Knowledge and Practice for India as a Developing Country
Milind Ashok Sohoni
March 2, 2013
Inequity of development outcomes such as in heath, education, incomes, access to resources, etc., is now an important issue which needs immediate attention. An assertion of this paper is that partly, these are consequences of a failure of knowledge systems and not correctable by purely macroeconomic arrangements. In our analysis, knowledge formation in Indian higher education institutions (and consequently society) is highly problematic and suffers from serious issues of practice, relevance, excessive merit, knowledge capture, aspirational dysfunction and so on. The second major issue is that, besides industry, the state and society are important (and complementary) players in knowledge formation and consumption. The development agenda and programs, such as drinking water or NREGA pose a huge demand on knowledge production, which is either unmet or is sought from the the "informal sector", i.e., NGOs, civil society organizations and so on. This supply and demand mismatch is a primary cause of poor developmental outcomes. We propose a modification to the current training of engineers and applied social scientists, and a focus on engagement between educational institutions and regional governance, as a way out.
Number of Pages in PDF File: 19
Keywords: knowledge formation, knowledge capture, practice, science and empiricism, development, labelling and signalling, educational systems
JEL Classification: I20, I21, I28, I31, J24, J44, O32, O38
Date posted: February 10, 2013 ; Last revised: March 4, 2013
© 2016 Social Science Electronic Publishing, Inc. All Rights Reserved.
This page was processed by apollobot1 in 0.187 seconds