The Study On The Impact Of Quality Of Tertiary Education In Enhancing Indian National Competitiveness

In recent years, National Competitiveness Evaluation System (NCES) has become one key benchmark which international authority to assess a country’ comprehensive national power. Therefore every year Global Competitiveness Report (GCR) of World Economic Forum (WEF) and the World Competitiveness Yearbook (WCY) of International Institute for Management Development(IMD) in Lausanne of Switzerland cause widespread concern around the world, and some countries even make them as the model to direct their countries for further development.Entering into the1st decade of new century, India has become an economic entity system whose economic growth situation is barely behind after China in the5countries:Brazil, Russia, India, China, South Africa(BRICS). However, the brilliant performance is closely related with the advanced human capital trained by tertiary educational system in India, and their quality is praised by the whole world. NCES literature in the last decade shows, national competitiveness in China is in the first position in the BRICS, but as for some indicators’ranking such as the quality of math&science education, quality of management schools, local availability of specialized research and training services, and so on, China’s ranking is far behind India. In terms of many sub-indicators, China is ahead of India. However, for some comprehensive indicators, China lags behind India. The research is about dynamic approach, experiences and lessons we learned from India’s indicators, which could produce available inspiration for the reform of tertiary education in China.Therefore, this paper takes India as the research object, and China as a main object of comparative analysis, to observe the impact of quality of tertiary education on national competitiveness in India by using relevant indicators listed in NCES, and then interprets, assesses and studies more comprehensively and deeply.Except for the introduction, this paper consists of four parts.The first part dwells on the generation and contents of NCES, and focuses on indicating BRICS’growth stage including India through observing the ranking of education and innovation of these countries in the last four years.The second part dwells on the embodiment of the quality of tertiary education in promoting national competitiveness in India. To analyze and describe higher education system in India in detail by using the fifteen indicators of human capital (especially advanced human capital) in NCES given by WEF. Then to prove the impact of quality of tertiary education in enhancing Indian national competitiveness from communication on international language, information technology, technical education, biotechnology, pharmaceutical manufacturing, nuclear and space technology and so on.The third part is about the experience and lessons on how the quality of the higher education in India affect its national competitiveness.The content proposes the classification criteria of benign sub-indicators and malignant sub-indicators according to the ranking and scores of sub-indicators. Then from "the higher education and training" and "innovation"to classify,and finally sum up the experience and lessons.The forth part is the inspiration of Indian higher education development to china. First, observation of the "higher education and training" and "innovation" ranking of the15indicators in china in the last four years, then coupled with the earlier description of the ranking in India to compare these dates vertically and horizontally.Then, brief describe our country’s status of training of the advanced human capital. After that, comparing the development course of higher education between china and India to raise the enlightenment to help China’s reform in tertiary education.Finally, the main conclusions of this study are:A. content of education in "GCR"is divided into three pillars of "health and primary education"," higher education and training" and "innovation", and with very deep intention. B. competitive advantage and disadvantage in China and India, which means the inconsistency of economic development stage in two countries. C. in four years, the ranking of " higher education and training" and "innovation" in our country is better than India, but ranking of many sub-index lags far behind India. D. the practice on benign sub-indicators of tertiary education in India is worth learning for us. E.At present India has made many brilliant achievements in the fields of national economy, information technology, biotechnology and nuclear technology and so on. It fully proves that the professionals trained tertiary education in India have excellcent research capabilities, and has played a unique and far-reaching promoting role in enhancing Indian national competitiveness.