Block:5

Unit:2
PROGRESS, PROGRAMME, AND RECENT DEVELOPMENT OF
INDIAN EDUCATION

1.1: CONCEPT OF HIGHER EDUCATION:

In today’s day and age, the premise that quality higher education is crucial for sustainable
human development is undeniable. Higher education leads to acquiring analytical and
problem-solving skills, ultimately helping humans develop intellectual curiosity and
character. It pushes the students to identify and set career goals that make them ready for
professional setups. Therefore, a refined higher education enables economic, physical, and
social well-being for a student. India has one of the largest higher education systems in the
world and stands second in terms of the higher education network. The term ‘higher
education’ concerning India denotes the tertiary level education that is imparted after 12 years
of schooling (10 years of primary education and 2 years of secondary education). The entire
higher education ecosystem in India comprises around 1000+ universities and 42,000+
colleges imparting exceptional education. All these institutions fall under the purview of the
Ministry of Education.

1.2: OBJECTIVES OF HIGHER EDUCATION:

The Strategic Framework of the 12th FYP and the Outcome Budget 2018-19 of the
Government of India have identified Access, Equity, Quality, and Governance as four main
areas of focus in higher education that need attention.

Four focus areas for improvement in higher education-

Access: Availability of Institutions across the region to fulfill the demand.

Equity: Equal opportunity to all sections of the society.

Quality: Effective pedagogy, suitable infrastructure, and trained faculty.

Governance: Effective functioning of internal controls, monitoring, financial management,

and statutory bodies

The Indian Education Commission (1964-66) has made the following recommendations:
(1) To seek and cultivate new knowledge, to engage vigorously and fearlessly in the spirit of
truth, and to interpret old knowledge and beliefs in the light of new needs and discoveries.

(2) To provide the right kind of leadership in all walks of life, to identify gifted youth, and
help them develop their potential to the full by cultivating physical fitness, the right interests,
attitudes, and moral and intellectual values.

(3) To provide society with competent men and women trained in agriculture, arts, medicine,
science, technology, and various other professions, who will also be cultivated citizen
individuals imbued with a sense of social justice.

(4) To strive to promote equality and social justice and to reduce social and cultural
differences through diffusion of knowledge.

(5) To foster in the teachers and students and through them in society generally the attitudes
and values needed for developing the good life.

The National Policy on Education 1986 viewed higher education as follows:

“Higher education provides people with an opportunity to reflect on the critical, social,
economic, cultural, moral and spiritual issues facing humanity. It contributes to national
development through the dissemination of specialized knowledge and skills. Being at the
apex of the educational pyramid, it has also a key role in producing teachers for the education
system.”

1.3: ROLE OF HIGHER EDUCATION IN NATIONAL DEVELOPMENT:

1. Human Resource Development: Higher education institutions produce skilled

professionals who drive innovation, research, and development across sectors such as
technology, healthcare, engineering, and management. These skilled individuals contribute
significantly to economic growth and productivity.

2. Innovation and Research: Universities and research institutions serve as hubs for
innovation and research, fostering the development of new technologies, processes, and
products. Investment in higher education leads to breakthroughs in science, medicine,
agriculture, and other fields, thereby contributing to national progress.

3. Knowledge Economy: Higher education fosters the creation of a knowledge-based

economy by equipping individuals with advanced skills and expertise. This, in turn, attracts
investment, drives entrepreneurship, and enhances global competitiveness.
4. Social Mobility and Inclusivity: Access to higher education promotes social mobility by
providing opportunities for individuals from diverse backgrounds to pursue advanced studies
and gain upward social mobility. Policies aimed at improving access to higher education for
marginalized communities contribute to inclusive growth and development.

5. Cultural and Social Development: Higher education institutions serve as centers for the
preservation and dissemination of culture, history, and heritage. They also promote critical
thinking, tolerance, and social cohesion, fostering a diverse and inclusive society.

6. Global Engagement and Diplomacy: Collaboration and exchange programs between

Indian universities and their international counterparts enhance cross-cultural understanding,
promote academic excellence, and facilitate knowledge transfer. These initiatives contribute
to India's soft power and diplomatic relations.

7. Policy Formulation and Governance: Higher education institutions contribute to policy

formulation and governance through research, analysis, and expert opinion. Academics and
scholars provide insights and recommendations on various socio-economic issues,
influencing policy decisions at the national and regional levels.

8. Addressing Societal Challenges: Higher education plays a vital role in addressing

pressing societal challenges such as poverty, healthcare, environmental sustainability, and
social inequality. Interdisciplinary research and community engagement initiatives
undertaken by universities contribute to finding sustainable solutions to these challenges.

In essence, higher education is not only instrumental in equipping individuals with

knowledge and skills but also serves as a catalyst for national development by fostering
innovation, inclusivity, and socio-economic progress.

1.4: PROGRESS OF HIGHER EDUCATION SINCE 1947:

Formation of AICTE: The establishment of the All India Council for Technical Education
(AICTE) in 1945 to oversee technical education across diploma, degree, and post-graduate
levels.

University Education Commission (UEC): Under Nehru's leadership, UEC was formed in
1948 to discuss various aspects of university education, leading to the establishment of UGC.

Establishment of IITs: The formation of five Indian Institutes of Technology (IITs) between
1950 and 1961, modeled after MIT, to promote technical education and industrialization.
Planning Commission's Role: Established in 1950, it formulated five-year plans with chief
recommendations, shaping educational policies in alignment with national development
goals.

Formation of UGC: The University Grants Commission (UGC) was set up in 1953 to
coordinate and maintain standards in higher education.

Kothari Commission and NPE: The Education Commission (Kothari Commission) set up
in 1964 submitted its report in 1966, leading to the National Policy on Education (NPE) in
1968, a landmark event in Indian educational history.

National Policy on Higher Education (1986): Aligned with the vision of Radhakrishnan and
Kothari Commissions, the NPE of 1986 aimed at greater access, equity, quality, relevance,
and value-based education. It led to the expansion of HEIs, the development of autonomous
colleges, curriculum redesigning, research enhancement, teacher training, and improved
coordination between national and state bodies.

Revision in 1992: The policy was revised by the Janardhana Reddy committee in 1992,
focusing on planned development through expansion, especially for disadvantaged groups,
quality improvement, and excellence promotion.

National Knowledge Commission (2006): Recommended expanding higher education to

15% by 2015, increasing government assistance to 1.5% of GDP, and establishing an
independent regulatory authority for higher education (IRAHE).

Yashpal Committee (2009): Recommended the formation of National Commission for

Higher Education and Research (NCHER) as a single autonomous body that will subsume all
regulatory bodies in higher education in India.

1.5: PROBLEMS AND CHALLENGES IN HIGHER EDUCATION IN INDIA:

It is our 69th year of independence still our education system has not been developed fully.
We are not able to list a single university in the top 100 universities of the world. Various
governments changed during these six decades. They tried to boost the education system and
implemented various education policies but they were not sufficient to set an example for the
universe. UGC is continuously working and focusing on quality education in the higher
education sector. Still, we are facing a lot of problems and challenges in our education
system. Some of the basic challenges in the higher education system in India are discussed
below:
 Enrolment: The Gross Enrolment Ratio (GER) of India in higher education is only
15% which is quite low as compared to the developed as well as, other developing
countries. With the increase in enrolments at the school level, the supply of higher
education institutes is insufficient to meet the growing demand in the country.
 Equity: There is no equity in GER among different sects of society. According to
previous studies, the GER in higher education in India among males and females
varies to a greater extent. There are regional variations too some states have high GER
while some are quite behind the national GER which reflects significant imbalances
within the higher education system.
 Quality: Quality in higher education is a multi-dimensional, multilevel, and dynamic
concept. Ensuring quality in higher education is amongst the foremost challenges
being faced in India today. However, the Government is continuously focusing on
quality education. Still Large number of colleges and universities in India are unable
to meet the minimum requirements laid down by the UGC and our universities are not
in a position to mark their place among the top universities of the world.
 Infrastructure: Poor infrastructure is another challenge to the higher education system
of India particularly the institutes run by the public sector suffer from poor physical
facilities and infrastructure. There is a large number of colleges which are functioning
on the second or third floor of the building on the ground or first floor there exists
readymade hosieries or photocopy shops.
 Political interference: Most of the educational Institutions are owned by the political
leaders, who are playing key roles in governing bodies of the Universities. They are
using innocent students for their selfish means. Students organize campaigns, forget
their objectives, and begin to develop their careers in politics.
 Faculty: Faculty shortages and the inability of the state educational system to attract
and retain well-qualified teachers have been posing challenges to quality education
for many years. Large numbers of NET / PhD candidates are unemployed even
though there are a lot of vacancies in higher education, these deserving candidates are
then applying to other departments which is the biggest blow to the higher education
system.
 Accreditation: As per the data provided by the NAAC, as of June 2010, “not even
25% of the total higher education institutions in the country were accredited. And
among those accredited, only 30% of the universities and 45% of the colleges were
found to be of quality to be ranked at 'A' level”.
  Research and Innovation: there are very nominal scholars in our country whose
writing is cited by famous Western authors. There is inadequate focus on research in
higher education institutes. There are insufficient resources and facilities, as well as,
limited numbers of quality faculty to advise students. Most of the research scholars
are without fellowships or not getting their fellowships on time which directly or
indirectly affects their research. Moreover, Indian Higher education institutions are
poorly connected to research centers. So, this is another area of challenge to higher
education in India.
 Structure of higher education: Management of Indian education faces challenges of
over-centralization, bureaucratic structures, and lack of accountability, transparency,
and professionalism. As a result of an increase in the number of affiliated colleges and
students, the burden of administrative functions of universities has significantly
increased and the core focus on academics and research.

Of the total estimated enrollment, the female enrolment is 2,01,42,803 (48.67%) and the male
enrolment is 2,12,37,910 (51.33%).

AISHE Report 2020-21

1.6: RECENT DEVELOPMENT:

1.6.1: Autonomous College in India 2024: The higher education system in India is a diverse
landscape, encompassing both private and public universities. Public universities, backed by
the Government of India and state governments, aim to provide accessible education to the
masses. On the other hand, private universities rely on support from various bodies and
societies to uphold their academic standards and infrastructure. These institutions are
instrumental in shaping the future of education in the country.

Accreditation and coordination are overseen by the University Grants Commission (UGC),
established under the University Grants Commission Act of 1956. Alongside the UGC, 16
Professional Councils play a vital role in ensuring the quality and standards of education
across different fields. The UGC's jurisdiction extends to various types of universities,
including Central, State, Deemed, and Private, each contributing uniquely to the tapestry of
higher education in India.

Autonomous Colleges Overview

Topic Autonomous Colleges List

No. of States 25
No. of Universities 122
No. of Total Colleges 979

1.6.2: RUSA:

Overview Of RUSA: Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally

Sponsored Scheme (CSS), launched in 2013 that aims at providing strategic funding to
eligible state higher educational institutions. The central funding (in the ratio of 60:40 for
general category States, 90:10 for special category states, and 100% for union territories)
would be norm-based and outcome-dependent. The funding would flow from the central
ministry through the state governments/union territories to the State Higher Education
Councils before reaching the identified institutions. The funding to states would be made
based on a critical appraisal of State Higher Education Plans, which would describe each
state’s strategy to address issues of equity, access, and excellence in higher education.

The salient objectives of RUSA are to;

 Improve the overall quality of state institutions by ensuring conformity to prescribed

norms and standards and adopting accreditation as a mandatory quality assurance
framework.
  Usher transformative reforms in the state higher education system by creating a
facilitating institutional structure for planning and monitoring at the state level,
promoting autonomy in State Universities, and improving governance in institutions.
 Ensure reforms in the affiliation, academic, and examination systems.
 Ensure adequate availability of quality faculty in all higher educational institutions
and ensure capacity building at all levels of employment.
 Create an enabling atmosphere in the higher educational institutions to devote
themselves to research and innovations.
 Expand the institutional base by creating additional capacity in existing institutions
and establishing new institutions, to achieve enrolment targets.
 Correct regional imbalances in access to higher education by setting up institutions in
unserved & underserved areas.
 Improve equity in higher education by providing adequate opportunities for higher
education to SC/STs and socially and educationally backward classes; promote
inclusion of women, minorities, and differently-abled persons.

The following are the primary components of RUSA that capture the key action and funding
areas that must be pursued for the fulfillment of the targets:

 Up gradation of existing autonomous colleges to universities

 Conversion of colleges to Cluster Universities
 Infrastructure grants to universities
 New Model Colleges (General)
 Upgradation of existing degree colleges to model colleges
 New Colleges (Professional)
 Infrastructure grants to colleges
 Research, innovation, and quality improvement
 Equity initiatives
 Faculty Recruitment Support
 Faculty improvements
 vocationalisation of Higher Education
 Leadership Development of Educational Administrators
 Institutional restructuring & reforms
 Capacity building & preparation, data collection & planning
1.6.3: GOVERNMENT PROGRAMMES AND SCHEMES FOR THE
DEVELOPMENT OF HIGHER EDUCATION IN INDIA

Innovation and upgradation of infrastructure in higher education institutions is an ongoing

endeavor and the Central Government is making a constant effort in this direction.

The University Grants Commission (UGC) under the Scheme “General Development
Assistance” provides financial assistance to eligible Central Universities, Deemed
Universities, State Universities, and colleges. The main objective of the grant, inter-alia, is to
set up new infrastructure and strengthen/upgrade existing infrastructural facilities in the
institutions.

Further, to encourage innovation and infrastructure development, the UGC has launched
various schemes and initiatives such as Universities with Potential for Excellence (UPE),
Centre with Potential for Excellence in Particular Area (CPEPA), Special Assistance
Programme (SAP), Research Projects, Basic Science Research, and Inter-University Centres.

The Central Government has launched several new initiatives viz. National Institutional
Ranking Framework (NIRF), Impacting Research Innovation & Technology (IMPRINT),
Uchchatar Avishkar Yojana (UAY), Global Initiative of Academic Networks (GIAN) &
Global Research Interactive Network (GRIN) in the field of education to encourage
innovation and research in the country.

The initiative of SWAYAM has been launched which intends to provide massive open online
courses (MOOCs) for students across the country to expand the reach of quality education to
the students using the Information and Communication Technology (ICT) tools.

Under the Centrally Sponsored Scheme of Rashtriya Uchchatar Shiksha Abhiyan (RUSA),
financial support is provided to improve infrastructure availability in the State Higher
Educational Institutions and also to promote research and innovation.

Various higher educational schemes are provided by the Department of Higher Education
under the Ministry of Education. University and Higher Education related Schemes are
below-

1. Rashtriya Ucchatar Shiksha Abhiyan (RUSA)

 2. National Initiative for Design Innovation
3. National Research Professorship (NRP)
4. Establishment of New Central Universities
5. Indira Gandhi National Tribal University
6. Establishment of 14 World Class Central Universities
7. Setting up of 374 Degree Colleges in Educationally Backward Districts
8. Scheme for incentivising state governments for expansion of higher education
institutions
9. Central Sector Interest Subsidy Scheme, 2009 on Model Education Loan Scheme of
IBA
10. Construction of girls’ hostels
11. Supporting uncovered state universities and colleges
12. Additional assistance to about 160 already covered universities and about 5500
colleges
13. Strengthening science-based higher education and research in universities
14. Inter universities Research Institute for policy and Evaluation
15. Schemes Implemented through Autonomous Organisations

Technical Education related schemes:

1. Sub-Mission on Polytechnics under the Coordinated Action for Skill Development

2. Scheme of Apprenticeship Training
3. Support For Distance Education & Web Based Learning (NPTEL)
4. Indian National Digital Library in Engineering, Science & Technology (INDEST-
AICTE) Consortium
5. National Programme of Earthquake Engineering Education (NPEEE)
6. Technology Development Mission
7. Direct Admission of Students Abroad
8. Scheme for Upgrading existing Polytechnics to Integrate the Physically Disabled in
the mainstream of Technical and Vocational Education
9. Setting up 20 new IIITs