Education Assignment

8/8/2019 Education Assignment

1/38

1

Higher Education in India:

Issues and Concerns

By

Puneet Ratnam

Amity global business schoolEnroll-9147

Specl.I.B.


2/38

2

Table : Number of Institutions

C: Higher Education InstitutionsType of Institutions Numbers

I. Universities

1. Central Universities 18

2. State Universities 275

3. Institutions established under States

Legislature Act

5

4. Institution deemed to be University 96

5. Institutions of National Importance 13

6. Research Institutes 136

Total 543


3/38

3

Typology of Higher Education Institutions

(2004-2005)

Type Ownership Financing No. of

Institutions

No. of

students

Univ. under the Govt. Public Public 239 1,00,000

Private Universities Private Private 11 10,000

Deemed Universities

(aided)

Private or

Public

Public 38 40,000

Deemed Universities

(unaided)

Private Private 72 60,000

Colleges under the

Government

Public Public 4225 2,750,000

Private Colleges (aided) Private Public 5750 3,450,000

2750000Private Colleges

(unaided)

Private Private 7650 3,150,000

Foreign Institutions Private Private 150 8,000

Total 18123 10,468,000


4/38

4

Table 5: Public Expenditures on Higher Education

Year Expenditure

on Edn. as %

of GDP

Expenditure on

Higher Edn.as % of

Expenditure on Edn

Expenditure on

Higher Edn as

% of GDP

1981-1990 3.59 15.6 0.34

1991-2000 3.77 19.3 0.72

2001-02 3.82 17.9 0.69

2002-03 3.80 18.5 0.70

2003-04 3.50 17.8 0.62

2004-05 (RE) 3.68 18.0 0.66


5/38

5

Students Enrolment by Academic

Discipline (2002-2003)S.

No.

Faculty Enrolment %age of

Total

1. Arts 41,58,606 45.07

2. Science 18,34,493 19.88

3. Commerce/Management 16,60,238 17.99

4. Education 1,32,572 1.43

5. Engineering/Technology 6,92,087 7.50

6. Medicine 3,00,669 3.25

7. Agriculture 55,367 0.60

8. Veterinary Science 14,765 0.16

9. Law 2,98,291 3.23

10. Others 80,745 0.88

Total 92,27,833 100.00


6/38

6

Table 1 : Enrolment Rate 2004-05

Rural, Urban 2004-05

Total 10.84

Rural 6.74

Urban 19.88


7/38

7

10.8

6.7

19.88

0

10

0

otal Rural Urban

ER for Graduate and above 2004-05

(Rural & Urban)


8/38

8

Enrolment Rate

Male, Female - 2004-05

Male 12.42

Female 9.11


9/38


10/38

10

ER-Social Groups 2004-05

Social Groups Total

ST 6.57

SC 6.52

OBC 8.77

Others 17.22

Total 10.84


11/38

11

777

17

1

1

1

T T l

ER- Social Groups - 2004-05


12/38

12

Table : GER by Income Level

2004-05

Income Level Total

Less than 359.1 1.46

359.11 to 461.14 3.37

461.17 to 587.33 4.88

587.38 to 830.44 9.81More than 830.5 27.43

Total 10.84


13/38


14/38

14

University Grants Commission (UGC)The UGC Act, 1956, Ministry of HRD

www.ugc.ac.in

Statutory

Mandate

Coordination and determination of standards

in higher education and research in the

country

Primary

Function

Release of grants to universities and colleges

Other

Functions

Recognition of Universities and colleges

(including eligibility for central grants)specification of degrees; Minimum standards

of instruction, common pay scales, common

facilities and institutional accreditation through

NAAC


15/38

15

Distance Education Council (DEC)Sec. 25 of IGNOU Act, 1985, Ministry of HRD

www.ignou.ac.in/dec/

Statutory

Mandate

Promotion, coordination and

determination of standards of the

open universities and distanceeducation systems in the country.

Primary

Function

Release of grants to open

universities and correspondence

course institutesOther

Functions

Initiated assessment and

accreditation activities


16/38

16

All India Council for Technical Education

(AICTE) AICTE Act, 1987, Ministry of HRD,

www.aicte.ernet.in

Statutory

Mandate

Planning and coordinated

development of technical

education in the countryPrimary

Function

Approval of degree and diploma

programs in engineering,

architecture, pharmacy and hotel

managementOther

Functions

Funding for institutional and

faculty development, pay scales

and qualifications of teachers

accreditation through NAAC


17/38

17

Medical Council of India (MCI)MCI Act, 1953, Ministry of Health,

www.mciindia.org

Statutory

Mandate

To establish standards in medical

education and to define medical

qualifications in India and abroadPrimary

Function

Registration of medical

practioners and recognition of

medical institutions

OtherFunctions

Eligibility criteria for admissions;exam. for recognition of foreign

qualifications for practice in India.


18/38

18

The Council ofArchitecture (COA)The Architects Act, 1972,

Ministry of Urban Development, www.coa-india.org

Statutory

Mandate

Regulate profession and practice of

architects and town planners in India

PrimaryFunction

Registration of architects, maintainingstandards of education, recognized

qualifications and standards of practice

Other

Functions

Maintaining the register of architects and

make recommendations with regard torecognition and de-recognition of a

qualification.


19/38

19

Indian Nursing Council (INC)The INC Act, 1947,

Ministry of Health, www.mohfw.nic.in

Statutory

Mandate

Uniform standards of training

for Nurses

PrimaryFunction

Accepts qualificationsawarded by universities within

and outside India

OtherFunctions

Collection and compilation ofdata relating to nurses,

midwives, health visitors.


20/38

20

Rehabilitation Council of India (RCI)RCI Act, 1992,

Ministry ofS

ocial Justice, www.rehacouncil.nic.inStatutory

Mandate

Standardize and regulate the

training of personnel and

professions in the field of

rehabilitation and specialeducation.

Primary

Function

Recognition of institutions for

physiotherapy and related fields.

Other

Functions

Registration of professionals,

assessment and accreditations;

promotion of barrier free

environment.


21/38

21

National Council For Teacher Education

(NCTE)NCTE Act, 1993,

www.ncte-in.org

Statutory

Mandate

Planned and Coordinated

development of the teacher

education in the country.Primary

Function

Recognition of teacher education

institutions.

OtherFunctions Lay down norms and standards


22/38

22

Indian Council for Agricultural Research

(ICAR)Not a statutory body, Ministry of

Agriculture, www.icar.org.in

Statutory

Mandate

Coordinate agricultural

research and education

PrimaryFunction

Coordinate and fundagricultural education and

research in 30 state and 1

central and several deemed

universities for agriculture.Other

Functions

Accredit agriculture universities,

hold joint admission tests.


23/38

23

Bar Council of India (BCI)The Advocates Act, 1962, Ministry of Law

www.barcouncilofindia.nic.in

Statutory

Mandate

Lay down standards of professional

conduct and standards of legal

education.Primary

Function

Lay down standards of professional

conduct and standards of legal

education.

Other

Functions

Listing of members of bar; listing of

foreign universities whose

qualifications are approved in India.


24/38

24

Quality and QualityAssessment

In order to evaluate performance of aninstitution and bring about a measure ofaccountability a mechanism of accreditation has

been developed by UGC.T

his is anautonomous council under UGC called NationalAccreditation and Assessment Council (NAAC)with a purpose to carry out periodic assessmentof universities and colleges. NAAC has evolved

a methodology of assessment which involvesself-appraisal by each university/college and anassessment of the performance by an expertcommittee.


25/38

25

Contd.

Similarly, for technical education, AICTE

has established its own accreditation

mechanism for its institutions through

the National Board of Accreditation

(NBA).


26/38

26

NAAC

NAAC has identified the following sevencriteria to serve as the basis of assessmentprocedures:

Curricular Aspects Teaching-learning and Evaluation

Research, Consultancy and Extension

Infrastructure and Learning Resources

Student Support and Progression Governance and Leadership

Innovative practice


27/38

27

Higher Education : Some Concerns

India has significant advantages in the 21stcentury knowledge race:

It has a large higher education sector the

third largest in the world in student numbers,after China and the United States.

It uses English as a primary language of

higher education and research.

It has a long academic tradition. Academicfreedom is respected.


28/38


29/38

29

Large under-funded Institutions

Large, under-funded, ungovernableinstitutions

Politics has intruded into campus life,influencing academic appointments anddecisions across levels.

Under-investment in libraries, informationtechnology, laboratories, and classrooms

difficult to provide top-quality instruction or

engage in cutting-edge research.


30/38

30

Faculty Concerns

Freeze on new appointments Affects morale in the academic profession. Lack of accountability means that teaching

and research performance is seldom

measured.

Few incentives to perform.

Bureaucratic inertia hampers change.


31/38

31

Influence of English

For an elite section, a stream of Englishmedium schools are run followed by an eliteset of colleges.

Indian languages to be used as medium ofinstructions have failed to undertaketranslations on a large scale.

Sciences, Technology and selective

institutions remain firmly anchored to English. Society remains divided between the upperclasses with takes advantage of English andthe lower classes or rural people who have todo with regional language.


32/38

32

Research and Creativity

Weak research base A chain of laboratories outside the university

system has developed causing a diversion of

human and material resources to the systemof laboratories and institutes.


33/38

33

Science and Technology

Institutions like IITs are criticized because : Industry has not tended to profit from the

technological institutions;

Their graduates often prefer foreignemployment since the developed countries

have a demand for their services and Indian

industry has not picked up high technology

areas of operation; The industry itself has relied much more on

foreign and imported technology than

indigenous efforts to correct its weaknesses.


34/38

34

Content of education

Two themes are important : Indigenousnessand Relevance.

The tradition of subservience and inactivity inthe methods in institutional discipline as wellas in the learning processes are criticized.


35/38

35

Methods ofTeaching

Large sized classes resulting from expansion,inadequately backed by resources and an

external examination system which is easy to

negotiate with small amounts ofunimaginative work perpetuate in teaching

and learning.


36/38

36

Public Policies and Practices

The most recent initiative for making HigherEducation more inclusive:

An Act of Parliament which came into forcein early January 2007.

Reserves an additional quota of 27% of

intake in institutions of higher education

maintained by the federal government to

marginalized social groups listed in the

Constitution as Backward Castes.


37/38

37

Public Policies and Practices

An Act of Parliament which came intoforce in early January 2007.

Decline in Public Budgets Non-recruitment ofTeachers Cost Recovery

Fees Loans

Privatisation


38/38

38

Decline in Philanthropy Virtual halt of State-aided private sector

Rapid growth in Self-financing privatesector, leading to diminution of publicsector

Growth in self-financing courses inpublic universities/colleges.

Education Assignment

Documents

Transcript of Education Assignment