What
ails India's Higher Education?
By Dr.
Navin Chandra Joshi
While
nearly one-third of the total outlay on
education in India is spent on higher
education, reaching hardly 10 per cent of
the appropriate age-group, it is mostly
the children of middle and upper classes
who benefit at the cost of 90 per cent of
the people who may be equally deserving
to receive higher education. This is
unjust as it perpetuates gross
inequalities in income and social status
which are directly related to the levels
of higher education in the country.
A study
sponsored by the Planning Commission has
rekindled the debate on the need to
privatise higher education in the
country. The National Institute of
Educational Planning and Administration,
(NIEPA) has been commissioned to study
the role of the private sector in
financing and management of higher
education.
An earlier
report by the Prime Ministers task
force on education had suggested
withdrawal of Government funding from
higher education and restricting the role
of the University Grants Commission (UGC)
to that of a funding entity except in the
liberal and performing arts. It also
suggested enacting a law "to
encourage establishment of new private
universities in the fields of science and
technology, management, economics,
financial management and other criticial
areas with commercial applications."
Today,
over 50 per cent of the worlds
illiterate live in India. This situation
calls for proper planning and action in
order to correct the present
ill-conceived pattern of education,
particularly at the higher level in the
country.
Serious
thinking and action are needed to improve
the present ill-conceived pattern of
education, particularly at the higher
level. This is no reason why precious
resources be wasted in each university
trying to run small under-staffed
departments for certain subjects which
attract only a handful of students.
There is
also a woeful duplication and dead
uniformity in the teaching
programmes of our universities regardless
of the varying problems of the
communities they claim to serve. There
should be a coordinated programme for
imparting instructions and offering
research facilities of a higher order
with adequate staff and libraries by
dividing among the several universities
the various subjects, thereby avoiding
duplication.
Presently,
to meet the ever-increasing demands of
higher education, the system of financing
colleges and universities through grants
by the Central and State Governments
should undergo drastic change. The
university product, who is the main
beneficiary of higher education, derives
greater returns and therefore needs to
make some sacrifice in a country where
illiteracy is still rampant.
Indeed,
higher education must be allowed to grow
and develop on its own strength by
generating internal resources and
depending less and less on public funds.
Also, there is need to strengthen
non-formal education which should be
functional and job-oriented.
This could
be done by creating a vast network of
short-term training courses to improve
productivity in various sectors by
enhancing the functional efficiency of
the masses engaged in different
occupations in the country. This would be
the only way for making higher education
more egalitarian, The cost of such
education must be distributed among those
who benefit by it. It is quite possible
to measure the cost of education and its
returns to the individuals concerned by
devising suitable methods.
A
high-level of education is not, by
itself, sufficient for rapid growth of
the economy. Experience from all over the
world shows that education is necessary
for economic take-off and modernisation.
With the globalisation of markets and
spread of technology, India needs a high
quality labour force to become much more
efficient in the competitive environment.
As such, more resources need to be
invested in education for the
illiterates, and more importantly they
must be spent effectively.
Somehow,
on one hand we have not been able to
provide free education to all up to the
age of 14, which is our constitutional
obligation; on the other hand, general
education at higher level, which caters
to the relatively better-off people, is
almost free and given to who ever wants
it. For instance, nine out of eleven
students leaving the secondary stage in
schools join universities/colleges in
India. This does not happen anywhere else
in the world. In developed countries,
only one out of ten joins a university.
The recent
recommendations by an expert committee in
the Planning Commission to step up
expenditure on education have not come a
day too soon. It has been well over three
decades since the Kothari Commission
suggested increasing the expenditure on
education to six per cent of the Gross
Domestic Product (GDP). If the country
has barely crossed the halfway mark, it
is, above all, for lack of a firm
political commitment to the social sector
in general and education in particular.
The
Committee urged that the country as a
whole reach the six per cent mark by
2007. Keeping the national figure in
view, the Committee asked every state to
target spending six per cent of the GDP.
It further suggested overall increase
under the heads of per capita
expenditure, plan outlay and primary
education..
The other
recurrent theme is the restructuring of
allocation priorities within educational
budgets. Financing basic education,
girls, education, technical and
vocational training will have to replace
the existing bias in favour of higher
education. It has even been suggested
that over 70 per cent of the education
budget allocation be made for primary
education. There is much that India can
learn from neighbouring and developing
countries in many of these areas.
For
instance, Sri Lanka and the Maldives have
already achieved near-universalisation of
primary education leaving India, Pakistan
and Bangladesh way behind.
While
traditional social status continues to be
attached to university degrees in India,
the remedy is not to be found by
continuing the status quo. Some way has
to be found out for financing higher
education through private funds in a
situation, where most of the general
degree-holders (and they constitute the
overwhelming majority of the
beneficiaries) end up performing the most
routine of clerical jobs.
It is,
therefore, essential that only those who
have the aptitude and capability for
higher studies should be allowed to go in
for higher education. Schemes for award
of scholarships, concessions, etc., would
take care of those who are poor but
brilliant students. There is little
justification for velvet globe treatment
accorded to higher education.
Privatisation would ensure quality in
education and performance capabilities of
teachers if higher learning institutions
have to survive. Ultimately, it would be
good for the society at large.
What is
more, the frustration among the
unemployed calls for urgent remedial
measures. Most of the causes of this
frustration are ascribed to be the
shortcomings of the educational system
itself. Somehow, our colleges and
universities are churning out more
graduates than can be absorbed in jobs,
requiring degrees or diplomas. For
example, every year about 40 lakh
students pass out but only six lakh of
them get jobs in the organised sector. It
is time that we should think of how we
can use the reservoir of educated youth
to spread education for all.
There is a
distorted pattern of financing higher
education in as much as during the last
50 years or so, the share of primary
education in budgetary allocations has
come down from 56 per cent to 29 per
cent, whereas the share of higher
education has increased from 18 per cent
to 44 per cent. obviously, such a state
of affairs cannot be allowed to continue.
It may be
pointed out that no good university,
public, private or in-between anywhere in
the world can hope to recover the whole
or a very large part of the running cost
of higher education and research from the
fees charged from students. Good private
universities in the United States do not
even try to do that. They subsidise their
prestigious non-profit-making departments
seeking out private endowments and
investments for support wherever public
subsidy falls short.
In France
and Germany, students have to pay
somewhat less than what is the case in
the United States. In all these and other
developing countries, commitment for
non-profit private investment in
education is quite strong and as such,
privatisation of higher education is the
order of the day.
Privatisation
of higher education can be justified for
promoting and fulfilling the objective of
equity.
But then,
it is also felt that only the Government
can ensure national uniformity, protect
all sections of society by providing
universal access and finance a large
number of projects and educational
institutions. Even if the private
institutions are allowed to provide
higher education, it must remain the
major responsibility of the Government to
make sure that the quality and standards
are maintained and no one is exploited.
All in
all, the providing of higher education in
India should be the joint responsibility
of the private sector and the Government
in their respective functional areas so
that there is complete regulation by the
Government with a scheme of checks and
balances, and the private sector should
serve as education to students.
In this
context, it is pertinent to observe that
in August 1995, the Union Government
introduced in the Lok Sabha a Bill called
the private Universities (Establishment
and Regulation) Bill "to provide for
establishment of self-financing private
universities in the country and to
regulate their functioning by enacting an
enabling law on the subject. It was felt
that such universities could play a
subsidiary and supportive role to the
State-run universities in the teritary
education sector." The Bill debarred
private universities from receiving
grants-in-aid or any other financial
assistance from the Central Government,
any State Government, the U.G.C. or any
other authority. It is yet to be seen
whether the Government at the Centre now
reintroduces the Bill in the coming
sessions of Parliament, The issue of
financing higher education in the country
must be seen in the broader context of
rampant illiteracy, falling educational
standards in higher levels of education,
growing unemployment amongst the educated
youth and fruitless pursuits in the name
of higher studies.
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