Higher education

Need to educate youth 

• relevant, equitable and inclusive education.
• Youth-led organizations are transforming education by partnering with Governments, educational institutions and other stakeholders, lobbying and advocating education policies and developing complementary training programs.
• addressing barriers for youth on the basis of economic status, ethnic group, gender, and other characteristics
• updating education plans and school curricula to include lessons about peace, justice and the environment and climate change, among many other areas.
• essential to the transformation of education into a means for inclusive youth development and sustainable development

AISHE All India Survey on Higher education MHRD 

• Gross Enrolment Ratio (GER) from 25.8% in 2017-18 to 26.3% in 2018-19, with men 26.3% and women 26.4%.
• Top 6 states in total student enrolment —Uttar Pradesh, Maharashtra, Tamil Nadu, West Bengal, Rajasthan and Karnataka — 54.23% of the total enrolment in India.
• Number of universities (from 903 in 2017-18 to 993 in 2018-19) & total higher educational institutions has increased.  
• Narrowing gender gap: Nearly 51.36% of enrolled are male & 48.64% are female, 
• Popularity of educational streams: While 1/3rd of undergraduate in humanities, management is preferred stream at postgraduate (PG) level. Science & engineering technology have more enrolment in M. Phil & Ph.D. programmes.  
• Social Backwardness: SC & ST student enrolment is 14.89% & 5.53% respectively. Among minorities, 5.23% students belong to Muslim category and 2.32% to other minority communities.  

Key Statistics Higher Education

• College density i.e. number of colleges per lakh eligible population varies from 7 in Bihar to 53 in Karnataka as compared to All India average of 28.
• Only 2.5% Colleges offer Ph.D. programme & 34.9% Colleges offer Post Graduate Level programmes.
• Pupil Teacher Ratio (PTR) in Universities & Colleges is 29
• Total number of foreign students enrolled in higher education is 47,427.
• Highest share of foreign students from neighbouring countries Nepal (26.88%), Afghanistan (9.8%), Bangladesh (4.38%), Sudan (4.02%), Bhutan (3.82%) and Nigeria (3.4%). 
• MM Salunkhe panel by UGC on evaluation reforms suggested the de­velopment of question banks, relative grading, higher weightage to inter­nal assessments and full choice­ based credit transf­er in higher education institutions.
• higher education system is structurally flawed and underfund­ed. This crisis will affect innovation and human capital, the two pillars of labour productivity and GDP growth, while cheating India’s largest demo­graphic of its potential. Research expenditure in India 0.62% extremely low as compared to countries like China, USA, Etc. 

India is uniquely positioned in the world today to benefit from its demo­graphic dividend. But this dividend can turn into a lia­bility, higher education sector has multiple stakeholders (and multiple vested interests).The pandemic has opened the doors for ushering in massive, bold and transformational reforms.

Niti Aayog strategy @75

Objective

• Increasing gross enrolment ratio (GER) in higher education from 25 per cent in 2016-17 to 35 per cent by 2022-23.
• Make higher education more inclusive for the most vulnerable groups.
• Create an enabling ecosystem to enhance the spirit of research and innovation.
• Improve employability of students completing their higher education

Constraints

• Outdated curriculum results in a mismatch between education and job market requirements.
• Quality assurance or accreditation mechanisms are inadequate.
• There is no policy framework for participation of foreign universities in higher education.
• There is no overarching funding body to promote and encourage research and innovation.

Way Forward

• Ensuring effective coordination of different higher education regulators, such as UGC, All India Council for Technical Education (AICTE) and National Council for Teacher Education (NCTE).
• Create a framework to allow foreign universities of global repute to operate in India and collaborate with Indian universities and offer joint degrees.
• Domain experts in their field should develop basic minimum standard in curriculum that will serve as a benchmark for institutions at the undergraduate and post-graduate levels.
• Post-secondary career options should be provided through skills/vocational training that should be integrated seamlessly with higher education and the skilling mission.
• Reforming accreditation framework as accreditation coverage in nation is inadequate.
• Quality teaching skills are in short supply across disciplines. A central scheme may be launched to attract teachers of Indian origin.
• The scope of Massive Open Online Course (MOOCs) and Open and Distance Learning (ODL) can be broadened, to tap their potential to provide access to quality education beyond geographical boundaries.