Higher education in India faces challenges in both quantity and quality. Regarding quantity, only 13.8% of students have access to higher education according to enrollment ratios. Quality is also an issue, as no Indian universities rank among the top 200 globally. Some key challenges include inadequate infrastructure, lack of qualified faculty, and a mismatch between the skills taught and job market demands. Proposed remedies include expanding access especially for disadvantaged groups, increasing financial support, filling faculty vacancies, encouraging private sector involvement, strengthening governance, and improving curriculum to focus more on skills. Both expanding access and ensuring high quality will be needed to improve India's higher education system.
India’s Higher Education System - September 2015Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrollments as well as the number of institutions in the
come decades. With a shortage of good institutes the
scope for higher education services providers will only
grow in the coming years. The report presents an overview
of the status of education in the country, number
and type of institutions and their growth, aggregate
enrollments and growth, nature of research conducted
in Indian institutions, opportunities for joint degrees/
sandwich programmes/ and research collaborations.
India’s Higher Education System - September 2015Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrollments as well as the number of institutions in the
come decades. With a shortage of good institutes the
scope for higher education services providers will only
grow in the coming years. The report presents an overview
of the status of education in the country, number
and type of institutions and their growth, aggregate
enrollments and growth, nature of research conducted
in Indian institutions, opportunities for joint degrees/
sandwich programmes/ and research collaborations.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
Indian Education System - Understanding the FaultlinesBal Utsav
As India inches towards celebrating her 70th year of Independence, here is a ready reckoner to understand the fault lines that exist in the Indian Education System to enable those who want to know more about what needs to be done for the nations children in Government Schools
FICCI- EY Report on Higher Education in India: Vision 2030 states that by 2030 Indian higher education system will emerge as a role model for high quality affordable educational system in the word. Higher education in India would not only address the socio-economic challenges by 2030, but will also be a leader in quality and excellence.
Quick summary at http://bit.ly/1cgI9v9
A Study of Job Satisfaction among College Teachers with Special Reference to ...Dr. Amarjeet Singh
The study examined the development of education
in India. All the factors which influence excellence in the
field of education are the quality, competence and character
of teachers apart from the infrastructure, cognitive and noncognitive qualities of students and parental support.
Contemporary Issues and Challenges in the Indian Education SystemDr. Amarjeet Singh
Education is the root of each nation. A nation won't
have the capability to make due in the alert world, if its
guidance framework isn't fit for contributing for its
enhancement. Indian training framework is broadly criticized
in multi-measurements for its inability to make required
employability in its understudies as per the business
prerequisites and its failure to add to comprehensive
development in the country all in all. This paper deeds to
feature the issues and give a few answers for purpose them.
The study utilizes optional information from different
accessible sources. The analyst presumes that the issues in the
present training framework that are overwhelming the
development of this nation can be handled successfully if
helpful and submitted moves are made by the Government to
determine them.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
India’s Higher Education System - May 2016Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrolments as well as institutions in the coming decades.
As good institutes are in short supply, the scope for
higher education services providers will only grow in
the coming years. The report presents an overview of
the status of education in the country, number and type
of institutions and their growth, aggregate enrolments
and growth, nature of research conducted in Indian
institutions, opportunities for joint degrees/sandwich
programmes and research collaborations.
Status of Higher Education in India: Achievement and Challengesijtsrd
Higher education is an important part of the era of science and technology. In modern world, it plays an important role to transform human beings into modern human resources. Immense increase in Higher education institutions is also a challenge to our government. In India, a number of the higher educational institutions are not well mapped out, maximum which are not providing the quality education. There are many drawbacks in our higher education system, as a result many problems are faced by the students as well as teachers and common people. Under certain circumstances it is seen that access and equity is a big challenge to the government. The paper highlights the attainments and challenges in higher education and tries to find out the problems in the light of some aspects. Dr. Nain Singh | Prem Pal"Status of Higher Education in India: Achievement and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd5882.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/5882/status-of-higher-education-in-india-achievement-and-challenges/dr-nain-singh
Indian Education System - Understanding the FaultlinesBal Utsav
As India inches towards celebrating her 70th year of Independence, here is a ready reckoner to understand the fault lines that exist in the Indian Education System to enable those who want to know more about what needs to be done for the nations children in Government Schools
FICCI- EY Report on Higher Education in India: Vision 2030 states that by 2030 Indian higher education system will emerge as a role model for high quality affordable educational system in the word. Higher education in India would not only address the socio-economic challenges by 2030, but will also be a leader in quality and excellence.
Quick summary at http://bit.ly/1cgI9v9
A Study of Job Satisfaction among College Teachers with Special Reference to ...Dr. Amarjeet Singh
The study examined the development of education
in India. All the factors which influence excellence in the
field of education are the quality, competence and character
of teachers apart from the infrastructure, cognitive and noncognitive qualities of students and parental support.
Contemporary Issues and Challenges in the Indian Education SystemDr. Amarjeet Singh
Education is the root of each nation. A nation won't
have the capability to make due in the alert world, if its
guidance framework isn't fit for contributing for its
enhancement. Indian training framework is broadly criticized
in multi-measurements for its inability to make required
employability in its understudies as per the business
prerequisites and its failure to add to comprehensive
development in the country all in all. This paper deeds to
feature the issues and give a few answers for purpose them.
The study utilizes optional information from different
accessible sources. The analyst presumes that the issues in the
present training framework that are overwhelming the
development of this nation can be handled successfully if
helpful and submitted moves are made by the Government to
determine them.
The education sector in India is poised to witness major growth in the years to come as India will have world’s largest tertiary-age population and second largest graduate talent pipeline globally by the end of 2020. Currently, higher education contributes 59.7 percent of the market size, school education 38.1 percent, pre-school segment 1.6 percent, and technology and multi-media the remaining 0.6 percent. India’s IT firms are working with academic institutions and setting up in-house institutes to groom the right talent as these companies move to Social Media, Mobility, Analytics and Cloud technologies.
The total amount of Foreign Direct Investments (FDI) inflow into the education sector in India stood close to US$ 1,300 million from April 2000 to March 2016, according to data released by Department of Industrial Policy and Promotion (DIPP).
The education sector has seen a host of reforms and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade
India’s Higher Education System - May 2016Careers360
With nearly 8 million students entering the higher education
domain each year, and a GER hovering around
20%, India would see a sustained growth in number of
enrolments as well as institutions in the coming decades.
As good institutes are in short supply, the scope for
higher education services providers will only grow in
the coming years. The report presents an overview of
the status of education in the country, number and type
of institutions and their growth, aggregate enrolments
and growth, nature of research conducted in Indian
institutions, opportunities for joint degrees/sandwich
programmes and research collaborations.
Higher Education in India An Analysis of Trends Challenges and Opportunitiesijtsrd
The global community has come to the conclusion that a nations educational system has a direct bearing on its level of economic prosperity. Education is the key to a nations success. It is unavoidable that an educated population will be found in a developed nation. The higher education system in India is the third largest in the world, after the systems found in the United States and China respectively. Since its independence, India, which is still considered a developing nation, has been making consistent advancements in the sphere of education. Even if there have been a lot of obstacles in the way of Indias higher education system, there are also a lot of potential to overcome these obstacles and make Indias higher education system much better. It requires more openness and responsibility from those responsible. It is of the utmost significance that fresh scientific study on how individuals learn, in addition to the function that educational institutions like colleges and universities will play in the new millennium. People in India who have a high level of education and relevant experience are what our economy needs to make progress. India is a source of people with a very high level of expertise for other countries. As a result, it will not be difficult at all for India to move our country from the category of developing nation to that of developed nation. This study intends to emphasise the increasing number of universities and colleges in accordance with the requirements of higher education, as well as problems and opportunities in Indias system of higher education. Dr. B. Vijaya | Mrs. Nivedita "Higher Education in India: An Analysis of Trends Challenges and Opportunities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57531.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57531/higher-education-in-india-an-analysis-of-trends-challenges-and-opportunities/dr-b-vijaya
Enhancing effectiveness of education deliveryRavi Balgi
Article by Prof. Som Sekhar Bhattacharyya of NITIE &
Mr. Ravi Balgi, on how education can reach more
effectively to socio‐economically poorest sections of the society.
They recommend cartoocation, reusing the ancient
technique of story telling through a pictorial depiction!
Paper presentation made by Maddali Laxmi Swetha, MBA (HR)
Maddali Swetha Blog - http://maddaliswetha.blogspot.com/ https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
Thank You
The descriptive study on need for transformational change in Higher Education...inventionjournals
dia is hastening toward economic success and modernization, counting on high-tech industries such as information technology, bio-technology and Robotics to drive the nation to prosperity. The economic and cultural environmental factors have heavily impacted higher education system; the rapid changing economical, cultural, demographical and other factors have led to the faster pace of change in the higher education system. It is very important to update our education system and style as per the social and industrial norms. The higher education institutions are more important for cross border relationships and continuous global flows of public, information, technologies, and financial capital. Higher education focuses more on research based teaching rather than traditional way of classroom teaching. This paper focuses on history, development, challenges and need for changes in higher education for global scenario and emphasizes on teaching, research and consultancy requirement in higher education.
this presentation include the youth and their inclination towards their career, we did a market research taking a sample of 104 young people, this will also give the brief idea of their like, dislike, politics, role model,leisure time, gadgets they are using and so many things are there.
Indian Education Systems has to deal with very considerable challenges and need to develop certain strategies that would help the students to know their interest areas along with educating their parents about their potentioal.
Introduction Of Indian Banking System Essay
Australian Education System
Persuasive Essay On The Education System
India s Development And Growth Essay
India s Quality Of Education
Flaws Of The Education System
The Education System Of India
Essay about The Education System
Essay about The German Education System
Education : The Past, The Present And Future
The Effect of Religion on Education Essay
Argumentative Essay On Indian Education
British Education System
Essay On Educational System In Progress
Essay on Public Education
Essay on The Future of Education
Paper on hideranaces in highering teachers in higher educationAmarwaha
THESE are challenging times for higher education in India. And challenges are both national and global. The national challenges arise out of the need for making the success of the policy of social inclusion in the field of higher education. Since it has been, by now, well established that there is a direct relationship between education and development, pursuit of such a policy of social inclusion in the realm of higher education would in turn lead to reduction of development inequalities which are part of our society today. The challenges are global because in the contemporary world not only are nations linked with one another in al walks of life-social, economical, political and cultural-but there is healthy competition among them for emerging as world leaders in terms of development. And here too the key lies in higher education, for it is in the domain of higher education where production of knowledge takes place. And we know knowledge is empowerment.
academic achievement of the college students in Jammu. The main objectives of the study were
(i) to highlight the present status of colleges in Jammu, (ii) to investigate the behaviour of the
college teachers in Jammu (iii) to examine the academic achievement of the college students as a
result of teacher’s behaviour (iv) to highlight the causes which affect academic achievement of
the college students (v) to sort out the relationship between the teacher’s behaviour and
academic achievement (vi) to recommend strategies for the improvement of teachers behaviour.
All the working college teachers along with the students of colleges were the population of this
study. A random sampling technique was used for selection of the sample. Public colleges were
included in the sample, further teachers and students from each college were also randomly
selected as the sample of the study. Two questionnaires, one for college teachers and other for
college students were developed for the collection of data. Collected data were tabulated
analyzed and interpreted in the light of objectives of the study by applying statistical tools of chisquare
and Pearson’s Product – Moment coefficient of correlation(r). The level of significance
महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उƧेश आहे.महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उƧेश आहे.
Knowledge is power - this insight is at least four centuries old, formulated by philosopher Francis Bacon during the Enlightenment. His statement has lost nothing in terms of relevance and significance: Knowledge is power, and education is the fundamental precondition for political development, democracy and social justice. This paper explores how African writer Ngugi Wa Thiong’o establishes the relationship between the language and power in the process of decolonising the mind. On the other hand, Freire‟s generative themes is a student centered system of learning that challenges how knowledge is constructed in the formal education system and in society at large. Freire’s student centered approach stands in stark contrast to conventional educational practice, which he referred to as the “banking approach” to education. Freire has been able to draw upon and weave together a number of strands of thinking about educational practice and liberation .His theoretical innovations have had a considerable impact on the development of educational practice all over the world.
Keywords: Colonisation,Banking Education, Reflection, Culture, Codifications, Praxis.
The present study aims to find out the relationship between Self – Efficacy, Achievement Motivation and Attitude towards Teaching of Prospective Teachers. For this purpose a sample of 290 Prospective teachers was randomly selected from colleges of Education in Navi Mumbai of Maharashtra state. The study reveals that there is positive co relation between Self- Efficacy and Attitude towards Teaching of Prospective Teachers. But it is not significant at 0.05 level of significance. There is negative co – relation between Achievement Motivation and Attitude towards teaching of Prospective Teachers and also not significant. Male and female Prospective Teachers differ significantly in their Self –Efficacy but not in their Achievement Motivation and Attitude towards Teaching.
Keywords :- Self –Efficacy, Achievement Motivation,
In the present study an attempt has been made to find out the relationship between emotional intelligence (4dimensions i.e. ability to express and appraise emotions, utilize emotions, manage emotions in self and in others.) and teaching aptitude of school teachers. In addition to this the emotional intelligence of male and female private and government school teachers were also compared. The sample comprised of 200 subjects (50 male + 50 female private school teachers and 50 male + 50 female government school teachers) of District Bhiwani Emotional intelligence scale developed and standardized by Pandey and Anand was used to measure the emotional intelligence. Teaching aptitude test battery constructed and standardized by R.P. Singh was used. Results indicate that three dimensions of E.I. (i.e. ability to express feeling, ability to utilize emotions and ability to utilize emotions in self) shows significant difference among private and government school teachers. There exists significant difference between teaching aptitude of private and government school teachers. Three exists positive correlation between emotional intelligence and teaching aptitude school teachers.
महाराष्ट्राच्या ठार्णे जजल््यातील शहापूर एक आददिासी तालुका आहे. या तालुक्यात म ठाकूर, महादेि कोळी,कातकरी,िारली अशा आददिासी जमाती राहतात. या जमातीपैकी म ठाकूर समाज लोकसंख्येने अधिक आहे. पारंपररक शेती, शशकार, देिदेितांच्या पूजा –प्रार्थना, िेशभूषा, हत्तत्तयारे, अिजारे, माती ि दगडाची भांडी असे पारंपररक जीिन ही त्तयांची िैशशष्ट््ये आहेत. परंतु बदलत्तया काळात पारंपररक गोष्ट्टी हळूहळू लोप पाित चाललेले आहे. येर्णारर निीन वपढी परंपरा-संस्कृती पासून दुराित चाललेली आहे. म ठाकुर समुदाय संस्कृतीचे जतन समुदाय संग्रहालयाद्िारे कसे करता येईल हे या लेखाद्िारे शसद्द करर्णे हा या लेखाचा उेश आहे
The nature of laws that govern the financial sector, as well as the quality of the institutions that enforce those laws, will largely determine the shape, size and depth of the financial sector. Of particular importance are the laws and institutions that facilitate/ promote or discourage/inhibit secured lending by influencing the ease with which agricultural and other rural assets can be used as collateral. These laws need to be reviewed and amended from time to time and financial/legal literacy and credit counseling in rural areas need to be continuously provided to users in order to ensure orderly growth of rural financial markets, since these are two issues of particular concern for the development of Rural Financial Markets(RFMs) in most developing countries. The experiences also confirm that mere establishment of an appropriate enabling environment does not guarantee that people will use their assets as collateral or use them prudentially. In rural areas, peoples’ understanding of their rights to own property and utility value of property owned is not adequate for them to seize available opportunities for their socio-economic development that their ownership makes possible. Efforts are, therefore, necessary to make them fully aware/educate potential borrowers as to the rights and responsibilities associated with property ownership, which can help them leverage their assets while understanding the risks in doing so.
1. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 180
HIGHER EDUCATION IN INDIA: CHALLENGES AND REMEDIAL MEASURES
Mr. Ritendra Roy, Research Scholar (JRF) Department of Education Vinaya Bhavana,
Visva Bharati,Santiniketan, India.
Government data suggests that only one out of every seven children get the opportunity to go
to college. The Gross Enrolment Ratio (GER) for higher education is poor (13.8%). This is a
situation to worry so far as higher education in developed countries are concerned. Report
suggests that no Indian institute was listed in the top 200 universities in a global ranking.
These data are sufficient enough to understand that lack of quantity and quality both are the
major challenges to our higher education system. There are some other issues which affect
both the quantity and quality, hence higher education. Improper governance decreases the
chances of creating additional capacity as well as quality in spite of having policies RUSA.
Lack of adequate infrastructure is another major concern that should be taken care, as
appropriate physical environment is the basic need for education. Although the job market
has increased manifold but still remains far behind from the demand. It is also a matter of
concern that majority of students are jobless even after completing higher education.
Improper use of human resources is also an issue of concern. Problems are many but we
have to find out the solution with a positive attitude to implement those at ground level.
Keywords- higher education, gross enrolment ratio, quantity, quality, skill
Higher Education in India: Challenges and Remedial Measures
The highest education is that which does not merely gives us information but makes our
life in harmony with all existence. (Rabindranath Tagore)
These lines are real reflection of philosophy of Indian education that we follow from ancient
time. The Indian education system went through a lot of reform from ancient time to present.
Scholarly Research Journal's is licensed Based on a work at www.srjis.com
Abstract
2. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 181
At present we generally follow 10+2+3 pattern nationwide as recommended by Education
Commission of 1964–66 (popularly known as Kothari Commission). The first 10 years is
further subdivided into 5 years of primary education (grade 1 to 5), 3 years of upper primary
(grade 6 to 8), followed by 2 years of secondary education (9 and 10) and then 2 years of
higher secondary education (11 and 12). The last three years belongs to higher education that
is under graduate education for bachelor degree. Thus it can be said that our formal education
system consists of three parts, these are basic education, then secondary education followed
by higher education. Higher education is also known as post-secondary education, tertiary
education or third level education is an optional final stage of formal learning that occurs
after secondary education. Often delivered at universities, academies, colleges, seminaries,
and institutes of technology, higher education is also available through certain college-level
institutions, including vocational schools, trade schools, and other career colleges that
award academic degrees or professional certifications (Wikipedia, 2014). In India the modern
look of higher education took shape at 1857 when British ruler established three universities
at Mumbai, Chennai and Kolkata. There were many other colleges established during their
tenure. But after independences (1947) it was realised that the number is very less than the
actual requirement. It is known to us that a commission was set up laid by Dr. Radhakrishnan
named University Education Commission at 1948 to look over the issues related to higher
education. University Grants Commission is the product of that commission. The University
Grants Commission (UGC) was founded in 1956. This commission was entrusted with the
responsibility to develop higher education in India. The University Grants commission
Act(1956)states that “It shall be the general duty of the Commission to take, in consultation
with the Universities or other bodies concerned, all such steps as it may think fit for the
promotion and co-ordination of University education and for the determination and
maintenance of standards of teaching, examination and research in universities”. There were
only 20 universities and 500 colleges with one lakh student at the time of independence. This
number has increased to 611 universities and university-level institutions and 31,324 colleges
as on August 2011 with an annual enrolment of above 250 lakh (including enrolment under
Open and Distance Learning system) and it for sure there is some more institution added
with these numbers till the date. The increased number of universities and college will make
us happy to see that the numbers are increased manifold than that of the year of
independence. But before being happy we should try to understand the real situation of higher
education in India at the present time. There are many issues which are affecting our higher
3. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 182
education system. This paper is a trying to identify those challenges with their probable
remedial.
The challenges to Higher Education: The difference between what we do and what we are
capable of doing would suffice to solve most of the world’s problems- Gandhi
It seems to be impressive that there is a steep growth in the number of universities and
colleges which can accommodate a good number of students. But we have to also keep in
mind that the number of people has also increased steeply. May be the proportion of youth
getting higher education has increased than that of at the time of independence but still it is
very low. Report says that only one out of every seven children get the opportunity to go to
college in India that is other six children do not get the chance of tasting higher education.
The gross enrollment ratio (GER) for higher education is 13.6% which is very poor compared
to other developed countries like US and United Kingdom etc. So to make higher education
universal we need more colleges and universities and expand the capacity of existing colleges
and universities to accommodate more students. 12th Five Year Plan fixes the target to
increase gross enrolment ratio (GER) to 30 per cent by 2020. For this we need more
institutions so that more students can enrol themselves to higher education. To provide
higher education to more people of the nation is the duty of our government. But is that
enough? No, with expanding the quantity we need to be concern about the quality of
education we are providing. Various reports are suggesting that quality of higher education is
lacking in various area of higher education. By saying various areas we are indicating general
degree course, engineering, management, research etc. Report suggests that no Indian
institute was listed in the top 200 universities in a global ranking; an issue to be concern. In
many occasion our honorable President of India, Sri Mukherjee has pointed out this issue
with emphasizing to take care of this issue. As per the data available with the NAAC, by June
2010, not even 25% of the total higher education institutions were accredited, and among
those accredited, only 30% of the universities and 45% of the colleges were found to be of
quality to be ranked at 'A' level. India is one of the countries who produce large amount Ph.D
scholar but quality of the work of most of them is far beyond the standard criterion!
According to the report of Hindustan Times (2011) about half the number of engineering
graduates can't match Class 7 students of the Central Board for Secondary Education (CBSE)
when it comes to English grammar skills. The reflection we get from the above information is
enough to understand the present scenario of quality of higher education in India. There are
some university like JNU, Delhi University, Jadabpur University, Hyderabad University,
4. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 183
University of Bombay and institute like IITs, IIMs, TIFR, and TISS are doing good job but
most of the rest are lacking of quality. Thus it can be said quantity and quality are big issues
which need to be taken care of. There are some other challenges which are interrelated with
these key issues, like lack of adequate infrastructure. It is common experience to many of us
especially who have done there under graduate degree from rural areas colleges. Most of the
colleges do not have minimum facility to continue the teaching learning process. It is a
common experience to find class room without proper facility of air, light and table benches,
poor library and sanitation system. Another issue is lack of human resources. Colleges
without principal are a common experiences and also lack of faculty, librarian and non-
academic staffs. A principal is an academic as well as administrative leader in a college. So
without him/her an institution will lose its direction. Another major issue is lack of job
market. Although the job market has increased manifold but still remains far behind from the
demand. It is also a matter of concern that majority of students are jobless even after
completing higher education. There is also another contradictory problem. The graduates
higher education producing is lack of the quality to be employed in the industry. According to
Industry reports supported by NASSCOM, only 25% of technical graduates and about 15% of
other graduates are considered employable by IT/ITES industry. In another study as reported
by the Wall Street Journal (2012) “employability test” was conducted on 32,000 MBA
graduates from 220 business schools across India. The test, which quizzed graduates on
topics ranging from grammar to quantitative analysis, found that only 10% of those tested
had skills that recruiters typically look for while hiring management graduates. In Indian
context the issue of equity should not be ignored. One report of UGC observed that
“Historically, education in India had an elitist and upper caste-centred basis. Higher
education which is at the apex of the educational ladder is even narrower at the top since
fewer students from the marginalised sections and groups graduate into it, due to either non-
enrolment or high drop-out rate at the school level, high cost of education including
opportunity cost, and inherent social biases in the system.”
Some Remedial Measures
Reducing regional and social imbalances in providing inclusive access.
It has observed that some region of nation above greater access in terms of quantity and
quality (southern region) where another region has less access (north eastern region). The
disadvantage group has a less access to higher education than that of others. When these
5. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 184
imbalances should be reduced only then we can move to expand our higher education in
proper direction. For this we need to open at least one university at every district and college
at every block. RUSA suggests that, “equity interventions are being built into the scheme
rather than as standalone, low impact interventions. The following components would
address the equity issues in a more holistic and integrated manner, thereby making a
significant impact on the enrolment of deprived and marginalized sections:
• Girls hostels and girls toilets
• New hostels wherein 50% of capacity would be used for SC/ST and socially and
educationally backward classes
• Converting existing buildings into fully disabled friendly environments (e.g.
providing ramps, tactile pathways)
• Special facilities/equipment’s for the disabled (e.g computers, lab equipments)
• Model Colleges in each district
• Special innovative programmes for focus groups and ODL strategies”
More financial support:
We require more financial support from the government as well as from other agencies like
private sector even from individuals. It will be helpful to established more universities and
colleges as well as expanding the capacity of the existing institutions.
Feeling up the vacancy:
If you want enhance the quality of higher education we need to feel up the vacancies of the
teachers. There are many colleges which are running out of teachers. It creates extra pressure
on the existing teachers who has to take more classes than his/her capability. This further
affect his/her teaching and hence of education. It is good to hear that recently University
Grants Commission (UGC) has sent a letter to every university asking to fill up vacant post as
early as possible.
Exploring the responsibility:
India is a big nation with her unique characteristic of diversity. So may it is possible for the
government to look after all issues. So we need to make some sharing of responsibility.
1. Encouraging private sector to open new institution and assuring good quality education.
2. Allowing foreign university to open their campuses in our country.
3. Ensure more teachers empowerment
Focus on research and its quality: More focus should be given to area of research and
its quality to be very specific as the quality of research is not up to the mark.
6. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 185
Regular in-service programme for teachers:
Regular in service programme like refresher course, workshop etc should be there for the
faculty member in order to make them aware of the new developments related to academic
areas. It will emphasize their development in the academic field.
Make NAAC and NBA inspection mandatory for every institute:
It is already announced that inspection by NAAC is a must do job for the every institute and
university. Otherwise affiliation will be cancelled. Such initiative will help to enhance and
maintain the quality of institutions.
Make self evaluation and evaluation of the teacher by student mandatory:
This is indeed in practice in many foreign universities. It will create a healthy competition
among the teacher to do well which further will be helpful in enhancing the quality of
classroom transaction and as well as other modes of interaction between the students and the
teacher.
A strong governance at every level:
It is the ultimate thing without which the excellence of higher education cannot be
materialised. We require a proper monitoring system so that a systematic evaluation of
facilities given, policy taken can be assessed.
Conclusion: The number of graduate India produce each year is 50 Lakhs. It is not really a
bad number. But still we need more institution for higher education to accommodate more
young people in order to increase the gross enrolment ratio. But at the same time we should
keep in mind that quality should not be affected. The formal education may not be an only
mode of confer education to the young people. There are non-formal education mode like,
open and distance education, correspondence course etc. We should take care of such non-
formal mode of education. Planning should be done in order to expand the range of non-
formal education. At the same time it is important to identify those institutions, providing
open and distance learning, which are diluting the quality of the education system by helping
the students to use unethical means to get the degree. It is also important to identify those
institute and universities which are not affiliated by UGC and publish their name. It should be
kept in mind that main objective of education is not only getting a degree. Many surveys
showed clearly that obtaining degree will not ensure someone a job. There require skill and
one will get that only through constant learning. Recent survey done by a organisation named
Aspiring Minds revealed that half of the graduates produce each year in India are not skilled
enough to get a job. For such situation we cannot blame only the students. The curriculum
7. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 186
should be designed in align to the need of the society, industries and government sectors. The
teachers should be aware of the needs. Conference, seminar, refresher course and workshop
should be arranged by the respective authority to make them aware. Every stake holders
should show accountability to their work otherwise no initiative will effect. It is also again
duty of the private sectors and also individuals to help the government to run the higher
education system so that it can run systematically, both in terms of quality and quantity.
Problems are many but there are solutions. Just we need a positive attitude to implement
those at ground level.
References
ASHE. (2013). “Annual Status of Higher Education of States and UTs in India: Ministry of
Human Resource Development, Government of India.” P-8 retrieved from
https://www.deloitte.com/assets/Dcom-
India/Local%20Assets/Documents/Thoughtware/AnnualSstatusofHigherEducationofS
tatesandUTsinIndia,%202013.pdf
Chauhan, C. (2012). Hindustan Times. “Class 7 students better than 50 of India’s engineers:
Survey.” New Delhi, July 24, 2012. Retrieved from
http://www.hindustantimes.com/india-news/newdelhi/class--7-students-better-than-
50-of-india-s-engineers-survey/article1-894986.aspx
Ei samay digital desk (2015, June 27). ‘phee bochor graduate aadh koti, ardhekeri chakri
korar jogyota nei!. Eisamay. Retrieved from http://eisamay.indiatimes.com/nation/50-
per-cent-of-Indian-graduates-not-fit-to-be-hired-report/articleshow/47844339.cms
FICCI. (2012). “Higher Education in India: Twelfth Five Year Plan (2012-2017) and
beyond.” Forward; p-5. retrieved from
http://www.ey.com/Publication/vwLUAssets/Higher_Education_in_India/$File/EY-
FICC_Higher_Education_Report_Nov12.pdf
GoI, Department of Higher Education, Ministry of Human resource Development
Government of India (Accessed: 30-04-2014) http://mhrd.gov.in/instiutions_imp
Jaipuria, S. 2014. Times of India. Higher Education in India: An introspection, Jul 21, 2014,
New Delhi
8. SRJIS/BIMONTHLY/RITENDRA ROY (180-187)
MAY-JUNE, 2015, VOL. 3/18 www.srjis.com Page 187
The University Grants Commission Act, 1956 (As modified up to the 20th December, 1985)
and Rules & Regulations Under the act University Grants Commission New Delhi p-
10 http://www.ugc.ac.in/oldpdf/ugc_act.pdf
The Wall Street Journal. 2012. “Study: Less Than 10% of Indian MBA Graduates Are
‘Employable’” Dec 12, 2012. retrieved from
http://blogs.wsj.com/indiarealtime/2012/12/12/study-less-than-10-indian-mbas-
employable/
UGC.INCLUSIVE AND QUALITATIVE EXPANSION OF HIGHER EDUCATION 12th
Five-Year Plan, 2012-17. retrieved from
http://www.ugc.ac.in/ugcpdf/740315_12FYP.pdf