HIGHER AND TECHNICAL EDUCATION from ELEVENTH 5 year`s PLAN of India (source)
1.3.1 The investment made in higher education in the 1950s and 1960s has given us a strong knowledge base in many fields and contributed significantly to economic development, social progress, and political democracy in independent India. At the time of independence, the number of universities was no more than 20, of colleges around 500 and the total enrolment was less than 1.0 lakh. By the end of the Tenth Plan, the Indian higher education system has grown into one of the largest in the world with 378 universities, 18064 colleges, a faculty strength of 4.92 lakh, and an estimated enrolment of 140 lakh students. The higher education institutions include 23 Central universities (CU), 216 State universities, 110 deemed universities 11 private universities, and 33 institutions of national importance established through central legislation and another 5 institutions established through State legislations.
1.3.2 Despite the expansion that has occurred, it is evident that the system is under stress to provide a sufficient volume of skilled human power, which is equipped with the required knowledge and technical skills to cater to the demands of the economy. The accelerated growth of our economy has already created shortages of high-quality technical manpower. Unlike the developed countries, where the young working age population is fast shrinking with higher dependency ratios, India has a demographic advantage with about 70% of the population below the age of 35 years. But this advantage can only be realized if we expand opportunities for our youth on a massive scale and in diverse fields of basic science, engineering and technology, health care, architecture, management, etc. This is possible only if we initiate rapid expansion along with long overdue reforms in the higher, technical, and professional education sectors.
Our long-term goal is to set India as a nation in which all those who aspire good quality higher education can access it, irrespective of their paying capacity.
HIGHER EDUCATION: TARGETS AND STRATEGIES IN ELEVENTH PLAN
Setting a Reforms Agenda
1.3.19 An Inter-Ministerial Working Group should be set up to work out a detail reforms agenda on outlines given below.
(i) ADMISSION, CURRICULUM, AND ASSESSMENT
• Common calibration and admission based on Com- mon Entrance Test and/or other relevant criteria for at least professional and PG courses in CU in the first phase.
• Universalizing the semester system.
• Continuous internal evaluation and assessment to eventually replace annual examinations.
• Introducing Credit System to provide students with the possibility of spatial and temporal flexibility/ mobility.
• Curriculum revision at least once in every three years or earlier to keep syllabi in tune with job market dynamics and advancement in research.
(ii) ACCREDITATION AND RATINGS
• Introduction of a mandatory accreditation system for all educational institutions;
• Creation of multiple rating agencies with a body to rate these rating agencies.
• Department-wise ratings in addition to institutional rating.
(iii) TEACHERS’ COMPETENCE AND MOTIVATION
• Restructuring of NET/SET with greater emphasis on recruitment of adequate and good quality teachers.
• Revamping ASCs and upgrading teachers capabili- ties through short and long term courses.
• Expansion of research programmes/projects and incentivizing research faculty through funded projects/research.
The National Accreditation Assessment Council (NAAC)
1.3.12 NAAC was set up in 1994 to make quality an essential element through a combination of internal and external quality assessment and accreditation. During the Tenth Plan, NAAC was strengthened with the opening of four regional centers so as to speed up the accreditation process. NAAC has so far completed accreditation of only 140 out of the 378 universities and 3492 out of the 14000 colleges. The results of the accreditation process thus far indicate serious quality problems. Only 9% of the colleges and 31% of the universities are rated as A grade and the rest fall in ‘B’ and ‘C’ categories.
Some snippet from national policy on education 1992 (source)
Well, Indian HRD ministry desperately wants to help us(of course its their duty), they are creating good policies for us but these(some or all) never reach to us, because of lack of awareness and interest from our side and the implementers side. and Because we don’t demand for it and keep our let it be attitude nothing bothers mutual sides. where as it is much needed now to get what you deserve.
i know some facts of it, When you will wake up???