Higher Education
in India & BRICS An overview by Prof. Vikas Verma, Director The Institute of Productivity and Management, India
E About the author:
Prof.Vikas Verma is Director of the Institute of Productivity and Management, in India which has four campuses. He teaches general management and strategy.
Prof Verma is an MBA with 22 years of experience in the field of management education. He is widely travelled and is visiting faculty in numerous business schools abroad. Besides teaching he also enjoys corporate training and consulting in industry. He has also set up an Entrepreneurial Centre to encourage start- ups in India.
ducation in South Asia has always been given importance by society. An educated mind is held on a higher pedestal than a wealthy person. The formal education system as introduced by the British in 1850 held them in good stead as it produced an army of clerical staff to serve the British Indian Government.
The next impact on education, particularly higher education, occurred in the 1950’s when India got independence. Primary, secondary and college education became the state priority and thousands of schools and colleges opened. The growth continues to rise today. Today education is considered a priority for advancement.
India, like the rest of the world and particularly South Africa, China, Brazil and Russia, is trying to leapfrog into the developed world by placing emphasis on sciences management and engineering education.
I would like to draw the attention of readers of this magazine to the 35-year journey of the Institute of Productivity and Management (
www.ipm.edu). IPM, as it is more popularly known, was founded by Prof. V.P. Verma in 1977 to promote the cause of productivity and management through education, research, training and consultancy. The objective was to increase productivity in Indian industries through training the workforce on a regular and consistent basis. Issues of worker productivity, participation in management, Time & Motion studies, attrition, and waste reduction were brought to the forefront through formal training. At the same time, educating young men and women in the formal MBA programme was pursued relentlessly in multiple locations to meet the demands of the industry for well-rounded MBA’s having the right skills/attitude.
36 Management Today | May 2012
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106