{"id":336663,"date":"2025-05-14T19:00:27","date_gmt":"2025-05-14T13:30:27","guid":{"rendered":"https:\/\/forumias.com\/blog\/?p=336663"},"modified":"2025-05-14T19:00:27","modified_gmt":"2025-05-14T13:30:27","slug":"boom-in-foreign-university-branch-campuses-in-india-can-they-deliver-quality-education","status":"publish","type":"post","link":"https:\/\/forumias.com\/blog\/boom-in-foreign-university-branch-campuses-in-india-can-they-deliver-quality-education\/","title":{"rendered":"Boom in Foreign University Branch Campuses in India: Can They Deliver Quality Education?"},"content":{"rendered":"<p><span style=\"font-weight: 400\">India is currently witnessing a pivotal moment in its higher education landscape, with foreign universities entering the domestic space to establish physical campuses. India, with a youth population of over <\/span><b>500 million aged 5\u201324 years<\/b><span style=\"font-weight: 400\">, stands at the cusp of a demographic dividend. Yet, its <\/span><b>Gross Enrollment Ratio (GER)<\/b><span style=\"font-weight: 400\"> in higher education remains at a modest <\/span><b>27.3%<\/b> <b>(AISHE 2020\u201321),<\/b><span style=\"font-weight: 400\"> significantly lower than global peers like the <\/span><b>USA (88.2%) or China (51.7%).<\/b><span style=\"font-weight: 400\"> To bridge this gap, the <\/span><b>National Education Policy (NEP) 2020<\/b><span style=\"font-weight: 400\"> envisions raising <\/span><b>GER to 50% by 2035<\/b><span style=\"font-weight: 400\">, an ambitious target that necessitates substantial expansion in infrastructure, diversity in course offerings, and internationalization of Indian higher education<strong>.<\/strong><\/span><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%;text-align: center\"><strong>Table of Content<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%\"><a href=\"#h1\">What is the University Grants Commission (UGC) 2023 regulatory framework for Foreign Higher Educational Institutions (FHEIs)?<\/a><br \/>\n<a href=\"#h2\">How Foreign University Branches opening and Expansion has taken place in India?<\/a><br \/>\n<a href=\"#h4\">What are the UGC Guidelines for Foreign University Campuses in India?<\/a><br \/>\n<a href=\"#h5\">What is the Significance and Importance of Foreign University Campuses?<\/a><br \/>\n<a href=\"#h6\">What are the Indian Initiatives, Collaborations, Schemes, and Programs for Promotion of FEHIs?<\/a><br \/>\n<a href=\"#h7\">Challenges Facing Foreign University Campuses in India<\/a><br \/>\n<a href=\"#h8\">What can be the Way Forward?<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><span style=\"text-decoration: underline\"><b><a id=\"h1\"><\/a>What is the University Grants Commission (UGC) 2023 regulatory framework for Foreign Higher Educational Institutions (FHEIs)?<\/b><\/span><\/h2>\n<p><span style=\"font-weight: 400\">Amid this backdrop, the <\/span><b>University Grants Commission (UGC)<\/b><span style=\"font-weight: 400\"> in 2023 rolled out a regulatory framework allowing <\/span><b>FHEIs<\/b><span style=\"font-weight: 400\"> to set up campuses in India. From <\/span><b>Deakin University and University of Wollongong<\/b><span style=\"font-weight: 400\"> in GIFT City to <\/span><b>University of Southampton<\/b><span style=\"font-weight: 400\"> in Gurugram, the movement has seen rapid momentum. The <\/span><b>Illinois Institute of Technology (IIT), USA<\/b><span style=\"font-weight: 400\">, recently became the first American university to gain UGC approval for a Mumbai campus\u2014signaling both opportunity and the need for caution.<\/span><\/p>\n<h2><b><a id=\"h2\"><\/a><\/b><span style=\"text-decoration: underline\"><b>How Foreign University Branches opening and Expansion has taken place in India?<\/b><\/span><\/h2>\n<ul>\n<li><b> Pre-Liberalization Restrictions:<\/b><span style=\"font-weight: 400\"> Prior to 1991, India&#8217;s education sector was almost entirely public and protectionist. Foreign academic collaboration was limited to student exchanges and research MoUs.<\/span><\/li>\n<li><b> Post-Liberalization (1991\u20132005):<\/b><span style=\"font-weight: 400\"> The liberalization of the Indian economy saw a modest increase in global academic engagements. However, there were no formal policies to allow FHEIs to open campuses.<\/span><\/li>\n<li><b> 2005 Foreign Education Providers Bill<\/b><span style=\"font-weight: 400\">: This bill aimed to regulate foreign institutions in India but lapsed in 2010 due to opposition over commercialization concerns.<\/span><\/li>\n<li><b> 2005\u20132010 Attempts:<\/b><span style=\"font-weight: 400\"> The <\/span><b>Foreign Educational Institutions Bill, 2010<\/b><span style=\"font-weight: 400\">, proposed under the UPA-II government, aimed to regulate and allow foreign universities to enter India. However, it lapsed due to lack of consensus in Parliament.<\/span><\/li>\n<li><b> Rise of Joint Programs:<\/b><span style=\"font-weight: 400\"> In absence of full-fledged branches, Indian institutions partnered with foreign universities for <\/span><b>dual degrees<\/b><span style=\"font-weight: 400\">, <\/span><b>credit transfers<\/b><span style=\"font-weight: 400\">, and <\/span><b>twinning programs<\/b><span style=\"font-weight: 400\">. For example, <\/span><b>IIT Bombay\u2013Monash University<\/b><span style=\"font-weight: 400\"> Research Academy, and <\/span><b>OP Jindal Global University\u2019s<\/b><span style=\"font-weight: 400\"> extensive global collaborations.<\/span><\/li>\n<li><b> NEP 2020 Shift:<\/b><span style=\"font-weight: 400\"> The NEP laid the foundation for institutional autonomy, internationalization, and \u201cglobal standards\u201d in Indian education, recommending the entry of <\/span><b>Top 100 global universities<\/b><span style=\"font-weight: 400\"> to set up Indian campuses.<\/span><\/li>\n<li><b>UGC Regulations (2023):<\/b><span style=\"font-weight: 400\"> For the first time, a legal and regulatory framework was instituted, giving formal entry routes to FHEIs, underpinned by quality assurance and local relevance.<\/span><\/li>\n<\/ul>\n<h2><span style=\"text-decoration: underline\"><b><a id=\"h3\"><\/a>What are the UGC Guidelines for Foreign University Campuses in India?<\/b><\/span><\/h2>\n<ul>\n<li><b> Objective and Legal Framework: <\/b><span style=\"font-weight: 400\">The 2023 UGC Regulations aim to allow Foreign Higher Educational Institutions (FHEIs) to establish campuses in India, aligning with the National Education Policy (NEP) 2020. The goal is to internationalize Indian higher education while ensuring academic parity with the foreign institution\u2019s main campus.<\/span><\/li>\n<li><b> Eligibility of Foreign Institutions: <\/b><span style=\"font-weight: 400\">FHEIs must be ranked among the <\/span><b>top 500 globally<\/b><span style=\"font-weight: 400\"> in overall or subject-specific rankings or possess <\/span><b>demonstrated excellence<\/b><span style=\"font-weight: 400\"> in a specialized area. These rankings are determined by the UGC from time to time.<\/span><\/li>\n<li><b> Programmes and Degrees Offered: <\/b><span style=\"font-weight: 400\">FHEIs can offer <\/span><b>certificates, diplomas, degrees, and research programmes<\/b><span style=\"font-weight: 400\"> at undergraduate, postgraduate, doctoral, and post-doctoral levels. Degrees awarded in India will bear the <\/span><b>name and seal of the parent institution<\/b><span style=\"font-weight: 400\"> and are considered <\/span><b>equivalent to both the home and Indian qualifications<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><b> Admission, Fee Collection, and Scholarships: <\/b><span style=\"font-weight: 400\">FHEIs may admit students and collect fees <\/span><b>only after UGC&#8217;s final operational approval<\/b><span style=\"font-weight: 400\">. They are encouraged to offer <\/span><b>need-based scholarships and fee concessions<\/b><span style=\"font-weight: 400\"> to Indian students.<\/span><\/li>\n<li><b> Campus Infrastructure and Staffing: <\/b><span style=\"font-weight: 400\">Campuses must be built using the FHEI\u2019s <\/span><b>own infrastructure<\/b><span style=\"font-weight: 400\">\u2014sharing with Indian institutions is not allowed. They have full <\/span><b>autonomy over faculty recruitment<\/b><span style=\"font-weight: 400\">, but faculty qualifications must match the standards of the home campus.<\/span><\/li>\n<li><b> Mode of Delivery: <\/b><span style=\"font-weight: 400\">Courses <\/span><b>must be delivered in-person<\/b><span style=\"font-weight: 400\">; online or distance learning is not allowed. However, <\/span><b>up to 10%<\/b><span style=\"font-weight: 400\"> of programme content may be delivered online.<\/span><\/li>\n<li><b> Governance and Approval Mechanism: <\/b><span style=\"font-weight: 400\">The UGC handles a <\/span><b>single-window application<\/b><span style=\"font-weight: 400\"> process. After evaluation by a <\/span><b>Standing Committee<\/b><span style=\"font-weight: 400\">, a Letter of Intent (LoI) is issued. Final operational approval must follow within <\/span><b>2 years<\/b><span style=\"font-weight: 400\"> (extensions possible), after which the FHEI can begin academic operations.<\/span><\/li>\n<li><b> Student Protection and Grievances: <\/b><span style=\"font-weight: 400\">FHEIs must maintain <\/span><b>grievance redressal mechanisms<\/b><span style=\"font-weight: 400\">. In the event of <\/span><b>programme disruption or campus closure<\/b><span style=\"font-weight: 400\">, they must provide <\/span><b>alternative arrangements<\/b><span style=\"font-weight: 400\"> to safeguard students\u2019 interests.<\/span><\/li>\n<li><b> Regulatory Restrictions and Legal Compliance: <\/b><span style=\"font-weight: 400\">FHEIs must comply with <\/span><b>FEMA and FCRA regulations<\/b><span style=\"font-weight: 400\"> for funding, property acquisition, and collaborations. They are <\/span><b>not allowed<\/b><span style=\"font-weight: 400\"> to set up franchises, study centres, or representative offices outside of the approved campuses. Indian courts will have <\/span><b>exclusive jurisdiction<\/b><span style=\"font-weight: 400\"> in disputes.<\/span><\/li>\n<\/ul>\n<h2><a id=\"h5\"><\/a><span style=\"text-decoration: underline\"><b>What is the Significance and Importance of Foreign University Campuses?<\/b><\/span><\/h2>\n<ol>\n<li><b> Access and Capacity Building:<\/b><span style=\"font-weight: 400\"> According to the <\/span><b>Economic Survey 2022-23<\/b><span style=\"font-weight: 400\">, India needs <\/span><b>800\u2013900 universities<\/b><span style=\"font-weight: 400\"> and <\/span><b>40,000\u201345,000 colleges<\/b><span style=\"font-weight: 400\"> in the next decade to meet projected demand from <\/span><b>43 million new students<\/b><span style=\"font-weight: 400\">. FHEIs can ease this pressure.<\/span><\/li>\n<li><b>International Exposure and Competitiveness:<\/b><span style=\"font-weight: 400\"> Students gain access to <\/span><b>global pedagogy<\/b><span style=\"font-weight: 400\"> and <\/span><b>research culture<\/b><span style=\"font-weight: 400\"> without bearing the costs of overseas education. As per <\/span><b>QS Global Student Survey<\/b><span style=\"font-weight: 400\">, 73% of Indian students consider international exposure critical to career success.<\/span><\/li>\n<li><b>Curbing Brain Drain:<\/b><span style=\"font-weight: 400\"> Over <\/span><b>7.5 lakh Indian students studied abroad in 2022<\/b><span style=\"font-weight: 400\">, according to MEA. With quality education at home, FHEIs could help <\/span><b>retain talent<\/b><span style=\"font-weight: 400\"> and <\/span><b>foreign exchange<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><b>Research and Innovation Boost:<\/b><span style=\"font-weight: 400\"> Collaborations like <\/span><b>IIT Delhi\u2013University of Queensland<\/b><span style=\"font-weight: 400\"> and <\/span><b>IIT Bombay\u2013Monash University<\/b><span style=\"font-weight: 400\"> show the potential for joint research. Branch campuses could institutionalize these efforts.<\/span><\/li>\n<li><b> Diplomacy and Soft Power:<\/b><span style=\"font-weight: 400\"> Education partnerships strengthen <\/span><b>bilateral ties<\/b><span style=\"font-weight: 400\">, aligning with India\u2019s <\/span><b>Act East Policy<\/b><span style=\"font-weight: 400\">, <\/span><b>India-U.K. Roadmap 2030<\/b><span style=\"font-weight: 400\">, and <\/span><b>India-Australia Comprehensive Strategic Partnership<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><b> Local Economy &amp; Employment:<\/b><span style=\"font-weight: 400\"> Campuses can catalyze regional development, provide local employment, and foster innovation hubs akin to <\/span><b>Silicon Valley\u2013Stanford<\/b><span style=\"font-weight: 400\"> or <\/span><b>Oxford\u2013Thames Valley<\/b><span style=\"font-weight: 400\"> clusters. As per NITI Aayog, retaining students could save <\/span><b>$15-20 billion annually<\/b><span style=\"font-weight: 400\">. Campuses like <\/span><b>NYU Abu Dhabi<\/b><span style=\"font-weight: 400\"> created <\/span><b>5,000+ local jobs<\/b><span style=\"font-weight: 400\">\u2014a model India can emulate.<\/span><\/li>\n<li><b> Judicial Backing<\/b><span style=\"font-weight: 400\">: The <\/span><b>Supreme Court in TMA Pai Foundation v. State of Karnataka (2002)<\/b><span style=\"font-weight: 400\"> upheld <\/span><b>institutional autonomy<\/b><span style=\"font-weight: 400\">, supporting foreign universities\u2019 entry.<\/span><\/li>\n<\/ol>\n<h2><b><a id=\"h6\"><\/a><\/b><span style=\"text-decoration: underline\"><b>What are the Indian Initiatives, Collaborations, Schemes, and Programs for Promotion of FEHIs?<\/b><\/span><\/h2>\n<ol>\n<li><b> National Education Policy (NEP) 2020<\/b><span style=\"font-weight: 400\">: Advocates for <\/span><b>\u201cinternationalization at home,\u201d<\/b><span style=\"font-weight: 400\"> encouraging foreign collaborations and overseas campuses of Indian institutions.<\/span><\/li>\n<li><b>Study in India Programme<\/b><span style=\"font-weight: 400\">: Targets foreign students to study in India, aiming to enhance <\/span><b>India&#8217;s global educational footprint.<\/b><\/li>\n<li><b> UGC\u2019s Dual Degree Framework<\/b><span style=\"font-weight: 400\">: Allows students to earn degrees from Indian and foreign universities concurrently.<\/span><\/li>\n<li><b>National Institutional Ranking Framework (NIRF)<\/b><span style=\"font-weight: 400\">: Promotes transparency and benchmarking to attract credible international institutions.<\/span><\/li>\n<li><b>GIFT City Model<\/b><span style=\"font-weight: 400\">: Offers foreign universities <\/span><b>100% tax exemption<\/b><span style=\"font-weight: 400\">, <\/span><b>no exchange control<\/b><span style=\"font-weight: 400\">, and <\/span><b>regulatory flexibility<\/b><span style=\"font-weight: 400\">, making it India\u2019s own <\/span><b>education SEZ<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><b> Research Collaborations<\/b><span style=\"font-weight: 400\">: IIT-Queensland, IITB-Monash, and Ashoka-Sciences Po reflect India\u2019s intent to embed global best practices through joint research.<\/span><\/li>\n<li><b> New Education Policy Budgetary Provisions<\/b><span style=\"font-weight: 400\">: \u20b91.12 lakh crore was allocated in Budget 2023-24 for the education sector, with a focus on higher education and digital expansion.<\/span><\/li>\n<li><b> National Digital University (NDU)<\/b><span style=\"font-weight: 400\">: Though not foreign, it exemplifies India&#8217;s effort to scale higher education digitally, providing a model for hybrid collaboration with foreign universities.<\/span><\/li>\n<li><b> SPARC (Scheme for Promotion of Academic and Research Collaboration):<\/b><span style=\"font-weight: 400\"> Facilitates joint research and academic exchanges.<\/span><\/li>\n<li><b> GIAN (Global Initiative of Academic Networks):<\/b><span style=\"font-weight: 400\"> Brings global faculty to Indian classrooms.<\/span><\/li>\n<\/ol>\n<h2><span style=\"text-decoration: underline\"><b><a id=\"h7\"><\/a>Challenges Facing Foreign University Campuses in India:<\/b><\/span><\/h2>\n<ol>\n<li><b> Brand Perception Gap<\/b><span style=\"font-weight: 400\">: Many FHEIs entering India are not <\/span><b>\u201cIvy League\u201d equivalents<\/b><span style=\"font-weight: 400\">. In India\u2019s competitive landscape (IITs, IIMs, Ashoka, ISB), these branches risk being perceived as \u201c<\/span><b>diploma mills\u201d<\/b><span style=\"font-weight: 400\">. This could impact their ability to attract top-tier students.<\/span><\/li>\n<li><b>Academic Narrowness<\/b><span style=\"font-weight: 400\">: Most foreign campuses focus on market-driven fields like <\/span><b>Business and Computer Science<\/b><span style=\"font-weight: 400\">, lacking the <\/span><b>interdisciplinary approach<\/b><span style=\"font-weight: 400\"> or <\/span><b>research diversity<\/b><span style=\"font-weight: 400\"> seen in traditional Indian universities. This limits their appeal to students seeking a broader academic experience.<\/span><\/li>\n<li><b>Infrastructure Deficits<\/b><span style=\"font-weight: 400\">: Foreign campuses often operate out of <\/span><b>rented vertical buildings<\/b><span style=\"font-weight: 400\">, lacking the traditional <\/span><b>campus amenities<\/b><span style=\"font-weight: 400\"> like green spaces, sports facilities, and libraries, affecting the overall student experience and institutional identity.<\/span><\/li>\n<li><b>Regulatory Compliance Complexity<\/b><span style=\"font-weight: 400\">: Navigating Indian regulations, such as <\/span><b>FCRA<\/b><span style=\"font-weight: 400\">, <\/span><b>FEMA<\/b><span style=\"font-weight: 400\">, and <\/span><b>land acquisition norms<\/b><span style=\"font-weight: 400\">, remains complex. These bureaucratic hurdles can be a significant barrier for foreign universities seeking smooth entry into the Indian market.<\/span><\/li>\n<li><b>Marketing Over Academic Substance<\/b><span style=\"font-weight: 400\">: Heavy investment in <\/span><b>marketing campaigns<\/b><span style=\"font-weight: 400\"> sometimes overshadows the <\/span><b>academic quality<\/b><span style=\"font-weight: 400\"> of these campuses. Without <\/span><b>strong faculty, curriculum depth, or student support<\/b><span style=\"font-weight: 400\">, flashy marketing can damage credibility and long-term trust.<\/span><\/li>\n<li><b>Limited Research Capacity<\/b><span style=\"font-weight: 400\">: Most foreign campuses focus on <\/span><b>teaching<\/b><span style=\"font-weight: 400\"> rather than <\/span><b>research<\/b><span style=\"font-weight: 400\">, lacking <\/span><b>doctoral programs<\/b><span style=\"font-weight: 400\"> or research facilities. This reduces their ability to contribute to global academic discussions and innovations.<\/span><\/li>\n<li><b>Student Skepticism<\/b><span style=\"font-weight: 400\">: Indian students are value-conscious. A foreign degree must offer <\/span><b>clear returns on investment<\/b><span style=\"font-weight: 400\"> in terms of <\/span><b>employability<\/b><span style=\"font-weight: 400\"> and <\/span><b>recognition<\/b><span style=\"font-weight: 400\">. High fees and unclear benefits may deter students.<\/span><\/li>\n<li><b>Global Headwinds<\/b><span style=\"font-weight: 400\">: The international higher education sector faces <\/span><b>financial challenges<\/b><span style=\"font-weight: 400\"> and <\/span><b>geopolitical uncertainties<\/b><span style=\"font-weight: 400\">. Many foreign universities may reassess their expansion strategies due to post-COVID financial strains and political instability.<\/span><\/li>\n<\/ol>\n<h2><span style=\"text-decoration: underline\"><b><a id=\"h8\"><\/a>What can be the Way Forward?<\/b><\/span><\/h2>\n<ol>\n<li><b> Focus on Quality, Not Quantity<\/b><span style=\"font-weight: 400\">: Only top-tier institutions with academic depth should be allowed. <\/span><b>Australia&#8217;s Tertiary Education Quality and Standards Agency (TEQSA)<\/b><span style=\"font-weight: 400\"> model can offer guidance.<\/span><\/li>\n<li><b>Tailor to Indian Needs<\/b><span style=\"font-weight: 400\">: Programs must align with India&#8217;s <\/span><b>skill gaps<\/b><span style=\"font-weight: 400\">, regional priorities (e.g., Agri-tech in Punjab, AI in Bengaluru), and <\/span><b>local language and culture<\/b><span style=\"font-weight: 400\">.<\/span><\/li>\n<li><b> Long-Term Infrastructure Investment<\/b><span style=\"font-weight: 400\">: Real campuses with research centers, hostels, and sports facilities are essential. <\/span><b>ISB Hyderabad<\/b><span style=\"font-weight: 400\"> can serve as a model.<\/span><\/li>\n<li><b> Balanced Curriculum<\/b><span style=\"font-weight: 400\">: Move beyond just STEM. Encourage <\/span><b>liberal arts, humanities, and interdisciplinary courses<\/b><span style=\"font-weight: 400\">, critical for holistic education.<\/span><\/li>\n<li><b> Regulatory Autonomy with Accountability<\/b><span style=\"font-weight: 400\">: Like <\/span><b>Singapore\u2019s EduTrust Scheme<\/b><span style=\"font-weight: 400\">, India can offer autonomy with regular audits to ensure quality.<\/span><\/li>\n<li><b> Collaboration with Indian Institutions<\/b><span style=\"font-weight: 400\">: Encourage joint degrees, research hubs (e.g., <\/span><b>IIT Madras-Zurich ETH<\/b><span style=\"font-weight: 400\">) to combine global and local strengths.<\/span><\/li>\n<li><b> Incentives for Tier-II Cities<\/b><span style=\"font-weight: 400\">: To decongest metros and ensure equitable growth, promote campuses in underserved regions with sops (e.g., land grants, PPPs).<\/span><\/li>\n<li><b> Feedback Loop Mechanisms<\/b><span style=\"font-weight: 400\">: Empower NAAC\/NIRF to evaluate foreign campuses regularly and create a public dashboard for transparency.<\/span><\/li>\n<\/ol>\n<p><b>Conclusion:<br \/>\n<\/b><b>Critics like Prof. Amartya Sen<\/b><span style=\"font-weight: 400\"> argue that <\/span><b>\u201ceducation must not be purely market-driven\u201d<\/b><span style=\"font-weight: 400\">, while <\/span><b>Nandan Nilekani<\/b><span style=\"font-weight: 400\"> supports <\/span><b>\u201ccompetitive disruption\u201d<\/b><span style=\"font-weight: 400\"> in higher education. As India\u2019s decision to open its doors to foreign universities represents a <\/span><b>historic shift in higher education policy<\/b><span style=\"font-weight: 400\">. But as <\/span><b>Philip Altbach<\/b><span style=\"font-weight: 400\">, renowned higher education scholar, warns, \u201cWithout depth, internationalization becomes branding.\u201d For India to truly benefit, the process must be <\/span><b>strategic, inclusive, and quality-driven<\/b><span style=\"font-weight: 400\">. If executed well, this initiative could redefine India as not just a <\/span><b>consumer<\/b><span style=\"font-weight: 400\"> but also a <\/span><b>global provider<\/b><span style=\"font-weight: 400\"> of world-class education.<\/span><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong>Read More: <a href=\"https:\/\/www.thehindu.com\/education\/boom-in-foreign-university-branch-campuses-can-they-deliver-quality-education\/article69571715.ece\" target=\"_blank\" rel=\"noopener\">The Hindu<\/a>\u00a0<\/strong><br \/>\n<strong>UPSC Syllabus GS-2: Education\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>India is currently witnessing a pivotal moment in its higher education landscape, with foreign universities entering the domestic space to establish physical campuses. India, with a youth population of over 500 million aged 5\u201324 years, stands at the cusp of a demographic dividend. Yet, its Gross Enrollment Ratio (GER) in higher education remains at a&hellip; <a class=\"more-link\" href=\"https:\/\/forumias.com\/blog\/boom-in-foreign-university-branch-campuses-in-india-can-they-deliver-quality-education\/\">Continue reading <span class=\"screen-reader-text\">Boom in Foreign University Branch Campuses in India: Can They Deliver Quality Education?<\/span><\/a><\/p>\n","protected":false},"author":10391,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"categories":[130],"tags":[],"class_list":["post-336663","post","type-post","status-publish","format-standard","hentry","category-7-pm","entry"],"jetpack_featured_media_url":"","views":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/posts\/336663","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/users\/10391"}],"replies":[{"embeddable":true,"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/comments?post=336663"}],"version-history":[{"count":0,"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/posts\/336663\/revisions"}],"wp:attachment":[{"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/media?parent=336663"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/categories?post=336663"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/forumias.com\/blog\/wp-json\/wp\/v2\/tags?post=336663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}