. It is also important for policy makers to realize that higher education institutions also have a subtle but important role to play in supporting government objectives and their processes. Acknowledging that higher education institutions, as prevalent in the world, promote these sustainable ideas, it is important to consider how they can contribute to the achievement of SDG objectives by 2030.
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