The Indian economy has expanded at a fairly steady and rapid rate in the past fifteen years, and part of that expansion has been a greatly increased demand for university graduates, particularly for those in technical fields. As of 2008, India was the largest producer and exporter of IT enabled services in the developing world. At the same time, Indian higher education has also expanded rapidly, both in the number of students enrolled and number of institutions—now four times the number in the US and Europe and more than twice that of China. The growth of private colleges in technical and business fields is an important feature of India’s higher education expansion, but it needs to be interpreted carefully. The rapid expansion of unaided colleges affiliated with universities is gradually transforming the role of public universities into regulating, degree-granting institutions and away from teaching or research (Kapur, 2009). Further, the form that higher education expansion took in India in the 2000s resulted in a steady reduction in public spending per student in higher education in the early 2000s. 

State authorities appear increasingly willing to grant support for private unaided colleges to become autonomous universities, thereby loosening the regulatory power over the institutions’ decision making.  At the same time, many signals (including the government’s 2012 higher education enrollment target of 15 percent of age cohort—approximately 21 million students) point toward considerable expansion of public universities and colleges over the next 4-5 years. The total number of students in all these institutions together, however, will be small compared to the total output of India’s technical colleges.

Given this background and some preliminary data we have from student and institutional surveys and interviews in Indian technical colleges and universities, we try to address several important issues in Indian higher education:

1. What is the essence of the higher education financing system established by government policies and what can we infer from that financing system about government goals for higher education in the next ten years?
2. How are colleges, their faculty, and their students reacting to these policies?
3. What can be said about the current quality of Indian technical/engineering education and its prospects for the future?
4. What can we conclude from the Indian case about the driving forces shaping higher education and where they are likely to take it?

Carolina for Kibera (CFK) inspires and nurtures youth leaders in the slum of Kibera, Kenya through a unique model of participatory development.  CFK recognizes the youth of Kibera as resilient, wise, innovative, and eager to lift their community above the poverty and violence that plagues it.  CFK's long-term initiatives provide youth opportunities to learn and serve while addressing a wide range of community needs including healthcare, education, waste recycling and reduction, HIV/AIDS testing and counseling, and girls' empowerment.  CFK's model of participatory to fight abject poverty, and prevent ethnic, gender and religious violence has been internationally recognized, earning awards as a Time Magazine and Gates Foundation "Hero of Global Health" and the 2008 Oklahoma City National Memorial Foundation's Reflections of Hope Award.  CFK is a major affiliated entity of UNC based at the Center for Global Initiatives.

Salim Mohamed Salim Mohamed co-founded and served as the Executive Director of Carolina for Kibera for eight years. At the age of 16, he was involved in the development of MYSA - the largest youth sports program in Africa based in the Mathare slum of Nairobi.  Salim has helped launch community based sports and development programs in Ghana, Gambia, and Nigeria and presented at the International AIDS Conference. He serves as a director for Shoe 4 Africa, an advisor to Global Education Fund and a YES! facilitator.  A TED Africa Fellow, he is currently pursuing a master's degree at the University of Manchester.

Rye Barcott  While an undergraduate on an NROTC scholarship at UNC-Chapel Hill in 2001, Barcott founded CFK with the late nurse Tabitha Atieno Festo and community organizer Salim Mohamed. Barcott served five years in the Marine Corps before earning a combined MBA and MPA at Harvard as a Reynolds Social Entrepreneurship Fellow and a member of the Harvard Endowment's Advisory Committee on Shareholder Responsibility.  In 2006, he was named an ABC World News Person of the Year.  A TED Fellow and member of the UNC Chancellor's Innovation Circle, Barcott is writing a book that juxtaposes community organizing and counter-insurgency (under contract, Bloomsbury Publishing).

As one of the core features of modern states, universal schooling provided a tool with which to disseminate the skills and knowledge demanded by the new era of industrialization and interstate competition, as well as to impart what it meant to be a citizen. Citizenship education, in fact, or "civics," lay at the heart of the education enterprise in the modern world, reflecting the new circumstances of competing nation-states and hence prioritizing the cultivation of the population’s identification with and allegiance to a particular nation and/or the state.  An education system, then, came to be regarded as a strategic necessity if not entirely an idealistic or humanitarian one. 

This presentation explores modern Korean state making through an examination of citizen education at the turn of the 20th century.  How did the larger purpose of universal schooling and citizenship education evolve as the Korean state underwent so many dramatic shifts in form, function, and even sovereignty?  What role did the educational institutions, from the state bureaucracy to the schools themselves, play in spreading the lessons of loyalty, allegiance, and identity?  And finally, How did Confucian ethics and statecraft affect the demands of the modern schooling system?  Indeed the legacies of pre-20th century Korea extended well into the colonial era (1910-45), including the period of wartime mobilization in the 1930s and 40s, when schooling became central to the intensified, radical assimilation policy of turning Koreans into "imperial subjects."

Professor Hwang conducts research on the modern transformation of Korea, broadly conceived.  He is the author of Beyond Birth: Social Status in the Emergence of Modern Korea (2004), and co-edited, with Professor Gi-Wook Shin of Stanford, Contentious Kwangju:  The May 1980 Uprising in Korea's Past and Present (2003).  His latest book, History of Korea: An Episodic Narrative (Palgrave Macmillan) is expected to be published in 2010.  He teaches courses on Korean history and society, East Asian and world history at the University of Southern California.  He is a graduate of Oberlin College (AB) and Harvard University (Ph.D).

This seminar is supported by a generous grant from Koret Foundation.