A Study On The Development Of Higher Education In India From The Perspective Of Attachment To Autonomy

Pry about the development of higher education in India, no one could bypass the study ofthe higher education transplanting models in different periods. India modern higher educationinstitutions originated in three universities that founded in the colonial period——University ofCalcutta, University of Mumbai and University of Madras. Without exception, all of the threeuniversities followed University of London model, adopted affiliated college as teaching entity,but only as a management and examination institution. Since then started, University of Londonmodel in India after years of baptism, gradually evolved into a system——affiliated collegesystem. Within this institutional framework, higher education institutions in India continued togrow and develop, nowadays, affiliating universities and affiliating colleges have become themain structure types of the higher education system. After independence, in order to meet theneeds of industrial development, modeled on the U.S. Massachusetts Institute of Technology, thegovernment has founded polytechnics, were called the Polytechnic system. In the1980s, in orderto cater to the majority of the public demand for higher education, India in accordance with theBritish Open University model established Indira Gandhi National Open University(IGNOU). Atpresent, all India has13state Open University, with the Indira Gandhi National Open University,School of dual mode of college and private correspondence constitute the distance highereducation system in India.From the perspective of the transplanting models, along transplant specific strategiesdimensions, we analyze the collision, conflict and variation, blending since independence whenUniversity of London model, MIT model and open university model grafted on Indian soil. Thetwo extremes of as tools of both colonial rule and national development after independence haveled to the deformity of the affiliating system of Higher Education in India. In contrast, the IndianInstitute of Technology and the Indira Gandhi National Open University deal with therelationship between transplantation and tradition actively and demonstrate its strong vitality innational soil nourishment by means of innovation.In terms of outland model into native, we should pay attention to the harmony but notsameness, it means when succession on the prototype model, should make appropriatedebugging based on local environmental needs and university development internal logic, makeit into the local environment; in terms of native environment demand, market demand andstimulate is the fundamental driving force for transplantation model of University, governmentintervention and power executive force is the dominant force model of the success intransplantation; in terms of university development internal logic, attention should be paid toprotection and innovation system of outland model onto native, let the national traditional cultureand National University intrinsic logic and foreign university model combined, then let themalternate with each other. Of course, outland model, native environment and universitydevelopment internal logic have a certain degree of conflict can not eliminate, but when theycould be controllable, then will show the resolution of conflict. Therefore, keeping a certainbalance between the model’s independence and environmental integration is a great inspirationto our higher education model reference.