HIGHER EDUCATION
 

THE ARGUMENT :

(i) Action Oriented Higher Education

1.1 The National Policy on Education Review Committee (NPERC) has stated that it has certain differences with the National Policy on Education in its perception of Higher Education. The NPERC states that NPE laid emphasis on reflection rather than action. The Committee has recommended that students and teachers have to play an active role in issues such as regional development, School Education (including universalisation of Elementary Education).

1.2 The aim of Higher Education is to involve students in study, research and extension with a view to preparing them to face future responsibility in their chosen profession in life* The NPE does envisage an active role for Higher Education but in a different perspective* The NPE recognised that the system of Higher Education suffered from many problems and that the system had lapsed in a state of disorder* The Policy, therefore, emphasised the need to restore intellectual regour, seriousness of purpose and discipline into a system in order to make it work. The Policy states that all teachers should teach and all students study". In pursuance of the National Policy on Education and Programme of Action, UGC has introduced several schemes to restore the credibility of the system. While the results of some of these measures are encouraging, a lot still remains to be done. The first duty of teachers and students is, therefore, towards their study and research.

101

1.3 University and College students, under the existing system, get exposure to development work through NCC, National Service Scheme and Adult and Population Education programmes. The National Policy on Education has also emphasised the importance of involving students in extension programmes, particularly in adult literacy programme.

(ii) NPE is not Innovative

1.4 The Review Committee states that the approach of NPE with regard to consolidation of facilities in higher education is passive rather than dynamic and forward looking* The Review Committee states that while protection of system from degradation as envisaged in NPE is understandable the emphasis should be on formulating innovative programmes for transforming the system into an effective instrument for achieving excellence.

1.5 The NPE laid emphasis on consolidation and expansion of facilities in existing institutions in order to bring all round improvement in the existing institutions rather than to spend scarce resources in setting up new institutions without adequate facilities. The NPE states that in the context of unprecedented exclusion of knowledge, Higher Education has to become dynamic as never before, constantly entering unchartered areas. NPE provides for several innovative measures to protect the system from upgradation and for improvement in quality of education and achievement of excellence. For example, the Policy provides for restructuring of courses, transformation of teaching methods by increasing use of audio-visual aids and

102

electronic equipment, teacher training, minimum facilities in educational institutions, regulation of admissions and recruitment of teachers on merit, greater outlays for research and development of science & technology encouragement to Open University system and Distance Education and several other measures which would lead to a qualitative improvement in institutions of higher education. The Policy also provided for greater coordination among different institutions of higher education through National and State Councils of Higher Education and encouragement to Gandhian Institutions of Education which would help in all-round development of rural areas. In fact, the main thrust of NPE was to divert resources from unplanned expansion to systematic improvement of quality of education.

(iii) Re-organisation of Academic Life

1.6 NPERC recommends a complete re-organisation of academic life in Universities and Colleges. Courses and curriculum, should be re- designed so as to enable students to become instrument of development in their respective region* It is stated that performing of certain extension functions is not enough and that Colleges and Universities should be endowed with the capability to guide planning and insist peoples initiative.

1.7 The National Policy on Education recognised the organic link between higher education and social, economic, cultural, moral and spiritual issues facing humanity. The Policy states that Higher Education contributes to national development through dissemination of knowledge

103

and skills. The Policy also provides for national curricular framework with a common core which would include History of India's Freedom Movement, constitutional obligation and other content essential to nurture national identity These elements will be designed to promote valuse such as India's common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of the small family norm and inculcation of the scientific temper. The NPE thus took full cognisance of the need to make our curriculum socially relevant. In fact, UGC has a scheme under which it gives assistance to Colleges for restructuring their courses on the above lines. UGC proposes to give special thrust in the Eighth Plan to make the curriculum institutions of higher education more relevant to the needs of the society.

104

Analysis of Recommendations

No.198 & 199

2.1 The Ramamurti Committee has recommended that Government should re-examine the feasibility of a national level statutory mechanism in consultation with State Governments for discouraging establishment of substandard Colleges and Universities in the country since independence. A large number of these institutions have been set up to accommodate growing student populations In the interest of social justice and balanced development, it was also necessary to provide facilities of higher education in all parts of the country.

2.2 However, a large number of Colleges and Universities were set up without adequate facilities and University Grants Commission has been concerned at the proliferation of such institutions. In 1972, UGC had circulated guidelines to all State Governments on the setting up of new Universities. State Governments were requested to conduct a detailed survey of educational requirements in consultation with UGC and were also provided with a check list of requirements to be satisfied before taking a decision to set up a new University. UGC has also notified conditions to be fulfilled before any College is affiliated by a University. The Commission provides grants to only those Universities and Colleges which have established minimum prescribed facilities. UGC has, however, been generally against having any statutory powers to regulate starting of new Colleges and Universities by State Governments. UGC would prefer to rely on

105

consultation and persuasion in this regard. The Gnanam Committee has recommended Central legislation which would require prior approval of UGC before starting a new University, but this recommendation has not found favour with many State Governments who feel this will affect their sovereign right to set up new Universities and Colleges according to their educational needs.

2.3 The proliferation of Colleges without adequate facilities can be curbed to a large extent if the Universities exercise a rigorous control and insist on creation of necessary infrastructure and educational facilities before granting affiliation. The State Governments would also have to respect the decision of Universities in these matters.

SUMMARY

- Increase in number of Colleges and Universities mainly due to increase in student population.

- UGC has been concerned about proliferation of institutions without adequate facilities has prescribed guidelines for starting new Universities and Colleges.

- UGC gives grants to only those Universities and Colleges which provide minimum facilities.

- UGC prefers to rely on persuasion than on statutory authority.

- Many State Governments not in favour of Central legislation.

106.

- Universities should be allowed to exercise rigorous control while granting affiliation to new Colleges.

2.4 The NPERC has suggested a change in the structure of the University Grants Commission so as to provide for atleast 5 full-time Members, apart from the Chairman and Vice-Chairman, with specialisation in the specific areas of teaching, research, extension, management and finance, The Committee has also suggested opening of Regional Offices of UGC with adequate decentralisation of authority and functions. This is not a recommendation relating to Policy Review.

2.5 The question of restructuring the UGC had been examined in the past in the light of the Reports of several committees and commissions. In fact, in 1971 the UGC Act was amended to provide for 3 full-time Members but the amendment was not brought into effect as it was pointed out that such a provision would create two categories of Members, namely one full-time and the other only for attending Commission meetings. It was felt that the role and status of non- full-time Members would be devalued thereby, in 1972, the UGC Act was amended to provide for 12 Members including Chairman and Vice-Chairman and this provision has remained so far unchanged.

2.6 It is also felt that provision of full-time Members would necessarily involve specific assignment of work to them, thereby creating additional levels in dicision-making resulting in delays.

107

2.7 The question of opening Regional offices of UGC had also been examined several times in the past. The Jha Committee had strongly advised against such a step. The Conference of Vice- Chancellors in 1978 recommended the setting up of Regional Offices. This demand was supported by the AIU in 1980. The Gnanam Committee has also recommended setting up of Zonal Offices of the UGC. The Commission has in principle accepted the need for establishing some Regional Offices. The operationalisation of this decision will be considered only after receipt of the Report of the Admininistrative Staff College, Hyderabad, who have been entrusted with the study for reorganisation of UGC management.

SUMMARY

- This recommendation does not relate to Policy Review.

- The recommendation to have several full time members was examined also and not found feasible, as this would create two types of membership and would add one more level in the hierarchy of decision-making.

- The Commission has already accepted in principle the proposal to open Regional Offices.

108

No.201 & 202

2.8 The RC has recommended that Universities should be relieved of the burden of conducting undergraduate exams. The Committee has, however, not suggested any alternative arrangement for this purpose.

2.9 The Gnanam Committee has recommended that universities should be gradually divested of the responsibility of regulating courses, conducting examinations and awarding degrees for students in affiliated colleges, and left to concentrate on postgraduate education and research programmes, The report of the Gnanam Committee is being examined in consultation with State Governments and will be placed before the Committee of CABE,

2.10 However, since most of the universities are affiliating universities, this recommendation can be implemented only when a large number of colleges become autonomous, a system of internal evaluation gradually replaces a system of terminal examination, or an independent State level examining body is set up to conduct common examinations for all undergraduate courses.

2.11 Provision of adequate facilities for research to all affiliating colleges at present offering post graduate courses such as MA./M.Sc., would require a large investment of resources which are not available in view of the severe constraint on resources. UGC may however consider augmenting research facilities in selected colleges within the available resources.

109

SUMMARY

- NPE-RC has not suggested alternative arrangement for conducting undergraduate exams, if Universities are divested of the responsibility towards Colleges.

- Research facilities in all post graduate departments of colleges would be expensive.

No.203

2.12 The NPE-RC has recommended that the review of Scheme of Autonomous Colleges by UGC should be expedited. This is not a recommendation relating to Policy Review but to the implementation of a scheme introduced in pursuance of NPE.

2.13 The Committee appointed by the UGC to, review the scheme of autonomous colleges submitted its report in March, 1991. The Committee has found the scheme to be beneficial for promoting standards in higher education in the country. It has been noted that the scheme started with a slow pace and that many of the colleges have not been autonomous for a long period to allow a -proper evaluation of their performance. Some of the important recommendations of the Committee are:

-Keeping in view the objective of the Scheme which is to bring major structural changes in the higher education system, it should be continued during the 8th Plan period.

-An appropriate mechanism should be established at the State level for effective monitoring of the Scheme.

110

-Immediate action should be taken for amendment of the Acts of the Universities and formulation of Statutes to make an enabling provision for conferrment of autonomous status on colleges.

-The State Governments should not transfer the teachers from Government autonomous colleges and should also sort out the problems of increased work-load of teachers for these colleges, besides fulfilling the system of block grants for maintenance purposes.

- The State Governments and universities should hold regular meetings with the Principals of autonomous colleges for coordination and resolving of issues.

-The University should accept the decisions of the autonomous colleges regarding new courses and flexibility in course combinations.

-The autonomous colleges should prepare perspective plans for development, activate Finance Committees as well as Planning and Evaluation Committees.

2.14 The Commission accepted the report of the Committee in its meeting held on 6th June, 1991 and agreed to continue the Scheme of Autonomous Colleges in the 8th Plan.

SUMMARY

- This is not a recommendation relating to Plicy Review,

- The Report of the UGC Committee to review the scheme of autonomous colleges has been received and its recommendations accepted by the Commission.

- The Scheme of Autonomous Colleges is being continued in the 8th Five Year Plan.

111

NQ.204

2.15 The NPE-RC has recommended that early decision should be taken on the Report of Gnanam Committee on management of Universities. This recommendation also does not relate to Policy Review.

2.16 The Gnanam Committee submitted its report to UGC in January, 1990. It is a comprehensive document covering all aspects of management of higher education, Many recommendations made by the Gnanam Committee would have a far reaching impact on the University system. The Report has been considered by UGC in a series of meetings. The report of the Committee and the views of the UGC have been made available to the Goverment of India. The matter was brought before CABE in March, 1991. The CABE decided that the State Governments should formulate and furnish their views on each recommendation of Gnanam Committee. it was also decided that the Chairman, CABE should appoint a CABE Committee to examine the report in detail keeping in view the comments of the State Governments.

SUMMARY

- This is not a recommendation relating to Policy Review

- The Report of the Gnanam. Committee is being examined in consultation with State Governments and will be placed before a Committee of CABE.

112

NO.205

2.17 The RC has recommended that the work of curriculum development should be decentralised and it should be left to Universities/Colleges to seek assistance of UGC for this purpose.

2.18 In discharge of its statutory function to determine and maintain standards in higher education, UGC initiated the scheme of Curriculum Development Centres (CDCs) in 1986 to carry out a thorough review of the existing syllabi and courses in different Universities at various levels of Higher Education and to suggest measures for modernising and restructuring them. The model curriculum developed by the Curriculum Development Centres located in 27 Universities in different parts of the country have been discussed in National level workshops and circulated to all Universities. The autonomy of individual Universities to frame curricula and design courses has not been diluted by this scheme and nor has it led to excessive centralisation in this regard. In fact, Universities have full freedom to either adopt the model curricula or adapt it to suit their local needs. The UGC could consider specific requests from Universities for further assistance in this regard.