University Administration

Technical education is comparatively a newcomer in the field of learning systern. Technical education, as a speci;;i fbrm of education and training, rvas born out of the necessity to meet the occupatioial needs of an industrial age hy manying academic education with skill training (Bhattacharya and Maitr a, 2016). The ildustrial revolution which tookplace in the eighteenth century introduced a new method of machine-based production. Varicrus scientific and technoiogical inventions and innovations during this period hacl not only increased procluctivity ,ut also rnade the production process more complex. N4any manufacturing units cante up which required unskilled as well as skilled labour. All these .ull.d fo. a ne\\. system of education and training. As a result. a ne\\_ t{rl*_* of training institutions came into existence. which are today knorm as technical institutions tiistinct fiom normal academic institutions. The l9'r,Century witnessed the birth of manv branches of engineering and technology in "aaitr*-i" classical, civil, and mechanical enlineering, thus introducing a new dimension and challJnge to technical education. Since then engineering alnd technical education is constantly developing aid changing at a rapid pace. The foundation of technical education was laid in India almost at the same time as in Europe but its growth was stunted till India become independent. When Britain captured the political power and became the ruler of this country the British traders established a Survey School at Madras in 1794, to train Indian personnel in i^q*] land survey and to assistBritish surveyors (Sen, 1989). In the north, a school ofsurveying wa, "rrublirh.d tn ,1 806.at Saharanpur which later b'ecarne Roorkee College in 1847 an,J subsequently, Thompson College _of Engineering in | 154, at Roorkee. In 19ag, the Roorkee University Act rvari passed and in 1949, the status of this college was furlher enhanced and the Roorkee Engineering Coliege became first Technical University of India. After completion of 150th year of existence, the Institute has treen given the status tf Indian Institute of Technolog), (itTi in 2001. In pursLrance of the British Government policy, three Engineering Colleges were opened by about l g56 in the three presidencies. In Bengal, a College called the.Calcutta College of Civil Englneering was opened at the Writers' Buildings in Novernber, t SiO; the name was.changed to Bengal_Engineering College in 1g57, and it, was affiliated to the Calcuttu-f_rnir.riity. It gave a licentiate course in Civil Engineering. tn iSOS it was amalgamated with the presidency CJltege. Later, in 1880, it was detached from the t r"ria"r"y"Coilege and shifted to its present quarters at Sibpur, occupy in the premises and buildings belonging to ttre Bishop,s College. The institute u.as renamed as Bengal Engineerin_e College in 1920. subsequently was converted to a ful1 universitl,called BengaiEngineering and Science Unir ersitl. (BESU). Shibp-u, uni in 201{,

Supriyo Chaudhuri is Co-Founder and COO of London-based, technology-led education innovation company UAspire, and Subir Maitra is a UGC Teacher Fellow at the University of Calcutta. The Research Base is a research consultancy specialising in education and skills, with particular expertise in the Indian market. Services include general research, market intelligence and evaluations.

The neglect of education and human resource development in India during postcolonial era has not only resulted in severe social problem of ‗exclusion', but also has created hurdles for an upcoming economy like India to reap the benefits of liberalization and globalization, initiated since 1991, for its masses. Despite the strong pro-education rhetoric in the Indian national movement, the expansion of school education has been remarkably slow in India-much slower than in many East Asian countries. Although the liberalization agenda does not address this failure, it cannot turn a blind eye to this issue either. Any attempt to globalize ourselves requires that our levels of education and skill formation are brought to a level where we can be internationally competitive. A handful of highly qualified people cannot make a vast population internationally competitive in terms of skills and training. Unless we invest enough in human beings, productivity increases may not follow. The Right of Children to Free and Compulsory Education Act, 2009 is, therefore, to be better seen as complementary to our globalization agenda. But the provision of this right to the masses in a befitting manner is not going to be easy. We need to address deficiencies in the existing system of school education such as limitation of coverage, poor standards of education, unhealthy teacher-student ratio, lack of accountability of teachers, poor amenities in school, etc. But this exercise would require huge fund support, which is unlikely to be met by budgetary allocations. Private sector's participation is, therefore, necessary. This paper discusses various issues and challenges associated with the provisioning of this right in a market based decentralized system with growing participation of the private sector.

Importance of education and skill formation for econtomic gr owth anil dev eloPment As Bertrand Russell (1,91,6) observed 'the power of education in forming character and opinion is very great and verygenerally recognised'l. Accotding to him education infuses respect, gives coufage to pfotest against institutional anomalies, it helps to promote vitality, sensitiveness and intelligence' So a souncl education is a strong force in the process of social, econclmit: developmenr, in the pfocesses of political and psychologic',rl freedom (Russell, 2OO2).According to Amartya Sen (2013) 'thc role of basic education in the pfocess of development and srlcid pfogfess is very wide and critically impottant'2. Education helpr* to ,uir. the quality of life, lengthy and sustainable' Se:r"rntl educarion helps to build human capital and expand hurnnlt capabilities and 'freedom' (Drcze and Sen, 2002)' It helps lrr ,.do." deprivation, destitution, inequality and oppression tttttl creates a meaningful dignified life, it helps to generatc new RorE or Eouclrroru nruo Sxtrr CulrtvnrtoN TowARDs Ecoltot,ttc DeveLoptuenr opportunities, innovation, income, development, and freedom (Sen,2000). Dteze and Sen Q002) further noted five distinctimportances

Self-financing courses are the need of the hour, not only to meet the requirement of educated labour force for attaining higher growth in the economy but also toreap the benefits of "demographic dividend". In India, the prices of these courses vary widely; so do their quality.The presence of informational asymmetry' makes it more difficult to ascertain quality. This informational asymmetry alsoactsasa boonto privateproviders. Promotion of competition by way of giving a 'level playing field' to

Open Elective Course(OEC) OEC:4.1 Indian Economics OEC:4.2 Economics of Social Sector Total Credit of Semester IV 25 Total Credit of the MA Academic Programme 100 SYLLABUS (COURSE OUTLINE) MA SEMESTER I CORE COURSE: CC: 1.1 MICROECONOMICS -I Full Marks: 50[=40(exam)+10(internal assessment)] (5 Credits) Module -1: Preference Relations and Consumer Behavior (Credits :1)  Utility maximization   Ordinary and compensated demand function   Indirect Utility function   Expenditure function-properties Module -2: Producer Behavior (Credits: 1)  CD, CES ,VES, Homogenous & Homothetic production functions   Cost minimization   Derived demand for inputs   Profit Maximization   Duality in production Module -3: Markets (Credits: 1.5 )  Perfect Competition   Monopoly and Monopsony   Monopolistic Competition   Bilateral Monopoly   Oligopoly Module -4: General Equilibrium Analysis and Welfare Economics (Credits: 1.5)  The concept of General Equilibrium   Uniqueness and stability of General equilibrium   Brower's fixed point theorem   Pareto Efficient Allocations   First and Second Fundamental Theorems of Welfare Economics   Theory of the second Best-Arrow's Social Welfare function   General Possibility theorem Compensation Principle-Kaldor-Hicks-Scitovsky CORE COURSE: CC: 1.2 Macroeconomics -I Full Marks: 50[=40(exam)+10(internal assessment)] (5 Credits) Module-I: Complete Keynesian Model Aggregate demand (CM)-Aggregate supply (NN) version (Credits:1) of the Keynesian model, definition of involuntary unemployment, unemployment equilibrium, differences of Keynes with the classical ideas. Module-II: Elements of Open Economy Macroeconomics (Credits:1) Accounting Framework; Simple Keynesian model (open economy version-with and without repercussion effects); Macro economic equilibrium using open economy IS-LM versions under fixed and flexible exchange rates. (Credits:1) Alternative explanations of aggregate supply curve, Phillips curve analysis: short run and long run, Natural rate hypothesis, rational expectation. (Credits:1) Effective demand incorporating structural feature of a capitalistic industrial economy; Three Sector Model: Extension of Kaleckian capitalistic industrial economy to agriculture; A model of effective demand with supply constraint.