Context:

• This article is based on the news  “Nurture all universities for Indian higher education to get Globally Competitive” Which was published in the Live Mint. The higher education system in India is facing the challenge of delivering quality education that can compete on a global scale, as it currently lacks representation among the top 100 institutions worldwide. 

Current Status of Indian Higher Education 2023

• With more than 38 million students enrolled in approximately 50,000 academic institutions, including 1,100 universities, India is the world’s second-largest higher education system.
• Over the past decade, India has made strides in the World University Rankings. A total of 66 Indian universities have collectively secured 355 entries, marking an 18.7% increase compared to the previous year. 
  • This accomplishment positions India as Asia’s second most represented country in the QS World University Rankings for 2023.
• Currently, the global landscape of top-ranked universities is predominantly influenced by business and technology schools from the United States and Europe. 
  • In contrast, only a limited number of Indian universities and colleges have succeeded in securing positions on these lists, often achieving lower rankings.
• Despite their long-standing existence of over 70 years and achieving national prominence, some top Indian institutions have yet to significantly impact the global stage. 

Also Read: QS World University Rankings 2024

About Higher Education in India 

• Higher Education: It starts after high school (10+2) and encompasses a diverse landscape of universities, colleges, and institutions that offer undergraduate, postgraduate, and doctoral programs across various disciplines. 
• Diversity of Institutions: India has a vast and diverse higher education system, ranging from institutions like the Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) to state and private universities, colleges, and specialized institutions.
• University System: The university system in India includes central universities, state universities, deemed universities, and private universities. 
  • Each state typically has its own university system, contributing to the decentralization of higher education.
• Entrance Examinations: Admissions to prestigious institutions often involve competitive entrance examinations. 
  • For instance, exams like the Joint Entrance Examination (JEE), Common Admission Test (CAT), and Graduate Aptitude Test in Engineering (GATE) are conducted for admission to engineering, management, and postgraduate programs, respectively.
• Technical and Professional Education: Institutions like the IITs, Indian Institutes of Management (IIMs), and National Law Schools are renowned for their quality education in engineering, management, and law.

What factors have driven the evolution of Indian higher education institutions?

• Changing Student Expectations: The trend of studying abroad is on the rise as students increasingly seek high-quality education, access to esteemed faculty, cutting-edge facilities, and innovative teaching methods that equip them for a highly competitive global job market. 
  • This further offers students a distinctive chance to engage with diverse cultures, acquire global perspectives, and cultivate essential skills.
• Renewed Emphasis on Research and Innovation: The establishment of research funding bodies and the promotion of startups and incubators in academic institutions have led to a surge in research output and innovation.
  • The education sector is undergoing a noticeable transformation induced by the implementation of the New Education Policy (NEP) and the establishment of Institutions of Eminence (IOEs) acting as catalysts for change.Flourishing Global Collaborations: The NEP has set out an ambitious liberalising agenda with the aim of making India a “global study destination” and “global knowledge superpower”. 
  • For instance, the Minister of Commerce and Industry recently convened a discussion with academicians at Stanford University. highlighting the potential for collaboration between Indian and international higher education institutions.
• Desire for International Recognition: Institutions are making strategic investments In pursuit of improved national and global rankings. For example, both IIT Bombay and IIT Delhi secured positions within the global top 200 in the 2024 QS Rankings. 
  • Further, private institutions such as Manipal Academy of Higher Education (MAHE), Shoolini University, etc. have successfully secured positions in the top 1,000 globally.

What challenges does higher education in India face?

• Lack of Comprehensive Education: The World Economic Forum’s Future of Jobs report highlights analytical thinking, creative thinking, curiosity, and lifelong learning as top skills businesses will prioritize by 2027. However, Indian Universities face the challenge of providing a comprehensive education that includes exposure to liberal studies, enabling students to develop these essential 21st-century skills. 
  • The implementation of blended learning is facilitating a wide array of skill options, allowing students the flexibility to select learning paths and programs based on their interests and abilities is a fundamental principle of the NEP.
• Teacher vacancies:  According to the University Grants Commission (UGC), the total number of sanctioned teaching posts in various Central Universities are 16,699 for professors, 4,731 for associate professors, and 9,585 for assistant professors.  Out of the total sanctioned teaching posts, 5,925 (35%) professor posts, 2,183 (46%) associate professor posts, and 2,459 (26%) assistant professor posts are vacant.
  • The challenge of faculty shortages is exacerbated in high-demand fields like data science or cloud computing. Due to this colleges are incorporating online solutions to mitigate faculty shortages, particularly in domains like computer science. 
  • Additionally, universities are exploring HyFlex (hybrid-flexible) learning models, allowing students to independently complete modules online, while in-class time is allocated for discussions and collaborative work.
  • Lack of Collaboration with Industries: Collaboration between universities and industries pertains to the interactions involving the transfer of knowledge or technology between any segment of the higher education system and the industry. 
  • There is a notable lack of collaboration between India’s higher education system and industries, resulting in a gap between theoretical knowledge and practical applications. 
• Operational Disconnect Among Different Regulators: India has several higher education regulatory bodies, such as the UGC, All India Council for Technical Education (AICTE), etc. which attempts to regulate higher education institutions independently, lacking consultative mechanisms and resulting in overlapping functions. 
  • The Higher Education Commission of India (HECI) was proposed in the NEP as a principal regulator for higher education.
• Other Challenges:
  • Shortage of resources:  The bulk of the enrolment in higher education is handled by state universities and their affiliated colleges.  However, these state universities receive very small amounts of grants in comparison.  
  • Nearly 65% of the UGC budget is utilized by the central universities and their colleges while state universities and their affiliated colleges get only the remaining 35%.Technological Gaps: Outdated technology and a lack of access to modern educational tools hinder the effectiveness of teaching and learning processes.
  • PrivatiSation and Rising Cost of Education: The increasing cost of higher education limits access to quality education leading to a potential exclusion of deserving candidates. 
  • Research and Innovation 
  • Gender Perspective:

Way Forward:

Although Indian institutions have faced obstacles in achieving top global rankings, there is immense scope for improvement through strategic reforms and focused endeavors. 

• Accreditation Framework:  All higher education institutions must undergo mandatory and periodic accreditation processes conducted by agencies, ensuring transparency and maintaining high quality. 
  • The Standing Committee on Education, Women, Children, Youth, and Sports  noted the need to examine issues of the National Board of Accreditation and National Assessment and Accreditation Council (NAAC) through a compilation of feedback from higher education institutions.  
• Improve Learning Outcomes: To address the challenge of brain drain (a growing number of students pursuing higher education abroad), the Ministry of Education has taken steps to facilitate the establishment of foreign universities in India. 
  • For instance, Memorandums of Understanding (MoUs) have been signed with two distinguished Australian institutions, Deakin University and Wollongong University, enabling them to establish campuses in the Gujarat International Finance Tec-City (GIFT City). 
• Prioritising Open, Distance, and Online Education: The main goal of open distance learning is to impart knowledge and skills to individuals who otherwise lack access to traditional learning opportunities.
  • Expanding the availability of open distance learning programs and massive open online courses can facilitate global access to high-quality educational content. 
• Foster Strong Industry Integration: Establishing collaborative partnerships, facilitating internships, and promoting industry-academia interactions are crucial in developing a curriculum that equips students with the skills and knowledge that are sought after in the job market. Through these partnerships, institutions gain insights into industry needs, emerging trends, and technological advancements. 
  • “Professor of Practice” initiative by UGC: This role is aimed at industry and professional experts who do not meet the typical requirements for a professorship, such as a PhD. 
• Foster Global Collaboration: By engaging in student and faculty exchanges, collaborative research projects, and initiatives for knowledge-sharing, Indian institutions have the potential to foster a dynamic learning environment and develop curricula that are globally relevant.
  • For instance, a dedicated portal called ‘Study in India’ has been developed to address the issues of international students.
  • The term ‘deemed university’ creates confusion in foreign countries as there is no such concept in many countries.  Thus the central government may consider allowing deemed universities to use the term ‘university’ by amending the UGC Act, 1956. 
• Continuous Development for Faculty: The Department of Higher Education should consider reforms to shorten the recruitment process of faculties. Further, Institutions should prioritise professional development programs that enhance teaching methodologies and pedagogical skills. 
  • These programs enable faculty to create engaging learning environments, incorporate active learning methods, and integrate technology into their teaching. 
  • Internal platforms for collaboration and knowledge exchange further enhance faculty development, fostering a culture of continuous improvement.
• 5 Plans for 5 Years: A roadmap comprising five plans, each outlining key goals and vision for a period of five consecutive years starting in 2022, would provide systematic and quantifiable progress to achieve its long-term vision of becoming a robust, world-class higher education system by 2047.

Conclusion:

By implementing appropriate policy changes, involving government initiatives, industry interventions, and active participation from the academic community in India, institutions have the potential to rise to the levels of top global universities and colleges. 

Further Reading: 

• Indian Education System
• Technology Interventions in Education
• Parliamentary Standing Committee Report on New Education Policy.

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