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Technical EducationHome >> Higher Education >> MHRD Funded Technical Institutions >> Other Central InstitutionsOther Central InstitutionsIndian School of Mines University (ISMU), DhanbadThe Indian School of Mines University was established in 1926 for providing instructions and research in mining and allied fields. In 1967, ISM was converted into an autonomous Institution with Deemed University status. The University offers B.Tech, 5 years Dual Degree Programme; Integrated http://M.Sc., Integrated http://M.Sc. (Tech), http://M.Sc Tech, http://M.Sc., Management Courses and M.Tech/M.Phil Programmes.The ISMU also offers Executive Development programmes catering to the needs of mining, mineral and oil industries.For more details, click here: www.ismdhanbad.ac.inSchool of Planning & Architecture (SPA), New DelhiThe School was established by the Government of India in 1955 in the name of School of Town and Country Planning, to provide facilities in education and training in the fields of rural planning, urban planning and human settlement. The School was renamed as the School of Planning and Architecture (SPA), New Delhi in 1959 after the Department of Architecture was included in it. The School was conferred the status of ‘Deemed-to-be University’ in 1979. SPA provides undergraduate and post-graduate education and training in the fields of architecture, planning, design and management of different aspects of human habitat and environment.For more details, click here: www.spa.ac.inSchool of Planning & Architecture (SPA), BhopalSchool of Planning and Architecture, Bhopal was established in the year 2008. This school is committed to produce best Architects and Planners of the Nation to take up the challenges of physical and socio- environmental development of global standards. This will be developed as 'University of imagination', where a sense of enquiry will prevail amongst all stake holders- students, researchers, professors and society at large. School of Planning and Architecture will strive for social sustenance through universal design, cultural sustenance through conservation and environmental sustenance through the discipline of Architecture, Planning and Design.For more details, click here: www.spabhopal.ac.inSchool of Planning & Architecture (SPA), VijayawadaSchool of Planning and Architecture, Vijayawada was established in the year 2008 temporarily through campus of SPA, New Delhi. It aims to provide education in architecture and planning, while also fostering research of a high order in these areas.For more details, click here: www.spav.ac.inSant Longowal Institute of Engineering and Technology, (SLIET), Longowal (Punjab)The Sant Longowal Institute of Engineering and Technology (SLIET), Longowal, Distt. Sangrur, Punjab was set up in 1989 by the Ministry of Human Resource Development, to provide technical education in emerging areas of engineering and technology. The SLIET is an Autonomous Institution fully funded by the Government of India and managed by SLIET Society, registered under Societies Registration Act 1860. The institute commenced Certificate and Diploma programmes in the year 1991 and subsequently the Degree programme in the year 1993. The Post Graduate Courses in four disciplines commenced in the year 2003. The institute was accorded Deemed to be University Status during the year 2007-08.The main objective of SLIET is to offer flexible, modular, layered, multipoint entry/exit programmes in Engineering & Technology. SLIET aims to promote “Self-employment” in all programmes by introducing a component of entrepreneurship & providing guidance and counseling services to help students to take up self employment ventures. It offers non-formal programmes in different areas of technology to strengthen the scope of institutional programmes. SLIET provides Technical Education facilities for women, through specially designed courses. The Institute also offers continuing education programmes for working personnel from industries at different levels.For more details, click here: www.sliet.ac.inNational Institute of Industrial Engineering (NITIE), MumbaiNational Institute of Industrial Engineering(NITIE), Mumbai is a Centrally Funded Autonomous Organization registered under Societies Registration Act, 1860. The Institute is governed by a Board of Governors comprising of eminent personalities from the Government, Industry and Academic. Since its inception, NITIE has been providing solutions to the complex problems of industry and business.NITIE, Mumbai conducts Post-Graduate Diploma in Industrial Engineering (PGDIE), Post-Graduate Diploma in Industrial Management (PGDIM), Post-Graduate Diploma in Industrial Safety & Environmental Management (PDGISEM), and also a large number of Management Development Programmes (MDPs) in Productivity Science and Management for the benefits of senior and middle level executives drawn from the Government, Public and Private Sector Organizations. It also conducts a fellowship programme equivalent to Ph.D in the area of applied research in various fields of industrial engineering, energy, safety, environment, marketing, information technology, behavior science etc. The Institute conducts Unit Based Programmes (UBPs), which are tailor made to suit the specific requirement of the industry either at their premises or in the Institute. NITIE has introduced 2 year full time PG Diploma in Project Management(PGDPM) and PG Diploma in Manufacturing Management(PGDMM) from the academic year 2014-15.For more details, click here: www.nitie.eduNorth Eastern Regional Institute of Science and Technology (NERIST), ItanagarThe North Eastern Regional Institute of Science and Technology (NERIST), Itanagar, Arunachal Pradesh was established in the year 1986 to generate skilled manpower in the field of Engineering and Technology as well as applied science streams for the development of the North Eastern Region and is fully funded by the Govt. of India. The Institute aims at creation of skilled manpower in North Eastern Region through its innovative modular courses being taught in various disciplines of Science & Technology. The Institute also undertakes extension programmes and field outreach activities to contribute to the development of the society. The institute was accorded Deemed to be University Status during the year 2005.The eight sister states of North Eastern Region i.e. Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Tripura & Sikkim have equal quota of seats in this Institute. Out of total number of seats in UG courses, 80% seats have been allocated equally to the eight states. Another 10% seats are filled from amongst the candidates with Permanent Resident Certificate (PRC) and remaining 3% of seats are reserved for Physically Disabled Candidates (PD) from all categories taken together of these eight states on purely merit basis. The remaining 10% seats are earmarked for the rest of the country which are filled on merit basis through All India Entrance conducted by the Institute.For more details, click here: www.nerist.ac.inCentral Institute of Technology (CIT), Kokrajhar, AssamThe Central Institute of Technology (CIT), Kokrajhar, Assam was established in the year 2006 as an Autonomous Institution of the Central government in accordance with Memorandum of settlement signed between Government of India, State Government of Assam and Bodo Liberation Tigers (BLT) on 10th February, 2003.The primary basic objective of setting up of this Institution is for up-liftment of bodo people of the area besides generation of skilled manpower for North Eastern Region as well as for other Regions in the country.CIT which follows the Modular Pattern of Technical Education had started in the year 2006 as a Diploma Institution. The Degree Programmes were started from the year 2010 and the first batch of Degree students passed out in the year 2012-13.For more details, click here: www.cit.ac.inNational Institute of Foundry & Forge Technology (NIFFT), Ranchi.The National Institute of Foundry & Forge Technology (NIFFT), Ranchi is a specialized Institution established in 1966 by the Government of India in collaboration with UNDP-UNESCO to provide qualified Engineers and Specialists for running Foundry and Forge Industries.The Vision of the Institute is to accomplish excellence in the technical education and act as repository and leader of disseminating state-of-the art knowledge and expertise in the field of Materials Technology and other relevant/emerging branches of Engineering and Technology concomitant with industrial growth of the nation at the same time maintaining and further strengthening its position as a leader in the areas of Foundry Technology and Forge Technology. NIFFT Ranchi has five departments viz. i) Foundry Technology, ii) Forge Tech. iii) Manufacturing Engineering, iv) Material & Metallurgical Engineering and Applied Science and Humanities. All the academic programmes have been accredited by National Board of Accreditation(NBA). Students are selected for admission through All India Engineering Entrance Examination, conducted by CBSE for B.Tech courses. Whereas M.Tech students are taken through GATE score and interview and for Advanced Diploma courses through written examination conducted by NIFFT. For doctoral and post doctoral programmes, the students are taken through written test/interview.For more details, click here: www.nifft.ac.inAsian Institute of Technology (AIT), BangkokThe Asian Institute of Technology (AIT) was established in 1959 as the SEATO Graduate School of Engineering with the objective of meeting the advanced technical educational need of SEATO Member States. In 1967, SEATO relinquished its control and the institute was renamed Asian Institute of Technology and became an autonomous institute with management being entrusted to an International Board of Trustees. At present India’s Ambassador in Bangkok is a member of the Board of Trustees of AIT, Bangkok. The Institute is an autonomous International Post-graduate Institute which provides advanced education in engineering, science and allied fields. The Government of India provides support to the AIT by way of secondment of Indian Faculty for a period of 16 weeks in selected areas of specialization.For more details, click here: www.ait.ac.thColombo Plan Staff College for Technician Education (CPSC), ManilaThe Colombo Plan Staff College for Technician Education (CPSC), Manila is a specialized agency of the Colombo Plan. It was established on December 5, 1973 at the 23rd Consultative Committee Meeting of the Colombo Plan held in Wellington, New Zealand, to assist the member Countries(including India) of the Colombo Plan in developing and enhancing their technician education systems. It became operational in 1974 with the Republic of Singapore serving as the first host Government for twelve years. In 1986, CPSC moved to Manila, Philippines. The Colombo Plan Staff College is a unique organization, being the only regional institution addressing issues related to quality improvement in technician education and training in the Asia-Pacific region. The objective of the staff college is to improve the quality of technician education and training in the Colombo Plan region by meeting the need for technician teacher educators and trainers and senior staff in technician education who can play a more active part in in-service training and staff development programmes.For more details, click here: www.cpsctech.orgGhani Khan Choudhury Institute of Engineering & Technology(GKCIET), Malda, West BengalGhani Khan Choudhury Institute of Engineering & Technology (GKCIET), Malda, West Bengal was established in 2010 by Ministry of Human Resource Development, Govt. of India. The Institute was established, with the objective to create a multi-layered inter disciplinary and inter-sectoral efficient professional technical manpower to act as an international podium for the development and transfer of technical competence in academics. The Institute’s main objectives are (i) to offer flexible, modular, credit based multi-point entry programs in engineering and technology; (ii) to promote self employment in all programmes by introducing an element of entrepreneurship, providing guidance and counseling services to help students to take up self-employment ventures; (iii) to offer Non –formal programme in different areas of technology to strengthen the scope of institutional program; (iv) to provide technical education facilities for women, school dropouts and other disadvantaged sections of society through specially designed courses; (v) to offer continuing education programme for working personnel from industries at different levels to meet the requirements of small, medium and large industries; and (vi) to offer bridge courses for lateral entry in all programme and for moving from one level of course to another level.GKCIET follows the Modular Pattern of Technical Education. The academic programmes in GKCIET, Malda were started in the year 2010 with three(03) Certificate courses and later on two(02) Diploma courses were started in 2012. At present, GKCIET is offering seven (07) Certificate, three(03) Diploma and three(03) Degree courses.For more details, click here: http://www.gkciet.ac.in/Last Updated by admin on Tuesday, 19 April 2016 - 12:18pmTechnical EducationOverviewMHRD Funded Technical InstitutionsMHRD Funded Technical InstitutionsIndian Institutes of Technology (IITs)Indian Institutes of Management (IIMs)Indian Institute of Science (IISc)Indian Institutes of Science Education & Research (IISERs)National Institutes of Technology (NITs)Indian Institutes of Information Technology (IIITs)National Institutes of Technical Teachers' Training and Research (NITTTRs)Other Central InstitutionsAll India Council For Technical EducationCouncil of ArchitectureExternally Aided ProjectsNational Board Of AccreditationSchemesSub-Mission on Polytechnics under the Coordinated Action for Skill DevelopmentWorkshopsStartup India Action Plan, 2016COE Review MeetingAbout Ministry of HRDOverviewConstitutional ProvisionAllocation of Business RulesCitizen's CharterPolicy InitiativesAdvisory BodiesOrganogramImportant DaysSchemesWho's WhoTelephone DirectoryDepartmentsHigher EducationSchool Education & LiteracyState/UTsInstitutionsSchool Education & LiteracyHigher EducationMultimediaYouTube ChannelAudioPhoto GalleryTerms & ConditionsPrivacy PolicyCopyright PolicyHyperlink PolicyDisclaimerRelated LinkAccessibility StatementFeedbackSitemapVisitor StatisticsContact UsHelpThis site is designed, hosted and maintained by National Informatics Centre (NIC), Department of Electronics & Information Technology, Ministry of Communications & Information Technology,Government of India.Follow us on:Supports: Firefox 2.0+ Google Chrome 6.0+ Internet Explorer 8.0+ Safari 4.0+

Why not they will emigrate to other states?.Indian Institute of Management in a different state of India faculty member 20% to 25%, are Bengali ethnicity.In a different research institute of Indian states also present a considerable amount of Bengali ethnicity Scientist. It means need to all management institute or research institute based in Kolkata.In Kolkata a low presence of new technology-based company like Artificial Intelligence, Robotic, Internet of Things, Which is most in the USA.There is a new technology-based company runs in Singapore, the USA and other places by Bengali ethnicity.There is a two investor company in Singapore as well run by Bengali ethnicity.West Bengal or India will take time to make themselves in advanced technology in A.I. based, Robotics or IoT like the USA based company develop a product in advanced technology.Many Bengali ethnicities researchers, scientist, professors work in the USA.West Bengal Business enterprise has a mentality that they are slow to sell their company in Share market.In that way, they are slow to progress as a large enterprise, as it has a high capability to do that.West Bengal has more than 88 lakhs business enterprise present and, 0.01% are Medium Enterprise, that means more than 88,000. It is the highest in India.But a few want to develop an aggressive way in the other states of India, or another country.Operational Characteristics of Unincorporated Non ... - MoSPIEconomic Characteristics of Unincorporated Non ... - MOSPI

Following reasons1.Theoritical education system not practical oriented2.Old syllabus3.poor infrastructure4.lack of qualified facilities5.No research environment6.old teaching methodology7.Less salary to teachers8. Now education is now education industry9.Lack use of ICT10. lack of teaching learning environment11. No proper support from government13. Governing council like ugc,aicte,mci,bci etc unable to give best14. No motivation to teachers and students15. Student unable to find his/her interest16 no course is skill/job oriented , students only get degree17. University have no proper startup cell for entrepreneur etc.18. Also some political issues.Etc.But now be improving slowly slowly.Now read following article for better understandArticle 1Why Indian universities score dismally low in global rankingsExperts attribute several reasons for such poor showing, from lack of competent teachers to shortage of funds.Experts attribute several reasons for such poor showing, from lack of competent teachers to shortage of funds.Indian educational institutions have again had a poor run in global ratings with none, including the prestigious IITs, making it to the top 100 of the QS World University Rankings. Experts are now rooting for a complete overhaul of the education system in a country that is home to nearly one-fifth of the world’s population.What Else Is Making News?Only two institutions could make it to the top 200 universities of the QS Rankings — the Indian Institute of Science (IISC) in Bengaluru at 152, and the Indian Institute of Technology (IIT)-Delhi at 185. While there were four more IITs ranked among the 400 top universities, the other jewel in the crown of India’s higher education system, the University of Delhi, didn’t figure even among the top 500.Experts attribute several reasons for such poor showing, from lack of competent teachers to shortage of funds. But for some, the reasons do not solely concern the quality of the institutions per se.Why Indian universities score dismally low in global rankingsArticle 2Indian universities fall behind in global rankings: StudyLONDON: India slipped in worlduniversity rankingsas its share of such institutions marginally fell from 31 to 30 in the global 1,000 list topped by the universities of Oxford and Cambridge, according to a new assessment.The annual World University Rankings released by TimesHigher Educationfound India's flagshipIndian Institute of Sciencefell from previous year's 201-250 band to 251-300.This was attributed to drops in its research influence score and research income.TheIndian Institutes of Technologiesin Delhi, Kanpur and Madras also dropped by at least one band."It is disappointing that India has declined in the THE World University Rankings amid increasing global competition. As leading universities in other Asian territories such as China, Hong Kong and Singapore are consistently rising up the rankings, in part thanks to high and sustained levels of funding, India's flagship Indian Institute of Science moves further away from the elite top 200," said Phil Baty, Editorial Director, Global Rankings, for THE."However, there is some really positive news in that India's overall research income and research quality has risen this year, and the country's world class university plan shows that it recognises the importance of investing in higher education, which may reverse India's decline in the rankings in future years," he said.Indian universities performed poorly on the "internationalisation pillar", with all except one dropping places when ranked on this measurement, mainly due to other universities rising at a faster rate.The rankings experts attributed this to the Indian government policy which "strictly limits the number of students from abroad who can study in India and prevents international scholars from being hired into long-term faculty positions".According to THE rankings, India may recover on this metric because of its world-class university plan, which aims to provide additional funding for selected public and private universities for infrastructure and academics.It noted while the government announced in August that it would put on hold its plan to allow foreign universities to set up campuses and award degrees in the country, it said that the 20 universities chosen for the Excellence Initiative will be given the freedom to recruit foreign faculty, admit more foreign students and collaborate with foreign institutions on education and research.Besides the highest ranked IISc within the 251-300 band, IIT Bombay retains its 351-400 slot, followed by IIT Delhi, Kanpur, Kharagpur and Roorkee in the lower bracket of 501-600.Aligarh Muslim University, Banaras Hindu University, University of Delhi and IIT Guwahati complete the Indian top 10 within the worldwide rankings.Globally, the University of Oxford retains first place in the rankings, with theUniversity of Cambridgeclimbing two places to the second place, overtaking California Institute of Technology andStanford University, both joint third.Massachusetts Institute of Technology (MIT), Harvard, Princeton, Imperial College London andUniversity of Chicagocomplete the global top 10.While the US continues to dominate the rankings, Chinese universities have been commended for rapidly climbing year- on-year.Baty added: "This year's table is testament to just how competitive global higher education has become with the top 1,000 universities hailing from 77 different countries.""The big story this year is the continued rise of China with two institutions in the top 30 for the first time and other improvements from across Asia. Continental Europe maintains its strong performance but other regions such as Latin America and Africa are suffering amid increasing competition."The THE World University Rankings claim to be the only global tables that judge research-intensive universities across core missions: teaching, research, knowledge transfer and international outlook using 13 performance indicators.https://m.timesofindia.com/home/education/news/indian-universities-fall-behind-in-global-rankings-study/amp_articleshow/60398276.cmsArticle 3Indian universities move up in global ranking with 49 institutionsLONDON: India has improved its showing in the prestigious university rankings of Times Higher Education Emerging Economies with 49 institutions making it to the list including 25 in the top 200.China remains the most represented nation in the annual 2019 listing, claiming four of the table's top five positions with Tsinghua University topping the chart, according to the London-based Times Higher Education (THE), a global organisation that produces data, analysis and expertise on higher education.Leading India again is the Indian Institute of Science (14th), followed by the Indian Institute of Technology Bombay (27th). However, both of them slipped back a place this year, largely due to increased competition.The 2019 ranking comprises nearly 450 universities - expanded from 378 last year - from 43 countries, across four continents.This year's table presents a mixed picture for India, with several new entrants and high risers, alongside several institutions that dropped back.India has increased its representation in the Times Higher Education Emerging Economies University Rankings with 49 universities in the list as compared to 42 in 2018, the organisation said.India has 25 universities in the top 200, a rise from 17 last year, it said.TheIndian Institute of Technology Roorkee, however, scales 21 places - and into the top 40 - at 35th, thanks in particular to improvements in its research (volume, income and reputation) and industry income (knowledge transfer).The Indian Institute of Technology Indore (61st) and the JSS Academy of Higher Education and Research (joint 64th) are the highest new entrants for India this year.Savitribai Phule Pune Universityclimbs an impressive 87 positions to joint 93rd, alongside the National Autonomous University ofMexico, with a rise in its research score, and a significant rise to its citations (research influence) score.Meanwhile,Banaras Hindu Universityand Amrita University both scaled this year into the top 150, while the Indian Institute of Science Education and Research, Pune and Indian Institute of Technology Hyderabad featured for the first time in this group.Elsewhere, mainland China remains the most represented nation in the annual listing, with 72 institutions in total.The Communist giant claimed four of the table's top five positions. Tsinghua University surpasses Peking University as this year's top institution overall, whileZhejiang Universityrises three positions to 3rd, the University of Science and Technology of China climbs one place to 4th, with Lomonosov Moscow State University completing 2019's top five.Ellie Bothwell, Global Rankings Editor for THE, said: "Indian institutions have immense potential for success - not only on the emerging stage, but globally. But, while progress is clearly being made, other economies that previously lagged behind - such as Egypt and Malaysia - are starting to advance at a much faster rate"."In this year's table, India's institutions perform well in teaching. However they are significantly behind the global average in terms of international outlook."Strengthening this will further elevate the nation's global reputation for higher education, encourage important research collaborations and help attract international students," Bothwell added.Indian universities move up in global ranking with 49 institutions - Times of IndiaArticle 4Why University Rankings Matters?As higher education becomes more international, rankings of the educational institutions are closely monitored. With admission seasons round the corner, Indian students are looking at the rankings of the global institutions to make their decisions. Obviously, higher rank universities attract the best and the brightest; whereas, the lower rankers institutions lure the students with attractive offers like fees discounts, free laptops and international trips.Do the rankings matter? The answer is Yes! they matters. Rankings are considered to be ‘sexy’ in the academic world. They evoke lot of emotions – creating the feeling euphoria or desolation. Students, governments, university, and industry use rankings to benchmark the quality. Three most prestigious international rankings are: QS World University Rankings, Time Higher Education World University Rankings and Academic Rankings of World Universities. There are other host of organisations nationally and internationally who provides their own rankings like Financial Times ranking for Business Schools and US Today ranking for American Universities. The new trends are emerging in providing regional rankings and national rankings for the top institutions for example QS provides rankings for Asian Universities.Surprisingly, in the last year rankings none of the Indian institutions is able to break into top 200 of the international universities rankings. “The international rankings use research and citation as one of the major criteria for the university rankings”,asserted John O’Leary a member of Executive Board for QS Rankings and Editor of Times Higher Education Rankings. Two major factors contribute towards failure of Indian universities breaking into top of international rankings; First is poor citation index of Indian scholars and second is low ratio of international staff & students. The argument to negate the second factor is that we have tremendous faculty talent in India and enough domestic students to serve, therefore, there is no need to invite international staff or students. Though, the first challenge of poor citation is serious. Despite of excellent Indian faculty staff, universities fail to produce world-class research.There is a silver line in the clouds, Indian Institute of Technology, Bombay (IIT-B) and Indian Institute for Technology, Delhi (IIT-D) who had made it among global top 300. The Indian Centre for Assessment and Accreditation (ICAA) is a non-profit organization assisting Indian Universities in understanding global ranking methodologies and present their data effectively. Mr Mohandas Pai, Chairman, ICAA says. “Sadly, Indian Universities do not seem to consider international rankings as important and many do not even attempt to consolidate and place in the public domain full and up-to-date information about their performance or their functioning. The availability of information is therefore a challenge for a ranking organisation.”In India, many national organisations and publications have introduced rankings for b-schools, engineering colleges, universities, humanities colleges and even schools. Due to deficiency in proper reporting, improper research and lack of data; Indian rankings differs substantially from one antoher. Many top Indian institutions do not participate in any of the national rankings citing discrepancies on handling the data and favouritism by publications to the ‘advertising’ clients. A Director of a top Indian business school once said, “There are 500 institutes in the country that claims to be in top 50”. There are huge gaps in methodology that needed to be addressed before the national rankings can be ruminated to be at acceptable standards.India has youngest population in the world with 65% of the Indians under 35; 130 million people will be in college going age bracket in the next decade. The colleges and courses need to evolve to cater this extraordinary market. Dr Karthick Sridhar, ICAA’s Vice-Chairman, said: “It is necessary that the better ones focus more on research, attract global talent and aspire for higher rankings and continue to shine a light of excellence on the global scale. Pro-Active participation in Global Rankings is therefore a necessity.”Globally, governments have taken concentrated steps to focus on global university rankings. Japanese Prime Minister Abe had shared his vision, “We aim to have top 10 Japanese institutions in the top 100 in next decade”. In 2014, two of the Japanese institutions are in top 100. Similarly, China has provided “unlimited” resources to selected group of 9 universities; their aim is to break among top 100 ranking in near future. Russell Group Universities, a group of 24 British universities, are in global top 100 by major world rankings. Governments provide ‘additional’ focus and support to these universities to ensure distinction. Mr Modi should take concrete steps to choose and nurture, may be 10 Indian universities that have the potential to break into the world league.In India, the policy on higher education remains ambiguous by the successive central and state governments. Governments were quick to announce the new IITs, new IIMs and new AIIMS in every budget, however, with lack of quality faculty, staff and infrastructure these institutions will take decades to become sustainable. The grand plans to make-in-India and 20 tn economy will remain a dream until Indian research provides cutting edge scientific solutions. India cannot excel on ‘borrowed’ research and technology. Ranking is a yearly game, they are important; but for the time being, my suggestion to the Indian institutions is not to run for rankings but aim for excellence. It is time for us to show the world, that Indian universities have ability to produce the finest research, best students and great innovations.Why University Rankings Matters?Article 5Why Indian Universities Rank Abysmally Low?None of Indian university has ranked in The Time’s top 200 global Universities. India boasts one of the first modern education systems in Asia. Due to lack of will to keep up with the world and fore sighted policies, India’s Education system has not seen updating of its Educational policy.Indian education system has some fallacies. Firstly, the universities that were formed by the British during the nineteenth century such as University of Calcutta, University of Bombay and University of Madras have not changed much in education system it follows over the years (in fact over the centuries!). These universities along with the ones that were formed in 20thcentury such as Delhi University, Banaras Hindu University and so on were created by the British rulers for the native Indians is to churn out clerks to help the British administration in India. What is surprising is that little changed even after 70 years of India’s independence.In the post independence times, high-class technology and management institutes came up in India, in the likes of IITs and IIMs. These institutes follow the educational curriculum and structure of the top notch foreign universities such as, MIT, Harvard Business School, and Stanford et al. However, where Indian institutes missed out is independent research work and unique papers. The researches that are carried out in these institutes are mostly plagiarized and papers published are not unique.These reasons have led to Indian universities sliding down at the global stage. The Times Higher Education World University Rankings 2018 have revealed there is no Indian university/institute in the top 100. There have some other credible ranking released from the western countries, where in most of them Indian institutes don’t find a place in top 500.The top Indian institute in Times Ranking has been the Bangalore based Indian Institute of Science (IISc)placed somewhere between 251-300. The Indian Institute of Technology (IIT) Bombay has been listed 351-400 category. Indian Institute of Technology (IIT) Delhi, Indian Institute of Technology (IIT) Kanpur, Indian Institute of Technology (IIT) Kharagpur and Indian Institute of Technology (IIT) Roorkee have been listed in 501-600 category. Aligarh Muslim University, Banaras Hindu University, University of Delhi and Indian Institute of Technology Guwahati made it to the 601-800 list.This is a sorry tale that requires our HRD ministry to take a holistic look at our education system. India boasts of one of the first modern education systems in Asia. However, due to lack of will to keep up with rest, India’s education system has not seen updating of its educational policy.Why Indian Universities Rank Abysmally Low?