Open AccessNEED FOR FACILITATING INNOVATION AND RESEARCH
Author(s) -
Gopakumar G. Nair,
AUTHOR_ID
Publication year - 2019
Publication title -
indian drugs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.121
H-Index - 31
ISSN - 0019-462X
DOI - 10.53879/id.56.09.p0005
Subject(s) - context (archaeology) , public relations , quality (philosophy) , lagging , political science , human resources , introspection , business , sociology , psychology , medicine , geography , law , philosophy , archaeology , epistemology , pathology , cognitive psychology
Dear Reader, Introspection and open debates are called for in the current context of the clarion call for innovation in pharmaceuticals, biotechnology, diagnostics and preventive healthcare. The Indian pharmaceutical industry is lagging behind in the global innovation index as well as in all forms of research and innovation. India is known as a source of qualified technical human resources. However, the quality of this resource is far inferior and often appears unfit for the higher echelons of innovative research. Who is to blame? The quality standards of education in many of the Indian Universities are relatively mediocre, to put it softly. Indian universities do not figure in the top 200 universities of the world. The Indian student community is not to be blamed for this pathetic state. Over the years, the Indian education system has de-emphasized the objective of knowledge acquisition and all-round development of the student as the goal of education. Education in Indian universities generally concentrate on training for employment and nothing more. Higher learning objectives have been diluted over the last few generations, so much so, that many of the current crop of teachers, professors and research scientists are themselves falling short of needful training and teaching skills. The student community has become the victim of the mediocre quality of teaching faculty. Therefore, it is imperative that the Indian educational system and infrastructure should emphasize more intensively on “training the trainers” and helping the teaching community to “learn, unlearn and relearn” to meet the growing demands on upgrading the quality of Indian education. In these times of ongoing disputes and debates on language education, it is indeed shocking to observe the poor English language skills of highly “qualified” doctorates and researchers. The agencies and organizations responsible for the quality of education in India should wake up now or it will be too late.