Reforms in technical education sector: evidence from World Bank-assisted Technical Education Quality Improvement Programme in India

Dubey, Amlendu Kumar; Mehndiratta, Amit; Sagar, Mahim; Kashiramka, Smita

doi:10.1007/s10734-018-0343-1

Cited by 9 publications

(9 citation statements)

References 23 publications

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“…To cater for learners' needs, institution' s resources should be available for everyone to be accessed in an unbiased manner. In its broadest form, this principle requires that access to education is expanded with regards to institutional framework (Dubey et al, 2019). It is important that programs should be created to support the students with special needs so that they can accomplish their best potential (Syahrullah et al, 2018), which requires access to information and education resources in any place in the network (Kulik et al, 2020).…”

Section: Accessibility and Equitymentioning

confidence: 99%

Total quality management in the context of University 4.0: New game new rules

Ülker

2023

Front. Educ.

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There have been many changes in the field of higher education in accordance with the advancements brought by the new industrial era, which is defined as Industry 4.0. Introduction of Industry 4.0 has definitely influenced ongoing practices requiring alignment and adaptations in many spheres of higher education including but not limited to Total Quality Management (TQM). As a TQM system, ISO 21001 has been specifically designed and developed to serve to the needs of educational institutions, in this particular case universities. Considering the rate of advancements in the context of Industry 4.0 where previously defined rules and policies no longer apply, universities have an important role in revising and improving their current practices in TQM accordingly to maintain their quality in this competitive environment. To be successful in the new game with new rules, this paper will provide a framework for higher education institutions for successful implementation of TQM, particularly ISO 21001, in line with the essentials of University 4.0 through alignment of ISO 21001 principles with University 4.0 practices to contribute to quality and competitive advantage of universities under current circumstances.

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Section: Accessibility and Equitymentioning

confidence: 99%

Total quality management in the context of University 4.0: New game new rules

Ülker

2023

Front. Educ.

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“…The demand for engineers always reacts to cost and demand shifters of engineering services, and this is closely intertwined with the significant response of the engineering industry to economic differences. Most importantly, supply and enrolment considerations are very sensitive to engineering job prospects (Ryoo and Rosen, 2004;Manikandan and Muthumeenakshi, 2018;Dubey et al, 2019). However, there are gender differences in employment preferences and salary expectations.…”

Section: Analysing Gender Differencesmentioning

confidence: 99%

Analysing gender differences in academic performance and labour market outcomes of engineering graduates: evidence from India

Choudhury

Singh

2023

IJM

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PurposeParticipation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated profession, and the authors do not find many women in this sector. What factors contribute to this significant gender differences in engineering education and labour market in India? In this context, this study aims to examine the factors that explain the gender variations in academic performance and labour market outcomes (placement and earnings) of engineering graduates in India.Design/methodology/approachThe paper is based on primary survey data from fourth-year engineering students in Delhi, collected in 2018–2019, with a total sample size of 3186. The study uses Ordinary least square method (OLS) and Heckman selection model to analyse gender differences in academic performance and labour market outcomes of engineering graduates, respectively.FindingsThe study finds that academic performance of male students is around 10.4% more than female students. However, this difference is heavily influenced by various socioeconomic and institutional factors. Interestingly, 3% of female engineering graduates have received more job offers than males, which contradicts the common belief that women engineers face job discrimination in the labour market in India. However, the authors find that male engineers earn around 7% more than female engineers shows the evidence of pro-male gender wage inequality in earnings. The findings support that there is a considerable variation in academic performance and earnings between male and female engineering graduates.Originality/valueWhile the authors find some literature in the area of gender difference in the academic performance and labour market among university graduates in India, studies in the field of engineering education are sparse. In a context where fewer women are found in the field of engineering education along with low participation in the labour market, the findings of this study significantly contribute to the policy making.

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“…Likewise, The co-production of knowledge model, mode 3, further enlarge the venues for the scientists and local knowledge worker collaboration with active participation and empowerment, to gives new directions and philosophies to knowledge workers for sustainable development. In parallel, this model believes that both aspects of learning development and knowledge exploration need to be considered, that may be “Contributive Expertise”, to add to the body of knowledge and further development, or that may be “Interactional Expertise”, which believe in getting benefits form the experiences of knowledge workers (Cada and Ptácková, 2013; Dubey et al , 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to the United Nation Organization (UNO) declaration for meeting SDGs targets, HEIs are supposed to open their doors for social and outreach facilities, for active collaboration among the social stakeholders for the inclusive social development (Darun et al , 2019). similarly, World Bank (WB) in their report on Technical Education Quality Improvement Program (TEQIP) clearly stated that technical educational institutions can't contribute to the sustainable development at micro or macro level, if they don't include tacit knowledge workers in their operations and projects (Dubey et al , 2019; Tan et al , 2019). Therefore, it is a cry of the age to for all stakeholders to develop framework for incorporation of learning factory and living labs for sustainable development.…”

Section: Introductionmentioning

confidence: 99%

Learning factories and living labs projects for sustainable educational development

Turi

Imtiaz

Sorooshain

2021

WJSTSD

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PurposeThis technical note aimed to assess critically the need of the learning factories and living labs for sustainable educational and social development.Design/methodology/approachThe study implied systematic research review and opinions of the expert to critically analyze the meaning and application of learning factory and living labs for social and educational development.FindingsThe study concluded that there is an urgent need for the collaboration among the entire stakeholder for establishing learning factory and living labs for social and educational development.Originality/valueThe technical study provides a unique perspective to educational and social development. It added to the traditional learning system by enlarging the venue of learning through stabling learning factories and living labs and insisted the higher educational institutions (HEIs) to open their door for general public for the inclusive development at national and international horizons.

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Reforms in technical education sector: evidence from World Bank-assisted Technical Education Quality Improvement Programme in India

Cited by 9 publications

References 23 publications

Total quality management in the context of University 4.0: New game new rules

Total quality management in the context of University 4.0: New game new rules

Analysing gender differences in academic performance and labour market outcomes of engineering graduates: evidence from India

Learning factories and living labs projects for sustainable educational development

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