Higher Education: Autonomy and Accountability in India

By

Dr.R.S.S.Nehru

Assistant Professor

Department of Education; Sikkim University

Gangtok, Sikkim -737102

dr.rssnehru@gmail.com ; M: +91 94405-94179

Abstract

Higher education requires constant values by performing autonomy and accountability. In

the process of creating excellence in higher education is possible by the regular advance-

ment in the current higher education system. India, after independence, mainly focuses on

since and technology then, the recommendations of national education policies(1964, 1986

and 1992) have introduced and adopted by the Government. The education policies have

focused on the inclusion of subaltern communities, but the systems are not focused on au-

tonomy and accountability. This investigates current status liberation vital role, progres-

sive intellectually a vibrant fertile nation. It is a known fact that the main factors are au-

tonomy, accountability and liability is the different systems in higher education will make.

The more differentiated responsibility of higher education towards creating a positive and

productive social, cultural, economic and political intermediary.

Keywords: Higher Education, Autonomy, Accountability

INTRODUCTION

Higher Education rooted itself, talking about how and when of its origin and, when it did

all started, is of no use. Education, in a sense, begins from the time, and a child is born, i.e.,

he/she is made to learn some habits and actions which help him/her in their growth and devel-

opment. Education is never confined to one meaning, i.e., “to learn”, rather it constitutes several

other meanings like: “to learn”, “construct”, “cultivate”, “examine”, “develop” and “improve”

with every new understanding and the level of creativity (Steiner 1996). The cause is not restrict-

ed based on caste, creed, religion, gender or any age. Still, preferably every individual as an ab-

solute right to get educated at any point in time they need (Mona, 2012).

The present model of modern education elucidates the role of education in different pro-

spects of the student to transform him/her into a better and creative individual of future (Sha-

heen, 2010, Kizel, 2012). Education in modern times does this by teaching better learning abili-

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ties, ensuring growth and development and by continuous improvement in the students. These

efforts by the educational institutions offer a better and creative individual for the country and

society.

In the Indian context, education primarily starts from that period when a child takes his

first step towards school, and from there, he starts being “literate”. And With time (days and

years), their time comes when a child becomes an adolescent/adult and encompasses “higher ed-

ucation”(Gandhi, 2013, Rao, 2015). By the time of higher education, everyone is ready with that

same “limited power of understanding” of what is to them in their school life.

When it comes for applying their “school learning” in an outside world and thinking crea-

tively, only 10% students tend to get success in it, whereas, the left out 90% students apply the

same methods as taught in school and get restricted and bounded to that understanding.

These happen because students form a habit of using, the knowledge which they are acquiring in

higher education to that confined area of four walls. The Implies wherever we have to be the part

of that “great change” development of our own-self country. Therefore, it is essential to provide

autonomy, accountability and value creation in higher education (Jerald, 2009, Hampson et al.

2010).

It is coming to Autonomy gist, which is from the Greek word, meaning “independent”

and is also readily defined as “self-governed” or “ self- independent ”. Autonomy is to permit

individuals with that freedom and openness in thoughts, learning and actions which lead them to

be different from others in the manner of creativity, thinking or exploring ideas (Winch, 2006,

Mackenzie, 2008, Connely, 2009). It tends to prone with that sense of individuality and respon-

sibility, which help them to learn and discover effectively. It that autonomy mostly impacts

LEARNER’S AUTONOMY

Learners Autonomy is nothing but just a way of focusing on what is an individual’s initial learn-

ing strategies, pieces of training, environment and the role of the teacher in a school or institute.

A learner allied be responsible for what they say and takes charge of the responsibility for their

learning. Examined that successful learners have always been autonomous because of their love

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for learning and ranging over new things in life. Independent learners have to fragment all the

barriers which come in between of their learning (Graca et al. 2013, Little, 1991).

Learner autonomy is related to their future achievements as if they are hailing to their ideas and

are confident about what all they do and apply them outside the boundaries. Then they are more

likely and definite towards attaining their future goals quickly.

And all this do not happen suddenly, and innately, there has to be someone known as “teachers”

to guide and motivate their learners for stepping ahead in life. They have an elite power to stimu-

late and activate by providing appropriate measures to practice them in real. Hence, it that auton-

omy does not mean to be complete sovereignty of thoughts, feelings and ideas; instead, it is a

state of maintaining parity between self-dependence and interdependence.

Karl Popper thereby gave an educational philosophy which states that intellectual thinking poten-

tial devised from within an individual, either by trial-error or elimination-constructing or by in-

sight learning. Based on this, it can be that “intrinsic motivation” plays a part in the salient strat-

egy in the autonomy of learning rather than “extrinsic motivation”. It guided that any abstract

thinking should always be trailed with “n” number of questions so that the learners ought to take

an effort to re-erect their design.

The extension of knowledge is an experimental and innovative, i.e., a “non-mechanical process”

which enable the trainees to manifest their unique attribution in learning. And in recognition of

this free education is a self-winding of their problems and objective.

In some countries, autonomy over what is grounded in an institution marked as elevation in

learners grade. In contrast, in some areas, high freedom is rendered with the accountability of

resources exhibited a considerable increase in students performance and directly opposite results

tested when imparted without the responsibility of capital.

ACCOUNTABILITY

Can be explained in terms of “constrains and restrains” of the freedom assigned “autonomy”. It

allocated to the meaning of accountability signifies “the responsibility and liability” of the learn-

er to his actions and accomplishments of knowledge. Prominently conveyed by “Harry S. Tru-

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man” that only living beings look for accountability because there should be someone in the end

to get hold of the charge of the venture.

It candidly assumed that “autonomy and accountability go hand in hand” respect for democracy.

If a person accorded with the power of autonomy, he/she would possess with the super ability of

liberty; therefore will be in an attempt to do all the possible things which they intended to do to

make themselves happy for a living. That’s why it is vital accountability in their work. That

means every person whatever they ruminate for must be able to justify solely for their activity.

The following image showcases the process through which autonomy of different types leads to

the fundamental accountability in individuals.

HIGHER EDUCATION IN INDiA

Agitating about Indian higher education asserts that there always need to be an undertaking with

an endowment of self-efficacy in institutions of higher education (Albornoz, 1991). Autonomy

and accountability come not only to the student somewhat also to the authorities of that institute,

be it to the teacher, principal or head of that association. The members of the institute ought to

provide an outright of openness and powerful weapon of “sense of plausibility” to their learners

(Benne, 1970, Arcia et al. 2011). Moreover, it is their inaugural duty to mentor and monitors

their scholars for better perception and inspection of their imagination and application. If some-

where they are going in the wrong direction of their findings, then it’s the devoir of the supervi-

sor to supervise them in the right direction with the correct purport and relevance. Principals and

head of the institute have autonomy and authority of setting the rules and regulations, the virtue

of decision making, strings of conducting extra-curricular activities, disciplines, projects and

plans for the evolution of students (Gibbs, 1979).

Educational foundations are budding up with distant types of tactics for teaching during the mo-

tion of era. Training is imperative for an analytical understanding of the inferences and claimed

to be an integral part of one’s living. This living more comprehensively, there are some patterns

and crafts which should be worn by institutes, organizations, parents and as well as by the sub-

ject himself (Taira, 2004, Sutton, 1997).

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Primitively, aspiring for affirms

• For boosting up the confidence of uniqueness in every entity

• Stimulate the individuals to look beyond that restricted region

• Imparting opportunities to probe their ideas and originality

• By embedding more emphasis on value creation (increasing worth of services) rather than

slaughtering the values

• Making them liable for all the decisions taken by them

• Hoisting them to justify their verdict comfortably and confidently

•

Forthcoming, to the lessons and patterns which institutes, parents and an individual should ab-

duct for enlarging: hereafter we need comprehend different stakeholder’s view properly in our

consideration. The following image demonstrates the relationship of these three stakeholders

with education.

STAKE HOLDERS - PARENTS

• Mobilize them to deliver their expression in public or front of acquaintances

• Never ridicule them while elocution of their narration

• Elevate them to be determined to verbalize in the audience and upraise their self-esteem

• Mould them steady in governing responsibilities by empowering them to perform specific

handful tasks

• Bestow some period with them when they requisite for it, and make out what they wish to

unveil

• Imbibe admirable ideals and positive morality towards survival

• Endorse them to combat with hardships

• Mentor and uphold them when mandatory

STAKE HOLDERS - STUDENTS

• Pay heed to what others are asserting

• Make count on others audit

• Be fearless of your daily hassles

• Replenish yourself with that aura of positivity which aid with all the conflicts

• Compose feasibility of liberty provided for upgrading your skills

• Master to accept the oversight of everything you carry out or imply

• Enrol to be self-reliant and amenable

• Not at all hesitate to questions anything from your guardians or professors

• Crystalize your doubts in time and make yourself free from internal rivalry

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STAKE HOLDERS - INSTITUTIONS

• Instigate the learners to pursue their aspirations

• Guide-and regulate their lane towards the right direction

• Encourage for more impartial introspection

• Ensure the process of flexibility, and investigate for a proper spot of creativity and em-

barking of information

• Propel to compile up the behaviour of acceptance for failure

• Provide scaffolding when needed

• Enhancing pedagogical, leadership skills, with different cognitive styles and high level of

potential for achieving their desired results

• Providing autonomy in communicating, discussing and expressing their innervation and

doctrine

• Administer activities which favor the scholars to heighten their capabilities

• Customise learning systems

These norms and strategy explicitly will be beneficial in dwelling up. Implementation strategies

requires valuable efforts from all the significant stakeholders by education. Henceforth the con-

sistent efforts by these stakeholders to bring this hypothetical model in practice is more im-

portant.

When there is an integrated set of comprehensions of this topic, let’s furthermore take a glance

of its Advantages and Limitations.

Advantages

1. The gradual development of the country

2. Greater sovereignty of humanity

3. Extended knowledgeable community

4. Numerous enhancement of training modes

Limitations

• More alleged to disputes in speculation of thoughts among citizens by notifying that they

all are unmatched

• Deviating towards diminishing federation

• Extended hostility amid human beings and institutions

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CONCLUSION

The eminence and hindrances would be still most likely to juncture upon that everything on this

earth comes with individual strengths and weaknesses in them, and it is conspicuous to overcome

those deficiencies with time and shall always look around for the positive side of wholeness.

This paper nevertheless stands point “autonomy and accountability in higher education” is

foremost affirmative for all, irrespective of the institutions in which they are studying. In the end,

I would like to conclude by flapping that there is nothing erratic in providing autonomy in educa-

tion but must only be rendering it concerning accountability. Otherwise, there will be immense

chances of exploitation of power.

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13. Martha Hampson, A. P. (2010). 10 Ideas for 21st Century Education. UK: Innovation Unit.

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