De-Urbanization Strategy for India
Leader: Dr. KRS Murthy;;Top rated and award winning professor and professor of five departments; ,Founding advisory member and board of trustee to University of California System and few other universities in USA. Famous key note speaker with over 150 key notes and few hundred international conference session chair / speaker Dr.Sri.Murthy@Gmail.Com
Why Over Urbanization is not Good for a
Country
1.
50 percent of the world population lives in
cities and overcrowded urban centers
2.
India has been going through a “growing
pain” over the past decades.
3.
This type of situation is quite common for
countries which are going through fast and accelerated growth.
4.
Few cities attract all or most industries,
while other states lag behind.
5.
Few decades ago, Bombay, Culcutta, Delhi
and Madras were the A level cities, whereas Bangalore, Pune, Ahmedabad and
Hyderabad were B level cities.
6.
Now major urban centers like Bangalore,
Hyderabad and Ahmedabad have grown; these are actually overgrown, with little
or no urban planning.
7.
Over urbanization or over-hastened
urbanization, only in terms of over population, with no proportionate growth in
infrastructure and services leads to various problems. They are:
a.
Inflation – Unfair to poorer section of the
population who are especially teachers, government workers, “servants or low
cost service providers”, thus increasing the gap between poor, middleclass and
rich.
b.
Commute traffic congestion
c.
Poor housing and city planning
d.
Poor Energy and water infrastructure
e.
Shortage of food, transportation,
educational, food and other public services
f.
Air pollution
g.
Crime
Solution for India
8.
Develop B, C and D level cities, in a
controlled rate, matching various citizen and industry services
9.
Plan the city first and then allow the
industry and population to grow, intentionally ensuring little under
population.
10.
De urbanize present over grown cities and
move to B, C and D level cities, thus rebalancing population and services
11.
The students at all levels have mostly
theoretical education with subjects of outdated curriculum, with very little
and outdated practical and hands-on learning. Ommon for many countries
12.
The tests and examinations stress
memorizing and not creative thinking and problem solving.
13.
The teachers and college faulty are life
time educationists with very little to no practical industry experience in all
subjects, thus unable to impart hands-on education and training to their
students.
14.
None of this are negative reflections on
the students nor teacher, except the systemic legacies in all schools and
colleges.
15.
India needs innovative approaches to
empower teachers and students to learn real world skills and knowledge
Approach to Innovative and Practical
Education
Rotational Careers and Triple Track Careers
1.
Rotational careers for teachers, industry
and government professionals
2.
After graduation from school or college
with bachelor degrees, diplomas, master degrees and terminal degrees like Ph.D.
MD or JD, the graduates would be given a choice to pick one career to start.
3.
They can pick, for example, the following
tracks:
a.
Full time teachers / faculty in colleges
and universities
b.
Full time industry professionals in private
or public companies
c.
Full time government professionals in
local, state or central government
d.
Full time non-profit organization or NGO
type organizations
e.
Full time R&D in private, government or
university R&D labs
f.
Private entrepreneurs, independent or part
of any of the variety of incubation or acceleration centers across India
4.
They can decide to get a rotational
transfer on cooperative / collaborative sabbatical to serve their choice of
organizations in categories a to f. This would be based on open opportunities
published on the shared web sites or negotiated between the professional and
management of the organizations from a to f. Minimum duration for longer term
assignments is mutually agreed.
5.
The professionals could also choose short
term internship in the organizations of one to six month duration, that would
give them an overview of work environment, so that they could later decide to
extend or take up longer work assignments.
6.
The rotational transfer on cooperative /
collaborative sabbatical programs will enable and empower working professionals
to gain and develop a more holistic skills, prowess and experience.
7.
A teacher from organizational category A
will get knowledge of one or more other categories, so that the teacher can
impart worldly and practical knowledge to students.
8.
A working professional from categories B to
F gets a chance to impart practical knowledge while serving as an adjunct
teacher or faculty, while the theoretical foundation that they learned during
their student life is strengthened by teaching, with additional skill set of
teaching and training.
9.
All these dual track or rotational
assignments between A to F will especially help students to learn better and
also enable empower them to be better working professionals.
10.
Both students and working professionals in
all A to F categories gain mutual respect.
11.
The students at all grades K – 12, college
and university will have requirements to serve A to F organizations in
different levels of short and long term internships. Such programs will prepare
better citizens with appreciation, mutual respect and knowledge in multiple of
the A to F categories, thus the educational institutions becoming practical and
graduating well prepared employees.
12.
Please note that the students and
professionals are actually made up of parents, grandparents, kids and youth,
making every family a better family.
13.
Continual review and improvement should be
done in all educational curricula to start with, for example 80 percent theory
and 20 percent practical and hands-on programs, which over the upcoming years
and decades should gradually become more and more practical percentage reaching
50 percent theoretical foundation reinforced by 50 percent practical and hands-on
learning.
14.
The different types of educational
institutions, for example teaching universities and vocational schools /
colleges, can provide a healthy mix and a broad spectrum of theory, hands-on
laboratory and practical projects. Flexible individualized programs or choices
to pick from for students would be the ideal goal for India.
15.
Creativity, brainstorming, entrepreneurship
and innovation should be necessary skills taught at all levels and ages.
16.
Social entrepreneurship and social service
should be a required curriculum for all grades and ages.
17.
The educational institutions at all grades
should aim to hire international professionals from ALL countries and
continents, for quarterly or annual contracts, and some on permanent, long term
basis.
18.
Local travel, state or interstate travel
for students once or more in a year will energize them and at the same time
enhances their awareness of the world around them. Companies could sponsor or
subsidize such programs.
Example Enhancements in Educational
Curriculum and Continuing Education Programs
19.
NOTE: The educational institutions, at school, college, university levels and
also the Department of Education need to act urgently to train students, along
with a supplemental continuing education program, large number of professionals
in the areas already listed by me.
20.
Mobility, cloud, data centers, internet of
things (IoT) or internet of everything (IoET), Big data, sensors, MEMs - especially ongoing innovations
21.
Transportation and Infrastructure
Engineering as a degree program
22.
Nano, micro, material science – especially
ongoing innovations
23.
Energy and green energy alternatives,
environment – especially ongoing innovations
24.
Innovative intelligent and precision
agriculture, gardening, algae, biomass, herbal gardening, urban gardening
25.
Water management, especially clean water
26.
Sports – all types of international sports
– not just cricket, hockey and football
27.
Latest and ongoing innovations in
healthcare, pharmaceutical and biotech
28.
Truly global understanding and appreciation
in arts, literature, music, drama and the modern media
29.
Truly global understanding and appreciation
in governments, intergovernmental relations and conflicts to prepare students
to be internationally aware world citizens
Murthy’s Suggestions for New Degree and
Diploma Programs-
Titled for example BS in Nano – Micro or
MS in Big Data and NOT general science, engineering or medical degrees – For a
four year degree, 3 years should be specialization, or ALL two years in a
Master degree. BS in Civil, Electrical, and Mechanical are neither useful nor
specialized enough.
30.
Bachelor Degrees in: Transportation
Infrastructure; Transportation Engineering; Transportation Parts and Systems
Manufacturing; Transportation Industry Supply Chain
31.
Master and Ph.D. Programs with
specialization in: Two Wheel, Cars, Busses and Trucks, Air, Naval
32.
Bachelor, Master and Ph.D. Degrees in: Nano
and Micro Manufacturing and Supply Chain
33.
Bachelor, Master and Ph.D. Degrees in:
Mobility, Cloud, Data Centers, internet of things (IoT) or internet of Everything
(IoET), Big data, Sensors, Wireless Sensor Networks, MEMs , Data Science,
Visualization
34.
Bachelor, Master and Ph.D. Degrees in Energy
and green energy alternatives, environment. For example, BS in Solar, BS in
Wind………. MS in Solar Thermal or MS in PV or Diploma in Solar Installation;
Diploma in Solar Operations and Maintenance; Diploma or BS in Clean Water
35.
BS, Diploma, MS in Intelligent and Precision
agriculture, gardening
36.
BS, Diploma, MS in Algal Engineering
37.
BS, Diploma, MS in Biomass to Energy
38.
BS, Diploma, MS in Urban Gardening
39.
BS, MS in Sports – MS or Ph.D. in all types
of international sports – not just cricket, hockey and football, MS in Sports
Management
40.
BS, MS and Diploma in Video Games; BS and
MS in Social Media and Modern Media (Example: Internet TV)
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