Wednesday, April 30, 2014

Srinvasan Ramani - First Indian perhaps in Internet Hall of Fame; Not Agriculture vs. IT but both Agriculture and IT

Dr. Srinavasan Ramani, well known during my days (80s and 90s) in the Bombay/Mumbai software export industry as director of National Centre for Software Technology, http://www.cdacmumbai.in/, has been inducted into the Internet Hall of Fame (2014 inductee), http://www.internethalloffame.org/inductees/srinivasan-ramani. Perhaps he is the first Indian to be given that honour (BTW the Internet Hall of Fame started in 2012).

Recently Dr. Ramani also wrote an article in The Hindu, An opportunity seized but not fulfilled, http://www.thehindu.com/opinion/open-page/an-opportunity-seized-but-not-fulfilled/article5951657.ece, which has some references to IT and agriculture.

An extract from the article:

A friend and I recently looked back a few decades, talking about how technology and professional education have created a new economic sector. I recalled how during a visit to an agricultural research institute (it must have been the late-1990s) an official there mentioned that the commercial value of sorghum grown in India was $2 billion a year.

Those days, the Santa Cruz Export Promotion Zone near Mumbai was the star in India’s software exports. Sharing a hundred acres of land with gem and jewellery manufacturers, and employing 50,000 to 60,000 employees, the software units in SEEPZ earned around $2 billion a year. Look at the difference in productivity.

Of course, it is not the dollar value that predominates. Sorghum cultivation sustained hundreds of millions of people, and gave them employment. But the point is the growing importance of software and services export in the Indian economy, from what is commonly called the Information Technology (IT) and IT Enabled Services (ITES) sector.

--- end extract ---

Two comments of mine appear on the article's web page. They appear under the name of Ravi S. as the new comments system in The Hindu truncated Iyer from my name :). Further the comments system collapsed my line breaks and so for better readability, I have introduced appropriate line-breaks in the reproduced comments of mine below:

Congratulations to Dr. S. Ramani for being inducted into the Internet Hall of Fame. Perhaps he is the first Indian to be given that honour.

As somebody who spent most of his software career in SEEPZ, Bombay (mentioned in the article) from 1984 to 2002, I tend to agree with the point about difference in productivity but also with the vital point about the vast number of people sustained by agriculture in India, (as against the comparatively tiny set of Indian IT professionals in the 90s). Perhaps now is the right time for Indian IT to contribute in a big way to Indian sectors of agriculture, IT enabled education (both primary, secondary and higher education) etc. which can benefit vast numbers of people in our country.

--- end first comment ---

A couple of other comments misunderstood Dr. Ramani's comparison to be a slight to Indian agriculture. I responded to them as follows:

@sameer and Ravi Natarajan

I don't think Dr. Ramani is denying the immense contribution of agricultural scientists as well as Indian farmers to the Indian people at large including Indian IT professionals. All Indians must be grateful to the Indian agricultural community as they provide the 1.25 billion of us food and contribute to clothing as well.

But it cannot be denied that aspirations of Indian youngsters today including rural Indian youngsters and children of farmers is to lead a far more comfortable life than their parents. Given current standards of productivity in Indian agricultural sector taken as a whole, as well as huge supply of people in the agricultural sector, agriculture is typically not a profession of choice of such Indian youngsters. So we need to improve productivity of Indian agriculture (using IT?) and also provide other avenues like IT where India has made a name for itself in the global economy. It is not agriculture vs. IT - but both agriculture and IT.

--- end second comment ---

I was very pleased to receive a response from Dr. Srinivasan Ramani to a mail I sent him on the above. Further, he kindly permitted me to share the following part of his response on my blog:

Thank you for email and for the clarifications you have given to say that no slight is intended to agriculture. I am 100% aligned with you. It is just that we never thought the day would come when IT & ITES would account for more than food grains.

--- end Dr. Ramani response extract ---

Dr. Ramani, of course, means food grains in terms of monetary value (today). BTW Dr. Ramani is one of the pioneers of the Indian Computer Science and Information Technology (CS & IT) field and so would have seen the days (seventies or perhaps even earlier) when India was almost nowhere in CS & IT.

Later I noticed that Dr. Ramani has added the following comment on the article web page:

I hasten to add that the comparison was not at all meant to say anything negative about agriculture. Above all, agriculture gives employment to over 500 million Indians. Today, jobs matter to people more than anything else. The comparison was mainly motivated by the shock I got when I realized that IT & ITES have grown quite big. Let us not pit one sector against another. That would be like asking "Does your daughter need rotis? [Ravi: Roti is an Indian bread, http://en.wikipedia.org/wiki/Roti] Or does she need to go to school?" We need good agriculture as well as good IT & ITES to create jobs and wealth for the country.

-------

A correspondent added over email:

You can take the comparison further and see what software services companies do and what software product companies do. In India, average productivity (yearly revenue divided by staff strength) in the IT industry is somewhere between $30,000-$50,000 per year. Of course, fresh recruits cannot earn until they are trained and have some experience so companies that grow fast (and recruit, say, 40,000-50,000 fresh graduates each year) will have lower productivity than those who do not. But that can be taken into account.

Service companies outside India (e.g. Accenture etc.) have a productivity of around $120,000 a year. They offer their clients a 'blended' rate by combining lower cost Indian workers with higher cost workers from the West. Indian companies find that difficult to do because their initial advantage is the low cost they offer.

Now compare that with software product companies like Microsoft where the average earning(s) are somewhere from $300,000 - $400,000. However, they operate in a high risk market (1 in 10 product companies fail) and grow by acquisition (Microsoft acquired PowerPoint by buying a small company called Foresight). 

Monday, April 21, 2014

The very strange case of 20th century era Department(s) of Mathematics and Computer Science in Indian academia in today's early 21st century world

I think the importance of computers in today's early 21st century world is unquestioned by any realistic individuals anywhere in the world. However it is very strange that some Indian academic Computer Science departments (at least one that I am aware of) continue to live in a 20th century era. Specifically:

a) They combine Mathematics and Computer Science as a single department - Department of Mathematics and Computer Science. Surely, in the early 21st century computer and Internet age, Indian universities should have a separate Computer Science department instead of combining it with Mathematics! I know of one such combined CS and Mathematics department case for sure. I do not know whether that is an exception with no other Indian university today having a combined Mathematics and Computer Science department.

b) They do not offer undergraduate and immediate post-graduate degrees in Computer Science or Computer Science & Engineering. Instead students who are interested to acquire a computer science qualification from that university have to, in the normal case, first do B.Sc. (Mathematics), a 3 year programme (done after 12th grade), followed by M.Sc. (Mathematics), a 2 year programme, and then take up M.Tech. (Computer Science), a 2 year programme (a total of 7 years after 12th grade to get the CS qualification)! [The exception case is doing undergraduate Computer Science degree elsewhere and then trying to join the M.Tech. (CS) programme in this university after clearing their entrance exam & interview.] In today's age where students are ambitious, most students who want (or are constrained in some way like financially) to do Computer Science in a science, commerce and arts (UGC) university (as against an engineering or technology university) will pursue B.Sc. (Computer Science), a 3 year programme, I presume like other science degree programmes, immediately after 12th grade, and optionally follow it up with M.Sc. (Computer Science), a 2 year programme. [In engineering/technology (AICTE) universities such students will pursue B.Tech. (Computer Science & Engineering) or B.E. (Computer Science & Engineering), a 4 year programme (done after 12th grade), followed optionally by M.Tech. (Computer Science & Engineering) or M.E. (Computer Science & Engineering), a 2 year programme.]

Please note that I am discussing only Computer Science and Computer Science & Engineering branches in this post and not Information Technology or Computer Applications branches.

Sunday, April 20, 2014

The Hindu's higher education student guidebook - thenxt.step 2013 - CS & IT picture

A few days ago I saw an ad. in The Hindu newspaper about a sort-of student guidebook on higher education from The Hindu, thenxt.step, and decided to check with my town (Puttaparthi) Hindu vendor whether he had it. He did and gave it to me (for Rs. 250/-) but it turned out to be last year's issue! I decided to return it but later changed the decision as I felt I might learn something related to higher education in Computer Science and Information Technology (CS & IT) from the 2013 issue itself (which, I believe, happens to be the first issue of this sort-of student guidebook on higher education from The Hindu). My changed decision turned out to be the correct one.

I have learned a lot about Tamil Nadu higher education sector in the areas of Computer Science and Information Technology from thenxt.step 2013, http://hindu.com/books/nxtstep/nxt13.htm. [Tamil Nadu is a southern state of India with Chennai (Madras) as its capital, http://en.wikipedia.org/wiki/Tamil_Nadu.] I have tried to put down some points from that learning below:

Page 3 has a full page advertisement of Vellore Institute of Technology, http://www.vit.ac.in/, which, I understand, is one of the leading private deemed universities of South India with its Computer Science and Engineering programmes being accredited by ABET Inc., USA. This ad. lists the following programmes in CS & IT at its Vellore campus:

School of Computer Sciences and Engineering (SCSE)
B.Tech. Computer Science and Engineering
B.Sc. Computer Science

M.Tech. Computer Science and Engineering
M.Sc. Computer Science

School of Information Technology and Engineering (SITE)
B.Tech. Information Technology
B.C.A. (Bachelor of Computer Applications)
B.Sc. (Multimedia and Animation)

M.Tech. Information Technology - Networking
M.Tech. Software Technology
M.Tech. Software development and Management (for employees of Cognizant Technology Solutions)
M.C.A. (Master of Computer Applications)
M.S. Software Engineering (5 year Integrated Programme)
M.S. Information Technology (for employees of WIPRO Technologies)
---- end advertisement info ----

Well, that's quite an array of CS & IT undergraduate and postgraduate programmes. The programmes meant for a particular software company are quite noteworthy even if there may be strong arguments against having such programmes in a regular academic institution (as against an industry dedicated training institute which, however, may not be empowered to award bachelor or master degrees - at least during my programming learning days in the mid-80s they were not allowed to do so; they could simply provide some diploma certificates which were probably not recognized by the government then).

...

In an article by Dr. Hanifa Ghosh, principal CTTE College for Women, Chennai on Page 10 she warns parents against forcing children, who are not interested and/or do not have the aptitude for engineering, to take up engineering in colleges with poor or uncertain reputation due to availability of seats there. She writes that they may end up doing poorly paying jobs unrelated to their engineering degree. Opportunities provided by Arts and Science colleges may be more appropriate for such students, she writes.

...

Jayaprakash Gandhi, a career consultant and analyst, writes in his article on Page 14 about it being better to choose a primary field (like mechanical engineering) instead of a secondary field (like automobile engineering) as the latter narrows down future career options at the intial stages itself. Further, he says, GATE exam (for entrance to IITs) are for primary fields and not secondary fields. Higher studies in India and abroad also may be easier to pursue for those who have studied primary fields.
[IITs are the elite technical education institutions of India with substantial, if not total, government funding, http://en.wikipedia.org/wiki/Indian_Institutes_of_Technology. "The Graduate Aptitude Test in Engineering (GATE) is an all-India examination that primarily tests the comprehensive understanding of various undergraduate subjects in engineering and science.", http://en.wikipedia.org/wiki/Graduate_Aptitude_Test_in_Engineering.]

Ravi: Perhaps the same primary field and secondary field argument applies to CS & IT fields. The Computer Science & Engineering field is a primary field with all the benefits of primary field mentioned above. In my browsing I have not come across definitive explanation of the Information Technology field in Indian academia and its difference from the Computer Science & Engineering field. Some years ago I had asked this question of a senior Indian academic who then was the head of the Information Technology department of an engineering college in South India. He told me that the subjects covered were almost the same (perhaps he actually said they were the same) as the Computer Science and Engineering (CSE) department of his college (they seemed to have that department too). The actual reason for having two programmes was related to some regulations which limited the no. of seats in one programme - having two separate programmes in CSE and IT was a workaround!

The B.C.A. and M.C.A. programmes being computer application programmes would probably be viewed as a secondary field with all the disadvantages mentioned above for secondary fields. However, the advantage of these programmes may be that they are less rigorous since they aim at imparting applications level skills rather than fundamental computer science skills, and so some students who cannot handle CSE programmes may be able to handle the computer applications programmes. And, very importantly, there may be industry demand for such computer applications skills which ensures jobs for BCA and MCA passed out students.

...

Pages 34, 36 & 37 carry a superb article titled, "Admissions demystified", by Prof. V. Rhymend Uthariaraj, secretary TNEA and professor and director of Ramanujan Computing Centre, Anna University, Chennai, which explains the single-window counselling (admission) process for the government seats of engineering colleges in Tamil Nadu. I strongly recommend that this article by read by anybody interested in understanding the engineering admission counselling process in India (other progressive Indian states would be following a somewhat similar procedure, I guess). A small extract to give a feel of the scale, "Tamil Nadu Engineering Admission (TNEA) is the process through which more than 1.5 lakh engineering aspirants get themselves enrolled into engineering colleges of Tamil Nadu." [One lakh is one hundred thousand.]

The concluding part of the article is interesting and idealistic sort-of advise in general but not necessarily perfect and verified-to-be-fully-truthful advise especially to youth desperately seeking higher education that will deliver them good paying jobs, IMHO, "Society and especially parents should not force preconceived career objectives that put pressure on their ward's natural interests. This societal obsession towards engineering and laying stress on their wards (Ravi: to pursue engineering) is a big hindrance to intrinsically-motivated learning. Society should advocate for excellence and not for (a) particular profession. Excellence is Lucrative."

...

Pages 38 & 40 carry an excellent article titled, "New age varsities", by Dr. G. Viswanathan, founder and chancellor of Vellore Institute of Technology (the same educational institution whose advertisement on Page 3 is mentioned earlier), http://www.vit.ac.in/. While the entire article is a kind-of must read for those interested in improving technical education in India  (or knowing about it), I have given below three extracts from this article:

[Ravi: A deemed university in India is, as per my understanding, an autonomous educational institution recognized by the key national higher education regulators (UGC and/or AICTE) which may have a few campuses. Usually these deemed universities are privately owned and so have to manage their own finances with some limited project grant money from govt. agencies. This is in contrast to government universities which are, I believe, wholly funded by the government. I believe that some of the well recognized deemed universities like Vellore Institute of Technology whose founder is the author of this article, charge substantial amount of fees and other charges (e.g. air-conditioned student hostel rooms with premium charges) from its students. It must also be said that some deemed universities in India have earned a lot of disrepute due to very poor standards of education as well as alleged malpractices.]

"There are four options for the students seeking admission to engineering education. A small percentage get the chance to join the IITs. Others await the Anna University counselling [Ravi: TNEA counselling mentioned earlier conducted by Anna University, which seems to be the dominant and large technical university of Tamil Nadu, http://en.wikipedia.org/wiki/Anna_University] where their options are plenty. The main campus admission is the prime target, where a candidate will get into main campus or not [Ravi: perhaps it should have been, where it will be known whether a candidate can get into main campus or not]. In the absence of that the candidate has to choose between the other colleges affiliated to Government University or choose to study in a Deemed University. It will not be an exaggeration if I say that more than 97 per cent of the students have to choose between the third and fourth option. In this context the facts given below will help a student to choose the right destination.

Syllabus in Sync
Unlike most of the colleges, the Deemed Universities have academic advantages. The first and foremost advantage is the freedom to modify the syllabi and curriculum to suit the industry requirements, that too at frequent intervals, which is a far fetched dream in a government controlled setup. In areas such as computing sciences and electronics the industry needs are changing at rapid speed. That requires change in syllabi every semester, which could be possible only in Deemed Universities."
...
Practical Knowledge
The industry expects the students to be employable graduates. This could be made possible only if the students are exposed to the practical aspects of their theoretical knowledge. This requires well-equipped embedded labs for all the theory subjects, wherein students could learn by doing experiments. Freedom to have embedded labs in all the theory (Ravi: subjects/classes) and making all the students spend quality time in the labs than in classrooms, prepares students to be industry-ready. In addition to this, the continuous assessment methodology can also be altered and learning be made more effective. It may be observed that new, innovative industry-oriented programmes are being offered mostly in deemed universities. Funding for developmental activities also takes a backseat at the Government run universities due to the prevailing red tapism which is not a constraint for a deemed university."
...
[Ravi: Concluding paragraph of article:] "Does this mean that a student can blindly join any Deemed University? Are all the Deemed Universities good and worthy of praise and adoration? The answer is, "No.". There are spoilt ones in this apple-cart too. One has to be careful in selection. Best advice will be as follows, "Deemed Universities have the right platform to provide quality education needed for this 21st century. A candidate has to visit the university, check for the details, talk to the outgoing / passed out students and ascertain the quality before joining."

...

Pages 41 & 42 have an interesting practical advise article, "Choose right", by Dr. Brijesh Nair, Professor and Programme Chair (Civil Engineering) at Vellore Institute of Technology, Vellore,  http://www.vit.ac.in/. He starts the article by mentioning that many engineering seats remain vacant in South India every year. So if a student wants to pursue engineering no matter what the reputation of the college, getting one of these vacant seats will be possible. But then he raises the job factor. He goes on to make a rather sweeping statement that if one is looking for just "any job" then any engineering programme in a college with 95 % (or more) campus placement track record should be fine. He also mentions that most students do not have a preference for any branch of engineering but simply want to get a job that pays them well. He writes that the trend observed in campus placements is that students from civil engineering or mechanical engineering (or other fields unrelated to software development) take up software company jobs.

Monday, April 7, 2014

Publicly Funded Higher Education Institutions should put up Detailed Course contents on the Internet

Last updated on 8th April 2014

Given below is an email that I plan to send shortly to top persons associated with Indian academic/higher education funding, oversight and administration. [Update: Mail sent on 7th April 2014.]

Dear sir/madam,

In the computer science/information technology (CS/IT) academic field some US universities have done an outstanding public service by making available freely on the Internet the following for their courses:

  • Course structure
  • Course book(s) - if the course is based primarily on it/them
  • Reference books and other resources, if any
  • Teaching material (could be prepared by the faculty or be a re-use of external publicly available material with clear attribution or as an external link)
  • Assignments

Here is an example of such detailed course content: Advanced Programming in the UNIX Environment - http://www.cs.stevens.edu/~jschauma/810/

As a teacher of over ten different computer programming (lab.) courses (as honorary staff/honorary faculty/visiting faculty) in a deemed university in Andhra Pradesh, India from 2003 to 2011, I found such course content to be very useful and was inspired by such examples and tried to, whenever I could, do the same for my courses on the university Intranet. [Now I am in the process of putting up the course material of most of these courses on the Internet here: http://raviiyerteaches.wordpress.com/, just in case it may be of use to others on the Internet.]

It seems to me that most CS/IT departments of Indian higher educational institutions generally do not follow such a practice. Some have course content pages (e.g. some of the IITs) but the information contained is minimal and does not come close to what I have mentioned above about some US university course pages. Yes, we have NPTEL, http://nptel.ac.in/, but that is a single national level portal which may find it difficult to accommodate various types of teaching methodologies and levels of rigour across the huge variety of educational institutions in the country.

Given this situation, I have a suggestion that publicly funded higher educational institutions in India should strongly encourage the faculty of these institutions in CS/IT departments and other departments as well to put up their course material in detail on their institution website so that it becomes available to any interested person in India (and abroad) over the Internet. I think it will be a wonderful return to the public on public money investment in publicly funded higher educational institutions of India. University assessment organizations like NAAC and NBA as well as prospective students (and their parents) can then look up these course pages to get some idea of the methodology and rigour used by the faculty to teach these courses.

As of now, it is extremely difficult for outsiders including prospective students (and parents) as well as, I presume, university assessment organizations like NAAC and NBA to get a decent feel of teaching standards in most Indian higher education institutions. This sort of transparency and accountability for teaching duties of faculty especially in publicly funded higher educational institutions of India may do wonders for improving the teaching standards of higher education in India.

Regards

Ravi S. Iyer
Software Consultant
---rest of email signature snipped---
-------------------------------------------------------------------------------------------------------
[Mail update (below) sent on 8th April 2014]
A couple of clarifications:

1. By publicly funded higher education institutions I mean government (tax payer) funded higher education institutions.
2. The last sentence of the main body of the previous mail would be better expressed as follows: The above mentioned suggestion (faculty putting up detailed course material on the Internet) may result in the sort of transparency and accountability for teaching duties of faculty especially in publicly funded higher educational institutions of India that may do wonders for improving the teaching standards of higher education in India.

Saturday, April 5, 2014

Whistle-blowing on the Internet - Solution for problem of Science Fraud?

I came across a very interesting article in Nature News, dated April 3rd 2014, Publicly questioned papers more likely to be retracted,http://www.nature.com/news/publicly-questioned-papers-more-likely-to-be-retracted-1.14979.

I added the following comment which appears on the above web page:


I find this to be very interesting. So a single scientist who put up data about suspected science fraud on a blog was able to stir things up and have nearly a quarter of these suspected fraud cases (put up on the blog) retract or make corrections! That's quite awesome, I think.
Wonderful to know of an editor-in-chief who studies "retractions and irreproducible research". Such studies may provide the means to reduce the science fraud problem to manageable levels.
I certainly like the tone of Fang's last words in the article. I think the Internet should be used as a major tool by all academics and scientists worldwide who want to clean up the academic and scientific publications field of fraud. Some have already used it to good effect but perhaps we need more of the good and clean academics and scientists to step up to the plate and contribute their bit to the cleanup using the Internet.

Nature April 2014 article - Policy: Free Indian science by Dr. Mathai Joseph et al.

Last updated on April 6th 2014

Dr. Mathai Joseph, http://en.wikipedia.org/wiki/Mathai_Joseph, "a leading Indian computer scientist", in association with another person, has written an article on the policy problems faced by Indian science and suggestions to improve them, which has appeared in the prestigious journal, Nature. The article can be accessed here: http://www.nature.com/news/policy-free-indian-science-1.14956?WT.ec_id=NATURE-20140403

The Hindu dated April 3rd 2014, also carries an interview of Dr. Joseph on the same matter:http://www.thehindu.com/sci-tech/science/what-ails-indian-science/article5863637.ece.

Dr. Joseph invites comments. In a mail exchange I had with him he wrote the following:

Comments and criticism are very welcome, especially if made publicly. Science policy and its implementation are rarely discussed in India and they need to be analysed far more by the public.

--- end Dr. Joseph mail extract ---

So I request interested readers to publicly comment on the matter on either/both nature.com or/and thehindu.com, and pass on the above links to others who you think would be interested, inviting them to comment.

I submitted a comment on the following lines to the Nature article link (the comment does not appear as of now and I don't recall the exact words I used - I have modified an earlier comment I made a couple of days back which did appear on the article web page but on editing that comment it disappeared):

Dr. Joseph mentions that scientific achievement in India is not rewarded adequately, instead other factors like longevity of service decides rewards. Government control and bureaucracy are named as the main factors holding back Indian science. He has given four specific suggestions for improving Indian science.

As a non scientist (I am software technologist) I am not in a position to know how accurate this analysis is. But, as an Indian citizen, I am concerned about these charges of mismanagement of Indian scientific endeavour which is mainly funded, I believe, by taxpayer money. The accountability has to be laid at the door of the ministers and bureaucrats responsible for disbursement of public funds to Indian science. They MUST respond to this article giving their side of the story and invite top science administrators they entrusted with science management responsibility to write their side of the story. Accountability in terms of suitable performance for quantum of taxpayer money disbursed is perhaps a good first step in trying to fix Indian science.

I would like to add that having been a part of the Indian IT success story (I started and spent a good part of my IT career from the mid-80s to the turn of millennium in SEEPZ, Bombay, an export promotion zone and the crucible of the Indian IT exports success story), I can say that a crucial factor for its success was the free-market economic principles that software export companies had to follow for growth and even survival. If a company did not suitably reward talent then the talent would simply move on to another company which was willing to pay better. Hanging on to and protecting non-performers would pull down a company in comparison to more effective competitors, and threaten the very existence of such companies with many non-performers. Star performers rising fast and making significantly more money had to be accepted by peers and even sluggish seniors, no matter how envious they got. While these words sound somewhat harsh I guess they were, and most probably continue to be, the reality of the tough economic battlefield of the business/commercial side of international software development.

Perhaps Indian science administrators should study the Indian IT success story companies from the management perspective and explore introducing similar management/administration measures in Indian science.

--- end comment ---

A smaller version of the above comment also appears on The Hindu article (interview) web page.

--------------------------------------------------------------------------------------
A senior person from the Indian Computer Science/Information Technology field commented in response to a mail I sent him on this matter, about all areas of Indian society being compromised by crass selfishness and nepotism, and so Indian science having these problems is not strange.

I have given below an edited version of my response to him:

When I first experienced the petty nature of some Indian academic administrators as an outsider (honorary staff/honorary faculty/visiting faculty for 9 years in a deemed university) as well as the very limited knowledge of software development of some of the senior Computer Science academics, I was shocked (most senior academics had a Mathematics or Electrical Engineering or Electronics PhD and had migrated to the Computer Science field without, it seems to me, having to really learn/do significant/any software development). Later I realized that the problem was a systemic one as all the career advancement possibilities were tied to research output and bagging research grant projects bringing good money to the institution, rather than teaching software development well. That explained to me why the skill level of most Indian CS/IT graduates and post-graduates in the practice of software development was and continues to be very poor. I mean, when the senior academics and academic administrators of the field and many times, the teacher of programming courses himself/herself, does not know software development well, what can we expect students to learn? I repeat that the fault is with the system which does not provide career advancement to the CS/IT academic for proficiency in the practice of software development, and not the academic himself/herself who is trapped by the flawed academic system into not paying much attention to the practice of software development.

Over the past 2 to 3 years as I wrote (blogged mainly) and mailed about my views on improving the practice of software development in Indian Computer Science and Information Technology academia, I also studied some other sectors in India via TV news, print media and Internet news outlets. I think there is a lot of change in many government regulated sectors like police, district administration (collectors, mandal revenue officers etc.), govt. hospitals, public transport etc. in terms of the fear they have of media exposure of their failings and wrong-doings. The top people interact with the media and keep them informed of major events. In case of any serious problem the media grills them and the top people provide responses. So, IMHO, the accountability and transparency in these publicly funded organizations has significantly improved over the past few decades, though, of course, there is still lots of room for improvement.

In stark contrast, Indian higher education sector rarely faces tough questions from the media - it is almost as if the media is scared of criticizing them. Only major scandals like examination paper leaks or misbehaviour of male academics towards their female juniors results in media criticism.

I think we badly need open discussion of British Raj type management of most of Indian academia, which will then enable stakeholders like ministers and officials (bureaucrats) as well as students and parents to put pressure on Indian academia to change. USA higher education seems to be going through a major shake-up and part of that process is open debate about the challenges it faces today (if you have not seen the 2013 Milken Institute panel discussion on future of USA Higher education you may want to see it. The youtube video link is available in this blog post of mine, http://eklavyasai.blogspot.in/2013/12/2013-milken-institute-panel-discussion.html).


I think people like Dr. Mathai Joseph are trying to trigger such debates in India with these articles in top-notch journals of the world. My view is that Dr. Joseph did not criticize the scientific community itself that much as he criticized the government. So it will be wonderful if some senior official like Shri Ashok Thakur, Secretary of Department of Higher Education, MHRD, or perhaps the current minister of state for MHRD, Dr. Shashi Tharoor, respond to such articles defending themselves and putting the onus on the scientist-administrators to make their case. [I forwarded the mail (about this matter) to both Shri Thakur and Dr. Tharoor (both his MHRD mail id and his office mail id). Even if his office staff draw his attention to the mail, perhaps Dr. Tharoor may not want to look at it now as he will be focussed on elections. Dr. Tharoor certainly has the capability to effectively put up MHRD's case and invite scientist/academic-administrators of CSIR, UGC, AICTE, IISc, IITs etc. to respond in public to Dr. Joseph et al.'s article.]

--- end response ---

-------------------------------------------------------------------

I tried adding the following comment on The Hindu article web page mentioned earlier in this post, http://www.thehindu.com/sci-tech/science/what-ails-indian-science/article5863637.ece, but was informed that the article is closed for comments and that I could email the editor. So I sent the comment over email to The Hindu today morning (6th April 2014) but a few hours later the comment does NOT appear on the web page. (The two comments of Dr. B.S. Sudhindra referred in my comment were "Posted on: Apr 4, 2014 at 19:27 IST" and  "Posted on: Apr 3, 2014 at 22:49 IST")

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I find both of Dr. B.S. Sudhindra's comments to be quite interesting as they are specific suggestions to improve the situation. Some (or all) of the suggestions may have flaws or be impractical. If so, these flaws or impractical aspects should be pointed out by science-administrators by joining in the public debate instead of choosing a take a haughty imperial kind-of stand of simply ignoring such public discussions. I mean, these science-administrators are paid taxpayer funds and oversee disbursement of taxpayer funds, and not their own funds. So, IMHO, they owe it to the hard-working taxpayers of the country to join in this debate and give their side of the story. 

About Dr. Sudhindra's comment about stopping coaching classes, I disagree. I think coaching classes thrive because they provide an effective service to students who pay extra money to them and spend extra time with them (besides their regular classes). If the regular classes did their teaching function well perhaps there would be no market for coaching classes. It is democratically unjust to deny students access to private teaching facilities they want and are willing to pay for. Let us not inhibit free-market economic principles in the field of education as that may worsen the already poor teaching standards in Indian schools and colleges, in general.


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