Showing posts with label research. Show all posts
Showing posts with label research. Show all posts

Monday, January 18, 2021

Call for Papers Open for Apr-May 2021 Issue of EJSSS

Call for papers (CFP) open for Apr-May 2021 Issue. Mail abstracts in 150-250 words with full author details to Editor at submission.ejss@gmail.com

Once accepted, full papers may be submitted through online submission system by registering as an Author. Visit www.ejsss.net.in for submission guidelines.

Last date for receipt of abstracts is 28 February 2021.

We are a member journal of Crossref and firmly believe in Open Access policy. All our publications are put through a blind review process involving an Editor and subject expert Peer Reviewer.


Commencing July 2020, we have published two Issues with 12 research papers and 05 Book Reviews by accomplished authors from India, Ghana, USA and Austria. We are in the process of publishing a Special Issue on Borders with 07 papers by end Jan 2021.


We are glad to accept synopsis of approved PhD or M Phil Thesis (subject to written consent from research supervisor or appropriate person in the institution the author is affiliated with) and case studies that may result from field work pertaining to social sciences.


Detailed author and submission guidelines are available at our website. We accept submissions only in MS Word format.

Saturday, April 18, 2020

COVID-19: Universities are filling the void in International Cooperation


COVID-19: Universities are filling the void in International Cooperation[1]

Anushka Saraswat[2]

The COVID-19 pandemic is not only a trial for health systems and public infrastructures but also a test of global cooperation and forbearance. When international organizations like the United Nations, the G20, and the G7 are struggling to carve out a role for themselves in the global response to the deadly pandemic, the global universities are fighting on the frontlines against the deadly virus. Although the universities are far below the haute politique of international relations, they are within the trough wrestling to seek out a vaccine, develop therapeutics, and expedite mass production to effectively dispense the treatments as widely and as fairly as possible.

The UN Secretary-General Antonio Guterres has pleaded for a unified global response as nations turn inwards and seal each other off to combat the pandemic. The silence of the Security Council has sent a signal of shambolic disunity, which is resonating quite widely. Universities, on the other hand, are charged with highly qualified teams of researchers who are working tirelessly to find a cure and mitigate the impact of COVID-19.During the time of dire straits, the scientists and scholars have become increasingly connected and interdependent, disregarding concerns such as academic credit. The universities and research centres are sharing data and collaborating across national borders in extraordinary new ways.

Doctors, engineers, scientists, researchers and university students across the world have shifted gears and are applying their skills and knowledge to fight the virus. The Serum Institute of India (SII), the world’s largest vaccine manufacturer by volume has partnered with the US-based biotech drug research company Codagenix. The two partners have been working together with the utmost diligence and meticulous efforts to develop a preventive vaccine against the novel coronavirus.

At Oxford’s Jenner Institute, one of the most reputed academic centers for vaccine research in the world, a team led by Sarah Gilbert has identified a nonreplicating viral vaccine candidate and is aiming for success in humans by June. The university has recruited volunteers with human trials already going underway. The human test is set to begin by April 22. The development of a vaccine is a glaringly slow process, however, with the support of the international community the academicians, researchers, and scientists are producing viable candidates and lab research speedily. The vaccine is being simultaneously tested in animal models by laboratories in the United States and Australia. There are plans for large scale productions in China, India, and Italy.

The team of researchers in Harvard’s Precision Vaccines Program is aiming to develop a COVID-19 vaccine for the older population. Many institutes in the U.S. such as Tufts University, Middleburg College and New York University are preparing to convert campus dormitories to temporary hospitals to provide beds for COVID-19 patients displaced from existing hospitals.

The Global Institute on Innovation Districts engaged innovation districts across the world. The institute effectively responded to what extent their research institutions, R&D labs, companies, and other actors are advancing in the development of a vaccine. The institute is focusing on the broad sector of life sciences to include all research specializations that have been tapped to address the pandemic.

The universities are also collaborating with companies and volunteers who are developing new solutions for creating and ramping the production of Personal Protection Equipment (PPE). A few universities like North Western University, University of New Hampshire and Michigan State University are developing 3-D printed face shield projects.

Manu Prakash, who is an Associate Professor of Bioengineering at Stanford University, focused largely on low-cost medical devices. In March, he returned from Europe where the pandemic was taking a toll. After returning he started an open-source project to modify full-face snorkel masks into reusable Personal Protection Equipment (PPE) for health care workers.

Pandemics like COVID-19 eventually generate opportunities for global cooperation. The United States and China should have put aside their differences and tackled the pandemic together. When the COVID-19 threatened the world and WHO stumbled, the two countries could have united for coordinating a global response to the pandemic. The Centres for Disease Control and Prevention (CDC) based in the United States should have assisted China in investigating the origin and nature of the “mysterious virus” when Chinese counterparts were inordinate and required more expertise assistance in the research. As China leads in the manufacturing and exporting of active pharmaceutical ingredients, she could have cooperated with the United States to mitigate the disruption of the drug supply chain. The COVID-19 pandemic is a reflection of the incompetency of international institutions and national leaders and their governments.

Nations eschewed Multilateralism. After inequality persisted for decades, disaffected voters in numerous countries have elected populist leaders in recent years. In authoritarian positions, these leaders turned to nationalist norms and shrugged off the international responsibilities and constraints imposed by international organizations. Defeating the COVID-19 pandemic demands international cooperation on all levels, however, the reinforcement of nationalist trends makes the mechanism of delivery substantially weak.

When health organizations and institutes continue to work on solutions for the COVID-19 pandemic, the world is reminded that this type of global and real-time coordination doesn’t happen in isolation. It’s through communication networks of small geographic innovation in areas of advanced research, rapid prototyping and commercialization that success is achieved.

Many experts in the world warned of humanity’s vulnerability to a pandemic before the coronavirus outbreak. In the famous 2015 TED talk, Bill Gates highlighted the vast financial resources that are employed for nuclear deterrence instead of funding for pandemic preparedness. Contrarily, governments continued to see national security in military and warfare terms, and the production of essential pharmaceuticals was outsourced to the less expensive providers in the name of private profit and public economy. Only strong international universities and institutions can effectively respond to the deadly pandemic. It’s pertinent to exacerbate global inequities and marshal the resources required to effectively contain the future global crisis of this kind. COVID-19 will not be the last pandemic. With more robust global institutions, developed and underdeveloped countries alike can ensure that the next one is less disastrous.

Note: The article was originally published in Geopolitics Magazine on 16th April 2020. Opinions expressed are those of the Author and republished here with the permission of the Author.


[1] The article was originally published on the Geopolitics Magazine on 16th April 2020.
[2] Ms. Saraswat is pursuing her Bachelors in Global Affairs (Hons.) at the Jindal School of International Affairs, O.P. Jindal Global University, Sonipat, Haryana, India. She can be reached at 19jsia-anushka.s@jgu.edu.in.

Tuesday, April 14, 2020

Imagining the Post-COVID19 World: Importance of Educational Reforms


Imagining the Post-COVID19 World: Importance of Educational Reforms
Dr R Srinivasan



COVID19 figures are just under two million as on date and the universe is already concerned about economic down swing. The credit for the concern, justifiably, must be given to our ability to communicate. It is but natural that saving humanity from the scourge of COVID19 ought to be the immediate objective. The real objective, however, should be to get our engines of economy firing on all cylinders from the day COVID19 is brought under control, if not before.

In the developed West the resuscitation may take lesser time since established knowledge and technical wherewithal for such resurgence already exist. Unless political leadership bungles these so badly, the developed nations should get back to their status sooner the pandemic is under control. In the developing and underdeveloped countries, the story is likely to be different and substantially more difficult.

One of the key challenges that developing world faces is in their ability to transform into knowledge economies. Peter Drucker made an important observation when he said, “Traditional economic factors such as monetary capital, physical labor, and raw material, are becoming less important in comparison to the capability of adding value through knowledge development, improvement, and innovation”[1]. Further he summarized the importance of knowledge capital as a key ingredient in economic growth when he said, “The economic challenge of the post-capitalist society will therefore be the productivity of knowledge work and the knowledge worker”.

Research, innovation and application of science in the developing countries needs to be ably aided by a strong educational system from early school onwards which promotes merit. Schools and higher educational institutions in public as well as private sector must be evolved to become world class centers of knowledge with excellent supportive infrastructure. The purpose of education should not merely be to produce graduates but to produce skill at all levels that can be applied for the development of society.

In the light of the COVID19 environment, we find reports indicating that big firms are leaving Chinese shores and that they will search for suitable countries to relocate. Enthusiastic analysts are either hinting at or openly pointing at India as the most favorable destination. Their arguments include India’s economic potential and infrastructure growth in recent years. They also enthusiastically point out that India can offer a larger and younger pool of manpower almost on par with what was available in China. These forecasts are also getting debated and analyzed across social and print media. Scholarly attention obviously is in tow.

Such a euphoric forecast needs to be also analyzed on the basis of certain realities. Without going into elaborate discussion on the educational sector in India (for, such a discussion would go beyond the space limit here), it would suffice to point at the headlines of some reports:

1.      60% of engineering graduates unemployed – Times of India reported on 18 March 2017 that less than 1% of engineering students participate in summer internships, just 15% of engineering programmes are accredited by the National Board of Accreditation and more than 60 percent of technical graduates remain unemployed[2].

2.    In June 2018, the Economic Times reported that 94% of engineering graduates are not fit for hiring[3].

3.   On 21 March 2019, India Today reported that Over 80% Indian engineers are unemployable, lack new-age technology skills[4].

4.      In so far as non-technical graduates are concerned, a survey by Wheebox, People Strong and CII in December 2019 found that employability of Indian graduates jumps to 47% in 2019 from 33% in 2014[5], a rise of 14 percent over a five year period.

As the moral of these reports show, the challenges present before India (or for that matter, any other nation in the developing part of the world) are: how to revamp the education system in order to produce substantial number of graduates who are skilled and employable? More importantly, can that be done in a short while, since the COVID19 opportunity may not come again (yes, we pray that it never comes again).

There is no doubt that the silver lining from the dark cloud of COVID19 is casting its promising glare on India. Hence, educational sector reform is an important aspect India must look at this juncture. This point is equally applicable to any other nation that is looking forward to gaining from this unique situation created by a pandemic. The strength of the educational sector and its ability to produce skilled and employable man power will significantly decide whether in the post-COVID19 phase a country emerges victorious or not.

Coincidentally, India embarked upon certain important reforms in the educational sector in the recent years like granting 'Institution of Eminence' status to three public and three private institutes in the country; making PhD a must for teaching at university level for the entry-level designation of Assistant Professor from 2021; and, introducing Prime Minister’s Research Fellowships at IITs and IISc. The University Grants Commission has even embarked upon evaluating PhD thesis submitted for qualitative content from 2019. Additionally, the government announced a National Skill Development Mission in 2015. A separate ministry with a set of institutions like National Skill Development Agency (NSDA), National Skill Development Corporation (NSDC), and Directorate General of Training (DGT) were also constituted. In 2020 Budget, the government set INR 3000 crore outlay for National Skill Development Mission activities. The above initiatives clearly indicate that the government is fully seized of the importance of knowledge as fundamental to economic progress and greater social justice.

There are innumerable challenges in gearing up to be a world class economy, particularly in the aftermath of a pandemic like COVID19. But then, creating a world class economy can never be worth just an ordinary day’s toil. There are other supplementary challenges too that need to be addressed by the society. Commercialization of education must be stopped by voluntary and regulatory methods. The spirit of the reforms introduced by the government must be further strengthened by private endeavor.

India can fulfill its destiny by becoming a world leader for it is endowed with tremendous potential. To do so, our common objective should be to underwrite the purpose that the HRD Minister said while launching Institutions of Excellence Program:

 "The #InstituteofEminence are important for the country. We have 800 univ, but not a single university in top 100 or even 200 in the world ranking. Today's decision will help achieve this. Improving ranking needs sustained planning, complete freedom & public institutes getting public funding (sic),"[6].

Some areas that warrant further contemplation and action in this regard are:

1.     Quality of Public Education: More than two thirds of children in India go to government schools[7]. They need quality in infrastructure as well as teaching staff if they are to realize benefits of economic prosperity.
2.      Quality in Teacher Training: Even though India has about 17000 Teacher Education Institutes with the capacity to produce 94 lac teachers annually, the quality of teachers turned out by these institutes is in serious question. The CEO of Niti Ayog made a pertinent observation in this regard when he said, “reforms must be driven by administrative will and executed through a well-established governance mechanism, clearly establishing ownership and accountability for set work streams across multiple agencies”[8].
3.      Private Sector Involvement in R & D: As compared to developed countries, the number of private sector sponsored R&D institutions in India are few. Also, the number of projects commissioned by them through universities is still fewer. Unless this trend changes where private sector sponsors research not merely in sciences but also in social sciences and humanities, wholesome development of the society will remain an uphill task. In a global comparison, India has a mere 0.63 percent share of Private Sector R&D as compared to Japan (3.28%), USA (2.79%), Germany (2.88%) and South Korea (4.23%) of its GDP[9] [figures for 2015).
Mankind has faced larger calamities and braved bigger storms. Small Pox, plague, Spanish Flu, Ebola, HIV are just few examples. When we look around we find that there are a plethora of other challenges too that we are engaged with. Take malnutrition, for example, which claims millions of children annually[10].
Unless we emerge victorious from COVID19 better prepared for economic revival as a knowledge economy, we would find it hard to address inequality and social justice, in addition to unemployment and lower growth rates. We must remember that history has portent lessons of countries that foresaw their future and worked for it, before actually emerging victorious.



[1] Drucker, P. F. (1993). Postcapitalist Society. New York: Herper Collins Publishers.
[7] 65% of all school-going children in 20 states, about 113 million, continue to get their education from government schools, according to District Information System for Education (DISE) and education ministry data. https://www.business-standard.com/article/current-affairs/private-schools-gain-17-mn-students-in-5-yrs-govt-schools-lose-13-mn-117041700073_1.html
[10] UNICEF Global Nutrition Report 2018 says, “Nearly a quarter of children under five years of age, 150.8 million, are stunted, 50.5 million children under five are wasted and 20 million newborn babies are estimated to be of low birth weight. At the same time, 38.3 million children under the age of five are overweight. At least 124 of 141 countries struggle with overlapping burdens, while millions of children under the age of five suffer with coexisting forms of malnutrition”. See: https://globalnutritionreport.org/reports/global-nutrition-report-2018/conclusion-critical-steps-get-nutrition-track/

Featured Posts

UNSC Security Council Report August 2021

  August 2021 Monthly Forecast 30 July 2021 Dear Ramesh, In August, India will have the presidency of the Security Council. Most meetings ar...