Higher and Technical Education
Higher education plays a significant role not only in national development but also in fostering the ability of individuals to face challenges. The unprecedented growth of knowledge necessitates higher education to be more dynamic than ever before, continually venturing into new domains. Between 2011-12, the Government launched programmes to provide greater opportunities for access to quality higher education by investing more in infrastructure, recruiting qualified faculty, promoting academic reforms, improving governance, and restructuring institutions to enhance quality and inclusion of previously deprived communities. Technical education in India has also seen significant expansion. The Central Government, responsible for major policy formulation, ensures uniformity in Higher Education across the country and caters to unserved areas by setting up centrally funded Institutions. There are 81 Central Government funded institutions, along with those funded by State governments and self-financing Institutions. These government-supported institutions play a crucial role in the country’s technical education system. The National Policy on Education (NPE) advocates for Open University and Distance Learning to increase opportunities for higher education and make it a life-long process. The institutional arrangements include: Open Universities (IGNOU and State Open Universities), Distance Education Institutions, and the Commonwealth of Learning (COL). The Distance Education Council has launched many initiatives to establish standards in the system and provided financial, academic, and technical support to the 13 State Open Universities and 186 Distance Education Institutes of conventional universities. The Open Universities offer a range of programs from vocational to general to professional and technical, except those not allowed by the respective statutory councils. Issues in India’s Technical & Higher Education The Gross Enrolment Ratio (GER) of India in higher education is only 25.2% which is quite low as compared to the developed and other major developing countries. The quality of higher and technical education in India is low due to lack of employability and skill development. Most of premier universities and colleges are centred in a metropolitan and urban city, thereby leading to the regional disparity in access to higher education. Faculty shortages and the inability of the state educational system to attract and retain well-qualified teachers is another issue posed. The Pupil-to-teacher ratio has been stable in the country (30:1) though, however, it needs to be improved to make it comparable to the USA (12.5:1), China (19.5:1) and Brazil (19:1). Due to the budget deficit, corruption and lobbying by the vested interest group, public sector universities in India lack the necessary infrastructure. Even the Private sector is not up to the mark as per the global standard. Outdated and irrelevant curriculum – There is a wide gap between industry requirements and universities’ curriculum that is the main reason for the low employability of graduates in India. Low level of research ecosystem – Poor fund allocation in research, Low levels of industry engagement and PhD enrolment, fewer opportunities for interdisciplinary and multidisciplinary research, etc. affect the higher and technical education in India. Education in India also faces the problem of regularity. The challenges of over-centralization, lack of accountability and transparency, and bureaucratic structures. This has increased the burden of administrative functions of universities and the core focus on academics and research is diluted. The Indian Constitution related to Education Under Article 45 in DPSP, it was mentioned that the government should provide free and compulsory education for all children up to the age of 14 years within 10 years from the commencement of the Constitution. As this was not achieved, Article 21A was introduced by the 86th Constitutional Amendment Act of 2002, making elementary education a fundamental right rather than a directive principle. And Article 45 was amended to provide for early childhood care and education to children below the age of six years. To implement Article 21A, the government legislated the RTE Act. The Right to Education Act is completely titled “the Right of Children to Free and Compulsory Education Act”. It was passed by the Parliament in August 2009. Read more about the Right to education Act (RTE) on the given link. Under the RTE act, Sarva Shiksha Abhiyan (SSA) got a further impetus. It aims to provide Universalization of Elementary Education (UEE) in a time-bound manner. SSA has been operational since 2000-2001. Its roots go back to 1993-1994 when the District Primary Education Programme (DPEP) was launched. However, under the RTE Act, it got legal backing. The 86th Constitutional Amendment (2002) inserted Article 21A in the Indian Constitution which states that “The State shall provide free and compulsory education to all children of 6 to 14 years in such manner as the State, may by law determine.” As per this, the right to education was made a fundamental right and removed from the list of Directive Principles of State Policy. Moreover, Education is in the ‘Concurrent List’ of the 7th Schedule of the Indian Constitution which gives legislative power to the Central Government for coordination and determination of standards in institutions of higher education or research and scientific and technical institutions. Government Initiatives for Education in India All India Council for Technical Education (AICTE) established in November 1945 as an advisory body for promoting development in India in a coordinated and integrated manner. AICTE also conducted surveys on the facilities that were available for technical education. The purview of AICTE (the Council) covers programmes of technical education including training and research in Engineering and Technology, Architecture & Town Planning, Management, Pharmacy, Applied Arts and Crafts, Hotel Management and Catering Technology etc. at different levels. Revitalising Infrastructure and Systems in Education (RISE) aims to increase investments in research and related infrastructure in premier educational institutions. The initiative will be funded by a restructured Higher Education Financing Agency (HEFA). Sustainable Development Goals related to education (Goal 4 of SDG) ensures equitable, inclusive and quality education along with the promotion of lifelong learning opportunities for all by 2030. RUSA – 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. IMPRINT India is a joint initiative of
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