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The variance between education in India and out of the country is significant regarding both the mindset and prospects of students and faculty.
Students overseas are self-motivated, motivated and self-controlled. They are in charge of their lives including influencing their time on the campus.
However in India, our students are not carried that way, and usually, they suppose to be nourished and imagine the whole thing to be absorbed and educated.
A Two-Way Process
Students overseas understand that knowledge is a collaborative procedure. One way or another in India, it is still the deep-rooted exemplary of inactive absorption of information and not an interactive means. In other nations, students come well equipped for the class, and they enquire hard questions which drive the teacher to be one stage fast of students.
Academic Rigor
The full academic rigor is lost here in India. By the time students get into universities in other parts of the world, they are conversant with the learning procedures of reading and classroom participation. Serious thinking, project work, writing, and such opening aspects are taught by the time they come for post-graduation.
Placement Process
The other change between India and abroad is in the placement process, a business school recommends the vocation facilities and placement opportunities, and it is for the students to influence the same to grasp the jobs. Although in India, students suppose the positions to be presented as in contradiction of job opportunities being carried to them through the organizations.
Competing With Global Best
About the standing of Indian management institutes in the common scenario, there is a mile to travel. Two main issues/workings that make a great educational institute remain the faculty and students. Excellent professors attract inordinate students, and great students bear exceptional facilities—that is the unassuming instruction.
Question The ‘Status Quo.’
The issue of the absence of preparedness of our students disturbs the whole ecosystem. Indian educational institutes lag because of the excellence of students.
Quality of Faculty
The additional factor that can aid India to get closer to top management schools in the world is the quality of faculty. It is imperative for us to home in on the high caliber of our faculty. The facility in advanced educational institutes takes that sole combination of top-class education and exploration into the classroom.
Challenges Ahead And Their Solutions
We can designate the three encounters that Indian management education handles as – the “lemons problem”; the “escape velocity” glitch, and the “continuity in change” problem.
The Escape Velocity Problem
‘Escape velocity’ is an elaborate technique of saying in several incidents, an entity—a person, group, or economy can be detained back by certain downward pressures. Though a notion from physics, the name is used in a change of locations on top of deficiency improvement as in this much-cited paper through Harvard Professor of Economics Lawrence F Katz titled, “Achieving Escape Velocity: Neighbourhood and School Intrusions to Reduce Persistent Inequality.”
The ‘Continuity In Change’ Problem
The test is to acquaint with new subjects, curriculum, and instruction but then again maintain continuousness. This challenge naturally results in the problematic of not only balancing convention and brilliance but optimality. The answer is ground-breaking without losing the pathway of continuing machinery of the curricula and pedagogy of financial education.
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