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State universities produce over 95 per cent of the nation’s graduates, including from the private college system through the (1) route. Yet they have little presence in bodies that frame policies and decisions regarding regulation or funding. All the major decisions and initiatives only deal with the Central institutions, with the Centre also seeing some hope from the emerging private universities which are driven purely by money power and political (2) . With the gap in quality of education and research widening between the Central and State institutions, the dream of India becoming the R&D hub of the world, of expanding the manufacturing sector, of creating over ten million jobs annually, or becoming the knowledge superpower is becoming harder to realise.
Ironically, the States do not seem to realise the (3) of the problem either; the most they do is to ask the Centre to locate the next, say, IIT in their State. In this context, it is important for the States to (4) their role in higher education.
The Central government’s virtual abandoning of its responsibility to improve higher education and research in the country — and not just in institutions that are under its wing — is a (5) that is unlikely to change. The only option for the States is to take greater charge to improve the quality of these institutions.
This would mean that States will have to tie up closely plans on improving higher education with economic planning and infrastructure. Engineering and (6) education, in particular, should have a direct connection and (7) to the State’s industrial, manufacturing and other productive activities.
There are many ways to do this. For instance, let’s imagine an engineering college with a museum or exhibition displaying the natural resources, energy and ecology, industrial and agricultural products and services, and human skills and technologies of the surrounding area within, say, a 25 km radius. A significant part of the education and research syllabus in this college could be built around this location, its industry and agriculture. The institution and its programme could (8) closely address the economic and industrial context and needs of that area. Of course, this does not mean that all (9) must be on the local; it is possible to do this without losing sight of the demands of the global market and the need to keep education broad-based and (10).
- 1) discordant
2) differing
3) affiliation
4) bickering
5) conflictingAnswer – 3)
Explanation : affiliation - 1) detraction
2) opposition
3) position
4) patronage
5) antagonismAnswer – 4)
Explanation : patronage - 1) eminent
2) opaque
3) blur
4) depth
5) shallowAnswer – 4)
Explanation : depth - 1) redefine
2) define
3) indeed
4) confine
5) incedAnswer – 1)
Explanation : redefine - 1) prevalence
2) focused
3) trend
4) trade
5) tunedAnswer – 3)
Explanation : trend - 1) dissension
2) dissonance
3) agreement
4) disagreement
5) managerialAnswer – 5)
Explanation : managerial - 1) preside
2) militate
3) stalagmite
4) relevance
5) reverenceAnswer – 4)
Explanation : relevance - 1) peak
2) likewise
3) certainty
4) consistent
5) amityAnswer – 2)
Explanation : likewise - 1) restriction
2) affiliation
3) limitations
4) concentration
5) focusedAnswer – 4)
Explanation : concentration - 1) liberal
2) conservative
3) narrow
4) narrow-minded
5) synopticAnswer – 1)
Explanation : liberal
