 CHAPTER II
HIGHER EDUCATION AND RESEARCH

Maintenance and determination of standards in higher education has been a special responsibility of the Central Government. While this responsibility for the whole country is discharged mainly through the University Grants Commission, a number of educational and research institutions in the field of higher education have come into being under Central auspices through the years of independence. They are : (i) Central Universities,(ii) National Staff College for Educational Planners and Administrators, New Delhi ; (iii) The Indian Institute of Advanced Study, Simla ; (iv) Shastri Indo-Canadian Institute, New Delhi and (v) The Indian Council of Social Science Research, New Delhi. Besides, the Ministry of Education follows a number of schemes in this field, particularly relating to academic collaboration between India and other countries. A brief account of the activities of these institutions and programmes is given in this chapter.

A. UNIVERSITY GRANTS COMMISSION

The Policy Frame for Higher Education and Approach to Development.

During the year 1978-79, the University Grants Commission finalised two important documents : The Policy Frame for the Development of Higher Education in India over the next 10-15 years; and a paper on Approach to Development for the Plan period 1978-83.

The Policy Frame visualises a framework within which the present value system and the basic structure and processes of the present educational system could be radically changed, making it more flexible and dynamic, and move in the direction of reducing disparities, and augmenting opportunities for life-long learning to all those who would take advantage of them. The Policy Frame also envisages that in addition to the traditional value of teaching and research, universities in the country would be helped

to make extension, including adult education and community extension work, an integrated part of their programmes.

The Approach Paper for the Development of Higher Education in the next plan period outlines the basic philosophy and strategies for development of universities and colleges. It envisages a differentiated approach towards developed and developing universities and laying more emphasis on quality programmes designed to raise standards of teaching and research. The expansion of educational facilities through the opening of new universities or new centres of postgraduate studies and new departments, or establishment of new arts, science, commerce and law colleges would receive very low priority.

For purposes of development, the universities would be grouped on appropriate criteria into three categories viz. well-developed universities; developing universities; and universities which have the potential to reach the well developed stage in the next five years with some critical inputs and academic guidance. The main thrust for the well developed departments would be to provide assistance for quality improvement programmes and research on the basis of well- designed and time-bound programmes with specific academic accountability; the general plan assistance being marginal in such cases. Developed universities with strong departments would be helped to establish relationship through which they could help the academic growth of the less developed universities and similar departments in the subjects. The strategy to be adopted by the University Grants Commission during the next plan period for the development of colleges and improvement of standards of higher education in the college sector involves basic grants to colleges, development grants to undergraduate colleges, development of postgraduate colleges, quality improvement programmes, lead colleges, special assistance to colleges in educationally backward districts and autonomous colleges.

With a view to consulting the Vice-Chancellors on policies and programmes for the development of higher education to be taken in the next plan period, as a follow-up of the Policy Frame, the 'Approach Paper' adopted by the Commission and also the recommendations of the Planning Group and Working Groups, the University Grants Commission organised two Regional Conferences of Vice-Chancellors in May and July, 1978. The conferences expressed their general agreement with the philosophies, programmes and strategies outlined in the Approach Paper, containing inter-alia, the Guidelines for development, and also endors-

ed the proposed pattern of the utilisation of the likely total allo- cation of Rs. 210 crores which was initially proposed to be made available to the UGC in the sixth plan period 1978-83. The Conferences generally accepted that in order to discharge its res- ponsibility to the education system and to the society as a whole, the university must assume extension as an important function and give it the same status as teaching and research. The conferences also recommended that there should be a moratorium on the establishment of new colleges and universities in the next five years, the needs of expansion being provided by strengthening existing colleges, especially the non-viable colleges and by means of non-formal education. Students from backward areas where no worthwhile colleges exist could go to colleges in neighbouring areas and be given special bursaries and hostel accommodation and thus enabled to receive better quality education.

The Approach Paper containing the guidelines to the universities and colleges for preparation of proposals for the sixth plan were formulated keeping in view the expected allocation of Rs. 210 crores during the plan period. With the increased allocation to the States Sector for the development of higher education, the Planning Commission recently indicated that the outlay for the period 1978-83 for the UGC is likely to be Rs. 126 crores only and suggested that the UGC should use its scheme with selective discretion. The Commission has recently appointed a committee with the terms of references (i) to undertake a comprehensive review of the on-going programmes of the Commission and (ii) to ascertain if there are any peripheral schemes that could be discontinued. With a view to assessing the impact of the grants on the determination and maintenance of standards of teaching, research and examinations, the committee proposes to undertake in depth study of two selected universities and between 2 to 6 selected colleges in each of the four zones.

The Commission, with the help of a Committee, reviewed the priorities for the development of higher education in the light of the allocation that is likely to be available for the next four years 1979-83 and resolved in January 1979 as under :

(i) The ratio of 3 : 2 as envisaged in the Approach Paper, for providing assistance for general developments on the one band and quality programmes and support for research on the other, may have to be reduced to 2 : 1 as at present in the fifth plan. The

ratio of general development assistance between the universities and colleges would also have to be 2 : 1 as against 3 : 2 proposed in the Approach Paper.

(ii) All eligible colleges may be provided assistance for faculty improvement programmes to enable at least 10 per cent of the teachers for improving their qua- lifications and to develop about 750 colleges to be identified keeping in mind the special needs of backward areas, sections and communities, to enable them to maintain adequate standards of teaching, and to assist as many colleges as possible, to participate in the quality improvement programmes on a selective basis.

(iii) Normally, no fresh building proposals from the universities and colleges would be sanctioned and where the construction has not already started, they may be reviewed.

Trends and Orientation of growth of Higher Education

The Fifth Five Year Plan (1974-78) witnessed certain stability in enrolment in higher education system. As a result of the policy of the Commission that only institutions breaking new ground, providing innovative courses or providing good quality education for backward/weaker sections/areas would be cleared as being fit to receive assistance from Central sources in terms of rules prescribed under Section 12A of the UGC Act, unplanned growth of universities and colleges declined. There were 1.05 universities and 10 institutions deemed to universities under Section 3 of the UGC Act during 1977-79 ; the corresponding numbers in January, 1979 were 108 and 10, respectively. In the case of colleges, restraints have been shown by the State Governments/Universities in giving permission for starting new colleges. The growth rate on an average was 200 colleges per annum during the period 1969-73. As per information available with the Commission, the number of new colleges established in the year dropped to about 150 in 1973-74, 80 in 1974-75, 120 in 1975-76, 61 in 1976-77 and 41 in 1977-78. There were 4610 colleges in 1977-78. Regulation of expansion in the number of colleges it is expected, would help the existing institution to have larger enrolments which would also be conducive to raising the standards of collegiate education.

As regards enrolment, the growth rate in universities and colleges, excluding PUC/intermediate/pre-professional/pre-medical was about 14 per cent in 1969-70. This fell down to 59 per cent in 1974- 75, to 2.5 per cent in 1975-76 to 0.2 per cent in 1976-77 and rose to 5.5 per cent in 1977-73. Efforts are being made to see that the growth rate is not allowed to become unmanageable once again. There were about 25.65 lakhs students in the universities and colleges in 1977-78. The affiliated colleges account for 84.2 per cent of the total enrolment. The percentage of students in affiliated colleges was as high as 88.8 per cent at undergraduate stage, 53.9 per cent at postgraduate stage and 14.4 per cent at the research level. The overall decline in growth of enrolment could be attributed to socio- economic development as also to the additional facilities made avail- able for non-formal education through private study and correspondence courses. Enrolment at postgraduate level/stage as a proportion of total enrolment at the university and college level increased from 9.0 per cent in 1976-77 to 9.1 per cent in 1977-78.

Equalization of Educational Opportunities

While enrolments, in general, are being regulated in the interest of maintenance of standards and proper utilisation of the scarce resources, specific measures like the provision of remedial courses and reservation of seats have been adopted to ensure that students belonging to the weaker and under-privileged sections of the society are not denied access to higher education. The Fifth Plan proposals of the universities and colleges took into account the need for special facilities to be provided for backward areas and special efforts to be made towards removal of regional unbalances. The Commission also liberalised the minimum eligibility conditions in respect of enrolment and faculty strength as also the pattern of assistance for colleges located in tribal/backward areas. For the construction of academic buildings by colleges located in such areas, the Commission's contribution is 2/3rd of the approved cost as against 50 per cent allowed to other institutions. For student hostels, the Commission's assistance is 75 per cent of approved cost for colleges in backward areas as against 50 per cent for others. All institutions assisted by the Commission towards the construction of hostels for students are now required to reserve 20 per cent of the seats in such hostels for students belonging to Scheduled Castes and Scheduled Tribes.

The State Governments have been advised to set up Inter- University Coordination Boards so as to make the use of all

available resources and expertise for the coordinated development of the academic programmes of the various universities in each State. The universities have also been asked to set up a planning Board which would engage itself in a continuous review of the implementation of the various academic programmes in the universities, prepare long-term plan and suggest measures to involve the universities more closely with the problems and needs of the community. The Commission has agreed to provide assistance for the appointment of teaching and technical staff for a period of full five years-upto the end of 31st March, 1981. The universities have been requested to make appointments to academic staff through open advertisements on an all India basis in respect of posts sanctioned by the Commission.

Some of the important steps taken by the Commission towards the development of higher education include special assistance to the Centres of Advanced Study, Departments of Special Assistance, Development of Colleges, Restructuring of Courses, Examination Reforms, Faculty Improvement Programmes including organisation of Seminars, Workshops and Refresher Courses for teachers, travel grants to teachers, Special Assistance to Teacher Education and Research, programmes of areas study and research fellowships and improvement of undergraduate education. Steps have also been taken towards giving autonomy to selected colleges so that they can experiment with new educational processes and bring about necessary changes in the courses of study and techniques of teaching and evaluation.

Development of Colleges

The Commission continued to provide assistance to the arts, science and commerce colleges within a ceiling of Rs. 3 to 10 lakhs for the improvement of undergraduate education. Assistance to postgraduate colleges for strengthening postgraduate studies is being made at the rate of Rs. 1 to 2 lakhs per department. Proposals have also been invited from teachers training colleges, institutes of home science, schools of social work etc., at the rate of Rs. 1.5 lakhs per college as Commission's share.

The Rs. 3 to 10 lakh scheme for general development to be implemented by the colleges includes provision for construction of buildings, purchase of books and equipment, workshops, animal house, faculty improvement, including practical training and experience as also orienting courses towards community needs. Both city colleges and colleges in rural areas are being assisted

to restructure their courses, provide remedial courses under this programme so as to make them relevant to the needs of students from rural/backward areas and students belonging to the weaker sections of the society. By 1978-79 proposals of about 1200 colleges under the scheme would be accepted. In the general development scheme, an arts, science and commerce college with an enrolment of 1000 students and above is entitled to a grant of Rs. eight to ten lakhs.

To improve the facilities in the colleges in the matter of pro- viding books and equipment for science laboratories to support the undergraduate programmes, the Commission made available to every eligible college with an enrolment of 150 students and above basic grants between Rs. 10,000 to 40,000 for books and between Rs. 10,000 to 40,000 for scientific equipment. About 2300 colleges have been assisted under the Scheme.

It has further been agreed that one or two colleges in each district be identified as 'lead colleges' to work as quality institu- tions. The colleges which have a viable enrolment, a satisfactory student-teacher ratio and good facilities will be chosen with the help of universities so that such institutions could be developed to take up quality programmes on the principles of diversification, modernisation, etc. Such 'lead colleges' will also help in providing good education to society under-privileged sections. Additional assistance upto Rs. three to five lakhs may be provided to such colleges in addition to the assistance available to them under Rs. 5 lakh Scheme. The Commission has selected about 100 college under this Scheme.

The Commission has started the process of selecting colleges located in backward/rural areas and serving the needs of the weaker sections of the society in the States, in further relaxation of the eligibility conditions these colleges are being selected in consultation with the State Governments and the Universities.

Restructuring of Courses

The Commission has appointed a Standing Committee to advise it on the general policy regarding the restructuring of courses at the undergaduate stage by following the introduction of 12 years of secondary schooling. The Commission has also set up Joint Consultative Committees with Indian Medical Council, Indian Council of Agricultural Research, Bar Council and National Council of Educational Research and Training for studying the implications of the new pattern of professional courses. The

recommendations made by these Committees have been accepted and circulated to the universities and the concerned organisations for necessary action.

The Commission has communicated a set of guidelines to uni- versities for restructuring of courses of studies at the first degree level with general principles of relevance and flexibility so that they would-be related to local needs and environment. With the help of Review Committees, Subject Panels and Regional Workshops, it has initiated a process that would lead to the updating and modernisation of syllabi and courses and the development of teaching/learning process related to the individual and social needs of students. About 180 colleges, mostly in rural areas, have been selected for the purpose.

Teacher Fellowships (Faculty Improvement Programme)

The Commission has accorded priority to the faculty improvemen programmes and faculty awards. The Commission has already instituted about 4500 teacher fellowships at any given time, for award for a period of one to three years towards M.Phil Ph.D. degrees for college teachers in identified departments. Besides 1000 teacher fellowships have also been awarded by the Commission on an All-India basis. During 1977-78, the grant paid under this programme amounted to Rs. 115.63 lakhs. In addition over 360 summer institutes, seminars, workshops, symposia, refresher courses etc. were organised during 1978-79 (upto December, 1978).

Research

The Commission has been attaching great importance to research programmes. Since 1974, over 1132 major research schemes and about 3500 minor research schemes have been accepted 177 colleges have been provided assistance under College Science Improvement Programme and the proposals of 126 colleges have been accepted under the College Humanities and Social Sciences Improvement Programme. University Leadership Projects have been accepted in 40 science departments and 12 departments of humanities and social sciences in the universities. The Commission has provided assistance for installation of computer at 28 universities.

CHAPTER II HIGHER EDUCATION AND RESEARCH