1. The document discusses the importance of both quality and quantity in educational institutions. It argues that neither should come at the expense of the other. 2. Maintaining quality requires factors like high-quality curriculum, strong faculty, adequate research facilities, and good physical infrastructure. However, there also needs to be sufficient access to education. 3. Both extensive access through primary schools and intensive learning in higher education are needed for human capital development and economic growth. A balanced approach is necessary.

1. QUALITY VS QUANTITY
IN EDUCATIONAL
INSTITUTIONS

2. Sow an action
You reap a habit
Sow a habit
You reap a character
Sow a character and
you reap a destiny
-William James

3. EDUCATION TODAY
1. Lack of will to learn in youths.
2. Quality of teaching
3. Reservations
4. Infrastructure
5. Lack of Institutions in remote areas
More emphasis on theoretical knowledge
than practical knowledge.
Governed by both the factors:
1. Quality and
2.Quantity

4. QUALITY AND ITS CRITERION
• In Higher education the following are considered to be criteriion of Quality:
1. Curriculum of High Quality
2. Faculty of Quality Teaching
3. Laboratories, libraries and other facilities for quality research
4. Administrative Setup quality control
5. Managerial system for providing quality culture
6.Physical infrastructure of High standard

5. WHY QUANTITY AND QUALITY ?
• Which comes first, the conditions for learning or the learning itself? In
reality, we know the answer is a mixture of both.
• Schooling can’t be about teaching without teachers.
• Learning cannot happen with discouraged learners and
• Countries cannot develop their economies without an educated workforce.
• Developing a functioning education system requires many ingredients and
no two countries are exactly alike in how they go about doing it.

6. QUANTITY VS QUALITY
• The two variables, quantity and quality of the educational system, are decided at
the individual level, and educational quality is captured by the total aggregate
spending on education.
• However, empirical evidence shows that increasing the amount of resources
spent does not always translate into better learning among students or into
increased labor quality (Hanushek, 1995; You, 2008).
• Educational quality is likely to be a factor influencing the distribution of human
capital, and thus the level of development.
• In a general equilibrium closed economy, higher education requires an extra
investment of private resources, whereas primary education does not.
• This theory states that human capital accumulation depends on quality through
two channels.
1. The Extensive Channel:
2. The Intensive Channel

7. • The Extensive Channel: The extensive channel refers to access to higher
education. Even with perfect capital markets, relatively low quality could
discourage opportunities to pursue education beyond primary school, since
low quality decreases the returns from higher education.
• As a result, agents could get stuck at primary levels, and the economy ends
up being poor.
• The Intensive Channel: The intensive channel establishes that once
individuals decide to participate in higher schooling, the higher the quality of
educational system, the larger the investment made by each agent.
• Using cross-country data, empirical evidence shows that the proposed
channels seem to be quantitatively important.

8. Some Statistical Data

12. : Number of Recognised Educational Institutions
(in '00') (In absolute
numbers)
Level/
Year
Primary Upper
Primary
Secondary Senior
Secondary
Colleges Universit
y
1980-81 4945 1186 NA 516 6963 110
1990-91 5609 1515 NA 798 5748 184
2000-01 6387 2063 877 384 10152 254
2005-06 7726 2885 1060 536 16982 350
2006-07 7849 3056 1122 574 19812 371
2007-08 7878 3252 1138 592 23099 406
2008-09 7788 3656 1221 642 27882 440
2009-10 8199 3941 1222 716.8 25938 436
2010-11 7485 4476 1312 720.46 32974 621
2011-12 7143 4788 1283 841.33 34852 642
2012-
13(P)
8359 4103 1036 1195.8 35829 665
2015-16 759

13. HIGHER EDUCATION
INSTITUTIONS
• The higher education of India are governed by different statutory bodies such as:
1. Medical Council of India (MCI)-1933
2. Indian Nursing Council (INC)- 1947
3. Dental Council of India (DCI)- 1948
4. Pharmacy Council of India (PCI)- 1948
5. University Grants Commission (UGC)- 1956
6. Bar Council of India (BCI)-1961
7. Central Council of Indian Medicine (CCIM) -1971
8. Council of Architecture (COA) -1972
9. All India Council of Technical Education (AICTE)- 1987
10. National Council for Teacher Education (NCTE)- 1993
11. Rehabilitation Council of India (RCI)- 1993
12. National Assessment and Accredation Council (NAAC) -1994 and
13. Distance Education Council (DEC)- 1995

14. FAST CHANGING PROFILE OF
THE NATION
1. 1. Population growth is slowing down: From the peak of 2.5% increase
between 1950 and 1980, it came down to 1.8% between 1991 to 2000.
Projected to be 1.5 in 2010.
2. Literacy has risen from 17% in 1950 to 52% in 1990, 65% in 2000 and
projected to be 80% in 2010.
3. Enrollment in higher education has increased from 0.17 million in 1951 to
6.65 in 1995 to 12 million in 2005.
4. The number of colleges has shot up from 578 in 1951 to 20,676 in 2008,
while the number of Universities has gone up from 29 in 1952 to 415 in
2008.
5. Till March 2007, NAAC has accredited 3,492Colleges and 140 Universities
in the country on the basis of several parameters such as qualification of
faculty, library, and sports facilities infrastructure etc.

15. POINTS TO PONDER
• There is no doubt Human resource plays a pivotal role to the success of
any institute of higher education in this knowledge economy. With Indian
Universities focussing more and more on establishing themselves as a
research, consultancy and industry driven universities; the human
resource of the institutes need to alligned to global standards.
• Higher education institutions have resultantly mushroomed allover the
country without requisite infrastructure facilities and required number of
faculty can be one reason.
• The growth of technical institutions has taken a quantum jump resulting
in poor enrollment and subsequent dilution of qualification at the entry
point by AICTE.
• Quality is becoming casuality.

16. INTERPRETATION OF THE DATA
• Overall quality is much related to the following elements:
• 1. Interface between college and Industry
• 2. Available Employment opportunities
• 3. Preparation for students in any task of life.
• 4. Professional development programme
• 5. Infrastructure and college organization
• 6. Use of electronic learning technologies

17. QUANTITY OR QUALITY???

18. PROBLEMS TO MAINTAIN QUALITY
IN HIGHER EDUCATION SYSTEM
• Lack of Finance
• Defective Curriculum and Examination
• Low quality Research
• Dearth of Faculty
• Lack of colleges and Universities
• Lack of relevant opportunities
• Student politics
• Banking concept of Higher education
• Non transparent processes
• Judicial Interventions
• Problem of coordination- gaps and overlaps in functioning

19. CHALLENGES
• Response to Changing Needs of the Nation.
i. Sustaining the momentum of growth
ii. Consolidating the strengths of sections of the
society
iii. Regaining for the nation its stature as a society
(Arising from national heritage and honour)
iv. Seat of women’s higher learning is lierating
v. Burning need to extend the benefits of higher
education
• Response to needs of global parity

20. NEED OF PRESENT EDUCATIONAL SYSTEM
• A well developed knowledge base.
• Amendment in the areas of 1. teacher education
2. educational research
3. size of curricula and
4. the length of textbooks.
• In addition, perhaps most important of all, primary schooling is emphasized far
less than secondary and higher education, leading to a weak foundation
revealed by poor results on comparative tests of mathematics achievement,
and in the need for remedial coursework at the higher levels we favor so
much.
• An ever growing proportion of humanity grows up in places where it is
inconceivable not to be in contact with the world beyond. To be able to deliver
quality education in a context of decreasing donor resources and exploding
youth populations.

21. ROLE OF TEACHER EDUCATORS
• Teacher educator role will change from teacher to knowledge workers, consultants and
counselors.
• Need to empower themselves to do the justice with the would be teachers or students
• Think globally and act locally
• Work together as a force to improve the teaching and learning.
• Conduct, participate in seminars/conferences and consultancy programmes.
• Have honest impartial and proper evaluation of students performance.
• Envision functions other than teaching by making teacher education degree/diploma
broad based with respect to changing times.
• Delve on specialized skills that add quality to professional functioning.
• Organize their research as per the need of the society and the market forces.

22. SUGGESTIONS FOR ENLIGHTENMENT
OF QUALITY IN HIGHER EDUCATION
Existing Technology Suggested Technology
a. Lecturing a. Library Assignment
b. Group discussing b. Self-study
c. Industrial visits c. Field study
d. Guest Lecturers d. Case study
e. Project Work e. Practical training
f. Seminars
g. Simulation
h. Audio- Visual Aids
i. Brain storming session
j. Rapid reading

23. SUGGESTIONS
• Quality inside the Institute
• Quantity of the Institute
• Transparency in the System
• Relevant and Experiential Curricula
• Education and Productivity
• Bridge Programme
• Feed back Mechanism
• Mentor System to Students
• Grievance Redressal
• Proper Audit Mechanism
• Support Systems- counselling services, placement cell

24. STRATEGIES TO ENHANCE
EDUCATIONAL SYSTEM
• Use of technology at all levels- Including E-Learning.
• Awareness among parents regarding their wards education can certainly
help improve educational standards in the country.
• Renowned universities and higher educational institutions operating
beyond their own borders could help the developing countries to increase
human capital formation and work their way out of poverty.
• “Some people think that the purpose of an international comparison is to
see which country is best and then get the U.S. to emulate its practices.
That idea is naïve. You cannot lift something from one cultural context and
expect it to work in another.” (Schmidt et al 2002, p.2)

25. CONCLUSION
• In a nutshell, the education system should also change in accordance with
the changing times.
• Urgent need for restructuring higher education system to improve
accessibility and quality services offered through autonomy
• It is high time for the teachers, students, government and intellectuals to
realize their responsibilities to ensure a bright future.
• We need to accelerate efforts in promoting quality education at higher
level.
• Quality has to be developed as a culture and not a process alone.
• Research in educational planning, management and training should be
given special attention in our endeavour to improve quality education and
achievements of students in colleges and Universities

26. CONCLUDING REMARKS
• Quality of education should make the receiver equipped with capabilities to
meet the challenges of obsolescence and change. If education imparted
maked the product technically the best, socially relevant and responsible;
and endangers values, behaviour and lifestyle towards a sustainable future.
• The above are few but most important constraints of quality that needs to be
addressed .Top ranking students opt foe companies of their choice, whoever
comes first, resulting other prospective employers getting relatively less
talented, less graded students. This is not their fault since they might have
benefitted if the quality standards set by institutes are realized.
• All these are recipes for danger as the snowballing effect of the various
factors results in sarcastic question of “How high is higher Education?”

27. Thank You