Introduction
The initial project paper provided a basic understanding of some important issues about higher education in India in comparison to the United States, in addition to recommendations for future tertiary education within the country (Singh, 2004). Having done the project, this paper, therefore, provides a summary of the entire project. With this summary, there are some of the methodologies that were applied in the research and an analysis of the research study to evaluate whether the major objectives of the study were met. The research findings were to be used as future measures to ensure that there was better delivery of high education to the Indian population.
Goals and Objectives of the Research
The research problem was in line with strengthening of higher education in India. The research study was aimed at providing the basic understanding of some of the important issues about higher education in India in comparison to that of the United States. This research was a comparative study between the education system of the United States and that one of India in order to determine some of the occurring differences and establish the recommendations to be adopted into the Indian situation. This in the long run would be appropriate in improving the quality of education and its deliverance to society (Agarwal, 2006). The major goals of the research were to determine the situation of India’s higher education in general, and how it compares with the higher education system in the United States. The objectives of the research were to determine the provision of education to society and the percentage number of people who have been able to access education. With this general information, the project to be initiated will help in deriving appropriate recommendations and measures that can be undertaken in improving the education to enable economic sustenance in India (Behar, 1992).
Methodology
In order to ensure that the necessary information collected was of much importance in coming up with appropriate results, the research study adopted a workable methodology. This involved the use of questionnaires that were open-ended in nature. The questionnaires were distributed evenly to different populations to ensure that the information obtained was not biased. Also, a number of education officials in higher institutions of learning were interviewed in order to provide the relevant information on the population that had been able to acquire education through the institution (Mukherjee, 2008). More information was obtained from the country’s higher education websites in order to understand the population’s ratios of those people who had accessed higher education. There was also an objective of establishing which level the people had attained as far as university education was concerned. Using the information obtained from the National Statistics Board, it was possible to understand the education levels of the Indian Population. Information was collected through interviews, from past published information, and also from American and Indian Ministry of Education websites.
Research Findings
From the research, we were able to determine that only less than 10 percent of the 90 million youths have been in a position of accessing higher education in India (Sanat, 2006). The study was also able to give the nature and system of the education system, the number of institutions in the country, how these institutions are run, and how everything compares with that of United States Higher Education. Just to conclude, the country was found to have dubious distinction as one of the highest levels of illiteracy in the world and so it is justifiable to put appropriate measures in place to reduce illiteracy in India (Behar, 1992).
In terms of uniqueness, the study would expose the higher education system in India so that the necessary interventions can be adopted in ensuring that the increased illiteracy levels could be addressed. Having such a big population, India would require a well-managed higher education system that will ensure more and more students are encouraged and provided with higher education since that is the only way through which better lives and economic advancements can be achieved (Neelakantan, 2008). This study, will help me understand some of the major structures and methodologies through which I can comfortably handle any problem through research, and especially in my area of study.
With the study, I would hope to ensure that the truth about the system of Indian higher education is understood so that the necessary measures can be adopted in addressing some of the flaws and weaknesses of the system (India, 2008). With very high illiteracy levels, the study would make the country more focused on ensuring that more and more people are provided with higher education through change of the current policies to do with management and admission into these institutions. This will make education affordable to the largest percentage of the population (Agarwal, 2006). Having successfully finished the research study, it has been able to achieve the goals and objectives that had been initially formulated prior to the study.
Areas of Further Study
If I were to carry out this study again, there would be no much difference with the study since I had applied my very best in all the research strategies which resulted in relevant data. However, should any other individual be willing to undertake a similar study, it would be advised that he or she should adopt a course framework that would ensure that more information is obtained so that all the states of the country are implicated in the final result (Sharma, 2007). There should also be the inclusion of more time so that good results can be obtained (Harman, 1994). Also, it would be necessary that more resources and finances are allocated for the study and be able to come up with the necessary recommendations.
References
Agarwal, P. (2006) Higher education in India: The need for change. ICRIER Working Paper, 180.
Agarwal, P. (2007). Higher education in India: Growth, concerns, and change agenda. Higher Education Quarterly, 61, 197-207.
Behar, S.C. (1992). India. In Clark, B.R., and Neave, G. (Eds.), Encyclopedia of Higher Education. Oxford: Pergamon Press, 304-321.
Harman, G. (1994). Student selection and admission to higher education: policies and practices in the Asian region. Higher Education, 27, 313-334.
Hasan, R. & Mehta, A. (2006). Under-representation of disadvantaged classes in colleges: What do the data tell us? Economic and Political Weekly, 3791-3796.
India, J. (2008). In Encyclopedia Britannica. Web.
Mukherjee, R. (2008). Higher education in India: An overview and opportunities for foreign participation. Centre for Policy Research: India.
Neelakantan, S. (2008). In India: No foreign colleges need apply. The Chronicle of Higher Education, 54, 22.
Sanat, K. (2006). Higher education in India: Seizing the opportunity. Indian Council for Research on International Economic Relations.
Singh, A. (2004). Fifty years of higher education in India: The role of the University Grants Commission. Thousand Oaks, CA: Sage Publishers.
Sharma, V. (2007). Indian higher education: Commodification and foreign direct investment. The Marxist, 13(2), 11.