vision aurangabad 2020
TRANSCRIPT
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VISION AURANGABAD 2020
VISION PROFESSIONAL EDUCATION 2020
Submitted by
The Working group
Higher Education, Medical Education, Technical Education and Vocational Education & Training
Uploaded at dteau.org on 30/10/2010
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EXECUTIVE SUMMARY
Aurangabad is the capital of Marathwada. The city has excellent growth potential due to ever increasing industrial
houses and tourism industry. The city has become a center of attraction for both the population of Marathwada as
well as the state of Maharashtra and beyond that. This has definitely increased the pressure on providing better
education facilities in general and technical education in particular. Which goes without saying that, the
professional education is essential for social, economical and political growth of the city.
It has been well recognized that the creation of new knowledge primarily depends on strengthening the education
systems, promoting indigenous research, innovation in laboratories and tapping of foreign sources of knowledge
through open access, foreign investment and technology licensing. It is envisaged that knowledge and wisdom
shall shortly become the drivers of tomorrows’ economy. The role of universities in this scenario is multifaceted. It
encompasses opening new vistas of learning, academic restructuring, up gradation of technology, traditional
technology‐redefined, sharing of expertise, innovation, technology transfer, knowledge management, training,
employability, entrepreneurship, media convergence, globalization. Universities entering in to partnership with
other institutions and universities are found to be mutually beneficial rewarding and productive. Whether the
arena of international development, educational reform or development of the community, it is generally
accepted that the long term impact and successful implementation of any scheme require coordinated effort of
many people involved in all sectors.
In this backdrop, the National Knowledge Commission has been set up. As per the Government notification 13th
June 2005, the following are the Terms of Reference of the National Knowledge Commission (NKC).
• Build excellence in education system to meet the knowledge challenges of the 21st Century and increase India’s competitive advantage in fields of knowledge.
• Promote creation of knowledge in S & T laboratories.
• Improve the Management of institutions engaged in intellectual property rights.
• Promote knowledge applications in agriculture and industry.
• Health and education priority sectors
• Health facilities at par with WHO requirements
• Promote the use of knowledge capabilities in making government an effective, transparent and accountable service provider to the citizen and promote widespread shearing of knowledge to maximize public benefit.
The Education Roadmap highlights key issues that subvert education in the Aurangabad City. These include:
• Social disadvantage • Responsibility and accountability at all level • Delivery by the Institutes • Adequate and trained manpower • Resources
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The inclusion of following mile stones will support the future New programmes and courses, Review of provisions under plan and non‐plan budget,
Autonomy to institute, Additional land and facilities and infrastructure to the existing Govt. Engineering
Colleges, R & D Centres in the field of energy, biotechnology, nano‐technology, Vibration, VLSI design,
Embedded system, Pharma ‐D, etc., Benchmarking for Institutions to be at par with their counterparts in
developed countries, Technology park, Business incubator, convention center, mobile knowledge
laboratory, and so on. It is being estimated that the entire cost for development of education in
Aurangabad District will require finance in the tune of Rs. 3000.00 Crores. These projects will be
undertaken through private initiatives, PPP, funding from UGC/MHRD and state government.
The vision for Aurangabad city provides conceptual and programmatic guidance for the reform of the
education system and processes, and opens up discussion of the need for future directions.
______________________________________________________________________________
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INDEX
Chapter No. Heading Page No. List of Tables 5
Chapter 1.0 Introduction 6
Education facilities in District visa‐vise State/Nation 8
Chapter 2.0 SWOT Analysis 18
Chapter 3.0 Vision, Mission, Goals & Objectives 22
Chapter 4.0 Indicators 26
Chapter 5.0 Program of Action 30
Chapter 6.0 Strategies Formation 34
Chapter 7.0 Financial Implications & Action plan 36
References 42
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List of Tables
TABLE NO. TITLE PAGE NO.
1.1 Present Population and projected
Population for 2005 of District Aurangabad
9
1.2 Present Population and projected
Population for 2020 of District Aurangabad
9
1.3 Present Status of Higher Education in
Aurangabad District
10
1.4 Enrollment in Higher Education in District
Aurangabad
10
1.5 Intake Capacity in Technical Institutions of
Aurangabad District visa‐vise in The State
13
1.6 Intake Capacity at Degree Engineering
Colleges in Aurangabad District (Program
wise)
14
1.7 Intake Capacity at Diploma institutions
(Program wise)
15
1.8 Enrollment in Medical Education in
Aurangabad District
16
1.9 Enrollment at Vocational Education in
Aurangabad District
16
4.1 Indicators in Higher Education 27
7.1 Project Cost Higher Education 37
7.2 Facilities and Financial requirements in
Higher Education
37
7.3 Project Cost for Polytechnic 39
7.4 Project Cost for Pharmacy institute 40
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CHAPTER I
INTRODUCTION
1.0 Prologue
Over the last several decades, technology and technological innovation has gradually changed the quality of
life and brought some radical changes in all sectors of education, health, industry and government. The 21st
century has been widely acclaimed as the ‘Knowledge century era’. Every nation is finding itself to be performing in
an increasingly competitive and globalize international environment where the information infrastructure,
research and innovation systems, education and life‐long learning and regulatory frameworks have become critical
parameters.
It has been well recognized that the creation of new knowledge primarily depends on strengthening the education
systems, promoting indigenous research, innovation in laboratories and tapping of foreign sources of knowledge
through open access, foreign investment and technology licensing. It is envisaged that knowledge and wisdom
shall shortly become the drivers of tomorrows’ economy. The role of universities in this scenario is multifaceted. It
encompasses opening new vistas of learning, academic restructuring, up gradation of technology, traditional
technology‐redefined, sharing of expertise, innovation, technology transfer, knowledge management, training,
employability, entrepreneurship, media convergence, globalization. Universities entering in to partnership with
other institutions and universities are found to be mutually beneficial rewarding and productive. Whether the
arena of international development, educational reform or development of the community, it is generally
accepted that the long term impact and successful implementation of any scheme require coordinated effort of
many people involved in all sectors.
In this backdrop, the National Knowledge Commission has been set up. As per the Government
notification 13th June 2005, the following are the Terms of Reference of the National Knowledge Commission
(NKC).
• Build excellence in education system to meet the knowledge challenges of the 21st Century and increase India’s competitive advantage in fields of knowledge.
• Promote creation of knowledge in S & T laboratories.
• Improve the Management of institutions engaged in intellectual property rights.
• Promote knowledge applications in agriculture and industry.
• Health and Education priority sectors for 21st century.
• Health facilities at par with WHO requirements.
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• Promote the use of knowledge capabilities in making government an effective, transparent and accountable service provider to the citizen and promote widespread shearing of knowledge to maximize public benefit.
The overall task before NKC is to take steps that will give India the ‘Knowledge edge’ in the coming decades i.e. to
ensure that, a country becomes a leader in the creation, application and dissemination of knowledge. Creation of
knowledge is essentially possible through well developed infrastructural facilities like modern laboratories,
advanced learning resources and of course liasioning with industry and business.
Aurangabad, the capital of Marathwada region of Maharashtra, is famous for its rich cultural heritage as
well as for the pioneered educational development in the region. Eminent educationists include Bharatratna Dr.
Babasaheb Ambedkar, Late Padmavibhushan Govindbhai Shroff and Dr. Rafique Zakaria who established some of
the earliest institutions of higher education in the city, and it is the vision of these luminaries that has gone on to
shape the educational landscape of the region. From under the Nizam rule in the erstwhile Hyderabad State to the
present scenario of globalization, Aurangabad has always stood up to face the challenges of every era. Newer
courses have been introduced from time to time, and the latest technological developments have been
incorporated in the education sector. Moreover, Aurangabad still continues to strive to meet the challenges of
modernization and globalization, and maintain excellence in higher education envisioned by the illustrious
educationists of yesteryears.
Higher Education
Aurangabad district has 66 colleges of higher education imparting knowledge at various levels. Though these
colleges are doing commendable work, there is a need to refurbish the facilities and processes so as to be updated
with the changing times, and to attract a greater number of students to courses in higher education. The following
tables give an overview of the present status of higher education in the district.
Technical Education Scenario of Aurangabad
The Technical Education in the Region has developed both in quanitative and qualitative dimension.
Aurangabad as a city has also all types of education facilities. In the last fifty years, the number of professional
institutes has reached the number 52 from 02 in 1960. The city has facility to provide technical skills to illutriate
through community polytechnic scheme and also programmes like Advanced Diploma in Automotive Mechatronics
and Aircraft Maintenance Engineering. At the end of academic year 2009‐2010, the city has 12‐Degree Engineering
Colleges, 05‐Degree Pharmacy Colleges, 09‐Diploma Engineering institutes, 05‐Diploma Pharmacy institutes, 12‐
MBA institutes, 07‐MCA institutes, M.Pharm‐02 institutes, ME‐04 institutes and Ph.D. at 3 centers. The
Aurangabad city is proud to have three centers of excellence viz. DOECC, Indo‐German Tool Room and Central
Institute of Plastic Engineering & Technology
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The courses offered by these institutes are ranging from certificate to Ph.D. The city has good number of
conventional as well as courses from emerging areas of technology. The interaction with industries in Aurangabad
has enriched the technical education of city and more and more number of candiadtes across the states are being
attracted towards Aurangabad.
Aurangabad is the capital of Marathwada. The city has excellent growth potential due to ever increasing industrial
houses and tourism industry. The city has become a center of attraction for both the population of Marathwada as
well as the state of Maharashtra and beyond that. This has definitely increased the pressure on providing better
education facilities in general and technical education in particular. Which goes without saying that, the
professional education is essential for social , economical and political growth of the city.
Medical Education
Aurangabad being headquarter of Marathwadwa region is naturally having reasonably good facilities for medical education. In Aurangabad district, following facilities for medical education are available presently.
There are two Allopathic Medical Colleges, two Dental Colleges, one Ayurvedic College, three Homeopathic Colleges, seventeen Nursing Colleges, one PG‐DMLT College. In addition there are two DMLT colleges offering the course after 12th. 117 PG courses (degree & diploma) are available in various branches of allopathic and 18 new Bachelor of Para Medical Technology (BPMT) courses are made available this year. Almost all these are available in the city of Aurangabad.
Future needs: Considering the growth rate of the population, by 2020 more facilities will be required for fulfilling the population: doctor ratio, population: nurses ratio, population: laboratory technician ratio. More specialists and super specialists will be required.
Vocational Education & Training
The District has good number of vocational education and training institutes. These institutes are located
all over the district and taluka places. These institutes offers education in skill development in traditional areas
such as carpenter and fitter and also trades like advanced manufacturing system, CNC operations, welding, etc.
The district has good number of institutes providing bifocal and MCVC courses in vocational education.
2.0 Education facilities in the district visa‐vise in the state
The district is keeping pace with the state and nation in respect of GER. However, the facilities need to be
enhanced to meet the global challenges in respect to quality of education and GER at developed nation. The GER
of Higher education in India is about 11%. The XI th five year plan envisages the enhancement in GER from 11% to
15% by the end of the plan and 30% by the end of XII th plan. Hence while visioning the education in the district, it
is being planned to achieve the international standards of 50% to 60%.
The following tables indicate the population of the district Aurangabad and the education
facilities in the district.
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Table No.1.1 Present Population and Projected Population of 2005
Table No.1. 2 Project Population of 2010/2020
Projected population 2005
District Population 2001
Decadal G.R.
Per yr G.R Total 6‐11 11‐14 14‐18 18‐24
AURANGABAD 2897013 31.9 2.81 3236297 322567 196619 266757 378533
BEED 2161250 18.5 1.71 2313089 230549 140530 190660 270550
HINGOLI 987160 19.8 1.82 1061134 105765 64468 87466 124115
JALNA 1612980 18.2 1.69 1724551 171889 104774 142149 201712
LATUR 2080285 24 2.17 2267209 225976 137743 186879 265184
NANDED 2876259 23.1 2.10 3125584 311532 189893 257632 365584
OSMANABAD 1486586 15.4 1.44 1574245 156907 95642 129760 184131
PARBHANI 1527715 15.3 1.43 1617238 161193 98254 133304 189160
Total 15629248 16919347 1686378 1027923 1394606 1978970
Projected population 2010 Projected Population2020 (18‐24)
District
Population 2001
Total 2010 6‐11 11‐14 14‐18 18‐24
18‐24
AURANGABAD 2897013 3716813 370461 225812 306365 434737 503417
BEED 2161250 2517976 250971 152978 207548 294515
HINGOLI 987160 1161445 115763 70563 95734 135848
JALNA 1612980 1874929 186877 113910 154544 219301
LATUR 2080285 2524657 251637 153384 208099 295296
NANDED 2876259 3467849 345646 210687 285843 405617
OSMANABAD 1486586 1691123 168557 102743 139394 197802
PARBHANI 1527715 1736556 173085 105503 143139 203116
Total 15629248 18691348 1862996 1135580 1540666 2186232
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EDUCATION FACILITIES IN THE DISTRICT AURANGABAD
Higher Education
TABLE 1.3 PRESENT STATUS OF HIGHER EDUCATION IN AURANGABAD DISTRICT
SR. NO. TYPE OF COLLEGE URBAN RURAL TOTAL
1. GRANT‐IN‐AID 18 21 39
2. PERMANENT NO‐
GRANT BASIS 11 14 25
3. TOTAL 29 35 64
TABLE 1.4 STUDENT ENROLLMENT IN HIGHER EDUCATION IN AURANGABAD DISTRICT
Faculty Year Total Intake capacity
Actually Enrolled
Boys Girls Total
1 2 3 4 5 6
Arts
1st Year 25680 23813 11029 34842
2nd Year 25680 10181 5710 15891
3rd Year 25680 6178 3709 9887
Total of faculty 77040 40172 20448 60620
Science
1st Year 11280 6102 5768 11870
2nd Year 11280 5977 729 6706
3rd Year 11280 5763 747 6510
Total of faculty 33840 17842 7244 25086
Commerce 1st Year 10080 6111 1641 7752
2nd Year 10080 3865 1906 5771
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3rd Year 10080 1865 905 2770
Total of faculty 30240 11841 4452 16293
Law of 3 Years
Contd..
1st Year 840 1528 409 1937
2nd Year 840 368 110 478
3rd Year 840 255 94 349
Total of faculty 2520 2151 613 2764
Law of 5 Years
1st Year 830 270 103 373
2nd Year 830 164 87 251
3rd Year 830 255 103 358
4th year 830 241 103 344
5th year 830 197 84 281
Total of faculty 4150 1127 480 1607
B.Ed First Year 5130 5138 3411 8549
M.Ed. Second year 660 226 147 373
B.P.Ed. Third Year 660 552 188 740
M.P.Ed. Total of faculty 660 99 15 114
PCC German First Year 40 56 20 76
PCC Russian First Year 40 28 3 31
PCC Chinese First Year 40 28 3 31
Diploma in German
First Year 40 7 4 11
Diploma in Russian
First Year 40 2 0 2
Film Making First Year 70 5 0 5
R.M.C.J First Year 70 45 13 58
Psychology Counseling
First Year 70 4 8 12
D.B.M First Year 70 149 28 177
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M.I.B First Year 70 23 2 25
Retail Management
7 1 8
Human Research 40 3 3 6
Health service 40 16 9 25
Hospital Management
40 22 23 45
Diploma in Dray Tech
3 0 3
Diploma in Pali 57 5 62
Dip.in Tech Sessions law
143 56 199
Dip.in Labour law 54 14 68
Dip. In Sn. Law 17 3 20
D.I.T 7 0 7
D.C.A 10 3 13
D.T.L 7 2 9
D. Ed. 20000
HSC (XI & XII) 70000
TOTAL 2,07,039
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Technical Education
Table 1.5 The Enrollment in Aurangabad Region visa‐vise in the State
ME Mpharm MBA MCA Engg B.Pharm HMCT B.Arch Poly D.pharm
Region Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake Inst Intake
Amravati 6 411 7 293 11 720 7 420 24 8050 7 480 1 30 30 9945 18 1080
Aurangabad 9 592 8 267 26 2400 15 793 32 10792 16 940 2 260 3 100 59 20735 31 1836
Mumbai 15 1074 9 204 77 8220 21 1425 59 21102 25 1420 5 300 13 827 59 19202 17 958
Nagpur 9 564 8 383 58 5190 20 1170 58 21709 18 1050 3 160 7 330 61 23315 27 1620
Nashik 8 393 19 664 36 3114 13 780 37 14140 32 2160 2 70 7 250 69 25670 42 2508
Pune 26 1848 26 886 158 15435 51 3795 98 38175 49 3120 5 300 14 610 112 35280 58 3480
Total 73 4882 77 2697 366 35079 127 8383 308 113968 147 9170 10 530 45 2147 390 134147 193 11482
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Table 1.6 Total Intake Capacity for Technical Education in Aurangabad District
List of Degree Engg. Courses with intake of 2010‐11
Sr.No Courses intake
1 Civil Engineering 660
2 Electrical,Electronic & Power 360
3 Mechanical Engineering 960
4 Computer Science and Engineering 930
5 Electronics and Telecommunication Engineering 570
6 Information Technology 420
7 Food Technology 10
8 Pharmaceutical and Fine Chemicals 12
9 Computer Science and Engineering 60
10 Electrical Engineering 120
11 Electronics and Communication Engineering 360
12 Agricultural Engineering 30
13 Instrumentation and Control Engineering 30
14 Production Engineering 30
15 Plastic and Polymer Engineering 60
16 Electrical and Electronics Engineering 60
17 Chemical Engineering 30
18 Bio Technology 60
19 Computer Technology 60
20 Electronics Engineering 180
Total intake 5002
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Table 1.7 List of Diploma Courses & intake for 2010‐11
Sr.No Course Intake
1 Dress Designing and Garment Manufacturing 30
2 Civil Engineering 750
3 Computer Engineering 510
4 Automobile Engineering 150
5 Information Technology 450
6 Electrical Engineering 750
7 Mechanical Engineering 1140
8 Electronics and Telecommunication Engineering 660
9 Computer Technology 120
10 Electronics and Communication Engineering 60
11 Production Technology 30
12 Industrial Electronics 40
13 Computer Science and Engineering 60
Total Intake 4750
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Medical Education
Table 1.8 The Medical Education facilities in Aurangabad District
Sr. No. Colleges Admission Capacity/Year
1 Allopathic Medical College : 2 250
a) Govt. Medical College: 150 b) Private Medical College:
100
2 Dental College : 2 140 a) Govt Dental College: 40 b) Private Dental College: 100
3 Ayurvedic College : 1
100
4 Homeopathic College : 3 3005 Nursing College : 17
1060
a) Govt. College (Basic B.Sc.) 50 b) Private ANM 840 c) GNM 30 d) Private B. Sc. 60 e) Post Basic B.Sc.
50
f) M.Sc. Nursing 306 PG DMLT College : 1
12
7 Other DMLT colleges: 1 308 BPMT Courses : 18 1309 PG Courses: (Various) 117
Total Admissions per year
2139
Vocational Education & Training
Table 1.9 Vocational Education & Training facilities in Aurangabad District
Sr.No. Type of Institute Intake Capacity
1 ITI 3501
2 GTHSC(Pre SSC) 4095
3 +2 HSC VOCATIOAL(MCVC) 9790
4 +2 BIFOCAL 5740
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Table 2.0 District/Taluka wise No. of Institutes
Sr.No. Taluka No. of Govt.ITI
Govt.Technical High schools (GTHS)
1 Aurangabad 2 1
2 Khultabad 1 ‐
3 Vaijapur 1 1
4 Paithan 1 1
5 Gangapur 1 1
6 Sillod 1 1
7 Kannad 1 1
8 Soygaon 1 ‐
9 Fulambri 1 ‐
Total 10 6
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CHAPTER II
SWOT ANALYSIS
There are many tools and techniques adopted in envisioning the gap in the system. While preparing this
document, the working group has adopted SWOT analysis as a tool for visioning the future of the district
Aurangabad. Brainstorming technique has been used in carrying out the SWOT Analysis.
Higher Education
• STRENGTHS
o Adequate growth in the number of colleges
o Variety of courses offered
o Most colleges are NAAC accredited
o Students can choose from a wide array of subjects in each course
o Regular updating of syllabi
• WEAKNESSES
o Lack of adequate infrastructure
o Lack of soft‐skills among students
o Many vacancies of teachers and principals unfilled
o Disconnect between education and skills required in the job‐market
o Lack of specialty and super‐specialty courses
o Lack of Internet penetration and e‐facilities to students
o Lack of international benchmarking
o Lack of research facilities
• OPPORTUNITIES
o Centrally located on the map of the state
o Rich historical heritage
o Fastest developing city in the state
o Huge investments in industry and services creating vast job opportunities
o Attractive tourist destination for tourists the world over
• THREATS
o Flight of talent to metropolises, especially Pune
o Overall backwardness of the region adversely affecting education
o Prospective competition with foreign universities
o Dwindling number of students for traditional courses
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Medical Education
• Strengths: Fully functioning colleges providing basic medical education in various disciplines are already available.
• Weaknesses: Deficiency / vacancy of staff, lack of specialized investigations hindering teaching / training of up‐coming students of super‐specialties.
• Opportunities: Great potential for newer courses considering increasing demand for specialists, super‐specialists.
• Threats: Out‐flow (Brain drain) of students due to lack of facilities of higher education, of teachers due to frustration for want of teaching opportunities.
Gross enrollment ratio (GER): It should be 30% of population between 17 ‐24 years. However for medical teaching this norm may not be suitable. Considering the average duration of various courses to be three years, the enrollment to these medical and paramedical courses in Aurangabad District comes to 6417 (2139 x 3).
Technical Education
Strengths
33 Engg. Colleges, (1 Govt, 1 Aided, 1 Univ managed)
58 Polytechnics, ( 10 Govt, 48 Un‐aided)
13 Pharmacy Degree Colleges, (1 Govt, 12 Un‐aided)
26 MBA Colleges, ( 4 Univ managed, 13 Un‐aided instt / deptt)
11 MCA Colleges, ( 1 Govt, 1 Univ deptt, 11 Un‐aided instt / deptt)
3 Ph.D Research Centers, ( 2 Govt, 1 Univ)
7 PG departments in Engg, ( 1 Govt. Engg. College,1 Govt harmacy, 1 Aided Engg. College, 4 Un‐aided)
3 Central institutions – ( DOEACC, Indo‐German Tool Room, CIPET)
30 D. Pharmacy College (07 aided, 23 Un‐aided)
WEAKNESSES
Shortage of qualified manpower
Lack of specialized new‐generation courses ( bio‐Technology, aircraft maintenance)
Absence of Science & Technology Park.
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Modalities regarding setting up of IIIT not yet finalized.
A separate technical university is required for Marathawada.
Inadequate facilities for Research & Development.
Inadequate training facilities for technical staff.
Lack of provision of incubators, in the engineering college.
Lack of training facilities for imparting soft skills to students.
Lack of quality infrastructure in government institutions.
OPPORTUNITIES
Aurangabad being the industrial centre
Auto cluster approved in Aurangabad.
Similar demand for pharmaceutical, Seed industry, manufacturing sector & plastic technology.
Scope for providing R&D services & continuing education services to the industry.
Scope for development of replicable technology for rural areas ( in agriculture & allied activities)
Expansion plans in Waluj, Shendra & Bidkin‐Chitegaon MIDC areas.
Considerable opportunity to work in water resource development areas.
THREATS
Brain‐drain ( both students & faculty)
Shift of students to other streams due to inadequate infrastructure & facilities in Govt./ Private institutions.
Slow pace of infrastructure development due to non availability of timely resources.
Vocational Education & Training
STRENGTH
NUMBERS OF INSTITUTES AS PER POLICY
INSTITUTES AT TALUKA LEVEL
PPP
HIGH DEGREE OF EMPLOYMENT POTENTIAL
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Weakness
Shortage of Qualified manpower.
Lack of new generation courses
Absence of Technology Park
Training institutes for teachers
Training for students to aware softskills
Lack of quality infrastructure
Opportunities
Auto cluster approved
Scope of R&D Services, continuing education
Expansion of MIDC Area.
Opportunity To work in water resources development.
Threats
Brain drain (students & staffs)
Inadequate infrastructure
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CHAPTER III
VISION, MISSION, GOALS AND OBJECTIVES
3.1 Fundamental assumption in the Visioning Exercise
GROWTH & DEVELOPMENT IN EDUCATION REQUIRES QUANITATIVE AND QULITATIVE ACTIONS.
QUANTITATIVE ACTION SUCH AS INCREASE IN INTAKE/ADDITIONAL COURSES.
QUANILATIVE ACTIONS SUCH AS FILLING UP TEACHER VACANCIES APPROVED STAFF, EDUCATION & QULIFICATION OF FACULTY.
QUALITATIVE ACTION SUCH AS ENHANCING INFRASTRUCTURE & EDUCATION FACILITIES (LEARNING & ACADEMIC ENVIRONMENT).
3.2 Benchmark
AURANGABAD AS A PREFERRED DESTINATION
NORM AND STANDARDS
ESSENTIAL EDUCATION FACILITIES
NATIONAL & INTERNATIONAL SCENARIO
WORLD CLASS INSTITUTES
3.3 Vision
“TO CREATE DISTRICT AS A WORLD CLASS EDUCATION HUB FOR HE, TE, ME & VET BY DEVELOPING GLOBALLY
COMPETENT MANPOWER THROUGH ENHANCING EDUCATIONL FACILITIES & QUALITY AT PAR WITH WORLD
STANDARDS & THERBY CONTRIBUTE TO THE SOCIAL, ECONOMICAL AND PROFESSIONAL GROWTH & 0VERALL
DEVELOPMENT OF THE DISTRICT AURANGABAD.”
3.4 Developmental Objectives
3.4.1.Higher Education
i. The widest possible dissemination of education to the youth of the district and
surrounding regions
ii. To match the quality of education and curricula to the international norms
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iii. To design courses in consonance with newer developments in various disciplines as also
the needs of business and industry
iv. To equip institutions of higher education with latest tools, apparatus and infrastructural
facilities
v. To encourage quality research at par with international standards
vi. To facilitate overall development of students so as to enable them to meet a variety of
challenges in all walks of life
vii. To incorporate institutions of higher learning as active participants in the developmental
initiatives and promote them as agents of social change
viii. To enable the institutions of higher education to access Internet resources and exploit
the information superhighway
ix. To inculcate social and moral ethics in students so as to make them responsible citizens
x. To promote educational institutions as facilitators for ecological and environmental
protection initiatives
3.4.2 Medical Education
• More Medical, Dental and Nursing Colleges or increase in the intake capacity of existing colleges is
required.
• According to W.H.O., one doctor per 3500 population is required i.e. Doctor : Population ratio should be 1
: 3500. Presently 250 MBBS doctors are passing from Medical Colleges in Aurangabad district. Considering
the present population of approximately 35 lakhs in Aurangabad district, 1000 more doctors are required
at this stage itself. Considering the decadal growth rate of 22.73, the population will be around 42 lakhs
by 2020, hence requiring even more doctors.
• Dentist : Population ratio should be 1: 7000. The present situation already indicates shortage. Hence
increase in admission capacity is essential.
• The nurse : population ratio should be 1:5000. The present population requires at least 700 nurses.
Presently about 200 Nurses (GNM, B.Sc. & M.Sc) are passing from the Govt. and private facilities.
Considering the population growth, more nurses will be required by 2020.
• Laboratory Technicians are required in a proportion of 1:10000. Presently only 10 laboratory technicians
are passing out from Govt. facilities; whereas at least 35 are required. The need will increase by 2020.
• Similarly there is increasing need for more specialists and super specialists.
• One point should be noted however, that not all graduates or post graduates passing out of Aurangabad
settle in this district. Similarly, candidates from other regions would also come to the district. So the
figures mentioned might not project the exact picture of medical education in the district.
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3.4.3 Technical Education
GER AT NATIONAL & INTERNATIONAL LEVEL
GER DN 50‐60%
CHINA 30%
JAPAN 52%
USA 60%
GER NATIONAL 11%
GER STATE 13%
GER DISTRICT 09.78% (42508/434737)
GER TARGET 30%
To develop the capabilities of technical education through‐
Additional land and facilities and infrastructure to the existing Govt. Engineering Colleges
R & D Centres in the field of energy, biotechnology, nano‐technology, Vibration, VLSI design, embedded
system, Pharma ‐D, etc.
Benchmarking for Institutions to be at par with their counterparts in developed countries.
Department and facility for study of Agricultural Engineering
Business incubator
Programmes and courses on Food technology, Disaster management, Non‐conventional sources of
energy, energy audit, waste management.
Technology park, convention center and Centre for innovation , patent & IPR
Establishment of Technical University
Establishment of institutes IIIT
Up gradation of existing potential institutes (Government as well as private) to level at par with IIT
Tie ups with appropriate overseas universities/institutions
Tie ups with industries for their involvement in technical education
Setting up of PPP institutes
Starting of QIP centre in upgraded institutes
Improvement of quality of existing faculty (Government as well as private)
Setting up of faculty training Institute
Making it mandatory for above institutes to implement a concrete plan for vocational training to youths.
Mobile counseling/knowledge vans
Setting up Finishing School
E‐ learning and VLC with studio
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3.4.4 Vocational Education & Training
1) To Provide skilled manpower for various sectors in industries.
2) To generate employment for Govt.& Private sectors.
3) To Provide basic knowledge regarding technical awareness.
4) To generate vocational technician apprenticeship for BOAT
5) To generate small scale industrialist & businessman.
6) To develop new skills in various sectors.
7) Way for higher & engineering education.
8) To generate self employment to build a nation by which we can increase GDP.
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CHAPTER IV
INDICATORS
The professional education group has laid down the indicators on the basis of its vision and objectives. While doing
so, the fundamental assumptions and the benchmark are also being thought of.
4.1 Higher Education
a. Gross Enrollment Ratio: 0.75
b. NAAC accreditation grades: ‘A’ Grade to 75% colleges
c. Percentage of students securing employment: 20% through placement cells in the
colleges
d. Number of students with e‐literacy: 100%
e. Performance indicators for teachers: 75% teachers in highest grade
f. Availability of amenities like potable drinking water, sanitation, and health to 100%
students
g. All government scholarships to be made available in every college
h. Earn‐&‐Learn scheme to be implemented in every college
i. Establishment of world class research laboratories for sciences and social sciences
j. Establishment of central library facility dedicated to students
k. Trees (1 tree per 1000 sq.ft.), water harvesting practices, and use of unconventional
energy on every campus
l. Computerization of office and library in all colleges
m. Website and digital connectivity for every college
n. LCDs and similar teaching aid for every department in all the colleges
o. Minimum 1000 books or 100 books per subject, whichever is more for every college
p. Health/Counseling centre and Career Guidance and Placement cell in every college
q. Student‐centred cooperative store in every college
Some statistical indicators depicting the present scenario and the future projections are presented in the table .
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TABLE 4.1 INDICATORS FOR DEVELOPMENT OBJECTIVES*
INDICATOR PRESENT STATUS FUTURE PROJECTION GER (Gross Enrollment
Ratio) 0.47 0.75
Student – computer
ratio 56.79 : 1 25 : 1
Percentage of colleges
fulfilling target of books
in library
87% 100%
e‐journal facility 18.42% of colleges 100% of colleges
Book Bank facility 26.31 % of colleges 100% of colleges
Water Purifier 84.21 % of colleges 100 % of colleges
Earn & Learn Scheme 76.31 % of colleges 100 % of colleges
Cooperative Store 55.26 % of colleges 100 % of colleges
Counseling Centre 78.94 % of colleges 100 % of colleges
Water Harvesting 26.31 % of colleges 100 % of colleges
* data based on information from 38 colleges; process of updating is in progress.
4.2 Medical Education
• Doctor to population Ratio 1:3500
• Dentist : Population ratio should be 1: 7000.
• The nurse : population ratio should be 1:5000. The present population requires at least 700 nurses.
Presently about 200 Nurses (GNM, B.Sc. & M.Sc) are passing from the Govt. and private facilities.
Considering the population growth, more nurses will be required by 2020.
• Laboratory Technicians are required in a proportion of 1:10000. Presently only 10 laboratory technicians
are passing out from Govt. facilities; whereas at least 35 are required. The need will increase by 2020.
• Specialists and super specialists in identified areas.
5.3 Technical Education
INDICATOR 1: GER
GER 30:100
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INDICATOR 2:TEACHER VACANCIES & QUALIFICATION
100% Teacher vacancies filled and qualified against the present 60% vacancies. However at
national level there is shortage of PGs and Ph. D. s in Technical Education.
INDICATOR 3:ADDITIONAL COURSES
The identified areas for study to develop manpower at various levels including R & D‐
1. Renewable Energy
2. Auto cluster support system
3. Disaster Management
4. Agro technology
5. Earthquake
6. Composite material
7. Water Resources Management
8. Environment and climatology
9. Vibration
10. Automobile
11. High Voltage
12. Power System
13. Mobile Communication
14. Consumer Electronics
15. Product Design
16. Industrial Automation
17. Embedded System Design
18. Vehicular electronics
19. Auto‐mechatronics
20. Pattern recognition
21. Signal processing
22. Mathematical Laboratory
23. Data mining and warehousing
24. Incubator and IPR facility center
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INDICATOR 4: PROJECTS/FACILITIES
• R & D Centres in the field of energy, biotechnology, nano‐technology, Vibration, VLSI design, embedded system, Pharma ‐D, etc.
• Business incubator
• Technology park, convention center and Centre for innovation , patent & IPR
• Establishment of Technical University
• Establishment of institutes IIIT
• Up gradation of existing potential institutes (Government as well as private) to level at par with IIT
• Tie ups with appropriate overseas universities/institutions
• Tie ups with industries for their involvement in technical education
• Setting up of PPP institutes
• Setting up of faculty training Institute at minimum three institutes in MS
• Making it mandatory for above institutes to implement a concrete plan for vocational training to youths.
• Mobile counseling/knowledge vans
• Setting up Finishing School
• E‐ learning and VLC with studio
Indicator 5: Employability Index
Employability index to be raised from 25% to 50%
4.4 Vocational Education & Training
• Skilled Labours • Self employment • Small scale industrialists • Businessman • Builders / Contractors • Wage employment
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CHAPTER V
PROGRAM OF ACTION
The colleges and institutions of higher learning need to equip themselves with the latest tools, techniques
and practices in order to keep up with the challenges of globalization. There is a need to further uplift the
standards of accountability of teachers by introducing evaluation by students. Most of the institutions of higher
education need to develop their infrastructure and learning resources. There is a need in particular for digital
connectivity and computer literacy in all institutions. Another challenge will be to introduce curricula at par with
international standards, given the imminent entry of foreign universities. Encouraging autonomy, both academic
and financial, of colleges and institutions of higher education is the need of the hour.
5.1 Higher Education
In order to meet the developmental objectives stated in the vision document, the following projects / programmes
are proposed.
o Introduction of courses / subjects in the following areas:
o Nanotechnology
o Defense Studies, Earth Sciences
o Bioinformatics & Biotechnology
o International Business and Finance
o Multimedia / Design
o Human Resource Development
o Foreign Trade
o Medical Biochemistry / Medical Microbiology / Medical Pharmacology
o Applied Geophysics
o Dance / Drama / Culture Studies
o Fermentation and Sugar Technology / Wine Technology
o Water Resource Management
o Animation and Film Design
o Forensic Science
o Non‐conventional Energy
o Aviation / Hospitality / Service Industry
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It is also proposed to make Aurangabad a hub for integrated courses in History‐Archaeology‐Tourism,
given the city’s unique advantage as a centre for tourism and archaeology.
Exclusive Facilities:
• Central Library facility with books on diversified topics / specialized courses / competitive exams, e‐
journal and Internet facilities with minimum 50 computers in LAN, and a reading room facility open for 24
hours.
• A well‐equipped Counseling Centre staffed by trained psychologists providing counseling on personal /
emotional / academic problems, and career guidance, given the many pressures that students have to
face.
• Separate Hostel Facilities for boys and girls with a capacity of at least 200 students each, given that
Aurangabad is the regional head‐quarter and aspires to position itself as centre for higher learning.
Research / Learning Centres:
• Establishment of a Research Centre in Biochemistry that will support research & development in areas
vital to the pharmaceutical industry, which has a very strong presence in the industrial area in and around
the city.
• Setting up of a Social Science Research Centre with a special focus on Economics, Political Science,
Psychology and Sociology, that will promote interdisciplinary research.
• Setting up a Law University with dedicated courses on national and international law, and also focusing
on newer issues like Intellectual Property Rights, International Trade, Human Rights among others.
• Establishment of a Linguistics Research Institute engaging in research as well as training in areas like
communication skills and soft skills, in which students of the region are considerably deficient.
• Setting up an institute dedicated to the promotion of Aurangabad’s unique cultural heritage,
benchmarking with the promotion of Rajasthani culture and art at the national level.
5.2 Medical Education
• Action Plan should include starting/increasing the existing intake capacity of various Medical Degree
Courses. Admissions to MBBS courses can be increased by at least 150 in Aurangabad bringing the total
MBBS admissions to 400 per year; to BDS courses by at least 60 bringing the total admissions to 200 per
year in Aurangabad.
• Intake for Post Graduate Courses should be increased from the existing 117 per year to at least 200 per
year. New PG courses (MD/ MS) should be started in Radiotherapy/Skin/ Psychiatry/Chest & TB etc.
Capacity in other courses should be increased. There are hardly any super specialty courses (DM, M.Ch
etc) available in the district. Cardiology, Neurology, Nephrology, Gastroenterology, Endocrinology,
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Urology, Plastic Surgery, Pediatric Surgery are some branches in which such courses can be started. The
facilities for special investigations like MRI, PET, Mammography, RT‐PCR, Genetic Laboratory, Forensic
laboratory are either non‐existent or available in very few institutes. The number should be increased.
• Presently the tertiary care hospitals are over burdened by patients requiring primary/secondary care.
This leads to compromising the tertiary care. To over come this, other hospitals by Municipal Corporation
and Health Services providing primary and secondary care are essential. These should include general
hospital, maternity and child health facilities, infectious diseases hospital etc.
5.3 Technical Education
R & D Centres in the field of energy, biotechnology, nano‐technology, Vibration, VLSI design, embedded system, Pharma ‐D, etc.
Business incubator
Technology park, convention center and Centre for innovation , patent & IPR
Establishment of Technical University Establishment of institutes IIIT Up gradation of existing potential institutes (Government as well as private) to level at par with IIT
Tie ups with appropriate overseas universities/institutions Tie ups with industries for their involvement in technical education Setting up of PPP institutes Setting up of faculty training Institute at minimum three institutes in MS Making it mandatory for above institutes to implement a concrete plan for vocational training to youths.
Mobile counseling/knowledge vans Setting up Finishing School E‐ learning and VLC with studio
5.4 Vocational Education & Training
• Needs financial Aids.
• Advance training facilities & infrastructure.
• Self skill development.
• Better linkage with industries.
• Starting new courses concerning with industries.
• Building for DVETO, ITI, GTHSC, Hostels etc.
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• Hostel building for each ITI‐A,bad(G),Paithan,Vaijapur,Sillod, Soygaon,Kannad,Fulambri,Khulatabad. • E‐Library • Training Placement Cell • Canteen (Mess) • Audio Visual Room • Auditorium • Computer Lab • Furniture • Own Buildings – for Aurangabad, Paithan & Vaijapur.
Page | 34
CHAPTER VI
STRATEGY FORMATION
The cost incurred for setting up of new facilities and infrastructure will be born by various sources such as
UGC, MHRD, State Government funding and PPP mode. In some case the private initiatives will be promoted to
start new institutions and additional courses. The institutes will also get funding under various scheme and such
institutions will be supported and promoted for enhancing the educational facilities in Aurangabad district.
Funding for courses under the History‐Archaeology‐Tourism umbrella will be raised through Public‐
Private‐Partnership (PPP) projects. The hospitality and service industry is already catering to a huge inflow of
tourists in Aurangabad. Skills training in this area will improve facilities and provide a skilled workforce that will
help set up world‐class facilities, further boosting growth in the tourism industry. The Research Centre in
Biochemistry will also be funded by the PPP route, as pharmaceutical industries in the region stand to gain hugely
in terms of both increasing the talent pool as well as research & development. The Social Science Research
Institute, Linguistics Research Institute, Law University, Hostel Facilities, Counseling Centre, and Central Library will
be funded by the government.
STRATEGY FORMATION
1. In order to promote PPP projects in History‐Archaeology‐Tourism, it is proposed to bring on one platform
representatives of the hospitality and service industry, officials of MTDC and ITDC, officials of the tourism
ministry, and academic institutions and to facilitate the setting up of skills training centres.
2. Setting up of the Research Centre in Biochemistry as a PPP project will need to bring together
representatives of Chambers of Commerce and Industry, representatives of the pharma industry, eminent
scientists and researchers in the field, and representatives of educational institutions and the university.
3. For introducing new courses and subjects, colleges and university departments will be encouraged to
submit proposals to the UGC.
4. Proposals will be submitted to the government for financial assistance for setting up the Social Science
Research Institute, Linguistics Research Institute, Law University, Hostel Facilities, Counseling Centre, and
Central Library.
5. Establishment of Education City
6. The resources requirement and project requirement for Aurangabad will be shaped in tune with the
funding available at MHRD.
7. Industries will be promoted to set up R & D centers in he institute.
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8. The Science & technology park will be set up in joint collaboration of GOI. GOM, institutes and industries.
9. Most of the projections made here are with respect to Government institutes.. However, the way private
operators are entering successfully in different fields in recent past; it would not be surprising to see
involvement of more private operators in the field of medical education too. Financial implications would
depend on the ventures decided and hence not considered here.
10. In addition, public private partnership may be considered in some areas. To give an example, nursing
home with five star facilities and services of all specialists could be a reality if private parties are invited to
participate in such a venture.
NOTE: The infrastructure required for setting up the institutes/programmes under each sector of
education is stated in the respective items in chapter No. V.
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CHAPTER VII
FINANCIAL IMPLICATION AND ACTION PLAN
The estimated financial resources required for various projects and programs are as stated below.
7.1 Higher Education
Page | 37
Ref – pg. no. 36: Table 7.1
Table 7.2
PROJECT ESTIMATED COST IN RUPEES
FINANCIAL IMPLICATION FOR
THE GOVT. Social Science Research
Institute 20,00,00,000 20,00,00,000
Linguistics Research
Institute 10,00,00,000 10,00,00,000
Law University 100,00,00,000 100,00,00,000
Hostel Facilities 3,00,00,000 3,00,00,000
Counseling Centre 1,00,00,000 1,00,00,000
Central Library 10,00,00,000 10,00,00,000
TOTAL FINANCIAL IMPLICATION FOR THE GOVERNMENT FOR PPP AND
NON-PPP PROJECTS = 169,00,00,000/-
(In words Rupees One Hundred and Sixty Nine Crores only)
P.T.O.
PROJECT ESTIMATED COST IN RUPEES
FINANCIAL IMPLICATION FOR
THE GOVT. (at 50% of the cost)
History-Archaeology-Tourism Skills Training Centre
20,00,00,000/- 10,00,00,000/-
Research Centre in Biochemistry
30,00,00,000/- 15,00,00,000/-
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7.2 Medical Education
There will be a need for huge burden – at least 1500‐2000 crores over the next decade. The amount is required for
building state‐of‐ the‐art lecture theatres, practical class rooms, seminar halls, auditorium etc for increase in intake
capacity. Better wards and operation theatres are also essential as medical education cannot be dissociated from
patient care. Moreover budget will be required to install ultra modern diagnostic laboratories, radio‐diagnostic
facilities etc. Equally important is making sufficient provision for consumables required to perform newer
diagnostic tests and other investigations. This is lacking presently. Provision should be made in the budget to fulfill
these needs over the next decade. If planned in a staggered fashion the finances can be adjusted.
As per the WHO standards, in Aurangabad district the total population by 2020 will be 4304000 (projected).
Additional institutions are required to be setup to match the WHO standards.
1) Medical College MBBS Course (100 seats) a. 25 acres land (likely to be reduced to 10 to 15 acres) b. Built up area approximately 62500 sq.meters c. Hospital – 500 beded d. Sufficient staff e. Sufficient infrastructure – instruments, equipments, library etc. f. Total initial cost – approximately 300 crores g. Recurring cost approximately Rs.50 crores/year
2) Ayurvedic College B.A.M.S. Course (100 seats) a. 15 acres land b. Hospital – 300 beded c. Sufficient staff d. Sufficient infrastructure – instruments, equipments, library etc. e. Total initial cost – approximately 100 crores f. Recurring cost approximately Rs.25 crores/year
For further details please contact Dr.Borle, Principal, C.S.M.S.S.,Kanchanwadi, Aurangabad. Contact No.0240‐2376635, Fax‐0240‐2376655, Cell ‐ 9921550199
3) Dental College BDS Course ( 100 seats) a. 5 acres land b. Built up area approximately 50000 sq.ft. c. Hospital – 100 beded d. 40 dental chairs/unit e. Sufficient staff f. Sufficient infrastructure – instruments, equipments, library etc. g. Total initial cost – approximately 20 crores h. Recurring cost approximately Rs.10 crores/year
Page | 39
Technical Education
The projected population in the year 2020 is 50374 for 18‐24 age groups. In the perspective of increased
population the Aurangabad region requires GER of 1, 50000. However, to achieve the GER of 30%, additional
40,000 seats are required to be created. With the average intake capacity of 300, another 35‐40 institutes are
required to be set up in the department of technical education.
A. RESORSES REQUIREMENT FOR THE REGIONAL OFFICE Computer Network, e_governance and facility center : Rs. 100.00 Lakh
Table 7.3 RESOURCES REQUIREMENT FOR GOVT. POLYTECHNIC AURANGABAD
Sr.No. Area of Excellence /Project Aproox. Project cost in Rs. Lakhs
Academic Excellence
1 Construction of Academic Building ( approx. 2900 sq.m) 400
2 Extension to Trainee Hostel 35
3 Extension to Academic Building ( Electronics Dept.) 145
4 Construction of Multipurpose Hall 135
5 Renovation to Main Building 25
6 Renovation to Hostels 10
7 Improvement in Parking facil ities 01
8 Developing State of art Hitech/Digital Class rooms 200
9 Developing Laboratories as Centre of Excellence. 300
Administrative Excellence.
10 Office automation 25
Total 1276
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Table 7.4 RESOURCES REQUIRED FOR GOVERNMENT COLLEGE OF PHARMACY AURANGABAD
Sr.No. Area of Excellence /Project Aproox. Project cost in Rs. Lakhs
Academic Excellence
1 Construction of Hostel Building ( approx. 2900 sq.m) 400
2 Extension to Trainee Hostel 35
3 Extension to Academic Building 145
4 Construction of Multipurpose Hall 135
5 Developing State of art Hitech/Digital Class rooms 200
6 Developing Laboratories as Centre of Excellence. 300
Administrative Excellence.
10 Office automation 25
Total 1240.00
TOTAL RESOURCES FOR GOVERNEMNT INSTITUTES (Rs. In Lakh)
1. Regional office :0100.00
2. Govt. Polytechnic :1276.00
3. Govt. Engineering college :3982.00
4. Govt. College of Pharmacy :1240.00
GRAND TOTAL RS. 6598.00 Lakh
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Table showing the details of infrastructure required to set up new technical institution
Sr.no Type of institution
Duration in Years
Land
(in acres)
Built up area
(in sq.m)
Equipments
(Rs. in Lac)
Furniture
(Rs. in lac)
Books
(Rs. in lac)
Fixed Deposit
(Rs. in lac) (AICTE)
No of Comp.
1 Polytechnic 3 5 9750 60 45 15 25 75
2 D.Pharmacy 2 5 5850 30 20 10 25 15
3 Engineering 4 10 13388 140 100 36 35 75
4 Degree
Pharmacy 4 2 7255 80 60 20 25 20
5 MBA 3 1 2750 20 14 15 60
6 MCA 2 1.5 4167 ‐ 30 21 15 60
7 HMCT 4 2.5 6432 100 100 40 15 20
7.4 Vocational Education & Training
There will be a need for huge burden at least 400‐500 crores over the next decade. Provision should be
made in the budget to fulfill the need over the next decade.
(The details about the number of new institutes to be set up and courses to be offered will be displayed
separately on web site)
7.5 ACTION PLAN
The in charge of the respective sector of education will develop the Implementation Plan and ensure to
get the funding from appropriate authorities.
• Form a Study Group
• Prepare Draft Proposals
• Submission of proposals
• Follow‐up
• Execution of projects
• Facilitate smooth functioning of projects
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REFERENCES
1. Planning Commission of India: Report on Higher Education for Eleventh Five Year Plan
(2007).
2. Report of National Knowledge Commission (2009)
3. Draft Report/Discussions on One‐day Workshop on “World Class institute” held at Pune and
Aurangabad (2009)
4. A Roadmap to Achieve and Sustain Change by Joseph A. De Fo (Published on Quality Digest
www.qualitydigest.com)
5. The Education Roadmap in South Africa (www.create‐rpc.org)
6. UNESCO Report on Higher Education (Abstract 2008)
7. A Roadmap to Success: A plan to make Tennessee School #1 in the Southeast Within Five
Years. (October 2009)
8. RHS bulletin, March 2008, M/o Healdht and F.W., GOI
9. DESK DIARY Govt. of Maharashtra 2010
10. Park’s Text book of Preventive and Social Medicine 2007 : 19th ed.
11. M/s Banarsidas Bhanot Pulbishers, Jabalpur
12. District Statistical Abstract.
13. Government Resolutions.
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Annexure‐II
HIGHER EDUCATION
The Change Agenda
(Reference: Planning Commission Document on Eleventh Five year Plan for Higher Education)
A. Indian Scenario ‐ Current Issues
• Gross Enrolment Ratio (GER) to be increased from 11% to 15% by 2012.
• Mixed bag of Institutions with excellent Institutions like IITs & IIMs endowed with competent faculty
along with many mediocre institutions.
• Regional imbalances and disparity based on socio‐economic factors and gender needs to be addressed.
• Low current level of public spending on higher education (0.63), which is targeted for 1.5% in the XI the
Five Year Plan. (2007‐2012).
• Declining standard of higher education in government colleges due to reducing per capital funding for
Higher Education from Rs. 7676 to Rs. 5522 between 1990‐2003.
• India at top with 126% followed by Brazil at 100% and Malaysia at 88% in terms of "Relative Effort Ratio"
(per capita expenditure on higher education divided by the per capita GDP).
• Research Funding abysmally low of USD 650 million as compared to USD 7500 Million in China.
• Negligible patent registration in a year at 800 as compared to 2500 in China, 25000 in Japan and 45000 in
USA.
• Number of Ph D Degrees conferred per year only 18000 as against required number of 45000 Ph Ds, out
of which only 5000 PhDs are in the Science & Engineering field.
• The National Association of Software and Service Companies (NASSCOM), and the Human Resource
managers of IT majors have projected a requirement for 2,00,000 to 3,00,000 engineering graduates over
the next couple of years, with the demand peaking by 2008.
• Prevailing graduate unemployment due to oversupply to the labor markets in certain streams.
• Relevance and quality are the key issues ‐ quality deteriorates rapidly as one goes deeper into the
graduate pool.
• Lack of credible vocational programmers that can generate employment for the youth.
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• 45% of those who pass out from secondary schools do not enter higher education because they do not
have the wherewithal or they do not get the access.
• Inequality across the locations in terms of GER (in urban it is 24% and in rural it is 9%.)
• Serious issue relating to the quality of accreditation and the quality assurance mechanism. NAAC and
NBA, together have not been able to cover even 50% of our universities and much less in the nature of
colleges.
• The mismatch and the gap existing between the skills imparted to the graduates and that which are
required in the industry.
B. Government Initiatives
a] Enhancing Access
• Special schemes have been designed to encourage State Governments and private sector to invest in 370
identified Degree Colleges where GER is less than the national average.
• 30 new Central Universities, 8 Indian Institutes of Information Technology (IITs), 7 Indian Institute of
Management (IIMs), and 5 Indian Institute of Science (IISc) and are in pipeline to be set up through Public
Private Partnership (PPP) mode.
• Efforts are being made to integrate Open Distance Learning (ODL) with the conventional system of
learning. A National Mission on Education through Information Communication and Technology (ICT) is on
the anvil with the investment of about 5,000 crore ‐ Rs. 7,000 crore (UDS1.25 Billion ‐ USD1.75 Billion)
with the aim to develop interconnectivity between all institutions of higher learning and have e‐based
content.
• Under the National Common Minimum Programme, to support socially disadvantaged meritorious
students, the government in association with the Indian Bank Association has sanctioned about Rs. 15000
crore (UDS3.75 Billion) of outstanding amount for about nine lakh students.
• In an effort to address the lack of availability of quality faculty, Indian Institute of Technology (IITs) and
Indian Institute of Science (IISc), Bangalore have a joint initiative called National Programme for
Technology Enhanced Learning (NP‐TEL) under which about 150 courses are made available at no cost on
the website.
b] Quality Assurance
• Provisional Membership of Washington Accord has initiated substantial reforms in the processes adopted
by National Board of Accreditation (NBA) to make the accreditation process outcome‐based, particularly
Page | 45
to meet the international standards. Introducing credit system for flexibility and continuous evaluation for
improved learning and greater focus on design, research and innovation will be imperative.
c] Promoting Research
• To give impetus to Research & Development in the Universities, the Junior & Senor Research Fellowships
has been enhanced and a part of research funding will be utilized to incentives salaries of the Faculty.
• Organising Vigyan Jyoti Shivir to facilitate interaction between promising students and Noble Laureates
d] Incentivising Faculty
• To retain quality faculty, the superannuating age of the faculty has been increased from 62 to 65 years in
Central Universities.
• To attract top talents into teaching, a Pay Revision Committee has been appointed by the UGC to look into
the feasibility of enhancing to salaries of faculty.
• To make the faculty global, some of the following measures have been initiated :
i. Revamping of academic staff colleges
ii. Starting of summer schools
iii. Crating mentor institutions for teacher training
iv. Research grant‐sharing
v. Incentives for publication of papers in high ‐ impact journals
vi. Faculty exchange programmes for international exposes
vii. Broadband connectivity in the institutions.
C. A New Approach to Higher Education
a] Inclusive Design
• Interventions required across the Education Pyramid by revamping and strengthening of School
Education. It is imperative to provide linkage between vocational and tertiary education system with
vertical mobility integrated in various Degrees, Certificates and Diplomas.
• Affirmative action through special coaching, remedial classes, extra classes, bridge courses, scholarships,
grants, etc would ensure inclusion of the disadvantaged sections of the society into the mainstream of
higher education.
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b] Innovative Funding
• Crating avenues for income generation for unaided private reinstitutions to encourage genuine private
Higher Education providers to invest in the sector. Thus, providing choices to the private sector by
allowing "For Profit Institutions" with full tax liabilities as well as "Not For Profit Institutions" status.
• Enable Universities to set their own fees by introducing deferred variable fees subject to regulation;
i. Increase in resources promotes quality, healthy competitions and relaxes the supply side
constraint as noted in UK.
ii. Variable fees structure achieves better equity and access than the free higher education system.
• The Government should continue to play in important role by providing incentives to Universities in the
from of larger subsidies for subjects that are not market ‐ oriented and adopting policies to promote
access. Most part of the Higher Education Cost should be borne by Graduates as it renders both social as
well as personal benefits.
• Student fees relax the supply ‐ side constraint as found in UK. The fees should not be hiked overnight but
should be introduced in a controlled manner. Sudden liberalization of fees can politically be destabilizing
as in case of New Zealand.
• Further to make higher education accessible, government should facilitate soft loans for students that are
easy to repay;
i. Promoting Income‐Contingent Loan system which does not harm access and is successfully found
in countries like Australia, New Zealand, UK and Hungary.
ii. Interest subsidies are quite expensive as found in countries like Australia, New Zealand, UK.
iii. Positive real interest rates are politically feasible as exemplified in Netherlands, Sweden,
Hungary.
• Soft loans are a means to make Higher Education accessible to all. However, a country should not embark
on a loan scheme without the following capabilities;
i. A reliable mechanism to identify individuals
ii. Systems to maintain records of amounts borrowed, cumulative borrowing and interest charges, and the value of each person's repayments.
iii. Appropriate mechanisms to collect repayments
iv. Modalities to track the income of each borrower for income ‐ contingent loans for deferment of conventional repayments.
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c] Quality Assurance Mechanism
• Develop a National Curriculum Framework for different disciplines by concerned Statutory Bodies.
• Specific Curricular Content, Delivery, Evaluation and Internal Quality Assurance to be prescribed and
regulated by Universities / Degree Awarding Institutions.
• Establish Accreditation Councils / Boards for different disciplines / fields by specific Professional Bodies.
• Each Accreditation Council / Board should be fully autonomous and declined from the Government
functionally, financially and administratively.
• Each Accreditation Council / Board should evolve its own comparable norms and standards. Overlapping
situation should be assessed by joint mechanism.
Recommendations
• Need to increase institutional capacity and enrolment expansion by leveraging the
i. 350 Million young population between 0‐14 years
ii. 350 Million English speaking population
iii. Ever increasing middle class which is as big as entire population of UK
• Create structural shift from "ordinary" to "employable graduates".
• Direct engagement of "end users" with educational institutions. For instance, TCS talent transformation
initiative where they are in direct engagement with the higher education institutions resulting in
unemployable graduates transforming into employable recruits.
• Incorporating systems to monitor and address aspirations / expectations of students. Planning to address
"inclusiveness" through spread of Universities and college.
• Leveraging IT for cement development as well as for distance learning.
• Providing autonomy to Universities in course curriculum framing so that the market needs are address.
Putting in place an institutional framework for Industry ‐ Academia linkage.
• Creating an ambience to attract faculty talent and research atmosphere.
• Planning for augmentation of resources from the government sector and its allocation.
• Putting in place guidelines for regulation of private investments through a proper mechanism and
• Examining the feasibility of a pragmatic Public Private Partnership (PPP)
f v ~ ~ - ? 0 ? 0 ~ ~ ~ ~ ~
vfkq-d? (Work Group a)
