The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
The higher education market in India accounts for a substantial share of the total education in India. This segment is estimated to be worth INR 6.5 bn and is expected to be growing at 12% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The growth in the student population is fuelling growth in this sector.
The report begins with an introduction to the higher education industry covering the various regulatory bodies and councils that exist in this space including their functions with respect to specific courses. The overview section indicates the market size and growth of the higher education sector and institutions in this space as well as information regarding market segmentation. The intake of students across India for various courses has also been mentioned. The current scenario in India has been discussed covering the fundamental shortcomings in the market, low gross enrolment ratio, low public spending, not-for-profit mandate of the government and the approach adopted by private players, lack of co-operation between public and private sector and lack of large players in the market.
The key initiatives of the government identified include the introduction of National Commission for Higher Education and Research (NCHER), Foreign Educational Institutions Bill of 2007, provisions for higher education under the 11th Five Year Plan and passing of the Right of Children to Free and Compulsory Education Bill. An analysis of the drivers explains growth factors such as growing middle class with the ability to afford a private education, India’s demographic advantages, poor perception towards alternative education streams, growing private players due to large demand-supply gap and expenditure on foreign education.
The competition section highlights the major private players including their business focus and expansion plans.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
The issues and challenges in Higher Education Sector in IndiaDhanuraj D
The paper discusses the role of HRD ministry, UGC and other state legislations influencing Higher Education Scenario in India. The paper also discusses the role of Private Universities in India
The higher education market in India accounts for a substantial share of the total education in India. This segment is estimated to be worth INR 6.5 bn and is expected to be growing at 12% per annum. This space has seen large scale public and private participation. The government has undertaken various initiatives towards developing the market. The growth in the student population is fuelling growth in this sector.
The report begins with an introduction to the higher education industry covering the various regulatory bodies and councils that exist in this space including their functions with respect to specific courses. The overview section indicates the market size and growth of the higher education sector and institutions in this space as well as information regarding market segmentation. The intake of students across India for various courses has also been mentioned. The current scenario in India has been discussed covering the fundamental shortcomings in the market, low gross enrolment ratio, low public spending, not-for-profit mandate of the government and the approach adopted by private players, lack of co-operation between public and private sector and lack of large players in the market.
The key initiatives of the government identified include the introduction of National Commission for Higher Education and Research (NCHER), Foreign Educational Institutions Bill of 2007, provisions for higher education under the 11th Five Year Plan and passing of the Right of Children to Free and Compulsory Education Bill. An analysis of the drivers explains growth factors such as growing middle class with the ability to afford a private education, India’s demographic advantages, poor perception towards alternative education streams, growing private players due to large demand-supply gap and expenditure on foreign education.
The competition section highlights the major private players including their business focus and expansion plans.
This paper was released by Devesh Kapur, University of Pennsylvania and Pratap Bhanu Mehta, Centre for Policy Research.
This paper analyzes two interrelated facets of Higher Education policy in India: the key distortions in higher education policies and what explains them. It first sets the stage by laying out the principal conceptual issues that need to be considered when thinking about an appropriate policy framework for higher education in India. It then examines three key distortions in Indian higher education with regards to markets, the state and civil society (philanthropy). The next part of the paper examines the political economy of Indian higher (tertiary) education and seeks to explain the ideological and political underpinnings of these distortions and how they work in practice. We conclude with some indicative some policy directions for Indian higher education. The purpose of this exercise is not to make detailed policy recommendations, but rather to flag the kinds of issues that ought to be addressed.
The key argument of this section of the paper is twofold. The first is that higher education in India is being de facto privatized on a massive scale.2 But this privatization is not a result of changing preferences of the key actors—the state, the judiciary or India’s propertied classes. Rather, this privatization has resulted from a breakdown of the state system. As a result, it is a form of privatization in which ideological and institutional underpinnings remain very weak. Instead of being part of a comprehensive program of education reform, much of the private initiative remains hostage to the discretionary actions of the state. Consequently, the education system remains suspended between over-regulation by the state on the one hand, and a discretionary privatization that is unable to mobilize private capital in productive ways. Any policy intervention, if it is to succeed will have to change this political economy equilibrium. However, vicious circles of interest will impede reform, whether of public or private institutions. We focus on the political economy not just because it explains the current regulatory regime. This political economy also explains why even conceptualization of issues in Higher Education is likely to remain distorted for some time.
This presentation examines the structure of higher education in India and the mechanisms of its regulation. It also captures future trends of Indian higher education.
This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
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
Education in India - The Sunshine SectorDeepak Pareek
“Education is the most powerful weapon which you can use to change the world”
Despite remarkable progress over the last decade towards the Inclusive Development, India’s achievements are threatened by various social challenges major being Poverty.
Education is both a right, and a route out of poverty - it is an investment in our common future.
Education contributes to social stability - equipping and empowering citizens to address the underlying drivers of poverty, i.e. conflict and fragility.
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
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
This presentation examines the structure of higher education in India and the mechanisms of its regulation. It also captures future trends of Indian higher education.
This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
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
Education in India - The Sunshine SectorDeepak Pareek
“Education is the most powerful weapon which you can use to change the world”
Despite remarkable progress over the last decade towards the Inclusive Development, India’s achievements are threatened by various social challenges major being Poverty.
Education is both a right, and a route out of poverty - it is an investment in our common future.
Education contributes to social stability - equipping and empowering citizens to address the underlying drivers of poverty, i.e. conflict and fragility.
Education Sector / Industry In India with recent developments and government initiatives. The road ahead to higher education in coming years in India progressively running to serve with over 250 million school going students than any other country.
---
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
www.spaaindia.in
Khelega India Khilega India
Certificate in Sports Management
SPAA India has a copyright in developing UG and PG courses in sports management.
Dr. Devendra Arora and Team worked on this program since last 7 years with 7 dedicated professors. they awarded Copyright from registrar of copyright, ministry of higher education under ministry of human resource development(MHRD) New Delhi India.
Sports Academy Association of India (SPAA) is architect for developing sports education in India. Team SPAA developed course curriculum in UG and PG program in Sports Management and have Copyright from Registrar of Copy right, Ministry of Higher Education, Ministry of Human Resource development. Registration number ( 56416-6115/2014-2015) owner name is Dr. Devendra Arora and a team of professors
India is rich in Educational Infrastructure, Intellectual Capital and has the largest Youth power in the world. IPL, HPL. Kabbadi, Boxing , Badminton , Wrestling, Cricket, and many more premium league Sports Teams, generate plenty of opportunities for youngsters in the area of Sports Events. It has become a billion dollar industry in last 7 years .With National & International Championships organized by Various nations , entire world has become a small sports village to promote traditional games of each other . Sports events are frequently organized by many countries, which helps to increase revenue from tourism and contribute towards a GDP of a Nation.
In India we have Youth power, and most of the students who have passed 12th want to play and participate in Various Sports activities. SPPA having observed all these factors has developed Professional Employable Graduate Program for MASS YOUTH of India
.After theses program they will be able to become Professional Sports Event Organizers at International Platform. (INTEREST + ENERGY will help them to grow their career in Sports Events Industry)
CAREER OPPORTUNITIES IN SPORTS MANGEMENT
SPAA- DDA AND UNIVERSITIES takes upmost care to provide the students with the latest knowledge in sports. While we at DDA also take care that the students get placed in good companies. DDA provides guidance to students after they complete their courses in order to secure appropriate jobs.
There are over 10000 sports management, sports event management and other sports products related companies in India, where students can apply for jobs for various profiles, after completing the courses offered by DDA.
The successful completion of these courses would enable participants to take active part in the organization of Sports events at the National and International level, IT companies sports events.
Participants will get jobs / assignments as Managers and Coordinators in organizing different Sports events at various Clubs / Associations / Federations.
Participants will get jobs in Gymnasiums, Sport Academies, and Sport Departments in IT Companies, Educational Institutes/Schools/Colleges/ Universities.
'Higher Education in India: A snapshot'
As a part of Sannam S4 research team, I have analysed the Educational Statistics of India: At a glance (2013-14) report published by Ministry of Human Resources Development of India and has published the key findings for the benefit of our education clients
Similar to Higher education in india structure, statistics and challenges (20)
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Higher education in india structure, statistics and challenges
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Higher Education in India: Structure, Statistics and
Challenges
Deepti Gupta1* Navneet Gupta2
1. 462/4, Mandir Marg, BITS, Pilani, Rajasthan, India
2. Department of Electrical and Electronics Engineering, BITS, Pilani, Rajasthan, India
* E-mail of the corresponding author: deepti.g.bits@gmail.com
Abstract
India’s education system is often cited as one of the main contributors to the economic rise of India. The
size of India’s higher education market is about $40 billion per year. Presently about 12.4 percent of
students go for higher education from the country. If India were to increase that figure of 12.4% to 30%,
then it would need another 800 to one thousand universities and over 40,000 colleges in the next 10 years.
This paper presents the development and present scenario of higher education in India by analyzing the
various data and also identifies the key challenges that India’s higher education sector is facing. This paper
also presents the key initiatives by the government and recommendations to meet these challenges. The
ideas presented in this paper were initially presented at the International conference on India Emerging,
held at IBA, Greater Noida, India, Feb 24-25, 2011.
Keywords: Higher Education, Knowledge Economy, Technical Education, University
1. Introduction
In order to promote economic and industrial development in a country, the essential requirement is the
capacity to develop skilled manpower of good quality in adequate number. According to population
projections [1] based on the 2001 Census figures, in 2011 nearly 144 million of India’s population will be
between the age-group 18 to 23-the target age group for Higher Education. At the beginning of India’s
independence, there were 20 universities and 591 colleges while students enrollment at the tertiary level of
education was 0.2 million. After independence, the growth has been very impressive. India now possesses a
highly developed higher education system that offers facility of education and training in almost all aspects
of human creation and intellectual endeavors. India’s higher education system is the third largest in the
world after China and United States in terms of enrolment. However, in terms of the number of institutions,
India is the largest higher education system in the world with 26455 institutions (504 universities and
25951 colleges). This means that the average number of students per educational institutions in India is
lower than that in the US and China. The education commission [2] set up in 1964 under the chairmanship of
Dr. D.S.Kothari (Kothari Commission) had recommended that government should spend at least 6% of its
gross domestic product (GDP) on education. However, in over 45 years, we have been able to achieve only
half the target. The Knowledge Commission additionally recommends an increase of at least 1.5% of GDP
for higher education out of a total of at least 6% of GDP for education overall.
2. Knowledge Economy
Knowledge is the driving force in the rapidly changing globalized economy and society. Education general
and higher education in particular, is a highly nation-specific activity, determined by national culture and
priorities. The emergence of India as a knowledge-based service driven economy has made its human
capital its major strength and opportunity for growth. Unlike China or other Asian economic giants, India’s
growth has not been led by manufacturing. Instead, the nation’s pool of skilled workers has allowed India
to move quickly up the economic value chain in several knowledge based industries. According to a report
[3]
by ICRIER, New Delhi, India is home to the world’s largest pool of scientific and knowledge workers
17
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
and produces 400,000 engineers per year while the US produces 60,000. According to the same report, in
August 2006 India filed 1312 patent applications second only to the United States. This indicates that on
the science and technology side, India has built up the largest stock of scientists, engineers and technician.
In order to sustain these positive trends and an economic growth rate of 7%, a venture Intelligence
calculates that India’s higher education gross enrollment ratio (GER) would need to increase from 12 to 20
percent by 2014.
3. Structure and Statistics of Higher Education in India
In India the institutional framework consists of Universities established by an Act of Parliament (Central
Universities) or of a State Legislature (State Universities), Deemed Universities (institutions which have
been accorded the status of a university with authority to award their own degrees through central
government notification), Institutes of National Importance (prestigious institutions awarded the said status
by Parliament), and Institutions established by State Legislative Act and colleges affiliated with the
University (both government-aided and unaided) [4].
In India technical education is treated as a separate sector. There are 65 centrally funded institutions like
IITs, IIMs, NITs, IISc, etc. Additionally, State Governments have also set up technical institutions. AICTE
and equivalent sectoral regulators (like the Medical Council of India) both approve and regulate technical
institutions in engineering/technology, pharmacy, architecture, hotel management & catering technology,
management studies, computer applications and applied arts & crafts. Vocational Education is another
stream of higher education in India. For this a network of public and private polytechnics and vocational
institutions exists, controlled and supervised by the Councils specializing in each discipline. India has also
developed an Open University system to encourage distance learning. Indira Gandhi National Open
University (IGNOU) was the pioneer and now there are 14 open universities in India [5]. The open
universities in India are regulated by the Distance Education Council of India (DEC), New Delhi which
maintains the standards, encourages and organizes the activities of Open and Distance learning in
India(ODL). Distance education with new information and communication technology (ICT) promises to
expand the frontiers of Higher Education as never before. This is because it costs 66 per cent less and the
students need not leave their homes or profession. The internet and satellite technology are being put to use
to further the cause of distance education.
The Higher Education sector ensures the quality of the educational process with the help of accreditation
agencies established for the purpose. The main agency which accredits universities and colleges in general
education is the National Assessment and Accreditation Council (NAAC) established by the UGC in 1994,
whereas a similar function is done for technical education by the National Board of Accreditation (NBA)
set up by AICTE in 1994, and for agricultural education by the Accreditation Board (AB) set up by ICAR
in 1996. NAAC proposes to introduce the India Education Index (IEI) for ranking institutes based on
academic, research performance and other parameters. The outcome will help in the international
comparison of institutes. NAAC has entered into an MOU with higher learning institutes of the United
States, Taiwan, Norway, Kuwait and with the Commonwealth of Learning (COL) to facilitate collaborative
work on quality assurance in higher education institutions (HEIs).
Universities in India, both private and public, are spread across the length and breadth of the nation. The
number of universities in India increased from 20 in 1947 to 504 in 2010, a 25 times increase (See table 1).
The growth of universities and colleges from 1947 to 2010 is shown in figure1. It is clear from the figure
that growth during 2004-05 is remarkable. However during 2005 to 2007 the growth rate is low but again it
increased and attained to a good number.
According to MHRD Annual report 2009-2010 [6], as of March 2009, the country had 26455 institutes of
higher education; 504 universities and university level institutions and 25,951 colleges. At the
commencement of the academic year 2009-2010 the overall formal system enrollment in the various
universities and colleges was reported at 13.6 million, while the total number of faculty members has been
reported at 0.59 million. Table 2 shows the type of institution and there number in 2010 and figure 3 shows
the percentage share of different type of institution shown in table2.
18
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
4. Challenges in Higher Education
In present scenario the challenges in higher education are:
4.1 Demand-Supply Gap: According to the recent report of HRD ministry [6], presently about 12.4 percent
of students go for higher education from the country. If India were to increase that figure of 12.4% to 30%,
then it would need another 800 to one thousand universities and over 40,000 colleges in the next 10 years.
Addressing a higher education summit organised by the Federation of Indian Chambers of Commerce and
Industry (FICCI), HRD Minister Kapil Sibal said “We will need 800 new universities and 40,000 new
colleges to meet the aim of 30 percent GER (gross enrolment ratio) by 2020. Government alone cannot
meet this aim,”
Statistics show that there is a huge gap between the demand and supply. The HRD ministry says that the
foreign institutions could fill this gap to a large extent. Close to 50 Foreign universities may enter India in
near future. But realistically speaking, the foreign institutions could not fill this gap. This is the third
attempt being made by government to liberalize education system. Two attempts were made in 1995 and
2006 to bring foreign universities to India. Against the projected requirements, the 11th Five Year Plan [7-8]
provides for a total of 30 new Central Universities (with medical and Engineering colleges), eight new IITs,
20 NITs, 20 IIITs, 3 IISERs, seven IIMs, and two SPA and 373 new colleges in districts with GERs that are
below the national GER.
4.2 Quality Education: Quantity and quality of highly specialized human resources determine their
competence in the global market. According to a recent government report [3] two-third of India’s colleges
and universities are below standard. However, according to MHRD annual report 2009-10 [6], a proposal for
mandatory accreditation in higher education and creation of an institutional structure for the purpose of
regulation is under consideration. India’s highest-quality institutions have severely limited capacity. In
order to increase the supply quality should be maintained. Recently MRD ministry has decided to de-
recognize as many as “44 deemed universities”. These 44 deemed universities have 1,19,363 students at the
undergraduate and postgraduate levels. In addition, there are 2,124 students pursuing research at MPhil and
PhD levels and another estimated 74,808 students pursuing distance education programmes. As many as 41
of the 44 deemed universities have several constituent institutions under them, which would further swell
the number of affected students.
4.3 Research and Development: Research and higher education are complementary to each other.
According to the available official statistics [9] the expenditure on R&D in the field of Science &
Technology as a percentage of gross domestic product (GDP) was 0.8 percent during the year 2005-06 in
India. For perspective, countries spending the most on S&T as a percent of their GDP were Israel (5.11
percent), Sweden (4.27 percent), Japan (3.11 percent), South Korea (2.95 percent), the United States (2.77
percent), Germany (2.74 percent) and France (2.27 percent). Among other countries, China (1.54 percent),
Russia (1.74 percent), U.K. (1.88 percent) and Brazil (1.04 percent) have spent more than India.
Moreover, India’s higher education institutions are poorly connected to research centers. So this is another
area of challenge to the higher education in India.
4.4 Faculty Shortage: According to a recent report of HRD Ministry premier educational institutes like the
Indian Institute of Technology (IITs) and the Indian Institute of Management (IIMs) are facing a faculty
crunch with nearly one-third of the posts vacant. According to a report published in IANS [10] around 35
percent posts are vacant in the central universities, 25 percent in the IIMs, 33.33 percent in the National
Institute of Technology (NITs) and 35.1 percent in other central education institutions coming up under the
Human Resource Development (HRD) Ministry. However in order to overcome this, government is
planning to have short-term measures like raising the retirement age in teaching posts from 62 to 65 years
and enhancement in salaries and other benefits for teachers. Also some long-term measures have also been
initiated for attracting young people to opt for this (teaching) career. These include enhancement in
fellowships and attractive start-up grants in various disciplines.
5. Key Initiatives
19
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
The key initiatives of the government to improve the quality and further development of higher education
in India are as follows:
- A proposal for establishment of an autonomous overarching National Commission for Higher
Education and Research (NCHER) for prescribed standards of academic quality and defining
policies for advancement of knowledge in higher educational institutions. The said proposal is
based on the recommendations of Yash Pal Committee and National Knowledge Commission.
- A proposal to prevent, prohibit and punish educational malpractices.
- Law for mandatory assessment and accreditation in higher education through an independent
regulatory authority.
- Establishment of a national database of academic qualifications created and maintained in an
electronic format which would provide immense benefit to institutions, students and employers.
- A proposal to establish 14 innovation universities aiming at world class standards.
- Setting up 10 new National Institutes of Technology (NITs).
- Launching of a new scheme of interest subsidy on educational loans taken by professional courses
by the economically weaker students.
- Setting up of 374 Model degree colleges in districts having GER for education less than the
National GER.
- As part of reforms in All India Council for Technical Education (AICTE) norms, the HRD
ministry announced an increase of almost 200,000 seats in engineering courses, additional 80,000
seats in management and 2,200 seats in architecture courses. The ministry also made it mandatory
for technical institutions to reserve 5 percent seats for the weaker sections of society.
- HRD ministry has liberalized the norms for land requirement for engineering colleges. Now lesser
space will be needed for establishing technical institutes. While an engineering college in rural
India will need 10 acres of land, just 2.5 acres of land will be needed in urban areas.
- Conduction of special evening in the areas of Engineering, Technology, Architecture, Town
Planning, Hospitality and Pharmacy by AICTE-approved institutes.
- Introduction of Section 25 of Company’s Act to allow good corporates to set up Technical
Institutions.
- Review of the functioning of existing Deemed Universities.
- Passing of the Right of Children to Free and Compulsory Education Bill.
6. Recommendation
As per the present scenario of the higher education in India we recommend following in order to
further meet the challenges:
1. Government should offer tax concessions/fiscal incentives for setting up campuses of higher
education by private/corporate sectors.
2. Open Universities need to be encouraged to offer quality programmes at the least cost.
3. Government should encourage foreign universities to come to India to set up independent
operations or collaborate with existing Indian Institutions.
4. A regulatory set up is required to ensure that there is no cheating or hoax and , fixation of fees
should not be in state control.
5. There is great need for providing broad band connectivity to all students along with low priced
computer accessibility.
6. Good salary packages and benefits to the faculty so that good brains can be attracted to this
profession.
20
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
7. Private sector should run universities not for a profit-basis through charitable trusts/societies but as
a part of a corporate social responsibility (CSR).
8. Possibilities for foreign collaboration and participation as 100% foreign direct investment (FDI).
The government can encourage this initiative to improve the quality of formal education,
particularly, in government run institutions.
7. Conclusion
In this paper we have presented the development and present scenario of higher education in India by
analyzing the various data and also identify the key challenges like demand-supply gap, quality education,
research and development and faculty shortage in India’s higher education sector. In this paper also
identified the key initiatives from the government side which include the establishment of NCHER,
independent regulatory authority for accreditation and national database of academic qualification, increase
in number of universities including IITs, IIMs, NITs and SPAs during 11th five year plan and increase in
the number of seats in existing institutions, and passing of the Right of Children to Free and Compulsory
Education. Looking to the present scenario of the higher education in India we recommended some points
in order to further meet the challenges.
References:
PWC report on, “Redefining Higher Education for Inclusive Development in Eastern India”, Indian
Chamber of Commerce, 2010.
PWC report on “Emerging opportunities for private and foreign participation in higher education” Indo-US
Summit on higher education 2010.
Uttara Dukkipati, “Higher Education in India: sustaining long term growth” South Asia Monitor, 141, 01
May, 2010.
Sanat Kaul, “Higher Education in India: seizing the opportunity”, Working paper no. 179, 2006.
India Education ,”Open universities in India” ,www.indiaedu.com>
MHRD, Annual Report on Higher Education in India- 2009-2010.
UGC report: “Higher Education in India: Issues related to expansion, inclusiveness, quality and finance”
2008.
Sudhanshu Bhushan, “Universities and colleges requirements for 15% target during 11th plan-an estimate”
in ibid.
Debkumar Mukherjee, “Higher Education in India-concerns and strategies” Asia-Pacific Business and
Technology report 2010.
IANS (Indo-Asia News service) report of 18 August 2010.
21
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Table-1: All India Growth of institutions
Year Universities Colleges Total
1947-48 20 496 516
1950-51 28 578 606
1960-61 45 1819 1864
1970-71 93 3227 3320
1980-81 123 4738 4861
1990-91 184 5748 5932
2000-01 266 11146 11412
2004-05 348 17625 17973
2005-06 355 18064 18419
2006-07 367 19000 19367
2007-08 416 20677 21093
2008-09 480 22000 22480
2009-10 504 25951 26455
Source: UGC and Higher Education in India, Annual Reports (Universities include central, state, private,
deemed and also institution of national importance established both by the central and state legislatures).
Ref [6-7]
Figure 1: Growth of universities in India from 1947 to 2010
22
7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Figure 2: Growth of number of colleges in India from 1947 to 2010
Table2: Number and type of institution in 2010
Type of Institution Number (Total 504)
State Universities 243
State Private Universities 53
Central Universities 40
Deemed Universities 130
Institution of National importance 33
Institutions established by State 05
Legislative
Source: MHRD, Annual Report 2009-2010.
23
8. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 2, 2012
Figure 3: Share of different types of universities in India in 2010
24