Public-Private Partnership: Studying Role of ICT in Higher Education (with Reference to Tourism) Taxak R.H.1,* Professor, Department of Tourism and Hotel Management, Kurukshetra University, Kurukshetra, Haryana, India. *Email: rhtaxak@kuk.ac.in
“In future education, we need not bind ourselves by either the ancient or the modern system, but to select only the most perfect and rapid measure of mastering knowledge”- Sri Aurobindo11 Abstract Education is considered as an important input in the development and modernisation process of our society. In a way, education in future is bound to be pluralistic and man is going to be engulfed in specific quest for knowledge. Future education is a new movement rooted in trans-disciplinary methodology, preparing the present for the future, organising the present to leap into the future and converting the individual into a useful citizen, etc. Though, there has been tremendous expansion in education, since independence, but still many have been deprived off taking its benefit. Government of India took a bold step in this direction by passing of the 86th Amendment to the Constitution of India in 2002, the constitutional amendment has provided for free and compulsory education of all children in the age group of 6 to 14 years as a fundamental right under article 21A of the Constitution, in such a manner as the State may, by law, determine.1 Public–private partnerships (PPPs) are an important option that can be utilised in times of economic uncertainty and in periods of prosperity. There is a nexus between the public sector's needs and the private sector's goals. Local and state governments, particularly in today's challenging economic times, need to find innovative ways to improve infrastructure that makes sense to the taxpayer2. There is no widely accepted definition of a PPP. In broad terms, PPP refers to an arrangement/agreement/contract between the public and private sectors with clear agreement on shared objectives for the delivery of public infrastructure and/or public services.
The Government of India defines PPPs as: ‘A partnership between a public sector entity (sponsoring authority) and a private sector entity (a legal entity in which 51% or more of equity is with the private partner/s) for the creation and/or management of infrastructure for public purpose for a specified period of time (concession period) on commercial terms and in which the private partner has been procured through a transparent and open procurement system’.3 Consideration of the formation and use of PPPs is especially relevant in many countries when the use of information and communication technologies (ICTs) in the education for variety of reasons, two of the most common reasons are that governments give in support of the use of PPPs in this area are related to cost and financing issues, and the perception that competence and experience in new, ‘innovative’ areas like the use of ICTs is best found in the private sector as compared to government.4 Some of the most interesting and varied cases of PPPs to support the use of ICTs in education can be found in India. India is currently exploring how to equip all of its secondary schools with computer labs, and discussions of the appropriate use of PPPs in this process are an explicit part of this exploration.5 As India moves forward with its plans to increase the use of ICTs in its education sector through a variety of public–private sector partnerships, it would do well by studying the Rajasthan experience, for PPPs of this sort are complex undertakings. Through this paper author intends to discuss the nature of PPPs in education, need and rational of PPPs in education, type of PPPs used in education and role of ICT in implementation of PPPs in education. Top Keywords Public–Private Partnership, ICT, Higher Education, Tourism. Top |
Introduction Education is considered as an important input in the development and modernisation process of our society. In a way, education in future is bound to be pluralistic and man is going to be engulfed in specific quest for knowledge. Future education is a new movement rooted in trans-disciplinary methodology, preparing the present for the future, organising the present to leap into the future and converting the individual into a useful citizen, etc. Though, there has been tremendous expansion in education, since independence, it has still left many out of the main formal system of education. Government of India took a bold step in this direction by passing of the 86th Amendment to the Constitution of India in 2002, the constitutional amendment has provided for free and compulsory education of all children in the age group of 6 to 14 years as a fundamental right under article 21A of the Constitution, in such a manner as the State may, by law, determine. |
Top Objectives of the Study Through this paper author intends to discuss the following issues:
Higher education in India and challenges thereof. Concept of information and communication technologies (ICTs) and their application in higher education. Concept of public–private partnerships (PPPs) and their use in higher education. Role of PPPs for ICTs use in higher education.
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Top Higher Education in India and Challenges Thereof Higher Education in India There has been a phenomenal expansion of higher education in India. India has earned the distinction of having the world's second largest education system after China1. The total enrolment in higher education institutes is 10.5 m, just 11% of the total relevant age group (17–23 years) in the population. India fares poorly compared to China 13%2. Consequently, our system of higher education is faced today with the challenge of managing quality assurance. The challenge has been much more threatening particularly due to globalisation, liberalisation and privatisation. However, information and technological revolution has added fuel to the fire. The standard of higher education and research is falling in spite of multiple schemes of quality improvement have been launched by various apex institutions in higher education. We are living in a world of accelerating multi-dimensional change, the most important aspects of the knowledge economy, the information society, the world without border. Such changes are at a very high pace that sometimes it is even notice the change in time. It has been identified that four types of higher education institutions now poised to grow in India — private universities, deemed universities, private colleges (unaided by the government) and foreign institutions3. Factors Influencing Higher Education in India Though various measures have been adapted by various agencies at different levels from time to time, but have failed. Numbers of factors are responsible for such a situation, to list a few as follows:
Phenomenal expansion of higher education Significant increase on enrolment and reduction in overall social disparities Less access to higher education Below minimum international threshold levels Skewed distribution of institutions
Falling standards/quality of higher education and researches Irrelevant curriculum Majority of our higher education institutes are perform poorly in the area of quality on a relative global scale
Choice-based credit system and examination reforms Competition due to Liberalisation, Privatisation and Globalisation (LPG) and Info-tech Multi-dimensional needs of the society4 Access Equity Quality Relevance Value-education Creativity
Shortage of resources-No adequate incentives for innovative work Lack of good governance
Bureaucratised frame work No permanent solution-Quick fix solutions to adjust the situation Unconcerned officials with lip service/self-centred approach High dominance/ego plays a vital role than the merit of the case Dominance of administrative staff in most of the academic decisions
Top Challenges Confronting Higher Education System In General Some of the leading challenges5 before the higher education system are as follows:
Continuous upgradation of curriculum to keep in pace with rapid growth of science and technology; Globalisation and the resultant challenges from the international universities; Grooming of many private institutions without any method of ensuring maintenance of quality and standard; Need for adequate funding to meet the demands of various novel innovative programmes; Developing a meaningful and purposeful interface between the universities, National Research Laboratories, industries, government and society, etc.
Challenges Specific to the Course and University Apart from the above challenges following are the situation-based challenges:
No innovation and organisational development Recognition of the course Poor standard of the students Incomplete and unsuitable courses Job problems Examination system Faculty and their initiatives Tough competition Popularity–diploma degree differences Least industry–academia interface Bureaucratised frame work No belief in transparency
As a consequence Functioning of institutions is getting paralysed without adequate confidence in the minds of stakeholders. No improvement is expected in near future unless entire organisation is ready for a revolutionary change.
Top Concept of Icts and Their Application in Higher Education Concept of ICTs ICT is transforming social and economic conditions (environment) across the globe. Emergence of innovative electronic/web-based technology has revolutionised the world for information explosion. It has proved to be a very dynamic tool in the hands of an academician and researchers, particularly in higher education, and helped in promotion of social justice to masses. Rapid growth and use of technology in all the sectors of economy has left no option but to adapt to technological change or to face a decline in the organisational viability/existence/efficiency. It has led to a re-configuration of the environment in which higher education for tourism and hospitality is to be conducted. Few Facts about ICT Major advances in ICTs have been most exciting and far-reaching development of science and technology.
To list a few of the ICT innovations are for instance: Personal computers, telecommunication, broadcast and print media, the Internet, video games, cellular phones, electronic banking, satellite television, etc. list is almost endless. ICT has generated many visions, which have been focused on concepts like information society, information superhighways, virtual organisations, post-Fordist industrial process, etc. Such visions have driven government policies, opening of new product and service markets, and new way of living, working and doing business. It provides much evidence to help us understand the way individuals, households, schools and universities, organisations, governments and regions are shaping technology and being shaped by them. Most importantly, this journey into the social and economic complexities surrounding ICTs not only challenges prevailing wisdom about the effects of ICTs, but it also provides opportunities presented by the ICT innovation. In fact, man has been benefited enormously from ICT revolution.
Top Role of Ict ICTs in General Internet is changing the world of education, business, government, economy, society, and individuals and organisations. E-commerce rewriting the way products and services are sold. Letter ‘e’ IT enabled and IT driven-e.g., e-government, e-business, e-media, e-commerce, e-banking, e-book, e-journal, e-resources, e-solutions, etc. Virtual Techno World: virtual market places, virtual organisations, virtual class rooms, virtual labs, virtual experiments ….
Role of ICTs in Higher Education A National Mission in Education through Information and Communication Technology6 was launched to cover up 378 universities and 18,064 colleges, with the aim of digitisation and networking of all educational institutions, develop low-cost and low-power consuming access to ICT. Besides, National Knowledge Network (NKN) was also launched for providing digital campuses, video-conference classrooms, wireless hotspots, laptops/desktops to the students, etc. ICT may be used to reduce difference between different strata of the society and regions. Various efforts are initiated to integrate ICT with higher education. Such as:
Digital repository in universities and college libraries7 Internet connectivity in universities and colleges ICT for universities E-content development Digitisation of doctoral theses ICT infrastructure and tools for universities8 Automation of university libraries Electronics submission of thesis (INFLIBNET)9 Internet connectivity and NKN portals to universities and colleges Education has intermingled with online learning Need to have online short-term courses leading to a degree Need to have open, flexible and integrated education system Switching from one course to another and from one disciple to another must be allowed as per the choice of a learner Self-instructional material, with appropriate ICT-based material should be place on line Online resource sharing, researches, borrowing of reference material should be available Teleconferencing sessions can be conducted for different courses Online examinations may be conducted
Limitations of ICTs Costly affair: initial cost of investment is high. Cyber attacks: loss of vital/personal information due to intruders, hackers, attackers, crackers, etc. Challenge to manage work environment, due to misuse of technology and Internet. Ill effects on the society, particularly on youngsters. No easy solution for cost–benefit relationships: e.g., big house-small family; more convenience-less time; more degrees-less common sense; more knowledge-less judgment; more medicines-less health, etc.
Top Concept of PPP and Their Use in Higher Education PPP describes a government service or private business venture, which is funded and operated through a
partnership of government and one or more private sector companies. These schemes are sometimes referred to as PPP, P3 or P3There is no widely accepted definition of a PPP. In broad terms, PPP refers to “an arrangement between the public and private sectors with clear agreement on shared objectives for the delivery of public infrastructure and/or public services”. The Government of India defines PPPs as “A partnership between a public sector entity (sponsoring authority) and a private sector entity (a legal entity in which 51% or more of equity is with the private partner/s) for the creation and/or management of infrastructure for public purpose for a specified period of time (concession period) on commercial terms and in which the private partner has been procured through a transparent and open procurement system”. PPPs are an important option that can be utilised in times of economic uncertainty and in periods of prosperity. There is a nexus between the public sector's needs and the private sector's goals. Local and state governments, particularly in today's challenging economic times, need to find innovative ways to improve infrastructure that makes sense to the taxpayer. |
PPPs and Higher Education PPP is essential to bring quality in the higher education system. Governments can ensure PPP through an appropriate policy. However, PPP should not impose academic restrictions. University Grants ‘Commission and Ministry of Human Resources Development (HRD) should play a major role in developing a purposeful interface between the Universities, Industries and National Research Laboratories, etc., as a step towards PPP. Funding to such institutions of national importance by the government should ensure the involvement of institutions of higher education engaged in research activities to facilitate availability of latest sophisticated equipments.10 Government need to promote private sector participation in higher education for setting up new Universities and colleges and for creating/sharing quality infrastructure and physical facilities in the existing institutions. Top Role of PPPS for ICTS in Higher Education PPPs: ICT in the Education Consideration of the formation and use of PPPs is especially relevant in many countries when the use of ICTs in the education for variety of reasons, two of the most common reasons are that governments give in support of the use of PPPs in this area are related to cost and financing issues and the perception that competence and experience in new, ‘innovative’ areas like the use of ICTs is best found in the private sector as compared to government. Some of the most interesting and varied cases of PPPs to support the use of ICTs in education can be found in India. For example, India is currently exploring how to equip all of its secondary schools with computer labs, and discussions of the appropriate use of PPPs in this process are an explicit part of this exploration. As India moves forward with its plans to increase the use of ICTs in its education sector through a variety of public–private sector partnerships, it would do well by studying the Rajasthan experience, for PPPs of this sort are complex undertakings. Limitations of PPP However, there are ill effects of PPP in any sector of the economy, to list a few:
Tendering and negotiation costs: PPP contracts are complicated and costly. Ratio between PPP costs to conventional cost is 3:1. Cost of PPP projects mainly include project cost, legal cost, negotiation costs, etc.11 High cost of renegotiation: In case renewal/renegotiation of such projects is very high. No assurance for good performance. Difficult for the government to intervene the project in either the cases heavy losses or heavy profits.
Top Conclusion Education plays enormous role in economic development of a country. The main objective of such an education is that it must be relevant. There are several factors that affect the quality of education. Among these are quality of students, quality of teachers, method of teaching and evaluation, quality of infrastructure and overall environment of institution, financial resources, etc. The new education system, as projected for the year 2020 emphasises on the following important features:
Privatisation of education or PPP Assessment, accreditation and quality assurance Virtual class concept Syllabus and study materials Social relevance Medium of instruction Role of the learner Role of the teacher Evaluation Focus on research and development
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As specified by the University Grants Commission (UGC) documents, the target to be accomplished by the end of 11th and 12th Five-Year Plan, it is most essential to increase the capacity, intake, enrolment in almost every kind of an educational discipline and to meet the challenges and targets fixed. PPP models of institutions are further required in higher education particularly due to:
Basic Infrastructure Model: The private sector invests in infrastructure and the government runs the operations and management of the institutions in turn, making annualised payments to the private investor. Outsourcing Model: Private sector invests in infrastructure and runs operations and management and the responsibility of the government is to pay the private investor for the specified services. Equity/Hybrid Model: Investment in infrastructure is shared between government and private sector, while operation and management is vested with the private sector. Reverse Outsourcing Model: Government invests in infrastructure and the private sector takes the responsibility of operation and management.
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No doubt that there is a need to promote higher education with the help of PPP with ICT. The system ought to be flexible and realistic; empowering masses, and is techno-friendly for the end user to cope up with the requirements of higher education and tourism industry. Therefore, a right combination of different PPP models with suitable form of teaching and learning innovative aids should be devised by using appropriate and useful tools of information communication technology to facilitate perfect delivery of tourism. |
Top Footnotes Sharma, S L (2006), “Rethinking Quality Parameters in Higher Education” in Higher Education and Global Challenges: System and Opportunities, Deep & Deep Publications Pvt. Ltd. New Delhi. pp. 01. TopBack Last accessed on 04 March 2012: http://articles.economictimes.indiatimes.com/2006-09-12/news/27462122_1_higher-education-foreign-institutions-universities. TopBack Ibid. TopBack Last accessed on 18 February 2012: http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf:UGC, in clusive and qualitative Expansion of Higher Education, pp-26. TopBack Last accessed on 02 March 2012: http://digitallearning.in/interview/interview-details.asp?interviewid=648 TopBack UGC, Inclusive and qualitative Expansion of Higher Education: Last accessed on 18 February 2012: http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf, pp. 72 TopBack UGC, Inclusive and qualitative Expansion of Higher Education: Last accessed on 18 February 2012: http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf, pp. 50 TopBack UGC, Inclusive and qualitative Expansion of Higher Education: Last accessed on 18 F ebruary 2012: http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf, pp. 119 TopBack UGC, Inclusive and qualitative Expansion of Higher Education: Last accessed on 18 February 2012: http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf, pp. 121 TopBack Prasad, R., PPP Essential for Quality Higher Educati on, Last accessed on 03/03/2012: http://digitallearning. eletsonline.com/2009/01/ppp-essential-for-quality-higher-education-dr-rajendra-prasad-jawaharlal-nehru-university-2/ TopBack See, B.E.C. and Sir Michael Latham (1996), Constructing the team, reproduced in Dr, Eamonn Butler & Allan Stewart MP, Seize the Initiative, Adam Smith Institute, quoted in, Last accessed on 03 ma rch 2012: http://www.treasury. govt.nz/publications/research-policy/ppp/2006/06–02/06.htm TopBack |