Sociology
Research Paper
E-ISSN No : 2454-9916 | Volume : 8 | Issue : 2 | Feb 2022
ARE THE HIGHER EDUCATION INSTITUTION ADMISSION CASTE BASED OR ECONOMIC BASED? (A SOCIOLOGICAL STUDY BASED ON DELHI NCR) 1
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Author- Anjali Bose , Nakul Malik , Rakesh Rai 1
3rd Year BA (Hons) Sociology Student, Amity Institute of Social Sciences, Amity University, Noida, Uttar Pradesh, India. 3rd Year BA (Hons) Sociology Student, Amity Institute of Social Sciences, Amity University, Noida, Uttar Pradesh, India. 3 Assistant Professor, Amity Institute of Social Sciences, Amity University, Noida, Uttar Pradesh, India. 2
ABSTRACT This Research paper focusing on the admission criteria for govt, private and semi govt colleges, triggering the New National Education policy. We've all experienced the struggles during admission for bachelor/master studies or in that matter even parents have gone through the pain. The debate or survey that we've put forward is whether higher education institution admissions are more of caste based or Economic based. Caste based is a cloud term for socio-economic section that we call as "Quota" And economic based refers to the higher the financial status-easy the admission criteria. Caste based triggers mostly Govt colleges and economic based triggers mostly private colleges. We are focusing on the quality of education, comparing the govt and private colleges. And at last comparison of Indian education and policy with foreign education policy the concept of merit is flushed between casteism and capitalism. This research paper is conducted in Delhi NCR region. KEYWORDS: Education, Caste, Capital, National Education Policy, Institution, University, Universities Grant Commission. INTRODUCTION: History of Education in India: Indian education has a rich and exciting history. It is believed that in ancient times, it was the oral tradition of scholars and scholars, and it was passed on from one generation to the next. After the development of the characters, it took the form of writing using palm leaves and tree bark. This also facilitated the distribution of written literature. Temples and community centers form the role of schools. Later, the Gurukul education system came into being. The Gurukul were the traditional Hindu settlement schools that usually housed teachers' houses or monasteries. Although education was free, students from well-to-do families paid for Guru Dakshina, which was a voluntary donation upon graduation. At Gurukuls, the teacher conveyed information on various aspects of religion, scripture, philosophy, literature, war, state art, medicine, and history. This program is called the oldest and most efficient educational system. The current system of education was introduced and developed by the English in the 20th century, on the recommendation of Macaulay. It has western style and content. The British government did not recognize traditional buildings and therefore rejected them. It is said that even Gandhi described the traditional education system as a beautiful tree that was destroyed during the British occupation. Kerala's first medical college was established in Calicut, 1942-43, during World War II. As there was a shortage of doctors to serve in the military, the British Government opened a branch of Madras Medical College in Malabar, which was then under the presidency of Madras. After independence, education became a provincial function and the Central Government linked technical education and higher education by standardizing standards. In 1964, the Education Commission came into operation with 16 members, 11 of whom are Indian specialists and five of whom are foreign experts. The Commission also consulted with a number of international organizations, experts and advisers in the field of education and science. Later in 1976, education became a joint venture between the state and the Institute through a constitutional amendment. The central government through the Department of Education Department of Human Resources and provincial governments formulates education and planning policy. The revised NPE 1986 and PoA 1992 revised the view that free and compulsory education should be provided to all children up to the age of 14 before the start of the 21st century. Also, the Government of India has committed that by the year 2000, 6% of Gross Domestic Product (GDP) will be spent on education, half of which will be spent on primary education. In November 1998, Prime Minister Atal Behari Vajpayee announced the establishment of the Vidya Vahini Network which will link universities, UGC and CSIR. The standard mark-based education system is now being replaced by a grade-based system. The Indian education system: The Indian education system is the third-largest in the world in terms of size and diversity. Before India, the places have been secured by the US and China respectively. The higher Indian education system is a publicly funded education system. The higher education framework in India has filled in an exceptional way, especially in the post-independence period, to become one of the largest systems of its sort across the world. In any case, the framework/structure has many issues
of worry as of now, such as financing and the board including access, value, and significance, reorientation of projects by laying accentuation on wellbeing awareness, values and morals, and nature of higher training along with the appraisal of establishments and their license. These issues are significant for the nation, as it is currently occupied with the utilization of higher education as an incredible asset to construct a knowledge-based data society of the 21st Century. In today's era of knowledge-driven economy and learning societies, both formal and informal education is playing an increasingly vital role in promoting economic solidarity, individual growth, sustainable development, and a culture of peace and world citizenship. The Indian higher education system has been seen to grow into one of the largest systems of its kind in the world. The current state or the situation of Indian higher education can be understood by the total number or strength of the universities currently present in our country and the quality of the education they are providing. According to a survey conducted recently, we can say that there are near to approximately forty thousand universities currently offering education and employment if we look at the statistics provided by the UGC website. These numbers would possibly have increased by now. Like all the other institutional frameworks of higher education across the world, India too comprises its higher education system with three basic types of universities. They are – Conventional Universities, Deemed Universities, and Institutions of National Importance. As mentioned above, even with the education system of India being the third-largest globally, it still lacked many essential things that needed reform to improve yet upgrade the quality of education that the Indian education system offers. Thus, the duty to look after the functioning and maintaining the standards of the higher education system of India resides with the Universities Grant Commission which is often abbreviated as UGC. It is the main governing body that helps coordinate between the state and the center. Accreditation for higher education is overlooked by fifteen autonomous institutions which are set up by the UGC itself. UGC is as stated the governing body for higher education in our country, it acts as an advisor to the government for the executing of the guidelines for the institutions related to higher education. Thus, the UGC is responsible for the new education reforms which it carries out through education policies from time to time after it observes and analyses the situation and the problems prevailing. Talking about reforms through policies, UGC published its new education policy. The New Education Policy (NEP 2020), launched on 29 July 2020, outlines the vision of India's new education system. NEP 2020 focuses on five pillars: Affordability, Accessibility, Quality, Equity, and Accountability – to ensure continual learning. To provide a short overview for the New Education Policy 2020, it focuses on preparing the next generation to thrive and compete in the new digital age. It has been crafted consistent with the needs of the citizens as a demand for knowledge in society and economy called for a need to acquire new skills on a regular basis. Thus, providing quality education and creating lifelong learning opportunities for all, leading to full and productive employment and decent work as enlisted in United Nations Sustainable Development Goals 2030, forms the thrust of NEP 2020. The new policy replaces the previous National Policy on Education, 1986, and forms a comprehensive framework to transform both elementary and higher education in India by 2040. Thus, there is much emphasis upon multidisciplinary, digital literacy, written communication, problem-solving, logi-
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