Higher Education System Ours

India Vision 2050: Quantity and Quality of Universities must be Improved

Presented By: Abhishek Bhartiya, B. Aditya Mohan, Kavita Rai, Namrata Srivastava, Nishtha Sharma, Wasim Shaikh.

KNOWLEDGE FOR DEVELOPMENT - India’s vision: become a Knowledge Superpower by 2010, Developed Nation by 2020 and A True Superpower by 2050 – Critical areas of growth need to be identified - GDP must grow by 8-10% per year to reduce poverty from 26% to below 5% - through Knowledge based economy - High quality professionals needed to create, share, use and manage knowledge, so as to widen our knowledge base. - India is exporting services and becoming a desirable destination for Services, R&D and Manufacturing - India must meet aspirations of its youth in 18-25 years (over 150 million) and canalize this vast energy 2

HIGHER EDUCATION SYSTEM IN INDIA Opportunities Knowledge a key resource for global competitiveness India a key player in global knowledge economy – offshoring, knowledgeintensive manufacturing Opportunity to convert demographic surplus to economic strength

Threats Skill shortages despite high graduate unemployment Regulatory system fails to maintain standards despite formidable entry barriers Chaotic and unplanned expansion Poor standards of academic research

Policy: Need for making Indian higher education globally competitive not only for seizing opportunity for trade in higher education services ($30 billion last year), but to corner a larger share of fast growing international trade in professional services ($270 billion last year) – higher education feeds into growth of professional services 3

18000

11000 10000 9000 8000 7000 6000 5000 4000 3000 2000 1000 0

No. of Institutions

16000 14000 12000 10000 8000 6000 4000 2000 0 194748

195051

196061

197071

198081

199091

200001

Enrolments ('000)

Growth of Higher Education Institutions and Enrolment

200506

Year Total

Enrolment('000)

Post-1980 rapid growth in number of institutions and 4 enrolment

Growth of Higher Education Institutions by Type

Year

2005-06

2000-01

0

2000

4000

6000

8000 10000 12000 14000 16000 18000 Number

Government

Private Aided

Private Un-aided

Growth has been mainly of the private unaided institutions - a trend started in early 1980s. 5

Relative Share of Private and Public Institutions Private

Public

1 00 90 80 70 60 50 40 30 20 10 0

Eng ineering Pharmacy

Ho t el Archit ect ure Teacher M anag ement Ed ucat io n

M CA

M BA

M ed icinePhys io t herap y (Allo p at hic)

For professional courses, majority of institutions are private (self-financing). In addition, there is a huge private training sector and coaching industry in India.

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Financing Higher Education in India Overall Funding

Public Funding

States 22%

Centre 26%

Shortfall 40% Central Government 8%

Households 30%

States - Plan & Non-Plan 74%

130 Centrally Funded Instituions 22% All Other Institutions 4%

There is a shortfall of around 40 % resulting in poor standards endemic in higher education in India Households contribute almost half of all present expenditure on HE.

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Existing regulatory arrangements Structure & Process Centre + UGC + 13 professional councils States Affiliating colleges (131 universities affiliate 17625 colleges) – 60% temporary affiliated / twothird not recognized by UGC Regulatory bodies under direct control of the government Regulations on minimum standards for various degrees Academic titles approved by the central govt.

Problems Problem of coordination gaps and overlaps in functioning Centralized – focus on uniform standards, promotes cloning One-third unviable colleges exist Recognition of degrees by one time legislative sanctions, rather than any academic process Uncertain regulatory environment Non-transparent processes Judicial interventions

Whereas, most nations in the World are working towards loosening of statutory control over higher education, India is moving in reverse direction

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Present Accreditation system in India NAAC Accreditation Status (June 2005) 100%

Percentage (by type)

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Overall

Public Universit ies

Privat e Universit ies

Public Colleges

Type of Institutions

Privat e Colleges

Not Accredited by NAAC Accredited by NAAC

Instruments and processes for accreditation comparable to anywhere else in the world but accreditation has no consequence – for institutions, students, funding agencies

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Supply- demand status Supply side Stock – 22 million graduates 2.46 million added every year 83% enrolment in arts, science and commerce – symbolic degrees Small base of enrolment in PG and Research Growth in professional courses Growth of non-university sector

Demand-side issues Emerging global occupational structure: Mobility of skilled work and workers India’s opportunity in IT / ITES Sector (require 8.8 million people – direct / indirect by 2010) Revival of manufacturing sector / consumptionled growth / New economy sectors Larger share in global trade and investment

5.3 million graduates unemployed; Positive co-relation between unemployment and level of education / Skill shortages in IT / ITES sector and many new economy sector; 10 Problem of inertia, particularly in public institutions

Higher Education System In India Major Strengths – 350 Universities, 17625 colleges, >500,000 teachers; 10.5 million students; Third largest after US & China. Growing rapidly – Covers all major disciplines; – Professional education in English medium – Attracts highly selected students – IITs – 1 of 200 applicants gets admitted

Outcome – Largely met the manpower needs of the country – Helped India become self-reliant in several areas – Foreign investors attracted BUT, THE SYSTEM IS NOT READY TO MEET THE CURRENT & FUTURE CHALLENGES.

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Higher Education System in India Major Concerns – Over-centralization; Lack of institutional autonomy and accountability; very slow response to changes

– Variable quality; market mismatch; inflexibility – Little knowledge creation– little interaction with economy, society and other academic/ research institutions – Difficulties in recruitment and retention of qualified teachers in critical areas – Diminishing and skewed public funding; system inefficiencies – Limited access and regional disparity

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Higher Education System in India Strategy for Reforms – Empowerment and Accountability of Institutions Academic Administrative Financial Managerial

– Optimal Utilization of Resources Build on and share existing resources Improve system efficiency Encourage competitive funding

– Mobilization of Additional Financial Resources Enhance cost recovery Provide incentives for resource generation Encourage private funding

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Higher Education System in India Strategy for Reforms (continued) – Improving Quality and Effectiveness Quality and effectiveness of teaching learning processes Faculty development Curriculum reforms Performance evaluation and accreditation of institutions

– Networking to Enhance Capacity, Improve Quality and Produce Excellence Networking of institutions with each other, with R&D labs, industry and service sector Promotion of excellence Resource sharing of expertise, facilities Networking of libraries

– Increasing Access and Reducing Regional Imbalances

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Recent Major Policy Initiatives National Policy on Education(1986/92/2000) Establishment of NAAC, NBA Technology Vision Of India 2020(1996) Information Technology Action Plan(1998) Encouraging Private Investment in Professional Education Liberal grant of Autonomy-Deemed University Status, IIITs, NITs 15

Major Policy Initiatives (continued) Setting up an Educational Satellite (2003) Transforming India into a Knowledge Superpower- vision (2003) Draft National Biotechnology Plan(2004/05) Upgrading Technical Education SystemTech Ed.I, II, III, and TEQIP Setting up of a Knowledge Commission (2005) Private University Act – under discussion NIT Act (2006) – under preparation 16

India Development Objective: Support production of high quality technical professionals through reforms in technical/ engineering education system to raise productivity and competitiveness of Indian economy Project Components: 1.Institutional Development through Competitive Funding: a) Promotion of Academic Excellence b) Networking of Institutions for quality enhancement c) Enhancing quality and reach of services to community and economy 2. System Management Capacity Improvement

Participating States: 13 Participating Institutions: 130 Total Cost: US$ 320million Period: 2003-2008

Special Features of the Project • Competitive funding for systemic and institutional reforms • Enabling environment for promoting excellence a pre-condition for participation • Development planning on bottom- up basis • Freedom to institutions to choose their own model of development • Networking with other Institutions and service to Industry and Community as essential components for fostering excellence

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Conclusion Restructuring the Higher education System to improve accessibility and quality of services offered through greater autonomy and more participative governance would continue to be essential if India wishes to play a dominant international role in the emerging Knowledge Society. The ability to achieve this and the potential for excellence are evident, but is there a political will at all levels without reservation ? Are controllers really prepared to let go their “authority”? Are “academics” ready to respond? India’s leadership needs to have strong and imaginative goals. Leading foreign universities are eager to expand 18 in India.

THANK YOU

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