GROWTH OF HIGHER EDUCATION IN INDIA AFTER INDEPENDENCE

Research Paper

Education

E-ISSN No : 2454-9916 | Volume : 2 | Issue : 10 | Oct 2016

GROWTH OF HIGHER EDUCATION IN INDIA AFTER INDEPENDENCE Dr. SANJAY KUMAR PANDEY Assistant Professor and Head, Department of Commerce, Baptist College, Kohima, Nagaland.

ABSTRACT In present global economic scenario Higher Education can play an important role for sustainable economic development and overcome of economic recession. In this context higher education is a very important sector for short and long term economic growth and development of human resource which can take responsibility for social, economic and scientific development of the country. Higher education use to be main focus of all developed nation. In present global world we have to clearly understand that Knowledge is power and it is only possible from sound higher education. In this paper an attempt is made to analyze growth of institutions for higher education for sound and strong environment in this field. Again student enrollment in institutions of higher education will be also consider another aspect of the study.

KEYWORDS: Higher Education, Economic Development, UGC, AICTE, MCI , Enrollment, University.

1. Introduction 1.1. Higher education is presumed as education beyond the school level.

Higher education includes undergraduate, postgraduate, M.Phil, Ph.D, engineering and medical and other professional courses. Higher education can be further classified as technical and non-technical education. Place of higher education is a university or a college or an institute. After passing or completion of the Higher Secondary Examination (the Standard 12 examination), students may enroll in general degree programmes such as bachelor's degree in arts, commerce or science, or professional degree programme such as engineering, law or medicine.

1.2 India's higher education system is the third largest in the world, after China and the United States. Under Ministry of MHRD, higher education in India is governed by bodies such as UGC, AICTE , DEC( Distance Education Council) and CoA( Council of Architecture. Faculties like medicine, veterinary, and law have their own regulatory bodies namely MCI (Medical Council of India), VCI (Veterinary Council of India), BCI (Bar Council of India), DCI (Dental Council of India), INC (Indian Nursing Council, PCI (Pharmacy Council of India), Central Council of Homeopathy, Central Council of Indian Medicine and Rehabilitation Council of India. Whereas there is no regulatory body of statutory nature available for agriculture education, the Indian Council of Agriculture Research,(ICAR) supervises the same. Besides these bodies, many state government have their own regulatory structure such as State Council of Higher Education. University Grants Commission 1.1. (UGC) is an Autonomous Body which governs general education system in colleges and universities. UGC enforces its standards, advises the government, and coordinate between the centre and the state. The institutions carrying out technical education (i.e. engineering and management studies) also needs to comply with operational norms specified under All India Council for Technical Education (AICTE) and Medical Council of India (MCI) for medical education.

1.3. Institutions of Higher Education in India The institutions of higher learning in India fall into the following broad categories: Ÿ

Universities: These are established by an Act of Parliament or State Legislature and are of unitary or affiliating type. They are called Central Universities and State Universities respectively.

Ÿ

Deemed to be Universities: These institutions are given deemed to be university status by the Central Government on the recommendation of the UGC in terms of Section 3 of the UGC Act. Some of these institutions offer advanced level courses in a particular field or specialization while others award general degrees.

Ÿ

Private Universities: These are established by various State governments through their own legislation.

Ÿ

Institutes of National Importance: These Institutes are declared as such by the Government of India by an Act of Parliament and are empowered to award degrees. In some cases, such Institutes are also set up by the Government through an Act of State Legislation.

Ÿ

Premier Institutes of Management: These are the Institutes that have been

set up by the Central Government and are outside the formal university system. They offer Post-Graduate Diploma Programmes which are equivalent to Master's Degree Programmes in area of management.

2. Objective i.

To examine growth of institutions of higher education in India after Independence. ii.

To study the growth of students' enrollment at in of Higher Education at various level

iii.

To find out status of students' enrollment in different subjects

3. Methodology Present study is based on secondary data published by Ministry of Human Resource Development, Government India. Published material like Economic Survey, Indian Public Finance Statistics, AISHE Portal, Annual Report of UGC, Educational Statistics at a Glance and some published articles. This paper is limited and confined only up to growth of institutions and student enrollment after independence.

4.1.1 Composition of educational institutions Number of institutions of Higher Education right after independence and after sixty five years of independence are presented in Table-1. It is grouped in college and university. Enrolment of student is also depicted. Whole data analyzed with the help of trend analysis.. University numbers also included IIT, NIT and IIM. Table -1: Number Higher Educational Institutions Higher Education Institutions in Absolute figure Colleges University Nos. Trend % Nos Trend % 1950-51 578 100 27 100 1960-61 1819 314.71 45 166.67 1970-71 3277 566.96 82 303.70 1980-81 6963 1204.67 110 407.41 1990-91 5748 994.46 184 681.48 2000-01 10152 1756.40 254 940.74 2005-06 16982 2938.06 350 1296.30 2006-07 19812 3427.68 371 1374.07 2007-08 23099 3396.37 406 1503.70 2008-09 27882 4823.88 440 1629.63 2009-10 25938 4487.54 436 1614.81 2010-11 32974 5704.84 621 2300.00 2011-12 34852 6029.76 642 2377.78 2012-13 (p) 35829 6198.79 665 2462.96 2013-14 (p) 36671 6344.46 712 2637.03 2014-15 40760 7051.90 761 9766.67 Source : Educational Statistics at a Glance , pg-14 Annual Report UGC 2014-15, Pg -46 P:Provisional, NA: Not available

Students' Enrollment in lakh Enrollment in Higher Education Fig.in lakh Trend % 4 100 10 250 33 825 48 1200 49 1225 86 2150 143 3575 156 3900 172 4300 185 4625 207 5175 275 6875 292 7300 296 7400 NA NA

Copyright© 2016, IERJ. This open-access article is published under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License which permits Share (copy and redistribute the material in any medium or format) and Adapt (remix, transform, and build upon the material) under the Attribution-NonCommercial terms.

International Education & Research Journal [IERJ]

95

Research Paper

E-ISSN No : 2454-9916 | Volume : 2 | Issue : 10 | Oct 2016

From Table-1, it is obvious, the numbers of educational institutions increased after independence in India. The number of colleges and universities in 1950-51 were 578nos and 27nos. respectively. Whereas it becomes college- 40,760nos. and university-761nos. in 2014-15. As per trend analysis growth is 7051.90% for college and 9766.67% for university.

Table- 3 : Level-Wise Students Enrolment* University Teaching Departments / University Colleges & Affiliated : Colleges: 2014-2015 Level

Under-Graduate

University Deptts. / University Colleges 26,66,525

Post-Graduate

8,51,778

Research

1,31,520

Diploma / Certificate

2,26,882

Integrated

93,361

Grand Total

39,70,066

4.2 Students Enrollment and Result : student enrollment and result of different subject highlighted in table:2 at different level of higher education. Figures are presented in percentage which directly taken from source. Basically higher education for all the subject divided in three category i. Under Graduate, ii. Post Graduate and lastly iii. Ph.D. Table- 2: Enrollment and Result in different Discipline /Subjects at UG, P.G & Ph.D level in Higher Education 2012-13 (p) Subjects 1 Agriculture & Allied 2 Commerce 3 IT & Computer 4 Engineering & Technology 5 Foreign Language 6 Home Science 7 Indian Language 8 9

Law Management

10

Medical Science Science Social Science/Arts Oriental Learning Other

11 12 13 14

Under Graduate Post Graduate % PhD% Enrolment Result Enrolment Result Enrolment Result 0.55

0.37

0.61

0.58

4.31

13.64

14.53 4.11 16.34

15.00 4.16 10.24

8.04 9.34 6.34

7.66 7.81 5.08

3.21 1.93 17.45

4.01 1.26 9.06

-

-

4.83

4.34

3.16

2.98

-

-

0.21 8.78

0.25 8.78

0.68 6.14

0.42 7.39

0.95 2.19 2.87

1.06 2.34

0.76 16.92

0.51 18.26

0.84 4.47

1.00 3.02

3.01

4.17

4.58

6.50

6.38

12.60 40.69

12.89 41.35

8.75 20.58

9.26 18.55

20.61 18.27

18.48 19.84

0.46

0.96

-

-

-

-

1.60

1.75

10.69

14.33

12.35

12.53

Source: AISHE Portal(www.aishe.gov.in) Table -2 clearly reveals facts of enrollment and result under different category as under: Under graduate level: The distribution of students, across various faculties, during the academic year 2012-13p was as under: Out of the total enrolment of students 40.69% students had been in the faculty of Social Science/Arts, followed by 16.34% in Engineering and Technology ,14.53% in commerce and 12.60% in science. Thus, 84.16% of the total enrolment had been in the three faculties of Arts, Sciences, Commerce and Engineering & Technology. While the remaining 15.84% had been in the professional faculties, and the highest percentage being in IT & Computer (4.11%), followed by Medical Science (2.87%) and Management(2.19%), etc. In a country like India, where Agriculture and allied occupations are the main occupations, the enrolment in Agricultural and Allied Courses had been just 0.55 percent . Result almost in all subjects/faculty is near about enrolment and okay.

Post Graduate Level: under PG level: Out of the total enrollment of students 20.58% students had been in the faculty of Social Science/Arts, followed by 16.92 % in Management, 10.69% in Others, 9.34% in IT & Computer, 8.04% in commerce, 8.78% in Indian Language and 8.75% in science, 6.34% in Engineering & Technology, 4.83% in Foreign Language, 4.17% in Medical Science.

Again, below 1% in subject like Agriculture & Allied, Home Science, and Law. As per result is concern higest in 18.55% in Social Science/Arts, followed by 18.26% in management , 14.33% in others and so on.

PhD: as per the Table-4, highest enrollment had been in Science (20.61%), followed by 18.27% in Social Science/Arts, 17.45% in Engineering & Technology, 12.35% in Others, 6.50% in Medical Science, 6.14% in Indian Language, 4.47% in Management , 4.37% in Agriculture & Allied, 3.21% in Commerce and etc 4.2.1 Students Enrollment in year 2014-15 (level wise) Students enrollment for year 2014-15 presented at different level in the table.

Again enrollment based on University Depts./University College and Affiliated College. Students Enrollment figure again converted into percentage.

Affiliated Colleges

Total (% to Percentage Grand in Total) Affiliated Colleges 2,02,66,770 2,29,33,295 88.37 (86.26) 20,94,892 29,46,670 71.09 (11.09) 47,261 1,78,781 26.44 (0.67) 1,90,097 4,16,979 45.59 (1.57) 16,351 1,09,712 14.90 (0.41) 2,26,15,371 2,65,85,437 85.07 (100.0)

* Provisional Data Note: Research includes M.Phil and PhD The enrollment position in the academic year 2014-15, Table-5: reveals that the majority of students in the higher education system had been enrolled for a variety of courses at the under-graduate level. The students at this level constitute provisionally 86.26% of the total number of students in colleges and universities put together. The percentage of students enrolled for Master's level courses (PG) had been 11.09% while a very small proportion i.e. 0.67% of the total number of students have enrolled for research. Similarly, only 1.57% of the total number of students have enrolled in Diploma/Certificate courses.

As regards the distribution of students' enrollment between universities and affiliated colleges, the largest number of students in the higher education system is enrolled in affiliated colleges. About 88.37% of all the under-graduate students and 71.09% of all the post-graduate students have enrolled in the affiliated colleges, while the remaining is in the universities and their constituent colleges. In contrast, 73.56% of the total research students had been in the universities. However, the fact that the majority of the total number of students had enrolled in the affiliated colleges.

5. Findings I. Numbers Higher Educational institutions after independence has been increased in the country. In 1950-51 numbers of college was 578nos which becomes 40760 in 2014-15. Similarly numbers of university was 27nos but increased upto 761nos. in 2014-15. ii.

Similarly enrollment of student also increased from 4lakhs to 296 lakhs in 2012-2013.

iii.

At graduation level 84.16% of the total enrollment had been in the three faculties of Arts/Social Science (40.69%), followed by 16.34% in Engineering and Technology ,14.53% in commerce and 12.60% in science. While the remaining 15.84% had been in the professional faculties, the highest percentage being in IT & Computer (4.11%), followed by Medical Science (2.87%), Management (2.09%)

iv.

At Post Graduate Level : Out of the total enrollment of students 20.58% students had been in the faculty of Social Science/Arts, followed by 16.92 % in Management, 10.69% in Others, 9.34% in IT & Computer, 8.04% in commerce, 8.78% in Indian Language and 8.75% in science, 6.34% in Engineering & Technology, 4.83% in Foreign Language, 4.17% in Medical Science. Again, below 1% in subject like Agriculture & Allied, Home Science, and Law. As per result is concern highest in 18.55% in Social Science/Arts, fallowed by 18.26% in management , 14.33% in others and so on.

v.

Agriculture and allied occupations are the main occupations in India, the enrollment in Agricultural and Allied Courses had been just 0.55% .

vi.

Enrolment in Law is below 1% in both in UG (0.95%) and PG (0.76%). .

vii. PhD : highest enrollment had been in Since(20.61%), followed by 18.27% in Social Science/Arts, 17.45% in Engineering & Technology, 12.35% in Others, 6.50% in Medical Science, 6.14% in Indian Language, 4.47% in Management , 4.37% in Agriculture & Allied, 3.21% in Commerce and etc. viii. Enrollment in University/Colleges & Affiliated in 2014-2015 was at UG level (86.26%), PG level (11.09%), for Research (0.67%) , for Diploma/Certificate courses (1.57%). Again, enrolment Percentage in Affiliated College: UG-88.37%, PG-71.09%, Research-26.44%, Diploma/Certificate -45.59%, Integrated Cource-14.90%. Total enrollment of student is 85% in Affiliated College.

96

International Education & Research Journal [IERJ]

Research Paper ix.

x.

E-ISSN No : 2454-9916 | Volume : 2 | Issue : 10 | Oct 2016

It is observed, for research work, maximum time Research Supervisor exploit their researcher and violate the guideline/norms as framed by UGC. Even concerned university/department is silent on this matter.

Finally, both supervisor and university put the blame on researcher.

Strength of teaching staff in 'Affiliated College' almost five times greater than 'University Teaching Dept./ University Colleges / PG Centers/ Recognized Centers.

6. Suggestions I. Secondary and Senior Secondary syllabus content should be supportive and useful to all entrance examination for admission in Higher Education such as AIIMS AIPMT, JEE (Main & Advance) etc. ii.

iii.

iv.

Marks of Rank-holder student's must be converted into percentile because marking system of Higher Secondary Board are not same. It will be very helpful to such student for enrolling in higher education.

Number of educational institution has been increased but quality is not improved. Indian educational institutions could not find place in world ranking of universities. Reason behind this required to locate and necessary precautionary measures required to take with the help of governing agencies.

To promote research work in right direction strict and corrective measures is required to take by governing agencies for make accountable to all three parties namely institutions, supervisor, and research scholar. Again research should be finished within time-frame as specified in regulation and should be useful to industry, trade and commerce, technological advancement, society and nation.

v.

Both centre and state government together have to make effective education polices with proper allocation of fund for development of higher educational institutions with free and fair intention.

vi.

Govt. should focus more on professional and technical education by creating more infrastructure to accommodate meritorious student. Many time talented student in general category could not enroll for technical or professional education then, they enroll in Arts and other courses.

REFERENCES 1.

Agarwal, P. (2006). “Higher Education in India: The Need for Change.” ICRIER Working Paper, Indian Council for Research on International Economic Relations: No. 180.

2.

Gupta, Asha (2005). “International Trends in Higher Education and the Indian Scenario.” CSHE Research and Occasional Paper Series, Center for Studies in Higher Education: University of California. Berkeley. No.11. 05.

3.

Pandey, S.K.(2015) “Existing Educational Environment and Human Resource in Nagaland with Special Reference to Higher Education.” PCC Journal of Economics & Commerce, Vol: 07, Jan-Dec 2015. Dimapur, pp 40-44

4.

Pandey, S.K.(2015) “Evaluation of Human Resource Higher Educational Institutions of Nagaland.” Unity College Journal of Humanities and Social Sciences Vol: 05, Jan-Dec 2015. Dimapur, pp 9-14

5.

Pandey, S.K.(2013) “Status of Commerce Education in Tribal State of Nagaland and its Impacts on Naga Society.” PCC Journal of Economics & Commerce, Vol: 05, JanDec 2013., pp 24-32

6.

MHRD. (2011). Statistics of Higher and Technical Education: 2009–10. Bureau of Planning, Monitoring and Statistics, New Delhi.

7.

MHRD. (2012). Annual Report 2011–12. Department of School Education and Literacy and Department of Higher Education, Ministry of Human Resource Development, Government of India.

8.

NKC. (2009). Report to the Nation: 2006–09. National Knowledge Commission, government of India. March.

9.

UGC. (2015). Annual Report, November 2015

10.

MHRD, 'Annual Report'

11.

Tilak, J.B.G. (1994). Education for Development in Asia. Sage Publications, New Delhi.

12.

Educational Statistics At a Glance,2014, MHRD

13.

MHRD, (2015) AISHE Portal,(2014-15)

vii. Government should make HUMAN RESOURCE BANK with various subjects and expertise. Many time after getting Ph. Degree student also remain unemployed. viii. Teacher promotion in Higher educational institutions should be based on his performance, works, publications etc. not on seniority basis in the department. Maximum time people having in mind my promotion and increment, institution can't stop whether I do developmental work or not. ix.

Enrollment in Affiliated College is more so that Government should monitor properly.

x.

Strength of teaching staff almost double in affiliated college, government should focus for their carrier development or training for better performance.

xi.

If possible our education system should be channelized or linked with various job right after class-XII. For example industry like Railway, education sector, banking and insurance, tourism, transport, electronic or print media etc..

7. Conclusions Higher Education is the important tools of overall development of a country or a nation. It is important tools for processing work force into useful human resource. Productive human resource in each field becomes useful for national development in economically, technology and engineering, deface , space technology, medical science, tourism etc. In this context role of educational institutions for Higher Education and various governing agencies of higher education are very important. Collectively, governing agencies of higher education, Central Government and State Government have to play possessive role in the interest of national building and Make in India programme. At present, student behavior and mindset in higher educational institution is objectionable. Governing agencies of higher education have to locate the loopholes where something is wrong in our system and it required to repair immediately. Even our universities could not find place in world ranking within two hundred after third largest education system in world. Our research and developmental work should be as per the parameter as specified for world ranking. Teaching staff have to make more accountable for research and developmental work, for moulding student in right direction for nation development and not to do part time politics. All above findings and suggestions are useful for better tomorrow. Government and other concerned agencies must focus finding and suggestion of this paper.

International Education & Research Journal [IERJ]

97