Let us first come to teaching. This is going to be a generalization; let us not dwell on the highly exceptiol few among the teaching community, who of course, fortutely, do exist. In general what we see in universities across the country is a teaching fraternity whose main concern is what kind of offer the latest pay commission has for it and whether it deserves more by virtue of it being so very highly ‘qualified’. The mistaken synonym for qualified is educated. This cannot at all be. When a student pursuing a Master’s programme comes out of it with a so-called brilliant result that is mostly an outcome of his spirited indulgence in cramming old-fashioned notes delivered by his teachers who do not bother to revisit or revise those notes and make them creatively interesting and more encompassing, and when he embarks on a PhD route for some so-called research under a guide who is himself confused about the domain of the research to be guided, what happens is qualification definitely, but not education in the real sense of the term. No wonder then that our universities are flooded with PhDs engaged in teaching and research in which, in reality, there is no teaching and research at all in the real sense. Yes, Prof X teaches Y something, but the hapless Y does not learn anything interesting and out of box; the latter is encumbered by the same stereotype – there is no progress of him as a human resource.