1. The document analyzes higher education in India, including the growth in the number of approved colleges and universities over time, as well as trends in higher education expenditure as a percentage of GDP. 2. It finds that while the number of colleges and universities has increased substantially, higher education expenditure as a percentage of GDP has remained relatively constant or declined slightly. 3. The document concludes that higher education in India is expanding rapidly to meet the needs of a growing population and more students graduating secondary school. However, this expansion is increasingly reliant on private institutions rather than public funding.

1. A Study on Contemporary Issues in
Higher Education System in India
Dr.S.Palani
Associate Professor and Head,
Department of Economics,
Mannar Thirumalai Naicker College,
Madurai – 4.

2. INTRODUCTION
• “Ability Teaches us how we do
Motivation determines why we do and
Attitude decides how well we do”
• Higher education in India, like in other countries, has a
university component and a non-university component. The
universities have the authority to award degrees and offer
courses at the undergraduate and post-graduate levels.
• The non-university institutions in India, in general, offer
courses, especially in technical and professional subject areas.

3. IMPORTANCE OFHIGHER
EDUCATION
• To live with happiness &Prosperity
• Education empowers minds that will able to conceive good thought
and ideas.
• It helps to analyse and making life decisions
• For social and economic development of the nation
• But education guide human to fight with failure and et success in life.
• How you can live with your own feet

4. Revolutionary Changes in Higher
Education
• Changes in production method
• Changes in industrial revolution
• Knowledge changes

5. Disparities in access to higher education
• Gender disparity
• Geographical inequity
• Minority – majority based inequity
• Equity based on economic class are prevailing in higher education

6. Current status of higher education
• “Education the most powerful weapon which you can use to changes the world”.
- Nelson Mandela.
• India is hurrying quickly toward monetary achievement and modernization, depending on cutting
edge ventures, for example, data innovation and biotechnology to impel the country to thriving.
• Lamentably, its feeble advanced education division establishes the Achilles impact point of this
system.
• Its deliberate disinvestment in advanced education as of late has yielded neither world-class
explore nor a lot of exceptionally prepared researchers, researchers, or administrators to support
cutting edge improvement.
• India's principle rivals — particularly China yet additionally Singapore, Taiwan, and South Korea
— are putting resources into substantial and separated advanced education frameworks.
• They are giving access to expansive quantities of understudies at the base of the scholastic
framework while in the meantime constructing some examination based colleges that can rival the
world's best organizations.

7. The Kothari commission
• The commission underlined instruction as the most dominant
instrument of national improvement and spread out the targets of
training as expanded efficiency, more prominent social and national
coordination, modernization, and the advancement of social, good and
profound qualities. For expanded profitability, the commission
prescribed that work-experience ought to be presented as an essential
piece of all training, be it general or professional. For more prominent
social and national mix the proposal was the Common School System
(CSS) of state funded training that would bring the diverse social
classes and gatherings together and in this manner advance the
development of a libertarian and incorporated society.

8. Objectives
1. To estimate Approved Higher Education Institutions & Its Growth
with AGR
2. To analyse higher education expend trend value of GDP.

9.  Objective 1 To estimate Approved Higher Education Institutions & Its Growth
with AGR
Year Number of Colleges AGR Number of Universities AGR
2000-01 10249 - 244 -
2001-02 11146 8.75 254 4.10
2002-03 11776 5.65 272 7.09
2003-04 12178 3.41 304 11.76
2004-05 13578 11.50 343 12.83
2005-06 16982 25.07 350 2.04
2006-07 19812 16.66 371 6.00
2007-08 23099 16.59 406 9.43
2008-09 27882 20.71 440 8.37
2009-10 25938 -6.97 436 -0.91
2010-11 32974 27.13 621 42.43
2011-12 34852 5.70 642 3.38
2012-13 35525 1.93 667 3.89
2013-14 36634 3.12 723 8.40
2014-15 38498 5.09 760 5.12

10. Diagram -1
11146 11776 12178
13578
16982
19812
23099
27882
25938
32974
34852 35525
36634
38498
8.75 5.65 3.41 11.5 25.07 16.66 16.59 20.71 -6.97 27.13 5.7 1.93 3.12 5.09
-5000
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Number of Colleges and AGR in 2000-01 to
2014-15
Number of Colleges 10249 AGR -

11. Diagram -2
-100
0
100
200
300
400
500
600
700
800
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
254 272 304
343 350 371 406 440 436
621 642 667
723
760
4.1
7.09
11.76
12.83 2.04
6
9.43
8.37
-0.91
42.43 3.38 3.89
8.4
5.12
Number of Universities and AGR in 2000-01 to 2014-15
Number of Universities 244 AGR -

12.  objective 2 To analyse higher education expend trend value of GDP.
Year
Expenditure on Higher Level Education (Rs.in
Crores)
GDP (Rs.in Crores) Percentage to GDP
2000-01 61281.46 1925017.00 3.18
2001-02 64847.70 2097726.00 3.09
2002-03 68561.54 2261415.00 3.03
2003-04 73044.93 2538170.00 2.88
2004-05 81280.85 2971464.00 2.74
2005-06 94483.70 3390503.00 2.79
2006-07 110340.36 3953276.00 2.79
2007-08 125379.63 4582086.00 2.74
2008-09 152822.40 5303567.00 2.88
2009-10 190136.08 6108903.00 3.11
2010-11 233510.11 7248860.00 3.22
2011-12 270091.78 8736039.00 3.09
2012-13 270091.78 9951344.00 2.71
2013-14 365965.23 11272764.00 3.25
2014-15 433640.59 12433749.00 4.04

13. Diagram-3
61281.46 64847.7 68561.54 73044.93 81280.85 94483.7 110340.36125379.63
152822.4
190136.08
233510.11
270091.78270091.78
365965.23
433640.59
3.18 3.09 3.03 2.88 2.74
2.79
2.79
2.74
2.88
3.11
3.22
3.09 2.71
3.25
4.04
0
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Higher Education Expenditure and Percentage of GDP
Expenditure on Higher Level Education (Rs.in Crores) Percentage to GDP

14. SCOPE OF EDUCATION POLICY
The government of India would like to bring out a nation
education policy to meet the changing dynamics of the
population’s requirement with regards to quality education
Innovation and research, aiming to make India a knowledge
superpower by equipping its students with the necessary
skills and
To eliminate the shortage of manpower in science
,technology , academics and industry.

15. SIGNIFICANCE OF NEW EDUCATION
POLICY
Fundamental rights
Non discrimination in workshop
Rights of minorities
Education for weaker sections
Right to education

16. FEATURES OF NEW EDUCATION
POLICY
• The government’s intention to overturn nearly twenty year of
academic and political consensus and allow for a return to
academically selective secondary education.
• 2017 is shaping up to be a year when education policy hits the
headlines for more reasons than one.
Free childcare entitlement
Teacher recruitment
Fairer funding

17. Merits & Demerits of New Education Policy

18. Challenges Of New Education Policy 2017 In
India
The main issues and challenges of contemporary Indian
education are as follows dissatisfaction of
 youth
disciplines
unemployment
education is for knowledge and that should be our target
poverty
political unwillingness
casteism
dearness
corruption, privatization, unawareness, character of teachers.

19. Govt. Approved Higher Education Institutions
in India.
• The progress of the education sector in a country depends largely upon the
growth of education institutions.
• The education institutions are considered as the basic infrastructure in the
process of development.
• Education for this repose government has established large number of
institutions of various levels on the other hand, private institutions are
developed.
• Such institutions come under the realtors of government are called
recognized education institution ‘An educational institution does not refer to
a school building or facility.
• A new educational institution is established, an educational institution is
abolished or merged with another educational institution at the decision of
the organizer of education (maintainer of the educational institution) or a
public authority.

20. Suggestions For Improving Quality Of Higher
Education
 Towards a learning society
 Industry and academia connection
 Incentives to teachers & Researchers
 Innovative practice
 Coming to information age
 Student centered education
 Public private partnership
 To provide need based job-oriented course
 International co-operation

21. • Towards a new vision
• cross cultural programme
• Action plan for improving quality
• Individuality
• Privatization of higher education
• World class education
• Personality development
• Status of academic research studies
• stipend to research fellow
• Fair quality assurance system
• To increase quantity of university
• Examination reforms
• High tech libraries

22. CONCLUSION
• The analysis shows that higher education in India has been expanding
very fast. While expansion of the sector till the 1980s depended
largely on public funding and fiscal capacities of the state, in the
present context it does not rely heavily on public funding.
• It is the private institutions which are 28 enrolling a larger share of
students than public institutions.
• Therefore it is argued in the paper that unlike in the developed
countries where massification was facilitated through public
institutions, in India this process is market mediated and the non-state
actors play an important role.

23. CON….
• The compulsions to expand the sector will continue in India for various reasons.
• The graduates from secondary schools are on the increase.
• The mean scores of the secondary school graduates are increasingly inflated
making many more eligible to be enrolled in higher education institutions. More
importantly India has a demographic dividend.
• By 2020 India will have one of the youngest populations in the world and in the
2020s India will have the largest tertiary-age population in the world.
• Many of them will be belonging to the middle classes with paying capacities to
finance their higher education.
• This will relieve the policy makers from resource constraint decision making in
higher education.
• We may also expect an increasing role of the market in (higher education decision
making) this domain.