cover jan-march 2016

COLLEGE POST

the higher education journalVOL. 16, No. 1 January-March, 2016

seed...

ISSN 2348-084X

Happiness is when what you think, what you say,and what you do are in harmony.

— Mahatma Gandhi, born 2nd October 1869, died 30th January, 1948

College Post Editorial Board :GD Sharma, Baldev Mahajan, M.M. Pant, S. Bhushan, S.C. Sharma, Kavita Sharma & Kunal Mathur

INTERNATIONAL DIPLOMA INEDUCATIONAL LEADERSHIP

-Higher EducationMaking you ready for higher roles

The International Diploma in Educational Leadership (IDEL-HE) 2016, meant for Planners, Administrators, Scholars, Educational and key Decision Makers in Higher Education, is based on the Training Modules developed at UNESCO/IIEP (International Institute of Educational Planning), Paris by Dr. Bikas C. Sanyal, former Senior Programme Specialist (Higher Education) at IIEP, Paris and by eminent scholars in India.

IDEL-HE PROGRAMME OPTIONSOne Year: Programme will be conducted remotely through mix mode namely, e-content, internet chat, peer group interaction and face to face workshop, over three terms (each of 12 weeks). During the programme the participants will be having one week face-to-face interaction with faculty and experts in India.Course Modules to be offered:1. Strategic Management in Higher Education : Dr. Bikas Sanyal2. Financial Management - Trends and International Experiences : Dr. Bikas Sanyal3. Regulatory and Standards Setting Authorities - Their Role and Functions : Dr. G.D. Sharma4. Academic Staff Management in Higher Education - Trends and International Experience : Dr. Bikas Sanyal5. Quality Enhancement to Realise Potential of Excellence : Dr. G.D. Sharma and Dr. Mridula Sharma6. Educational Leadership Development - Prof. M.M. Pant7. Space and Infrastructure - Issues and Approaches :

Dr. Bikas Sanyal8. Educational Entrepreneurship, Brand Building and Reputation management : Prof. M.M. Pant9. Internationalization of Higher Education : Dr. G.D. Sharma10. Educational Entrepreneurship : Prof. M.M. Pant11. Open Module - to be decided by the participants

International ExposureOne week (optional) International Summer School in Paris/Europe.

Registration for IDEL-HEThree batches have already been benefitted from one year Diploma programme and the

thregistration is now open for the 4 batch of one year. Last date for registration is 25 June, 2016. The

thprogramme will commence from 15 July 2016. For details visit www.seededu.org, or call 011 26651196 /9868820215 or e-mail [email protected], [email protected].

th

Centre for Higher Education Studies and Training

Society for Education and Economic Development

SCHE T

1College Post, January – March, 2016

EDITORIAL

Bharat Ratna for Pt. Madan Mohan Malviya is a recognition of the contributions made by thegreat person, beside other things, to create an institution to provide higher education togenerations of Bhartiya with recognition of existing indigenous knowledge as also Englishknowledge resources. Banaras Hindu University, therefore, represented aspiration of people ofthat time. It kept pace with the developments at that time while taking advantage of existingIndian Knowledge resources in Ayurveda, Sanskrit, Mathematics and in other disciplines. However,over time desire to emulate and to follow what is happening in the western countries, BHU likeother Indian Universities followed the same trajectory in its offer of programmes of studies. Thisin our view, is not in keeping with the dream, Malviyaji had. Period in which he worked to set upa University with community resources and funding for philanthropist was a yeoman task. Story

goes that one day early in the morning, Malviyaji approached local Seth for funds. Seth got angry and snubbed Malviyajiand offered pair of shoes as donation. It was great testing situation, but Malviyaji kept cool. He did not lose his heart. Hekept working for setting up BHU. Now BHU over a period of years has trained several stalwarts in Indian society andprovided opportunities to hundred thousands of scholars for higher education and research. In fact India has honoureditself by honouring the great educationist and freedom fighter of our country.

The challenge of education when Malviyaji set up BHU was to prepare persons, who while learning the modernknowledge will preserve and enhance indigenous knowledge, values, culture and fight against British denigration of Indianvalues, culture and knowledge resources. This was particularly so, as colonial rulers were out to destroy and denigrate whatwas indigenous. This was necessary for the colonial ruler so as to rule the masses of India. This was done through robbingpeople of India of their identity and instil inferiority complex among the people at large. This forced Indians to accept theBritish rules, laws, and culture and knowledge resources as superior to Indian values, culture, laws and practices. People of

BHARAT RATNA FOR MALVIYAJI: CHALLENGES OFEDUCATION THEN AND NOW!

CONTENTSEditorial

News

Articles:1. Factors and Forces that

Influenced the Changesand Development of HigherEducation in India

2. Higher Education in India:New Challenges andEmerging Roles

3. Higher Education and theNorth-East of India:Challenges and Solutions

4. Private Challenges toPublic Institutions: RecentScenario in West Bengal

Across the Globe

Book Review

EditorG.D. SharmaCo-editorBaldev Mahajan

that time could compare what was being imposed and what was available with themthrough generations. Setting up of BHU was an attempt to preserve what was best forIndian and provide an opportunity to people through system of education to appreciatethis difference. However, after independence this fervour to preserve and promote whatwas indigenous has abed and everyone started following voluntarily, what colonial rulersattempted to impose on them. What we have today, after 68 years of freedom of India,is an appendage and outdated system of education and higher education. It has beendeveloped consciously or unconsciously, ignoring the need of teaming millions of Indians.In the process it also ignored what the father of the nation Mahatma Gandhi wanted usto work for an Indian Identity in modern context. A system of education and developmentthat makes people of India to be critical, creative, innovative and confident of theirplans & actions and proud of their being Bhartiya. Although, there is great talk andmedia buzz about make in India, but will it be possible with given the present educationsystem and model of development. If we wish to establish our identity, we need torevamp our education system and transform our centralized model of development.We also need to spell out- what we mean by make in India? Is it making in India forinternational trade and hoping that market forces will ameliorate poverty, squalor anddirt from the country? Or is it to engage masses in economic activities and in decentralizedform of development so as to help achieving the objective of made in India for Indiansand then for people of other countries. Taking pride in the past knowledge resources assymbols and stories may inspire us, but will not help achieve made in India dream. It isthrough research and development and development of quality human resources, whoare creative, critical and innovative will help made in India dream realize. This appendagemodel of education, economy and market integration with developed economy throughvarious bilateral and multilateral agreements, non-agriculture market access, withideologue from IMF and World Bank will hardly help achieving the dream of made inIndia for Indians. Therefore challenge before drafting committee set up by GOI on neweducation policy is to match modern needs and needs of teaming millions living in villagesand free education from present appendage model of western thought process.

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NATIONAL EDUCATION POLICYMinistry of Human Resource Development has the widerconsultations for framing National Education Policy. FirstNational Education Policy was framed in 1968 followedby Education Commission Report 1964-68. The thrustof the policy was expansion to achieve universalizationof primary education, strengthening secondary schoolEducation and expansion of higher education with afocus on equity and quality of higher education. After20 years of operation this policy, in early 80s a TeachersCommission and School and Higher Education wasconstituted. This Commission submitted its report in mideighties. Following this an exercise was initiated byMHRD to frame National Education Policy by organizingdebate and discussion and circulating a documentChallenges of Education. After receiving inputs fromseveral quarters National Policy on Education wasformulated in 1986. Followed by Programme of Actionto implement the policy of schemes like autonomousColleges, Academic Staff Colleges, faculty improvementprogramme and several others to meet the challengesof equity, quality and relevance. In 1992 RamamurthyCommission (during brief Janta Party period) attemptedto revamp education through several suggestions.However, no new educational policy was drawn. Duringthe period of NDA government attempts were made tochange contents at the school level through nationalcurriculum framework. Two stints of UPA governmentcompletely ignored the need for framing new educationpolicy although enough water had flown over the bridgeafter India signed WTO agreement, and new devicesand information technologies were introduced in Indiaand world over. College Post has been urging for framinga new education policy since 1995 and more particularlyafter India adopted the policy of liberalization. Towardsthe end of UPA government an attempt was made toset up National Commission of Education. Some debateand discussions were held by the then MHRD ministerShri Pallam Raju. But the matter could not progressfurther as elections were announced. The newgovernment has announced that it is not setting upnational commission on education, instead it will havewider consultation starting from villages to Zila Parishadto State and culminating at national level as inputs inframing National Education Policy. As a follow up of this,wider consultation took place with regard to gettinginputs for National Education Policy. In the field of HigherEducation several groups were constituted anddeliberated these in different parts of the country ondifferent themes. Reports of these discussions seem tohave been sent to MHRD. Two of the groups namely,Internationalization of Higher Education and Teachersin Higher Education were attended by President , SEED.A committee to frame National Policy on Education hasbeen set up with its Secretariat in NUEPA. It is like tosubmit its recommendations. The policy will address thefollowing issues:

News(i) Whether this form of education at school and higher

education - structure, contents, methods of delivery,evaluation and certification ,system of governancewould best serve national interest?

(ii) Has the present system helped development ofcreative, critical, questioning and innovative mindsets with energy and resolution to implement whatis best for India?

(iii) Has the present system of education re-enforcedMacaulay in spirit and practice?

(iv) Has the system served teaming millions of India bydevelopment of knowledge, skills, values, culture,R&D and critical mind set?

(v) Has it created a system to serve the interests andmarket needs of developed world?

These are somewhat fundamental issues whichneed to be addressed before one draws a policy ofeducation for India.

RANKING FRAMEWORKUGC has brought out a ranking framework forUniversities and Colleges in India. The same can beseen from UGC website. This framework needs to bedebated in the light of framework of NAAC and NBA foraccreditation of institutions of higher education.

NEWS FROM STATESSikkimDebashish Chaudhary, Secretary ICF MeghalayaColleges and Principal Women College Shillong hasbeen appointed as Controller of Examination, SikkimCentral University, Sikkim. ICF congratulates him for hisappointment.

KeralaDr. Bhaseer Ahmed , principal of ICF member Collegefrom Kerala has been appointed as Vice Chancellor ,Calicut University, Calicut. Kerala

Uttar PradeshDAV College Muzzarnagar, UP under the leadership ofPrincipal Sexana held one week youth fest. Students ofthe college put up grand exhibition of their innovativework and models. Dr. G.D. Sharma, former SecretaryUGC and President SEED inaugurated the youth fest.While inaugurating the fest he said he was very pleasedto see the innovative approach of the college in involvingstudents in creative and cultural activities. He appealedto young students to be part of National DevelopmentVolunteers to serve the society and for their selfdevelopment.

GujaratNDV programme has been started in HMV College, Una,Gujarat. 100 students from the college have registeredas volunteers.


This is first part of a Monograph on Changes andDiversification of Higher Education in India. An abridgedversion of this monograph has already been publishedin “India Higher Education Report 2015”, edited by N.V.Varghese and Garima Malik, published by Routledge,a Routledge India Original.

PREMISESThere is a close relationship between education andsocio-political and economic developments in a nationstate and in the world. In the sector of higher educationthis relationship is more pronounced.Some time developments in highereducation, through research andinnovations (including technology)cause the changes in socio, economicand political scenario of a nation. Someother time socio-political and economicchanges cause the changes in highereducation. During the previous quartercentury several changes have beennoticed in higher education world overincluding India. These changes areinfluenced by thought processes beingdiscussed and opinion expressed at the apex levelorganizations like UNESCO, WTO, World Bank, IMF,ILO, OECD and indigenous apex level funding andopinion building organizations. These are alsoinfluenced by political, economic and social outlook ofpolicy makers in a nation state. It may be very useful toanalyze the kind of changes that have taken place inHigher education in India. Keeping in view the pastdevelopments and pressing need of the economy andsociety. It may be pertinent to conjuncture the likelychanges that may take place in the future. The aspectsthat need to be explored with regard to change are:

FACTORS AND FORCES THAT INFLUENCED THE CHANGES ANDDEVELOPMENT OF HIGHER EDUCATION IN INDIA

DR. G.D. SHARMA*

System of education and higher education is normally influenced and shaped by the socio-economic andcultural need of the society. But if society is ruled by outside forces, system of education prevailing in asociety is mended to suit the needs of outside forces. Societies even after gaining freedom from outsideforces find it difficult to change it to suit needs of its teaming millions owing to several forces unleashed

by the outside rulers.

* Dr. G. D. Sharma, formerly Secretary, University GrantsCommission (UGC) Govt. of India, Director, Consortium ofEducational Communication (CEC), Director, Indian Instituteof Education, Pune and Senior Fellow and Head, HigherEducation Unit, NIEPA, New Delhi and Consultant: UNESCO,UNDP, DFID and Ed.Cil, India.

changes in institutional arrangements, programme,content and delivery and outcome of learning in highereducation, participation of students' belonging to social,economic and regional deprivation and of those so farleft out of the streams of higher education, speedy andcost efficient response in institutional set up andmanagement of system of higher education. There, itis proposed to analyze the diversification in highereducation in India, keeping in view the above premises.

IINSTITUTIONAL DIVERSIFICATION:HISTORICAL PULL AND MODERNPUSH FACTORS.India is unique country with regard todevelopment of higher education. It hashistory of oldest universities in the worldimparting education in Astronomy,Mathematics, Geography, Religion, Artand Architecture and so on. Oldestuniversities are known by the name:Nalanda, Taxshila and Vikramshila.Chinese scholar Huesan description ofthese universities and their students

studying in them from various parts of the world istestimony. These institutions were one of the oldestinstitutional system of higher education withinternational participation. Though knowledge systemin India has been still older to this time, when scholarsengaged in creation, generation and dissemination ofknowledge formed sort of continuums from onegeneration to another generation. Some of the besttreatises in written form were developed over centuries.Names of authors were kept at the background or evennot mentioned. History of this development is stillpreserved in the form of Vedas, Upanishads, VedicMathematics, developments in Astronomy, Art,Literature, Natya Shastra, Agriculture, Medicine,Surgery, Economics, Laws and so on. Institutional setup from Gurukul to Universities, and tradition of creationand generation of knowledge has been the hallmark ofIndian higher educational history in the world. It maynot be out of place to mention that this system of

India is unique countrywith regard to

development of highereducation. It has history ofoldest universities in the

world imparting educationin Astronomy,

Mathematics, Geography,Religion, Art and

Architecture and so on.

Articles


knowledge creation and dissemination helped peopleto develop agriculture, industry, manufacturing,architecture, system of health management and cure,international trade, education of two third of itspopulation and an adjective to India as Golden Bird.This, however, has been relegated to background,owing to changes over a period of time. This past historyof 5000 years of India, however, lurks in the minds ofeducated in modern education system and in the family,community and peer group learning and by those notso educated in the modern system of higher education.As, whenever, a change takes place in India, there isalways pulls of history and push of modern system ofknowledge creation and dissemination. No wonder,whenever some new developments take place in theinstitutional development and development inknowledge, Indian academics tend to link the same tothis past. This is evident from the name we give toscientific development today, name we assign to newinstitution and knowledged. We have names like GargiCollege- based on one of the great mathematician ofthe past, but the college imparts modern arts andsciences education. Names of our satellites and namesof our eminent institution- like Bhaskeracharya and evennew higher education channel - as Vyas Channel ofhigher education are examples of the pull of our pasthistory. Hence in India, whenever institutional changesin higher education have taken place, pull and pushforces have operated. Push forces were global in natureand had direct bearing on development in science andtechnology of today as also a sort of example thatdeveloped countries have gained in economic andsocial eminence through this knowledge. Hence thisknowledge and institutional mechanism to create andimpart to population will only help development of restof the world. This push force was initially backed bypolitical dominance of outsiders in India and much morestrongly during British colonial rule in India. Hereinstitutional and knowledge creation and change wasnot only pushed in the interest of colonial masters, butindigenous knowledge was demonized, denounced andstopped through state machinery. Hence moderndevelopment and diversification in institutional set uphas, by and large been through push factors, to startwith colonial period and after independence, being inthe race of development in this globalized world toillustrate the same model.

PHILOSOPHICAL BACK-UP OF MODERNUNIVERSITY SYSTEMIndigenous system of higher education was of no useto colonial rulers; rather it became hindrance to theirdesign of governance and the model of development.Therefore, under the guidance and philosophical backup based on Macaulay Minutes - on education,

presented in British Parliament in 1835, para 34 ….".We must at present do our best to form a class whomay be interpreters between us and the millions whomwe govern, ---- a class of persons Indian in blood andcolour, but English in tastes, in opinions, in morals andin intellect. To that class we may leave it to refine thevernacular dialects of the country, to enrich thosedialects with terms of science borrowed from theWestern nomenclature, and to render them by degreesfit vehicles for conveying knowledge to the great massof the population" (1). Macaulay was very scathing criticof Sanskrit and Arabic knowledge, literature. In his viewwas native knowledge, literature was inferior toEuropean knowledge and literature. He pleaded BritishParliament to set up English language schools andinstitutions higher education replacing Sanskrit collegesand Arabic Madrasas. These minutes laid the groundfor creating new education system in India anddiscouraging education in native Sanskrit and Arabicknowledge. This system obviously meant to helpcolonial rulers in their development design andexploiting natural resources to the need of theirindustrial development as also preparing humanresources that would help in their governance and inthe model of development. This was done through bodyof knowledge developed by them in their own languagei.e. English. Hence first modern university system cameto be established in India, in 1857, after 20 years ofthis philosophical back up note, as also soon after firstwar of independence, which was called mutiny in 1856.These universities were patterned on the BritishUniversity System- namely Bombay, Madras, andCalcutta- port towns of India facilitating trade andcommerce with colonial rulers. Content and bodyof knowledge to be imparted was from BritishUniversities, history, literature, geography, economics,sciences and so on. These Universities alsoaffil iated colleges imparting degree educationprogrammes.

University of Allahabad, Allahabad (UP) was setup in 1887. Most of the Universities and educationalinstitutions came up during the 1856-1945 werebasically replica of these universities and body ofknowledge being imparted in them mainly came fromBritain. There are some exceptions to this situation.Some of the institutions and colleges came with Englo-indigenous system of education, with introduction ofsome of traditional knowledge of Sanskrit literature andvalues and culture. Two universities came with thecommunity support and initiatives taken by two eminentpersons, namely, Banaras Hindu University (1916) atBanaras with the effort of Pt. Madam Mohan Malviyaand Aligarh Muslim University (1920) at Aligarh by SirSayyad Khan. Both attempted to resurrect traditionalknowledge and attempted to impart modern knowledge.


It may not be out of place to mention that all universitylevel institutions in the initial phase came with thesupport of community and people. Subsequently it waspromoted by erstwhile Princely states, University ofMysore (1916) by Mysore Princely state. OsmaniaUniversity (1918), Hyderabad by Nizam of Hyderabad.Patna University, Patna, (1917) and Delhi University,(1922), Dr. Harisingh Gaur Vishvavidyalaya, Sagar(1946) supported with individual donation of Dr. Singh,and so on.

Bombay, Calcutta and Madras universities affiliatedcolleges in their regions and controlled theirprogrammes of studies, system of teaching-learningthrough the system of examination. Banaras HinduUniversity and Aligarh Muslim University were unitaryin nature and did not affiliate colleges. Hence theconcept of Affiliating and Unitary University startedduring pre- independence period. After independenceBHU, AMU, Delhi University were financially supportedby the Central Government. These were termed asCentral Universities.

AFFILIATED COLLEGESThe concept of affiliated colleges was started by Britishgovernment with a view to control the education processthrough universities at the district and local level. Sinceobjective of education was to prepare persons foradministrative and other supportive work for colonialmasters it was very essential that education of studentsin colleges is controlled by the programmes of studiesbeing offered by the universities and degree to beawarded by universities after due system ofexamination. Therefore, all colleges offered arts,science, Commerce, Education, law and otherprogrammes as per provisions of respective university.Colleges did not have authority to either decide theprogrammes of studies, contents and system ofevaluation. The colleges during the colonial period wereestablished as affiliating colleges. This practicecontinues till today.

Many colleges were established during pre-independence period were supported by community,religious groups, and princely states, Dayanand AngloVedic Colleges, Ramakrishna and Vivekanand MissionColleges, Christian Mission Colleges, Wakf and MuslimEducation Society Colleges and there were severalreligious seats and sects supported colleges. Collegeswere set up by social movement organization andindustrial houses such as people's Education Society,Bhawans College, Birla institutes of higher education.There were also government supported colleges.Hence, till India became independent of colonial rule,institutional system of affiliated colleges and universitieshad taken wide spread ground in India.

Universities were integrated system, wherein alldisciplines and subjects of knowledge were imparteddirectly through departments or through its affiliatedcolleges/ constituant colleges. There were around 500colleges affiliated to respective universities spread overthe country. These provided Arts, Science, Commerce,Engineering, Medical, Theology, Law and Sanskriteducation. This development also set up a frameworkof future changes in higher education in India. Pullfactors made Indian to link with indigenous knowledge,names and systems and push factors made them tolink it with modern and state pushed system ofinstitutional mechanism, body of knowledge, systemof creation and dissemination and evaluation ofattainment of knowledge was the same as wasprevalent in Britain with some exceptions, and wasdeeply institutionalized. There was always a lurkingdesire to link it with pre- colonial glorious past. Alongwith this the indigenous system did continue in the formof oriental education institutions. Ayurvedic, yunanimedicine institutions, Sanskrit education institution andso on, however, these existed without the staterecognition and support.

PHILOSOPHICAL BACK-UP OF UNIVERSITYSYSTEM AFTER INDIA ATTAINED INDEPENDENCEFreedom of India from colonial rule was attained afterstruggle by various groups- Bhagat Singh,Chandreshakhar Azad, Sukhdev - action groups, LalaLajpat Rai, Bal Gangadhar Tilak and Bipin Chandra Pal- intellectual groups , belonging to three differentregions, namely Punjab, Maharashtra and West Bengalthey had education both in vernacular and English. Thefreedom movement by Subhas Chandra Bose and civildisobedience Movement launched by Mahatma Gandhiand associates in congress. It culminated not as arevolution, but finally into transfer of power in 1947 byBritish after consistent struggle by Indians for 17 longyears. The transfer of power was done by truncatingthis continent -Bharat - on religious ground in two parts,namely Pakistan and India. Seeds of this division wereshown much before this action by manipulating leadersof freedom movement on religious and secular lines,namely muslims through Muslim League and secularthrough Indian National Congress. It may be mentionedthat INC had eminent Muslims as members. And oneof them, Maulana Abul Kalam Azad became firsteducation minister in independent India. This physicaldivision caused emotional division and by and largeintegrated community within this continent was turnedinto a permanent enemy on religion basis as alsocausing suspicion among people, who chose to be partof India. The transfer of power had one of worst historyin mankind created by British Rulers before leaving this


continent. This was an emotionally inflicted injurybetween these two communities. There is no parallelin history of mankind of conflict and injury inflicted dueto this division among those lived together, workedtogether and fought together for freedom of India.Another incident was Jalianwala Baag firing at the timeof freedom movement, which was an ampledemonstration of British Cruelty, and there is no parallelof this cruelty in human history. In spite of this painfulexperience, both countries took a very positive outlookfor development of higher education. Physical divisionalso led to division of educational institution within thesetwo countries as also cross migration of educated andgeneral population with lot of bloodshed. Memories ofthis division of educated people who came to settlehere were very painful, yet they all worked foreducational development of India. Inspite of colonialrule and colonial philosophical back up for creation ofhigher education in undivided India, this transfer ofpower blurred the vision of educated people about therole of education in the development of country. It didnot enable educated people in both the countries toquestion the very foundation of education & highereducation system, which was amply, questioned byMahatma Gandhi- the father of the nation. Gandhibelieved that education was not rooted in the soil ofIndia and was not created for the benefit of largemasses and development of the country. To quote: "Itis my considered opinion that English education in themanner it has been given has emasculated the English-educated Indian, it has put a severe strain upon theIndian students' nervous energy, and has made of usimitators. The process of displacing the vernacular hasbeen one of the saddest chapter in the BritishConnection". He further states that: "No country canbecome a nation by producing a race of imitators." "Ofall the superstitions that affect India, none is so greatas that a knowledge of the English language isnecessary for imbibing ideas of liberty, and developingaccuracy of thought" He states that: "It was conceivedand born in error, for the English rulers honestly believedthe indigenous system to be worse than useless. It hasbeen nurtured in sin, for the tendency has been to dwarfthe Indian body, mind and soul." Gandhi was very openand clear about his mission and vision. Whileresponding to Tagore he said to quote: "I do not wantmy house to be walled in on all sides and my windowsto be stuffed. I want the cultures of all the lands to beblown my house as freely as possible. But I refuse tobe blown off my feet by any. I refuse to live in otherpeople houses as an interloper, a beggar or a slave. Irefuse to put the unnecessary strain of learning Englishupon my sister for the sake of false pride or questionablesocial advantage." He further states that: "Mine is not

religion of the prison-house. It has room for the leastamong God's creation. But it is proof against insolence,ride of race, religion or color [2].

It was an imposed system to benefit the colonialrulers. His views were ignored and he was isolatedduring the period of transfer of power. Hence the natureof changes that could have taken place afterIndependence in education and higher educationsystem to respond to need, ethos, values, culture,societal, economic development of regions and peoplecould not be thought about. This is, in spite of such apainful experience of the past. Those who talked aboutglorious experience of pre-independence past weretermed as living in history and not able to see presentand future. This was done without deeply examiningthe system of higher education of the ancient past-which promoted enquiry, debate, discourses andmaking of minds and not only people who would sub-serve the interest of rulers. Thus India by ignoringMahatma Gandhi missed the opportunity to introspect,question, debate and discourse about future system ofeducation and higher education. This could be partlyowing to the fact that those in whose hands powerswere transferred in both the countries had deepappreciation for English education system as they werebesides products of vernacular were also products ofEnglish education system.

PHILOSOPHY OF RECOGNITION OF PAST,HIGHLIGHTING PRESENT AND FUTURE NEEDSSoon after attaining independence India set up aUniversity Education Commission in 1948[3], under theChairmanship Dr. S. Radhkrishnan - a philosopher, wholater on became President of India. This Commissionbroadly laid down a philosophical background for IndianHigher Education. The Commission report attemptedto recognize the system of indigenous knowledge atthe same time it highlighted the importance of modernknowledge and institutional mechanism to impartknowledge. It also recognized importance of locallanguage, but highlighted importance of Englishlanguage and knowledge contained in this language.Hence philosophical back up of education system inindependent India was to recognize the past, buthighlight the importance of present and future in thecontext of modern development in the world. Hence,the established university system in India and itsaffiliated colleges were retained, without debate/discourse on kind of higher education needed in India.It also recommended for creation of a system to ensuremaintenance and coordination of standards in highereducation. This aspect was also incorporated inconstitution of India as the responsibility of CentralGovernment.


UNIVERSITY GRANTS COMMISSION (UGC)On the basis of recommendation of University EducationCommission on the pattern of University GrantsCommission of UK, University Grants Commission ofIndia was set up to develop, promote and maintainstandards in higher education with the centralgovernment support. This body also became a sourceof change and diversification with the financial supportand with the advice of experts drawn from length andbreadth of the country. Since 1953 the UGC worked asa committee and after the formation UGC Act, 1956 asUniversity Grants Commission[4] almost after 100 yearsof establishment first three universities in India,University Grants Commission was assigned the roleto coordinate and maintain the standards in highereducation. This organization promoted and causedchanges and diversification in higher education at theinstitutional, contents, delivery and certification levels.

ASSOCIATION OF INDIAN UNIVERSITIES (AIU)There was also a body of Vice-Chancellors ofuniversities for India and Cylone - during pre-independence period later on it became Association ofIndian Universities - which worked as think tank of vicechancellors of Indian universities - as also lobby/opinionbody of higher education. These two organizations atthe apex level had their due influence in changes anddiversification in higher education - one with expertopinion and finance the other with opinion and potentialfor implementation at the ground level by leaders ofuniversities i.e. vice chancellors. Colleges did not havemuch say, as these were affiliated to universities, exceptfor conveying, difficulties, needs of students and facultyto universities. Association of college teacher alsobecame an important factor in implementation of changeand diversification.

PLANNED PROCESS OF DEVELOPMENT -PLANNING COMMISSIONAs early as, 1951 India launched planned process ofdevelopment by setting up Planning Commission. Thecommission worked for development of the country bypreparing five year development plan. All sectorsincluding education and higher education preparedplans of development by central government and stategovernments. These were consolidated by the PlanningCommission and finally approved by NationalDevelopment Council composed of Chief Ministers ofstate governments and Prime Minster and otherministers. Allocation for central and state governmentwas done at the planning commission. Developmentand Diversification in higher education also got reflectedin the five year plan proposals. Thrust of overalldevelopment plan was also reflected by various sectors.For examples second five year plan was for

industrialization its education component would alsoreflect development engineering and technologyinstitutes as also management institutes. UGC alsoprepared five year development plan for highereducation sector containing institutional and programmediversification, enhancement of quality and maintenanceof standards.

CENTRAL AND STATE UNIVERSITIESAs stated above Universities established during pre-independent period were taken over by respective stategovernments and some of the universities were takenover by the central government. State Universities wereestablished through state legislation and centraluniversities were established through legislation byParliament. Central Universities' number remained smalltill year 2000. After 2000 with pressure building fromstate governments, the Government of India establishedmany institutions like: IITs, IIMs, IISERs and centraluniversities in states of India.

AFFILIATING AND UNITARY UNIVERSITIESSome of the Central universities have affiliated colleges.Delhi University, Delhi has affiliated and constituentcolleges, whereas BHU, AMU and several other centralUniversities established after independence did notaffiliate the colleges. A good number of State Universitiesaffiliated the colleges. Some state universities alsoworked as unitary university and did not affiliate colleges.Through the Acts of respective universities thegeographic jurisdiction of each university for affiliationof colleges were specified. Universities could affiliatecolleges within the specified geographic jurisdiction.However, universities had the choice to enroll studentsanywhere from India and abroad after due recognitionof previous education qualifications.

DEVELOPMENT OF UNIVERSITIES AND COLLEGESUniversities: During the plan process of developmentseveral state level universities were established. Till1991 growth was slow but steady. Many stategovernments set up universities in general and focusedareas of higher education. Till this period stategovernment set up and provided funds for universities.After 1991-95 and beyond several changes took placein terms of funding of Universities. After 1995 withacceptance of policy of liberalization the concept of selffinancing courses and self financing universities started.Number of self financing private universities jumped afteryear 2005.

Colleges: Colleges run by Trust and Societies werealso taken over the State Government and stategovernment also established Government Colleges.Thus there are Government Colleges, Trust/SocietiesManaged Colleges and within this category there are


trust/ society managed colleges getting grants from stategovernment and termed as Government Aided Collegesand other colleges which do not get grant from the stategovernments and these are termed as Un- AidedColleges. Their fees were regulated and were offeringhigher education at the usual fee not covering cost ofeducation. Growth of higher education in India has beenmainly through colleges. A good proportion of them aresociety/trust sponsored colleges. The policy ofliberalization also influenced the funding of colleges.Many self financing colleges were allowed to set up after1995. Their number jumped to 31,324 in 2010-11 ascompared to 9,033 in 1995-96. Gender focusedcolleges, namely women colleges also increased duringplan process of development. Their number went upfrom 77 in 1951 to 1578 in 2000-01. We will discussthese developments further in subsequent sections.

INTER-DISCIPLINARY, CULTURE, REGION,GENDER AND LANGUAGE FOCUSEDCENTRAL AND STATE UNIVERSITIESMost of the universities followed old pattern of education,research and training in conventional programmes ofeducation with some specializations and developmentof departments under special assistance. There was oneexception to this trend. One university namely,Jawaharlal Nehru University was established in the year1969 which diversified the programmes of studies byfollowing inter-disciplinary orientation, followed internalsystem of evaluation and admission of students basedon socio-economic background from all over India.Another university of cultural , art and literature locatedin rural setting and fulfilling vision of Shri Rabinder NathTagore, the Nobel laureate, was set at Shanti Niketannamely, Visva Bharti University in 1951. North EasternHill University, Meghalaya - responding to regionalneeds was set up in the year 1973. With view to respondto demand for Open University education, Indira GandhiNational Open University was set in the year 1985.Mahatma Gandhi Antrarastriya Hindi Visva Vidyala,Vardha, 1997 and Maulana Azad National UrduUniversity, 1998 were set up to respond to languagesneeds and aspirations of people. After year 2000s witha view to respond to demand from several states Centraluniversities were set in several states or stateuniversities were converted as central university. Wewill discuss this aspect at an appropriate place.

State Governments also set up: agriculture, health,culture, regional, gender and language focuseduniversities. Smt. Nathibia Damodar ThakerseyWomen's Univesity, Bombay now Mumbai, was set in1951, Shri Padmavati Mahila Viswavidyala,Tirupati,1983in AP, Mother Teresa Women's University Kodaikanal,1984 in Tamil Nadu. Dr. Punjabroa Desmukh AgricultureKrishi Vidyapeeth, Akola ,1969, Kavi Kulguru Kalidas

Sanskrit University,1999. Yasvant Roa ChavanMaharastra Open University, Nasik, 1990 MaharastraUniversity of Health Sciences, Nasik, 2002 inMaharastra. Indira Kala Sangeet University,Khairagarh,1956 in Chattisgarh, Vardhman MahavirOpen University, Kota,1987. And agriculture university,Bikaner,1987 in Rajasthan. Tamil Nadu was the firststate to set up Medical and Teacher Educationuniversities, Namely Tamil Nadu Dr. MGR MedicalUniversity, TN, 1989 and Tamil Nadu TeachersEducation University, TN, 1999. Makhan Lal ChaturvediRastriya Patra Karita - national university of Journalism,Bhopal,1993. Similar developments are noticed in otherstates also. Most of the states opened AgricultureEducation Universities and open universities around late1980 with establishment of IGNOU and Agricultureuniversities in the other state Major shift in specific areafocused universities is seen among many states aroundlate 1990s and 2000-2014.

DEEMED TO BE UNIVERSITIESUnder the provision of Act of UGC support was givenfor the development of Higher Education both forinstitutional maintenance in central sectors anddevelopment of universities and colleges in state andcentral sectors. There was rapid growth anddiversification of institutions of higher education duringperiod of 1956 to mid 1960s. A good amount ofdiversification took place through institutions which wereworking in specialized and in the area of focusedknowledge education and research. This change anddiversification came through special provision in theUniversity Grants Commission Act of 1956 to grant thestatus of university to such institutions as deemed to beuniversity under section 3 of UGC Act. This provisionwas specially made for those who were not on thepattern of traditional universities and were offeringspecialized and focused education programmes andresearch. This was to grant degree granting status tospecialized institutions which were working in thespecially focused areas of research and training underthe section 3 of University Grants Commission Act. 1956as deemed to be universities. Among those institutionswhich were working in special areas namely, Scienceand Social work, Yunani Medicine, Aurvedic Medicine,Agriculture, Rural areas, Mines, and so on were granteddeemed to be University Status. Similarly those cateringto special discipline in Sanskrit were also granteddeemed to be university status. These were: IndianAgriculture Research Institute, Pusa, Delhi (1958),Gujarat Vidyapeed, Ahmedabad (1963) Tata Instituteof Social Science, Bombay, (1964) Birla Institute ofScience and Technology, Pilani-(1964) - Birla Housefinancially supported institute. Gandhi Gram RuralInstitute, Grandhi Gram, Tamil Nadu (1976) School of


Planning and Architecture, Delhi (1979). Many institutionsoffering specialized and focused programmes of studiesand research were granted deemed to be universitiesduring 1980s and 1990s. Gender focused institutionsnamely Vansthally Vidya Peeth, Vanasthai, Rajasthan,1983, Avinash Lingam Institute for Home Science andhigher Education for women, Coimbatore were alsogranted deemed to be University status in1988. Thesewere partly supported by sponsoring body and partly orfully supported by central government through UGC.Similarly Institute of English and Foreign Lanaguages,Hyaderabad was given Deemed to University status.Laxmibia National Institute of Physical Education Gwaliar,was also given deemed to be university status in 1995.The character and system of financial support as alsogovernance changed significantly during first decade of2000. Their numbers also jumped during this period.During this period most of them got established as selffinancing deemed to be universities. We will discuss thisas we approach this period in our analysis. Here it issufficient to indicate, what is in store in future analysis ofthe concept of deemed to be universities anddiversification of higher education through them. In spiteof several observations which we may make, it may bepertinent to mention that this is one of the mechanismthrough which diversification of higher education, moretowards need of the society, has taken place and thismechanism has great potential to help diversification, ifoperated as envisaged in the University GrantsCommission Act,1956.

EDUCATION AND DEVELOPMENTThe period of early to mid 60s was a trying period forIndia. It faced Chinese war 1962 and Pakistan war in1965. It also faced draught in late 50s. It depended onPeace Law 480 Grant from USA. All this put stress onIndian economy, body politics and society. Its' desire tokeep peace with neighbors were shattered. Its principlesof Panchsheel were flayed. It was also felt that educationwas not linked with development and thereforesomething has to be done to link it with development.Government of India set up a Commission in 1964 -66dealing with education and development[5]. TheCommission was headed by Professor D. S. Kothari - aphysicist. He also was also chairman of University GrantsCommission. This Commission suggested reforms to linkeducation with development. First National Policy ofeducation was also announced in 1968. The policy andthe desire to link education with development led toseveral changes in content and creation of institutionsof engineering and technology and institutions ofAgriculture and other specialized areas.

AGRICULTURE EDUCATION UNIVERSITIESIn order to deal with food security and development of

agriculture on the pattern of land grant colleges, Indiaset up Agriculture Universities in different parts of thecounty. Thus from general integrated university system,it moved to specialized universities to deal withagriculture education and research. The erstwhileImperial Council of Agriculture Research (1929) wasreconstituted and registered under society registrationAct, 1860 by Ministry Agriculture as Indian Council ofAgriculture Research to coordinate education andresearch programmes of studies and development inagriculture, horticulture, animal sciences and fisheries.There are four deemed to be Universities, 48 Universitiesand several research stations spread throughout thecountry. Although it is not directly under the per view ofUGC, but there is a great deal of coordination with regardto University education with UGC. This was one of themajor diversification in higher education that took afterthe independence and National policy oneducation,1964-68 with mostly state exchequer supportboth for deemed to be universities and state levelagriculture universities.

ENGINEERING AND TECHNOLOGY EDUCATIONINSTITUTESLike agriculture education another diversification inhigher education has taken place through creation ofinstitute engineering and technology through the supportof state exchequer. This was through establishment ofIITS and Regional Engineering Colleges in early late1950 and early 1960s.

INDIAN INSTITUTES OF TECHNOLOGY ANDNATIONAL INSTITUTES OF TECHNOLOGYIndian Institutes of Technology: In the area of technologyeducation, national institute of importance were createdwith the support from different foreign collaboration andforeign government support. Five such institutions werecreated in India. There were named as Indian Instituteof Technology in five states, Delhi, Kanpur-UP, Bombay-Maharastra, Khargpur, West Bengal, IIT, Madras-TamilNadu. First IIT was established as early as 1951 atKhargpur. Followed by this IIT, Bombay, 1958 and IIT,Madras, IIT, Kanpur in 1959. IIT Delhi was established1963. These institutions had active collaboration andsupport from Technology institute in USA, Germany andUK and so on. These were given status of institute ofnational importance with degree granting status. Theprocess and method of selection of student for admissionin these institutions were made very tough and all Indiabased. It got best of students in India for education andtraining. These became symbols of quality technologyeducation and most of the graduates of these institutionsmigrated to USA and other developed countries wherethere education and training could be utilized in theprocess of development of these countries. These


institutions moved to high end technology education. Noother such institutions were created till 2000. In theyear 2001 Rurkee Engineering University one theoldest engineering institute established in 1847 was givenIIT status, 2001. Period of 2008-12 experienced growthof IITs in many states to meet the aspiration andpolitical pressure to have this prestigious institute by thestates of India. As on 2014 there 16 IITs ten of themwere established during 2008-12. B. Tech degree holdersof IITs command lot of market value in India andabroad. All IITs are financially supported by CentralGovernment.

National Institutes of Technology: As part ofdevelopment in engineering education, central and stategovernment established regional engineering collegesin several states India. These were autonomous institutemanaged by respective state government. In the year2007 government of India declared them as NationalInstitute of Technology. These institutions providededucation engineering technology and allied subjects.These were referred one the prestigious institutions inengineering education in India. These also selectedstudents for admission with rigorous admission test fromall over India. As on 2014 there are 30 National Institutesof Technology, enjoying university status and impartingengineering and technical education degree levelprogrammes. These are financially supported by stateexchequer. Significant growth in engineering andtechnical education took place during the decade of1990s and 2000s, through private initiatives. We willdiscuss this as we progress in our analysis about forcescausing change and diversification. Above change anddiversification mainly came from state intervention andassessment of need and aspiration people in differentstates.

INDIAN INSTITUTES OF MANAGEMENTGovernment of India in its plan process of developmentand starting of several public sector industries wantedtrained manpower in management of Public Sectorsunits. It invited Professor George Robins of Universityof California to suggest setting of management institutes.On his recommendation India set up two elite instituteone a Ahmedabad and other at Calcutta (Kotkata) in theyear 1961 at Kolkata. Thus In the field of managementeducation, patterned on the American and British Instituteof management five institutes of Management were setup as diploma granting institutes, which was consideredequivalent to master's degree. These were IndianInstitute of Management, Ahmadabad, Calcutta, Indore,Luckhnow, and Bangalore in early 1960s and midseventies. These also enrolled students all over Indiawith tough admission test. These became symbol ofmanagement education and provided manpower tocorporate sector of India and abroad.

MEDICAL, DENTAL COUNCILS OF INDIA ANDAYUSHIn medical education namely, Allopathic, Auyervedic,Unani, other systems of Indian medicines Governmentof India in the area of allopathic education set up twoinstitutions at the apex level namely, Medical Council ofIndian,1956 and Dental Council India, 1948. These wereresponsible for regulation and coordination developmentin medical and dental education in India. and other Auyus- Indian, Unani and other systems of medicine. Allopathysystem of medical education was in practice in Indiasince colonial days and expansion of research in thisfield and further facilitation by pharmacies dealing withallopathic medicine was great demand for medicaleducation. First autonomous institute with degreegranting status was set up in Delhi was All India Instituteof Medical Science, 1956 fully funded by Government ofIndia providing MBBS, PG and Research Studiesprogramme. Most of medical education colleges areaffiliated to universities in respective areas. However firstchange from this pattern came when RamachandraMedical College and Research Institute, Chennai (1994)was separated from Madras University and set up a StateMedical Education University. Chennai, Tamil Nadu.Manipal Academy of Higher Education, which wasdeclared as deemed to be University 1994 was alsooffering UG and PG medical Education programme. Thiswas one of the self financing medical institutes. Thereare several Colleges offering MBBS programme. Thereare 39 Government Dental Colleges and 252 privateDental Colleges offering BDS Programe. Department ofAyurveda, Yoga, Unani, Sidha and Homeopathy(AYUSH) have eight national level institutes dealing withthese systems of medicine supported by ministry ofHealth and Family welfare. There are 74 approvedinstitutions under this department for providing UG andPG programme. Out of this four are Unani MedicineCollege. There is on Unani Medical Deemed to beUniversity - Jamia Humdard, Delhi as stated above.There are a few university level institutes offering degreepogramme in Yoga. One of them is deemed to beuniversity in Bihar.

COST RECOVERY MODEL OF EDUCATIONAgain to begin with full cost recovery medical educationmainly Allopathy medicine, was started in Manipal ,Karnataka. Followed by it other southern states andMaharashtra started self financing medical educationcolleges. There was not major diversification in educationdealing with Aurvedic, Unani, Sidha and other systemsof medicine. These came up with government supportof philanthropists' support. Jamia Humdard Institute, inUnani medicine came through philanthropist support.This institute later on declared deemed to be Universityand was partially supported by the Central Governmentthrough University Grants Commission.

......to be continued in next issue


1. INTRODUCTIONEducation is a process by which a person's body,

mind and character are formed and strengthened. It isbringing of head, heart and mind together and thusenabling a person to develop an all round personalityidentifying the best in him or her. It is a humanizingprocess. Education helps to understand the world andsociety clearly. The purpose of education is to makehuman beings capable, competent andwise to meet the challenges of life.

Although there have beenchallenges to higher education in thepast, these most recent calls for reformmay provoke a fundamental change inhigher education.

This change may not occur as adirect response to calls for greatertransparency and accountability, butrather because of the opportunity to reflect on thepurpose of higher education, the role of colleges anduniversities in the new millennium and emergingscientific research on how people learn. These disparateliteratures have not been tied together in a way thatwould examine the impact of fundamental change fromthe policy level to the institutional level and to theeveryday lives of college and university administrators,faculty and students. Now the time has come to createa second wave of institution building and of excellencein the fields of education, research and capabilitybuilding. We need higher educated people who areskilled and who can drive our economy forward. WhenIndia can provide skilled people to the outside worldthen we can transfer our country from a developingnation to a developed nation very easily and quickly.

HIGHER EDUCATION IN INDIA: NEW CHALLENGES ANDEMERGING ROLES

DR M. SELVAKUMAR*MS. V. SATHYALAKSHMI**

The growth of higher education in India has been largely guided by the serviceable prerequisiteof the economy. After independence, the role of the state in planning out a development path and

also in building higher education institutions was guided by mutuality of purpose. Most observers of highereducation in India feel that performance of higher education institutions has been less than satisfactory in

terms of access, equity and quality. Now there is an urgent need to work for the development of theeducational sector to meet the need of the emerging opportunities, increasing younger generation population

and challenges of the 21st century.

* Assistant Professor and ** Research Scholar, PG andResearch Dept of Commerce, Ayya Nadar Janaki AmmalCollege, Sivakasi. E-Mail: [email protected]

2. INDIAN EDUCATIONAL SYSTEMIndia's higher education system is the third largest inthe world, next to the United States and China. The maingoverning body at the tertiary level is the UniversityGrants Commission which enforces its standards,advises the government and helps coordination betweenthe centre and the state. Accreditation for higher learningis overseen by 12 autonomous institutions established

by the University Grants Commission.Indian higher education system has

expanded at a fast pace by adding nearly20,000 colleges and more than 8 millionstudents in a decade from 2000-01 to2010-11. As of 2011, India has 42 centraluniversities, 275 state universities, 130deemed universities, 90 privateuniversities, 5 institutions establishedand functioning under the State Act, and

33 Institutes of National Importance. Other institutionsinclude 33,000 colleges as Government DegreeColleges and Private Degree Colleges, including 1800exclusive women's colleges, functioning under theseuniversities and institutions as reported by the UGC in2012. The emphasis in the tertiary level of educationlies on science and technology. Indian educationalinstitutions by 2004 consisted of a large number oftechnology institutes. Distance learning and openeducation is also a feature of the Indian higher educationsystem, and is looked after by the Distance EducationCouncil. Indira Gandhi National Open University is thelargest university in the world by number of students,having approximately 3.5 million students across theglobe.

Some institutions of India, such as the IndianInstitutes of Technology (IITs), Indian Institutes ofManagement (IIMs), National Institute of Technology(NITs), International Institute of Information Technology(IIIT-H), University of Mumbai and Jawaharlal NehruUniversity have been globally acclaimed for their

Although there have beenchallenges to highereducation in the past,

these most recent calls forreform may provoke afundamental change in

higher education.


standard of education. The IITs enroll about 8000students annually and the alumni have contributed toboth the growth of the private sector and the publicsectors of India. However, India still lacks internationallyprestigious universities such as Harvard, Cambridge,and Oxford.

At present, the world-class institutions in India arelimited. Most of the Indian colleges and universities lackin high-end research facilities. Under-investment inlibraries, information technology, laboratories andclassrooms makes it very difficult to provide qualityinstructions or engage in cutting-edge research. Thisgap has to be bridged if we want to speed up our pathto development. The University Grant Commission ofIndia is not only the grant giving agency in the country,but also responsible for coordinating, determining andmaintaining the standards in institutions of highereducation.

The emergence of a worldwideeconomic order has immenseconsequences for higher education. InIndia it has been responded to by thepolicy changes that have taken place atthe UGC, All India Council for TechnicalEducation (AICTE), Distance EducationCouncil (DEC), Indian Council forAgriculture Research (ICAR), BarCouncil of India (BCI), National Councilfor Teacher Education (NCTE)Rehabilitation Council of India (RCI), Medical Councilof India (MCI), Pharmacy Council of India (PCI), IndianNursing Council (INC), Dentist Council of India (DCI),Central Council of Homeopathy (CCH), the CentralCouncil of Indian Medicine (CCIM) and such otherregulatory bodies from time to time to accommodatethese development and yet maintain quality of studentsin higher education. It is time for all those who areconcerned with policymaking, planning, administrationand implementation of Higher Education to revitalize thevery thinking on the subject and put it on the right track.

3. ISSUES IN INDIAN HIGHER EDUCATIONAs India strives to compete in a globalised economy

in areas that require highly trained professionals, thequality of higher education becomes increasinglyimportant. So far, India's large, educated populationbase and its reservoir of at least moderately well traineduniversity graduates have aided the country in movingahead, but the competition is fierce; from China inparticular. Other countries are also upgrading highereducation with the aim of building world classuniversities. Even the small top tier of higher educationfaces serious problems. Many IIT graduates, well trainedin technology, have chosen not to contribute their skillsto the burgeoning technology sector in India; perhaps

half leave the country immediately upon graduation topursue advanced studies abroad, and most do notreturn. A stunning 86 per cent of Indian students in thefields of science and technology who obtain degrees inthe United States do not return home immediatelyfollowing their graduation. A body of dedicated and ableteacher's works at the IITs and IIMs, but the lure of jobsabroad and in the private sector makes it increasinglydifficult to lure the best and brightest to the academicprofession.

The present system of higher education does notserve the purpose for which it has been started. Ingeneral education itself has become so profitable abusiness that quality is lost in the increase of quantityof professional institutions. With quota system andpoliticization adding fuel to the fire of spoil system. Thusincreasing unemployment of graduates without quick

relief to mitigate their sufferings in thejob market of the country. So, thedrawbacks of the higher educationsystem underscore the need for reformsto make it worthwhile and beneficial toall concerned.

The growth of higher education in Indiahas been largely guided by theserviceable pre requisite of the economy.After independence, the role of the statein planning out development path andalso in building higher education

institutions was guided by mutuality of purpose. Mostobservers of higher education in India feel thatperformance of higher education institutions has beenless than satisfactory in terms of access, equity andquality. Now there is an urgent need to work for thedevelopment of the educational sector to meet the needof the emerging opportunities, increasing youngergeneration population and challenges of the 21stcentury.

4. CHALLENGES OF PRESENT HIGHEREDUCATIONAL SYSTEM IN INDIA

Since we have got independence we are facingchallenges to establish a great and strong educationsystem. Various governments came and went. Ofcoursethey tried to establish new education policies in thesystem but this is very sad to note that they were notsufficient for our country. We are still facing number ofproblems and challenges in our Education System. Theeducation system was influenced from time to time withnew challenges and government took a major role tobuild the system, but higher education in India hasalways faced certain primary challenges such as:

a) Improving access and quality of educationat all levelsHaving infrastructural constraints and social

A stunning 86 per cent ofIndian students in thefields of science and

technology who obtaindegrees in the United

States do not return homeimmediately following their

graduation.


issues, it becomes harder to make education accessibleto all segments of the society (women, minorities, poor).Maintaining standard of education in more than a millionschools nationwide, offering training programmes toteachers and keeping good balance with educationsystem worldwide are big challenges. Schools vary insize and resources and are forced to compromise inthe all round development opportunities they mustprovide to students.

b) Increasing Funding for higher level ofeducationAccording to our Constitution it is the

responsibility of Central and State governments to buildgood education system. For that we need to have funds.But, despite a large expenditure of funds every year onEducation, our system remains intact. The cost ofeducation is very high even for the people and placeswhere it is accessible. The competitive pressure onstudents and parents forces them to opt for privatetuitions and trainings to supplement the schooleducation.

c) Increasing the Literacy rateEducation in India is a joint responsibility of the

State Governments and the Central Government. Manyeducational programmes have been launched. But, it isan embarrassing situation to note that only 62 per centof the population are literate (male 73% and female50%). About 480 million people are illiterates even now.The standard education facilities are higher in the stateswhich are much rich and in poor states the literacy rateis very low. Government has to rethink its plan on thosestates which has less literacy rate. In today's generationthere is need of IT education. But, we have IT more inIT cities and have great facilities in different privateColleges which provide better education than agovernment College. There are few colleges led bygovernment which serve IT education and only deal injust their old subjects and courses.

d) Removing one fit model from educationThe ethnic diversity in India poses challenges to

implement consistent education nationwide. There aremore than 300 languages spoken in the country whichmakes it difficult to offer education tailored to specificsocial segment. Educating women in some societies isa big issue. Children of poor families are forced to workand miss out the learning opportunities. Illiterate adultshave very limited opportunities to get educated at laterage in their lives.

e) Modernization of Education SystemThe time now is to modernize our education

system so that our country can get much moretechnically graduated people which can help our countryto become a developed state. Today's youth always tryto go abroad for their higher education, as they havemuch better facilities and quality of educational system.

Can't we get that quality here itself? We have to stopthis brain drain so as to avoid students to run away fromour country. Our government is trying to respond tovarious challenges faced, but no one is doing enoughfor that. Many Governments came but the systemremains unchanged.

5. THE DRAWBACKS IN OUR EDUCATIONALSYSTEM

The following are the drawbacks in our educationalsystem:

The educational system has acquired a dualistcharacter. It operates with a strong class bias. Thereis a wide disparity in quality. While 75 per cent ofour Indian children go through an educationalprogramme of poor even rock-bottom qualityprovided mostly by government schools andcolleges, 25 per cent benefit from a small numberof quality institutions run by private organizations.The former hail from the lower strata of society whilethe latter come from the elite class.The resources are inadequate. So the facilitiesoffered in our schools and colleges are below thelevel of qualitative viability. In the 1st Plan theGovernment of India allocated Rs 153 crores foreducation (0.7 percent of GDP). In the 9th Plan,the allocation was to the tune of 20,381.6 crores(3.7 per cent of GDP). The proportion is much lessin comparison with many countries.Academic and administrative problems faced by oureducational institutions are further compounded bygovernment control or university regulations.One of the greatest difficulties is that teachers andstudents feel a tremendous academic pressure onthem. Our school councils and universities producecurriculum as bundles of good or package of values.It has been the practice of the educationists toburden the students with heavy load of studymaterials. The workload is still heavier inprofessional courses.Government policies and programmes are noteffectively implemented. There are administrative,operational and financial problems. Reforms withinthe system or structure are slow.Political interference especially in governmentschools and colleges is rampant. Politicized teacherand student unions interfere with the normalfunctioning of the institutions. They use theinstitutions to gain credibility with their politicalbosses to climb the political ladder.The syllabi of many universities reveal the extent ofacademic backwardness. They spell out subjectswhich are neither job-oriented nor life oriented.When students enter the world, they are surprisedthat there is hardly any job for the course they have


studied. For a young ambitious man hailing from amiddle class family, it is sheer waste of time, energyand money to have spent three or five years in acollege. It is not uncommon to see swarms ofstudents finding no job eventually throng the abodeof unemployed.The authoritarian system and the rigid andundemocratic structure in many of our schools,colleges and universities still continue without muchchange. People who are active participants namelyteachers and students do not have a proper say.Our educational institutions in general and thoseimparting higher education in particular havebecome "knowledge industries" manufacturinggraduates and post graduates unfit for our society.Education, of late has become a commodity, whichis being sold and bought in our schools andcolleges. It is a fact that higher education hasbecome costly like other commodities because ofa steep increase in demand.The traditional banking method of education, whichsees people as adaptable, manageable beings, stillcontinues in many institutions. Concentrating onaccumulating deposits of knowledge, students donot develop the critical consciousness that wouldlead them to involve with the social process andchange it.The frustration of parents to admit their wards inparticular institutions so that they can gain somesocial status. It has been the routine business ofthe parents and their wards to make a beeline forthe offices of schools and colleges for admissions.India lives in villages. Majority of the villagers belongto SC/STs. They are by and large illiterate. The SCand ST literacy rates are 20% and 33% respectively.Women literacy rate is poor, just 50 per cent. Theylack employment opportunities and are oftendiscriminated against. Provisions for educationalopportunities for SCs/STs and women have notbeen effectively implemented in our country.

6. EMERGING ROLESIf we really want to compete globally, then both the

Central Government and State Governments shouldcome up with novel programmes, the teachers andstudent should wholeheartedly work for the best ofnation's improvement and the parents and public shouldco-operate in the implementation of such programmes.At present united focus should be on two aspects suchas "Quality Assessment" and "Quality Assurance", whichare like two sides of a coin. In response to qualityaspects, the institutions have adopted various qualitymanagement system initiatives like ISO 9001Certification, Six Sigma, National Assessment andAccreditation Council (NAAC), National Board of

Accreditation (NBA) and more importantly have startedapplying Total Quality Management (TQM) concept ineducation. The objective of TQM is to build an institutionthat produces products or services, which fulfillcustomer's requirements and thereby delighting them.As a matter of fact, education should be focused on thelearner and in real sense emphasis should be laid on"Student-Centred Learning" as it aims at all rounddevelopment of the student's total personality. Thefollowing suggestions are offered for qualitativeupgradation of higher education system.

To develop world class higher education, feederstages of education are required to be developed.Central government should allocate substantiallyhigher funds to state Universities and colleges inorder to achieve GRE rate of 25% in highereducation by the end of 12thPlan. The Universitiesand Colleges situated in backward areas should getmore annual grants to attract more students forquality education at their doorstep which will checkbrain drain.There is need of judicious mix of accountability andautonomy in institutions.Institutions should have proper missions, resourcesand purposes.Introduction of effective administration andmanagerial reforms are a prerequisite for bettercommand and control.Only merit should be the basis of all selections andtransparent promotion policies for the academic staffand similar merit based selection of students shouldbe enforced.Teaching of skill development courses by practicingprofessionals and continuous up gradation ofcurricula with latest development in technologiesare required.Teaching-learning should be learner-centred andinstitution must recognize sovereignty of learners.Teaching-learning resources are to be networkedfor collaborative development of the teachers.There should be extensive and optimal use of audiovisuals, information technology and Internetnetworks. The courses should be so designed thatthe use of these technologies is made an integralpart of the teaching programmes and classroomactivities.Internship should be made compulsory in allprofessional courses.Curricula must contribute towards development ofsoft skills together with logical and analytical mind.Education has to be tailor-made to the requirementsof the private sector which is the major employertoday.Both private and Government, institutions bebrought under the umbrella of an Apex Regulatory


Authority as far as quality assurance is concerned.The primary focus should be on making educationaffordable either through making availablescholarships or soft loans to economically weakerstudents or every needy student in accreditatedinstitutions.Curricula must contribute towards development ofcharacter and overall development of student'spersonality.New market driven professional courses should bedeveloped.To attract proficient faculty, liberal salary /perksshould be introduced.In order to enrich higher education a substantialnumber of potentially great academicians andscientists might be invited from abroad to work withour students and teachers instead of importingmediocre foreign Universities to set up shops in thecountry. The Universities should rethink over thereason behind a negligible percentage of theirstudents qualifying the UGC NET and SLETexaminations.These reforms will not only bring in desired change

in the quality of our pass outs who would man variouspositions in teaching, research and extension in publicsectors as well as in private sectors in future but arealso necessary for other sectors in bringing aboutrequired change in quality of education.

7. CONCLUSIONAfter independence, there has been tremendous

increase in institutions of higher learning in all disciplines.But with the quantitative growth has it been able to attendto the core issue of quality. India is today one of thefastest developing countries of the world with the annualgrowth rate going above 9%. In order to sustain thatrate of growth, there is need to increase the number ofinstitutes and also the quality of higher education in India.To reach and achieve the future requirements there isan urgent need to relook at the Financial Resources,Access and Equity, Quality Standards, Relevance andat the end the Responsiveness.

To attain and sustain national, regional orinternational quality, certain components are particularlyrelevant, notably careful selection of staff and continuousstaff development, in particular through the promotionof appropriate programs for academic development,including teaching/learning methodology and mobilitybetween countries, between higher educationinstitutions and the world of work, as well as studentmobility within and between countries. Internal self-evaluation and external review must be conductedopenly by independent specialists, if possible withinternational experts.

REFERENCE1. "Central Universities". ugc.ac.in. Retrieved 6 June

2011.2. "Deemed University - University Grants

Commission". ugc.ac.in. 23 June 2008.Retrieved 6 June 2011.

3. "''Higher Education'', National Informatics Centre,Government of India". Education.nic.in. Retrieved2010-09-01.

4. Higher Education in India - Issues, Challenges andSuggestions -Dr. J D Singh

5. Higher Education : New Challenges and EmergingRoles-H.P. Misra

6. "India Country Summary of Higher Education".World Bank.

7. India 2009: A Reference Annual (53rd edition), 2378. India doesn't figure in world top-100 universities,

Press Trust of India via timesofindia.com, 2010-09-12

9. "Latest Statistics on Indian Higher Education".DrEducation.com. 2012-07-17. Retrieved 2012-08-28.

10. "List of State Universities" (PDF). 27 May 2011.Retrieved 2011-06-06.

11. National Network of Education (2008-10-06)."Mobile Study Centres have increased studentparticipation' - IGNOU VC, Universities News - By".Indiaedunews.net. Retrieved 2011-05-03.

12. "Private Universities - University GrantsCommission". ugc.ac.in. 1 August 2011. Archivedfrom the original on 2011-06-28. Retrieved 1 August2011.

13. http://www.topuniversities.com/university-rankings-articles/brics-rankings/top-universities-india

14. http://www.topuniversities.com/university-rankings/brics-rankings/2013#sorting=rank+country=+stars=false+search=

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academia and studentsthroughout the country,advertise vacancies and

programmes of yourinstitute in theCollege Post


Education is one of the most crucial indices of socio-economic development. In India, higher education is ofvital importance to build a knowledge-based society ofthe 21st Century. It is the quality of higher educationthat decides the quality of human resources of thecountry.

It is a universally accepted fact that education is aholistic concept. The holistic nature of educationhowever has not been adequately emphasized atpresent in India. There is nothing in modern educationthat aims at creating, fostering and nurturing the basicobjectives of education. From time to time, surveyreports purportedly have been placing educationalinstitutions in terms of advancement and excellence.These reports are causing a lot of problems among theeducationists including politicians and policy makers.Till date, no Indian educational institution has been ableto find a place in the list of 200 top universities in theworld.

The primary objective of education has beensuccinctly summed up in the statement made by Dr. B.R. Ambedkar, which is that an educated man withoutmoral values and character is more dangerous than abeast. The cultivation of a sound character should bethe primary objective of education. All around the world,most of the crimes and cognizable offences committedare not by the less educated or illiterate people but bythe highly educated people. Even in India, it is admittedthat there is something in our educational system whichis inherently wrong.

The second objective of education should be tocreate and develop the cognitive faculty and also toencourage and develop the questioning spirit instudents. The unchecked, rampant and haphazardgrowth of coaching centers has really created a chaoticsituation. In the course of time, attending such coachingcenters in the long run will make the child lose interestin study and other work related to the home front. Thisphenomenon is also substantially responsible for thechild to get his questioning spirit smothered.

The last objective of education should normally beto empower and equip the students to earn a decentliving in life.

It is unfortunate and a matter of great concern to allstake-holders that primary education in India is notproperly organized and planned. Ideally speaking, upto 10+2 level, education should be compulsory and freefor the economically weaker sections of the society. Butregrettably, this is not done. Furthermore, the mediumof instruction up to at least class 6 should be in themother tongue of the students. But it is ironical that noparents are willing to send their children to schoolswhere the medium of instruction is the mother tongue.Ideally, the child must be taught in the language that s/he speaks at home, otherwise, it leads to stuntedintellectual growth.

Further, total man power planning is the need ofthe hour in India today. That is to say after completionof 10+2 level, 50% should go for college education, orin other words, higher education. The other 50% shouldbe given meaningful and effective technical andprofessional or vocational education depending on theirtemperament and individual potential, so that they caneke out a living for themselves. They could also beabsorbed in both the public sector undertakings as wellas the industries in the private sector. Students acquiringagro-based technical education should be given arableland for scientific farming and cultivation so that theycan go for self employment. Out of the remaining 50%which goes for higher education, 25% ought to go formedical and engineering courses. 20% should go forBA, BSc and other collegiate education, post graduateeducation like MA, MSc, MCom. Only 10% should beallowed to go for research projects. As far as possible,graduation should be treated as the terminal degree forany kind of public examinations. To sum it up or to say itin short, man power planning is a must for India.

One very interesting phenomenon witnessed in ourcountry is that despite pay-parity having been given toUniversity and college teachers with the IAS officers,the best and bright students even today prefer to jointhe civil services. Some highly dedicated and committedindividuals still come to the academic profession butthis number is more of an exception rather than the rule.The reasons are, among others, simply the elevatedsocio-economic status and administrative powers thatthe Civil servants enjoy. During the last couple of years,the salary and promotion avenues of college anduniversity teachers have increased many folds but in

HIGHER EDUCATION AND THE NORTH-EAST OF INDIA:CHALLENGES AND SOLUTIONS

DR. MITALI KONWAR*

It is a universally accepted fact that education is a holistic concept. The holistic nature of education howeverhas not been adequately emphasized at present in India.

* Principal, Digboi Mahila Mahavidyalaya


spite of all that, the standard of teaching and researchhas not proportionately improved.

The problem of language in the North East of Indiais one of the crucial issues in educational developmentof the region. There are four dominant groups oflanguages in the NER and they are Hindi, Bengali,Assamese and Manipuri.

Higher education is also regarded as a facilitatorfor growth for any society. According to UNESCO Reportin the 21st century, 'higher education is the mandate tobridge the knowledge gap between countries andcommunities enriching dialogues between people,culture, international living and networking of ideas,research and technologies.'

An analysis to highlight the status of the Institutionsof higher education of the North-East and the stepsadopted by these institutes for quality improvement isof paramount importance, since this region'sdevelopment, in terms of the aspect of education isimpeded by certain inherent difficulties. The result showsthat the general infrastructural facilities are satisfactory,but considering the changing needs of students, thefacilities are inadequate. The Higher EducationalInstitutes of this region are in the process of gradualdevelopment no doubt, but it is definitely going to takea considerable period of time. As a matter of fact, theeducation field witnessed perceptible changes in theNorth East of India after Independence. There has beenrapid increase in the number of higher educationinstitutions in this region. Of course, from the statisticalpoint of view, the progress is quite satisfactory but inthe quality perspective, the performance needsimprovement.

The North-East India's development in general isimpeded by certain inherent difficulties such asinadequate infrastructure, adverse climatic conditionsand mountainous landscape. The region's peace andsocial life are often disturbed by border clashes and ethnictensions. However, the region is endowed with rich bio-diversity and natural resources. The literacy rate in manyof these states is above that of many of the other statesin the rest of the country. Skilled human resource to exploitthe local natural resources, if developed, such as tea,timber, tourism, oil, coal and bio-resources, offer immensepotential for the economic progress of the region. It isneedless to mention that quality higher education is thepre-requisite for creation and development of skilledhuman resource. Quality higher education in the northeastern region will definitely help in overcoming thenatural constraints and creation of knowledge for self-empowerment of the people of this region.

The grading system of higher education conductedby NAAC in the North East is lagging behind from thestandards. There are many colleges and universities inNER, which lacks in resources allocation like finance,

infrastructure, educational facilities and pooradministration, which degrade the value of highereducation. On the other hand, political leaders andbureaucrats' disinterestedness in the field of educationis one of the main factors which impact negatively uponthe growth of higher education in this region.

In the N.E. India, most of the Colleges haveintroduced new courses such as BBA, BCA, Travel &Tourism, Sericulture, Environmental science etc. inaddition to regular bachelor programs on self-financingbasis. Even in universities, various professional courseshave been introduced in addition to the general courses.It is a positive sign for the Higher Educational institutesof this region, but the main problem is that most of theteachers are on a contractual basis with a fixed amountof pay which sometimes creates negative feelings onthe part of the teachers, so far as their dedicationtowards their service is concerned.

Student's feedback and continuous internalassessment are necessary to improve students'performance. This is also sadly missing in most of thecolleges particularly in the rural areas. Even theinclination to conduct workshops and seminars onacademic and socially relevant areas by the colleges inthe entire North Eastern region is not quite encouraging.

From the perspectives of quality as well as quantityof the Institutions of Higher education in this region, thescenario of looks rather bleak when the drop-out ratioof students is taken into account. But, the drop-out ratioof students is comparatively more in the rural collegesof North-eastern region since most of them are firstgeneration learners/students of higher education.

A plausible solution to this perennial problem is forthe colleges to reduce the cut-off marks so as to enablethe students to cope up with the present highereducation system, at least in the area of the entry intothe system.

ICT (Information and Computer Technology), ifproperly installed and implemented would steadily butsurely increase flexibility in the dissemination ofeducation in this region. Learners would be able toaccess education regardless of time and geographicalbarriers.

Facilities, such as adequate physical infrastructure,up-gradation of resources and technologies includinguninterrupted power supply would have to be madeavailable in order to make quality education possible.And admittedly, all these and more will be possible, onlywhen adequate funds are made available by the variousagencies of the Government including the UGC as wellas the state Education Departments.

The quality of teaching depends upon the quality ofteachers. Availability of adequate and qualified teachersis a prerequisite of quality education and this will haveto be mandatorily ensured.


Better input, standard teacher-student ratio, bettercommunication, better physical facilities, better researchfacilities etc. are also areas which need to be lookedinto seriously and steps taken for their improvement.

Last but certainly not the least, education isinvariably seen as a medium to guarantee the prospectof livelihood in the long run. Therefore, in today'scompetitive world, professional and vocational coursesin the educational institutions of Higher learning of theNE region, in place of, if not all, some of the traditionalcourses have come to be the need of the hour.

A vibrant and dynamic relationship between the jobmarket and employment need to be established forhigher education to attract raw talents of the region. Souniversities and colleges of this region should focus onintroducing job oriented programmes.

REFERENCES1. Dash, Trilochan and Iaisan, Mawthoh (2012) "Problems and

prospects of higher education in rural areas of Meghalaya",www.Indian Journals.com., Vol. 1 no.1

2. Devi, Shakuntala (2003). System of Education, OmsonsPublication, New Delhi-110027

3. Gupta. P. V. (2004). "Higher Education in India in new Millennium:Challenges and Remedies," University News, 19 (50):42

4. NAAC report 20045. Pathak. Kulendu, "Problems and Perspectives of Higher

Education in North East India", ed. Venkatasubramaniam K.,Issues in Higher Education -Vol.II, ICFAI Books, ICFAI UniversityPress, 2004, p. 137.

6. Penthoi, Ajaya kumar and Dash, Sankarshan: "Indian HigherEducation in the era of Globalisation: challenges and qualitymanagement strategies.

7. Saxena V, Kulsrestha S, Khan B; "Higher Education andResearch in India", International Journal of Educational Researchand Technology, Vol. 1 [1] June 2010: pp.91-98.

Budget 2016-17 allocates Rs.19.78 lakh cores. To meet non-plan expenses the budget has allocated 14.38 lakhs ie. 72.70percent. This allocation is to generally to meet committedexpenditure which every government has to do to continueits various activities. The remaining amount Rs. 5.40 Lakhcrores i.e., 27.30 percent is plan allocation for developmentof economy through various schemes and programmes.

The focus of the Budget as stated by Finance Ministeris agriculture and rural sector. This is followed by SocialSector- Health and Education and infrastructures. Allocationfor Infrastructures is R. 2.21 lakh Cores, -This includes Rs.97.0 thousand crores for Prime Ministers Gram Sadak Yojna.This is followed by Finance sector Rs. 1.80 lakh cores forMudra and Rs. 25.0 thousand crores for recapitalization ofPSU banks and for Social Sector Rs. 1.51 lakh cores.Agriculture & farmers welfare accounted for Rs. 35.98thousand crores and Rural Sector Rs.87.76 thousand crores.This also includes Rs. 38.50 thousand crores for MahatmaGandhi National Rural Employment Guarantee Scheme.

Fiscal deficit has been kept at 3.5 - 3.9 percent of GDPand Revenue Deficit at 2.5- 2.8 percent of GDP.

Education sector got a cut of 2 percent over all fromprevious year. Higher Education specifically IITs, IIMs forun served areas got a push. College Sector which is a vastsector of higher education and trains manpower for IndianEconomy did not get much push.

As far as mobilization of funds, to meet above estimatedallocation, is concerned, it is done through taxation systemof India. The system constitutes five major taxation heads,namely, Corporation Tax, Income Tax, Union Excise Duty,Custom Duty and Service Tax. These sources havecontributed 32.50, 22.15, 14.35, 15.80 and 14.49 percentagein that order in the previous year (BE). Attempt to tax PFwithdrawal was received with great opposition from public.Hence this tax has been withdrawn. The rates of service taxhave been hiked. Some hike is also done on Income Taxbeyond certain level of income say, Rs. 1crores. But there isover all impacting cess on account of Krishi Kalyan on alltaxable services by 0.5 percent. There are items like LPG,

Petrol and Diesel where cess has been put. Similarly cleanenvironment Cess on coal has been doubled.

In terms of Direct and Indirect taxation as compared tosome developed countries, India heavily relies on IndirectTaxes. These account for 10.1 percent of GDP and DirectTax for 5.6 percent of GDP. In contrast, in US the share ofDirect Tax is 12 percent and Indirect Tax is only 4 .4 percentof US GDP. In UK the share of Direct Tax is slightly higherthan Indirect Tax ie., 11.7 percent Direct Tax and 10.8 percentIndirect Tax of UK GDP

The question may be raised how the budget is going toimpact the economy? That is to say what is the politicaleconomy of the budget 2016-17? The above allocation andmobilization of funds sends somewhat confusing signalsabout the political economy of the budget.

On mobilization of funds for budget the signals aresomewhat like this:

Income Tax- though the rate has been largely keptunchanged from previous year, yet disposable income inthe hands of income earners would be less by the rate ofinflation. This will impact consumption as also savings. Onsavings FM has send a wrong signals by proposing a tax onwithdrawal of PF money. Although, this tax has beenwithdrawn, yet it has caused suspicion in the minds of peopleabout tax rebates on savings and possibility of taxing thesavings in future at the time of withdrawal.

Service Tax- Enhancement in service tax might impactthe services and purchase of services, including educationand health. Thereby, further reducing the disposable incomein the hands of earners. Quality of services might also beaffected, as better quality service provision needs betterinputs, input cost with addition of tax may make the servicescostly. In order to keep the prices manageable, so as not toimpact the demand, service providers may compromise withthe quality.

Union Excise Duty and other indirect taxes are normallyregressive in nature and affects poor and middle class

UNION BUDGET 2016-17: AT A GLANCE

................contd. on page 22


Higher Education in West Bengal, in the past wasmostly impacted by the Government Colleges and Govt.Aided Colleges both in the field of general education aswell as in the varied fields of engineering, management,law and medical.

Of late in India the government - both at the centreas well as it the states, opened up for the private sector.Accordingly in the last two decades the country hasexperienced exponential growth of privately owned,managed, administered and controlledtechnical institutions, business schoolsand engineering colleges not only in theurban areas but also in the rural areasas well. The West Bengal state is alsono exception to it. This is so, in spite ofits communist regime over a prolongedperiod of thirty four years. Further inhigher education recently preference hasshifted from knowledge based educationto skill based education. As a result ofwhich instead of the traditional subjectslike history, literature, philosophy etc.,skill oriented subjects like engineering,medical, law, management etc. havegained increasing popularity.

To start with, the shift of preferencefrom knowledge based education to skillbased education and also from publicinstitutions to private educational institutes yieldedpositive results. A large number of engineering andmanagement graduates were suitably employed at anaverage age of 23-24, which was so far unbelievablewith general education in conventional subjects.

There were indeed some genuine reasons for theincreasing dependence of the governments on privatesector for achieving educational excellence; some ofthese reasons are mentioned below :-1. Financial : These institutions start with a huge capital

base and also enjoy some sort of financial autonomy

within some broader limits in the matters of raisingfunds, fees structure, financial outlays etc.

2. Infrastructural : Luxurious, well planned and nicelydecorated campus, buildings, laboratories, libraries,hostels, seminar rooms, auditoriums etc.

3. Technological : Latest teaching methodologies,smart boards, video conferencing, visual effects etc.extend the boundary of the class rooms ascompared to old chalk and talk method of teaching

in ordinary colleges.4. Professional : This actuallycalls for psychological or attitudinaladvantages. Private institutes aremanaged by professional and trainedexperts who are often successfulmanagers. Instead Government collegesare mostly managed by teachers whonever managed anything earlier. This isthe most important advantage whichcreates difference between the line ofthinking, psychology, attitude, outlookand mindset of the two sectors.5. Indigenous : These areactually the inherent advantages of theprivate sector particularly with regard tobusiness connections, careercounseling, campus interview,placement etc. Private sector is

represented by businessmen who have just put oneleg into education while the other leg is firmly fittedin industry.

6. Social : There is no political or state sponsored,politically motivated students' union, staff union orteachers' association. Red tape system is less. Ithelps in proper and timely decision making and theirimmediate implementation as well.However in spite of all these advantage Six Advs./

Rationales the danger came from another side. Overthese years the market for young engineers andmanagement degree holders became nearly saturated.Consequently these institutes have seriously started

PRIVATE CHALLENGES TO PUBLIC INSTITUTIONS:RECENT SCENARIO IN WEST BENGAL

DR. SANDEEP KUMAR PAUL*

Privately owned, managed, administered and controlled educational institutions took entry into the highereducation scenario of West Bengal particularly for imparting skill based education in the fields of Engineering,Medical and Management. Of late they are opening up several courses of general education also like B.Com,B.B.A., Psychology, Economics, Journalism, Law and so on. However, the students are being more and moreattracted to the glamour and elitism of these branded institutions. As a result the original Degree colleges of

the state are not getting the required number of students.

* Principal, Netaji Nagar College, Kolkata, West Bengal

Of late in India thegovernment - both at thecentre as well as it the

states, opened up for theprivate sector. Accordinglyin the last two decades thecountry has experienced

exponential growth ofprivately owned, managed,

administered andcontrolled technical

institutions, businessschools and engineeringcolleges not only in the

urban areas but also in therural areas as well.


suffering from the problem of placement. Goodcompanies are not coming for campus interview, goodpackages are not being offered, job security is virtuallyabsent and so on and so forth.

In many institutes the students have exhibitedagitations against the institute's failure to arrange forcampus interview. On many occasions these instituteshad to absorb their own candidates in the institute itselfin some way or the other. Underemployment is definitelythere, unemployment is also creeping up. In such ascenario some recession has already started and theseats of private engineering and management collegesare not being filled up.

Private institutes are ultimately run by commercialhouses to earn business gains. Now to retain theirmarket share and to utilize their unutilized capacities,these private institutes have started adoptingdiversification strategies. As against their former strategyof popularizing skill based education theyare now embarking upon severalcourses of general stream like B.Com.,B.B.A., Journalism & MassCommunication, Psychology and so onin collaboration with some universitiesin the public sector. It could be describedas- a reverse journey.

Also some private colleges in thestate are imparting general degreeeducation in self-financing system. TheGovernment of West Bengal has alreadygiven recognition to some privateuniversities who are now presenting the erstwhileknowledge based courses in attractive packages.

The Annual Report 2010-11 published by theDepartment of Higher Education, Govt. of West Bengalreveals that out of 449 degree colleges in the state thetotal number of Govt. Aided, Government and PrivateColleges are 410, 17 & 22 respectively. It must be notedthat the number of private colleges has alreadysurpassed the total number of government colleges inthe state.

However a lot of criticisms from different cornershave often been raised against the private educationsector particularly on grounds of their poor quality ofeducation and profiteering objectives. These privateinstitutes come up with colossal buildings, gigantichostels, state of the art laboratories, picturesque seminarhalls, super specialty equipments, five-star like facilitiesetc. mingled with a flavor of foreign culture and thebeckoning of an advanced standard of living. However,what is essential is the quality education that is oftenlost in luxury.

"Education' in the truest sense of the term is oftenmissed here. Simply speaking the real quality ofeducation in these private institutions has not really

developed to the required level, exceptions excluded.However, students are being more and more

attracted to the glamour and elitism of these brandedinstitutes. As a result the original degree colleges ofthe state are not getting the required number of students.

In most of the government and government aidedcolleges the seats are not being filled up, teachers arenot getting the desired number of students in class, thecollege corridor, common room and even the collegecanteens are found almost empty.

Thus the induction of the private institutions haveraised a big question as to the very existence andsurvival of the government and government-aideddegree colleges of the state. That apart two corollaryquestions have also come up. These are mentionedbelow : First, why instead of blaming the private institutesthe government and government aided colleges are not

making honest efforts for developingtheir own infrastructure and increasingtheir own attractions and improving thequality of education? Secondly thenumber of private colleges in the statemay be more than the number ofGovernment colleges, but still it is muchless or rather insignificant as comparedto the number of government aidedcolleges. How come the induction ofthese few private colleges weaken themammoth superstructure of thegovernment and government aided

colleges in the state? Instead of blaming and tarnishingthe private institutions, the institutions in the public sectorshould work out blueprints for the development of theirown standard and efficiency.

Further it cannot be denied that in the present highereducation scenario, these private institutes have adefinite role to play, but at the same time some checksand controls must be there on the activities andfunctioning of the private institutions.

Thus the survival package must cover both theobjectives - First : Remedial Measures : to impose somechecks and controls on the functions and operations ofthe private institutes and thereby developing them asan important organ of higher education and not just someorganizations for earning easy, quick and temporarygains. Second: Revival Measures: to improve theefficiency, infrastructure and attraction of the governmentand government aided colleges.

First : Remedial Measures : The following remedialsuggestions relate to the formation, governance,pedagogy and expansion of the privatized units.1. Inception : Recognition: At the time of inception of

the college the infrastructure, propertiespotentialities of the private institute should be

Private institutes areultimately run by

commercial houses toearn business gains. Nowto retain their market share

and to utilize theirunutilized capacities, these

private institutes havestarted adopting

diversification strategies.


examined properly before giving recognition oraffiliation.

2. Governing Body: Restructuring: The apex body ofthe colleges should be reconstructed ensuringparticipation of the educationists and theindustrialists so that it can function properly as perthe guidelines of AICTE / NAAC / UGC etc.

3. Admission: Single Window System : Except themanagement quota (10%) all other seats (90%) areto be filled up from the merit listed candidates bythe Central Selection Committee.

4. Fees Structure Committee: Fees StructureCommittee should be constituted by the StateGovernments. The committee will suggest, controland revise the fees of the different courses of theprivate colleges.

5. New Courses : Core Disciplines : The governmentsshould encourage private institutions to introducecore disciplines, viz, Mechanical, Civil, Electrical etc.Permission for new courses should be given by acommittee considering its necessity, viability, cost,curricula etc. of the course.

6. Career Counseling: : Career counselingcommittees should be constituted both at state levelas well as at college level. They are to guide thecandidates in selecting the suitable course.Selecting the right course for the right candidate isthe first and the most important step.

7. Placement Cell : Apart from the college level theremust be placement cell at the state / governmentlevel which will arrange for off campus interviewsand guide effectively the candidates for choosingthe right job. While the placement cell of eachcollege arranges for campus interviews dependingon their own strength and connections, the StateLevel Placement Cell will help in developing parityand in ensuring person to job fitting.

8. Merit Rating : A methodology to access the overallperformance of these institutions for their rating forgradual up gradation has been developed. Regularinformation is collected from such colleges as tosome preset quality markers. and grade points areassigned and accordingly scoring or rating of eachcollege is done. Such institutes should be rated ontheir overall academic excellence and not byplacement alone.

9. Expert Committees: Higher education is not thematter of just one department or one institution.Rather it requires the concerted effort of all thedifferent departments and agencies concerned. Toensure their smooth functioning a high level expertcommittee may be formed, as is done by theGovernment of West Bengal

10. Distance Learning : In a vast country like India it isreally difficult to bring all the aspirants of higher

education to the classroom. Again "Postal CoachingSystem" today has gained sufficient support andconfidence. Professional autonomous institutes likethe Institute of Chartered Accountants of India,Institute of Company Secretaries of India, Instituteof Cost & Works Accountants of India etc.popularized postal education in late seventies andeighties. It was, thereafter, followed by Indira GandhiNational Open University (IGNOU), ICFAI, NetajiSubhas Open University etc. Today GovernmentUniversities also have started providing educationin distance learning mode. In west BengalUniversities like Burdwan, Vidyasagar, Kalayani etc.are successfully operating distance learningcenters. In Jammu University also there is a big sizedistance learning center. Some of the privateinstitutes have also opened up and some othersare thinking of opening distance learning centers.However, in all these cases tremendous care andcaution must be taken with regard to the followings:forming the course curricula, developing studynotes, holding model classes, framing questionpapers, conducting examinations and above allmaintaining the standard of the distance learningcourses.

Finally : The following suggestions are put forth for therevival of the quality of education and the infrastructureof the public institutions :1. Infrastructural Developments: It may also be

called 'Better Engineering'. It includes adequateclassrooms, modern equipments and teachingmethodologies, efficient teachers, trainers andmentors and so on.

2. Good Governance: Efficient and professionaladministration with good degree of fairness, andtransparency and removal of political dictation andundue influence. An atmosphere of confidence,dependability and trust is to be created. Red-tapesystem needs to be removed; decisions are to beimplemented without any delay or dilemma.

3. Curriculum Revision: Syllabus is to be revisedand restructured keeping in mind the marketdemand. Career oriented courses should be openedin more numbers. Stress should be given on soft-skill development, communication development andpersonality development. In the name of syllabusrevision "the same old wine in a new bottle" policymust be dispensed with.

4. Strict Routine: Strict routine must be prepared andadhered to. All programmes must be time bound.Academic calendar must be distributed to thestudents at the beginning of the session andfollowed. An atmosphere of seriousness and allround motivation has to be created.


5. Effective R & D: There must be enough scope forresearch and development both for the students aswell as for the faculties. Case studies, researchactivities, project work etc. are to be incorporatedin the syllabus. Minor and major research projectsundertaken by the faculties must have somerelevance to the course they teach and should givesome scope to the students to join in.

6. Placement Cell: Finally a relationship betweenleaning and earning is to be established. An effectiveplacement cell in public private partnership model(PP3) must be created Arrangements for mock tests,internships and campus interviews must be made.The more the above factors are taken care of, the

less will be the gap between the public and the privateinstitutes in higher education and then a healthycompetition between the two sectors will make themcomplementary to each other.

SELECT BIBLIOGRAPHY1. Agarwal, Pawan (2009): Indian Higher Education, Envisioning

the future. Sage Publication India Pvt. Ltd.2. Annual Report 2009-10, Dept of Higher Education, Govt. of West

Bengal.3. Approval Process Handbook (2011-2012), AICTE.4. Association of Indian Universities (1999): "Effectiveness of

Quality in Higher Education" selection from University News - 4New Delhi.

5. Economics Review, Govt. of West Bengal, various issues.6. Govt. of India (2010-11): Economic Survey, Ministry of Finance,

Oxford University press.7. Human Development Report - Various Issues.8. Lewis, A (1954) Economic Development and Unlimited Supply

of Labour, Manchester School.9. Naqvi S.N.H. (2010): The Evolution of Development Policy - A

Reinterpretation, Oxford University Press.10. Ray, Debraj (1998) Development Economics, Princeton

University Press.11. Statement on Higher Education Budget 2011-12 (Demand no.

13) of Sri Bratya Basu, Minister-in-charge, Higher EducationDepartment, Govt. of West Bengal.

adversely. The impact on upper middle class and rich peoplemay be relatively less and value of a Rupee in the hands ofthese sections have different pinch effect owing todisposable per capita income with them. India being heavilyrelying on indirect taxes and these are generally regressivein nature and will, therefore, adversely affect the engine ofgrowth- savings and investment.

On allocation of funds signals are somewhat like this:Allocation to Agriculture and Farm Sector - It may

boost Agriculture Sector which is an urgent need of theIndian economy as the Agriculture income has not beenrising. A good number of farmers are also in debt. Some ofthem have taken extreme step to end their lives. News paperscarry stories of farmers' suicide very frequently. This shouldhelp mitigating the problems of farm sector. However, a goodproportion, say Rs. 20 thousand crores out of Rs. 38.9thousand crores will go for longitudinal irrigation projectrefinance through NABARD. It means impact of this allocationon mitigating problems of farmers would be somewhat weak.

Allocation on Rural Sector - MNREGS which receivedlittle less amount last year, will receive Rs.38 thousandcrores. This will give income in the hands of poor peopleand therefore may boost rural economy of basic consumptiongoods. There is a caveat here, if middle people take theirshare form this amount, that portion of money may result inconsumption of luxry goods including suv and kuv in ruralareas and add to our non-accountable income. Although ruralbanking and direct transfer to beneficiaries has reduced thisscope, yet it has added new agents to mediate for withdrawalof money. The overall impact is likely to be positive in ruraleconomy.

Allocation of Funds to Social Sector - This is one ofthe big sectors and always needs more funds and directlyadds to consumption of goods and services. The cut oneducation by 2 percent and given the inflation rate is not agood signal. There is good signal for new IITs, IIMs andInstitutes of Science Education and Research in unserved

areas. It may give status boost to these areas, but impact isgoing to be slow. In any case, graduates of IITs and IIMsserve global economy more than Indian economy. A largepart of higher education institutions namely, Colleges, whichtrains manpower for almost all the sectors of economy ispoorly attended to. This is particularly so, in the context ofthe need for improving quality of higher education. Our healthsector needs a great push, particular in the area of researchand development. Therefore setting up of additional AIMs isa good sign.

Allocation on Infrastructure - Allocation on PrimeMinister Gram Sadak Yojna is a good investment forgeneration of employment, demand for raw material andincome generation. Earlier Vajpayee government allocatedfunds for this sector and it paid good dividend to economy inthe form of: employment, market access for rural economyand income generation. Urban economy may also get someboost, but its impact is likely to be marginal as allocation issmall. The smart cities' dream may have to wait.

Allocation on Finance Sector - Allocation of Rs. 1.80lakh crores for Mudra sounds good for non-formal sectorand small enterprises, but how much of it is likely to beeffective has to be seen. This could be due to long windingprocess of banking loans and lack of confidence among thesmall shop keepers in the banking loan process. Non-formalsector forms a large portion of economy of India. This sectorhas been poorly attended to for more than one and halfdecade. Hence employment in this sector is declining. Theliberalization (external) i.e., imports, has seriously affectedthe non-formal sector. This is particularly owing to floodingof non-formal sector market by Chinese goods. Unlessspecial focus is given to this sector along with agricultureand manufacturing sectors hope for surge in Indian economyis very bleak.

To sum up: The political economic framework of thebudget is, somewhat confusing and may not really providerequired push to Indian economy.

...contd. from page 18UNION BUDGET 2016-17: AT A GLANCE

23College Post, January – March, 2016Across the GlobeMAKING HIGHER EDUCATION TUITION FREELabour leader Jeremey Corbyn had announced to makehigher education tuition free in his election during 2015in labour party. He is keen to fulfil his pledge to abolishtuition in higher education. He proposes to initiate debateand suggest a model for tuition free higher education. Itis said that he might have to fight with his own partyleaders who have taken opposite view or maintainingstatus quo at UK pound 9000 per annum. Times HigherEducation reports that he might be encouraged by thefact that Democratic Presidential nominee Mr. BarnieSanders has pledged tuition free public colleges anduniversities. But Ms Clinton has advance more cautiousapproach of debt free colleges.Source: THE- John Morgan

UK: FOCUS ON IMPROVING AND ACCESS ANDREDUCING DROPOUT RATEOffice of Fair Access has issued guidelines for providingaccess to white working students in higher educationand reducing rate of dropout among black students. Ithas also advised universities to pay attention tochallenged students namely dyslexia and asperser'ssyndrome. These guidelines have been issued inresponse to research which have found that whitestudents are less likely to join higher education and therate of drop out among black students in the first yearof admission is high. The rate of dropout is 11 percentamong black students as compared to 7.1 Percent foraverage. The guidelines also say that those collegeswhich do not follow these guidelines will not be able tocharge 9000 UK Pound as tuition fee.Source: THE Crish Havergal

SOUTH KOREA: PERMITTING STUDENTS TOMARRY AND HAVE CHILDREN DURING THEIRSTUDIESSouth Korea has repealed old law which prohibitedstudents to marry and have children while studying inthe universities. Ewah Women's University based inSeoul capital city of South Korea scraped the lawbanning students' marriage in 2003.

It is said in 1951 Kim Young Sam who later becamePresident of South Korea has to conceal his marriagewith university student Son Myung- Soon. She also hidher pregnancy by wearing loose cloth as reported bynew paper. The revised education law will also allowstudents to take care of their new born.Source: THE David Mathews

CHINESE STUDENTS LACK CRITICAL THINKINGToa Zhang a lecturer in Nottingham Trent Universityinterviewed 16 students studying for journalism and

Media at i university and found that most of the studentsdid not agree with party lines, yet affected their ability tothink independently. When Dr. Jhang asked studentsabout critical thinking students said what is criticalthinking and critical of what? In UK we have to supportour view with evidences and references, in china we donot have do that. Two of students rejected that and saidthey were aware of how their text books omitted tomention the Tiananmen Square Massacre.Source: THE David Mathews

ENGAGEMENT OF ACADEMIA IN UK INCOMMERCIAL RESEARCH DECLINEDNational Centre of Universities and Business (NCUB)surveyLynne Hall, a reader at the University ofSunderland who researches external engagement -supposedly universities' "third mission" alongsideresearch and teaching - said such activities were seenas being "of no value…it doesn't bring in money anddoesn't hit targets - Changing State of KnowledgeExchange of more than 18000 academics revealed thatthe proportion of respondent doing commercialconsultancy has declined from 15 to 7 percent . Thesurvey stated that overall 14 percent of academics inthe period 2012-15 reported commercializing theirresearch, compared to 22 percent in 2005-8. It isreported that there was slight dip in non-commercialization research also.

Rosa Fernandez, director of research at the NCUB,said that the" External consultancy has gone downdramatically following the recession." But Tim Hughes,professor of applied marketing at the University of theWest of England, said: "I don't really buy that recessionargument." - He pointed out that" 53 per cent ofrespondents said that a lack of time prevented themengaging with businesses and other organisationsoutside academia"

There was yet another explanation given by LynneHall, a reader at the University of Sunderland whoresearches external engagement - supposedlyuniversities' "third mission" alongside research andteaching - said such activities were seen as being "ofno value…it doesn't bring in money and doesn't hittargets.

The new teaching excellence framework, plannedfor 2017-18, would also squeeze out time for externalengagement, Overall, Dr. Hall expected it to declinefurther in importance. She said "We don't have time andit is of very little value to anybody except thegovernment,".Source : THE -David Mathews [email protected]


ATTEMPTING TO TRANSFORM HIGHEREDUCATION:Transforming Indian Higher Education, Edited by H.Chaturvedi , Published Bloomsbury Publication, IndiaPvt. Ltd., New Delhi, Copyright Birla Institute ofTechnology, Greater Noida, 2015 Pp 285

Desire to transforming higher education has beencherished by many scholars and thinkers in India eventhough system of higher education has been growingmore or less on historical pattern with some changeshere and there. There has also been often beating ofIndian higher education system by scholars, politiciansand the like as and when there is publication of TimesHigher Education ranking of world universities as evenleading universities of India do not figure in the list. Thepangs for change has been felt by many, yet the systemhas multiplied over time. To day system of highereducation enrols almost 15 percent of eligible age grouppeople in higher education. The system has expandedat all levels, colleges, state universities, centraluniversities, Indian Institutes of Technology, IndianInstitutes of Management, Deemed to be Universities andprivate universities. Expansion in Private self financingUniversities and Deemed to be universities has been veryhigh so is true of private self financing engineering,management and medical colleges. In the light of thesedevelopment desire to transform higher educationindicates sort of disappointment with this present growth.Collection of papers in the above volumes reflects bothhappiness as also disappointments the way highereducation has moved. Papers have been written by manyeminent scholars and thinkers of higher education.

KB Power in his paper Role, present Status,Changing Scenario and Future of Higher Education andDr. Sudharo and Mithlesh Kr. Singh in their paper Historyof University Education in India and - way forward, tracesthe development higher education in recent historicalcontext and present status in terms of various parameters.Authors while high lighting the developments havepointed out areas of concern with regard to quality andresearch and development in the higher educationsystem. They have pleaded for reforms through fundingenhancement, infrastructure development and creatingresearch environment.

Papers by R.S. Grewal and Sushma Berlia deal withthe issues of innovations, leadership and eco-system forinnovations and skill development in higher education.Grewal feels that" academic leadership is still with thosewho have failed the nation." He pleads that " -countryneeds to get rid of the education policy for the elite-aswas the case in the pre independence era- and payattention to education for masses." Berlia' paper pleadsfor making education more relevant to market needs andincrease in private participation for fostering innovationsand sill development.

Book ReviewPapers by Rahul Singh and A Sahay deal with higher

education and research ecosystem and transformationof Doctoral Degree programme. Singh has analysedhistorical and present status of higher education research.He compares research performance of India with selectedcountries of world. He pleads for creating an "ecosystemwhere students participate in research so that they havefull scope to fulfil their curiosity." Sahay compares Ph.D.in USA, China and India. India figures at the bottom inthis comparison. He pleads for that " Regulators mustplay their part not only in maintaining, but upgrading thequality of doctoral programmes"

Private Sector role and Public Private Partnershipaspects have been presented in Papers by MohandasPai and others and R.K. Mishra and Janki Krishna. Paperby Pai gives detailed account of role of private sector inhigher education. Mishra and Krishna’s paper deals withpublic private partnership from Indo-EuropeanPerspective and states that "India and EU, as the leadingdemocracies in the world, share common values andbeliefs, which make them innate partners in the presentworld order." They also plead for more investment forstrengthening the quality of higher education.

Faculty quality aspect in Technical Education hasbeen dealt in the paper by Prem Vrat. He says our policyparadox is that " despite acute shortage of faculty in IITswe compulsorily retire them on the date of superannuationeven they are physically, mentally and passionately agile."He pleads for removing expiry date ie., date of retirement.

Manish Upadhyay and Amitva Maitra deal withapplication of technology in higher education. They makea fervent pleased use of education technology - on lineeducation, MOOCs and cMOOCs. However, they refrainfrom predicting future education technology, as in thisfast changing technology world, no one knows whichdirection ICT will go.

R. Natrajan has analysed the ranking system ofuniversities in the world in his paper world class UniversityRanking: Indian Perspectives. While analysing positivenegative aspects of ranking system, he says "whatevertheir shortcomings are, the very existence andcompilation of ranking lists infuse quality consciousnessamong the institutions.."

H. Chaturvedi- editor of the volume has envisionedthe Indian Higher Education -2030 - a peep into what willand what should happen in 2030. His paper projects GDP,Population, life expectancy in 2030 and their implicationsfor higher education. He envisiones a three prongedmodel of higher education and gave out aspirational goalsfor enrolment, international students participation andranking Indian universities global list of university ranking.

Volume has brought several aspects of transforminghigher education by eminent authors and very well editedby H. Chaturvedi. The volume is recommended tostudents, teachers and policy makers in higher education.

SEED PUBLICATIONS

•

• Issues in Development of Colleges - Quality and Resources Aspects -

• Classroom Processes in Primary Schools of EFA Districts, Saharanpur (U.P.) -

• Classroom Processes in Primary Schools of EFA Districts, Sitapur (U.P.) -

• Classroom Processes in Primary Schools of Non-EFA Districts, Bahraich (U.P.)-

• Coaching Institutions for Admission to IIT, Engineering and Medical Courses -

• Decent Jobs-India Study, sponsored by Global Policy Network, Washington, USA.

• Quality Assurance in Management and Engineering Institutions in India. A Report of Seminar held IIC, New Delhi, Funded by GJVJ Raju Foundation, AP

• Trade In Education Services under WTO: GATS Regime, Report of 4 seminars sponsored by All India Council of Technical Education, GOI, New Delhi.

•DEEPALAYA in Delhi and Haryana.

• SRIJAN in Rajasthan and Madhya Pradesh.

•St. Paul Trust, Samalkot, Andhra Pradesh.

•IBTDA, Alwar, Rajathan.

•FUTURE BRIGHT TRUST, Vjaynagaram, Andhra Pradesh. Micro Finance to

members of self help groups in Jharkand for income generation for Livelihood by Dewan Foundation through Pradan, New Delhi and Jharkhand.

• Handbook of Quality Assurance in Higher Education - sponsored by Ed.Cil., GOI, Noida under its CSR activities.

• Study of Education of Challenged Children in Schools- sponsored by Ed.Cil, GOI, Noida under its CSR activities.

• Copyright in Education - study sponsored by Ed.Cil., GOI, Noida, under its CSR activities.• College Post - the Higher Education Journal - a quarterly publication.

The list of Publications and Research Studies is given below:Issues in Development of Colleges - Governance and Other Aspects - Collection of papers presented in Annual Conference of ICF.

Collection of papers presented in Annual Conference of ICF.

Research Study sponsored by SIEMAT, Allahabad, UP



Research Study sponsored by Department of Science and Technology, Government of India, New Delhi.

Research Reports

Micro Finance to women members of SHGs for income generation for livelihood funded by Dewan Foundation through Micro Finance to women members of SHGs for income generation for livelihood funded by Dewan Foundation throughMicro Finance to HIV affected women Members of SHGS for income generation for livelihood funded by Dewan Foundation through Micro Finance to women members of SHGs for income generation for livelihood funded by Dewan Foundation through Micro Finance to HIV and Leprosy affected women members of SHGs for income generation for livelihood by Dewan Foundation through

Research Studies Completed/Research Papers, 2014-15SEED carried/carrying out the following studies:(1) Micro Finance for Income Generation for Livelihood: A comparative Study of Non-Profit making NGOs, SBLP and for

Profit MFIs - (ICSSR, GoI, Sponsored project).Study entitled Micro Finance for Income Generation for Livelihood: A comparative Study of Non-Profit making NGOs, SBLP and for Profit MFIs sponsored by Indian Council of Social Science Research was completed during this year. Review by expert of ICSSR was very encouraging. To quote: "The study makes an important point that poverty is a complex phenomenon and all poor household cannot be treated as homogeneous group. Micro-finance can be successful in cases where households have some assets and marketing skills. The support s the revolving fund support model of MFIs." ----- The analysis has been carried out in a systematic manner and presented in a clear style"

(2) Monograph on Foreign Direct Investment - Creative or Disruptive External Economic Intervention - © SEED authored by Dr. G. D. Sharma.A report of FDI entitled FDI- An External Economic Intervention was completed this year and presentation of the same was made to students and teachers of Management in G.D. Goenka University. The report was also sent to relevant experts for their use.

(3) Diversification of Higher Education paper has been prepared by the President, SEED and has also been submitted to Higher Education Policy and Research Centre of NUEPA. The paper is being published as chapter in the Book being brought out by NUEPA.

College Post The issue of College Post was brought out in the month of April- June, 2014. Next issue is in process.

Commemorative VolumePublication of colleges post for the last 20 years is progress. Articles have been sorted out and first draft of the volume is ready. It is hoped we would be able finish it in couple of months.

College Post R. No. 65288/95ISBN 978-81-929059-0-7

Published and Edited by Dr. G.D. Sharma on behalf of the Society for Education and Economic Development, from KH. No. 774/6, Mandi Village, Main Mandi Road, Near Mandi & Gurgaon Border, New Delhi-110047. Lasertypeset bySuvidha Computers, 86 A, Adchini, New Delhi-110017, and printed at Supreme Offset Press, K-5, Malviya Nagar, New Delhi-110017

seed...

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