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Hans India
2 days ago
- Business
- Hans India
It's time for transparent mechanism to audit quality in private education
It was so dreadful to read about Uttar Pradesh Special Task Force (STF) uncovering a massive fake degree racket operating out of Monad University, a private institution in Pilkhuwa, Hapur. The media reported that on May 18, the STF had arrested 10 persons associated with the university, including its Chairman ChaudharyVijendra Singh and pro-chancellor Nitin Kumar Singh for their involvement in the sordid crime. Vijendra Singh was reportedly running the fake degree operation. Thousands of fake degrees are believed to have been recovered in the raid. The fake degrees were sold for amounts ranging from Rs 50,000 to Rs five lakh, often to secure private and government jobs. One shudders to think of the fate of those who have obtained those fake degrees for the purpose of securing a job. The private education market has a significant role in India's overall education sector, with projections indicating continued growth in the years to come. Back in 2022, the market size was estimated at $43.5 billion for school education – from kindergarten to the 12th Grade. The market is expected to increase at a CAGR of 12 per cent between 2023 and 2028. By FY25, the entire Indian education sector is estimated to be at a staggering $225 billion, while the education tech market is projected to grow to $7.5 billion. The total number of private educational institutions operating in the country stood at 3,73,621 in FY 2021. It is expected to scale to 4,59,952 units by FY 2027, expanding at a CAGR of around 3.69 per cent during the FY 2022 to FY 2027 period. As per an estimate, the state private universities, comprising teaching departments and constituent units or off-campus centres, have experienced the most significant growth, with enrolments soaring from 2.7 lakh in 2011-12 to 16.2 lakh in 2021-22, which accounts for an astonishing 497 per cent increase. According to the 2021-2022report of the All India Survey on Higher Education (AISHE), there were 1,168 universities, 45,473 colleges and 12,002 stand-alone institutions in the country. This almost 40-fold increase in the number of universities is a massive achievement as regards creation of access and facilities in the Indian higher education ecosystem. As on to date, we have over 500 universities in the private sector. The overwhelming expansion of educational opportunities to a much broader segment of the population is a welcome idea. As the data suggests, the private sector has emerged as a major force in expanding access to education. Many private institutions have also introduced a variety of curricula and pedagogical models including international programmes, vocational training, and online learning. However, can one vouch for the fact that quality of education is not being compromised in higher education institutions (HEIs) in the private sector? Are the teachers paid suitably? Do we have a fool-proof mechanism to audit their academic outcome? Are the annual reports of state private universities tabled on the floor of the state assemblies for discussion? Like many others, I am not opposed to having private HEIs but their promoters must understand that health and education sectors are not meant for profit making in a country like India where the majority of those who account for the country's 85 per cent population is devoid of quality education. If they do so, they are only weakening the nation's socio-economic fabric. By generating a few lakh jobs, they are not rendering any long-term favours to the country. India's top HEIs in the private sector have a miniscule presence of students from weaker and deprived social groups, whom we know as SCs, STs, and OBCs. While the role of the private sector in boosting education is undeniable, there are critical concerns that must be addressed to ensure equity and quality. I strongly feel that the majority of private institutions operate on a for-profit model, which excludes economically weaker sections. As many private institutions do not maintain high academic standards, there is a compelling need for a robust regulation and accreditation mechanism. One wonders why the Central and state governments are averse to the idea of rigorous evaluation of quality and inclusivity of HEIs in the public and private sector. The shift from an elitist colonial model of education to the enhancing paradigm marks a fundamental transformation in the philosophy and practice of education. However, for this movement to be truly transformative, it must be guided by principles of equity, quality, and inclusiveness, ensuring that massification does not become mere numerical expansion, but genuinely empowers the society through education. As things stand, the powers-that-be need to revisit their policies to maintain the sanctity of HEIs in the private sector. If they are being allowed to run as business entities or personal fiefdoms, then what is the point in asking: Who will bell the cat? Our higher education landscape has long grappled with glaring disparities in access and quality. We must not let our students navigate a fragmented and often compromised system, especially in the private sector. In many cases, private HEIs operate more like profit-driven ventures than centres of learning, often prioritising financial returns over academic excellence. This has led to an ecosystem where capitation fees, inadequate faculty, lack of research infrastructure, and obsolete curricula are the norm and not the exception. The University Grants Commission (UGC), All India Council for Technical Education (AICTE), Union Ministry of Education, and state governments must be driven by the accountability factor and do a rethink on the existing policies. Mere affiliation and accreditation formalities are not enough. A transparent and enforceable mechanism must be instituted to audit quality, governance, and inclusiveness in private HEIs. Without stringent checks and accountability, private HEIs will continue to function as personal fiefdoms, perpetuating inequity rather than alleviating it. To truly democratize higher education, we must balance autonomy with accountability, equity with excellence. Reforms cannot remain on paper. They must be reflected across classrooms, faculty rooms, and boardrooms alike. Only then can the sanctity and promise of higher education can be preservedin our country.
The Hindu
3 days ago
- Science
- The Hindu
Why the insistence on a 15:1 student-teacher ratio could be counterproductive
The Indian higher education sector is at a critical juncture. As universities and colleges strive for better national and global rankings, the focus on metrics such as faculty strength, research output, and student-teacher ratio has intensified. One that has drawn attention is the insistence on a 15:1 student-teacher ratio as a benchmark for quality. While this may appear to be a well-intentioned move aimed at improving education standards, it is, in fact, a counterproductive policy that could erode the quality of both teaching and research in Indian institutions. India does not produce enough Ph.D. graduates who meet global research and teaching standards. The number of Ph.D. holders graduating each year is limited and only a fraction possesses the research rigour, teaching aptitude, and academic depth necessary to contribute meaningfully to higher education. According to the All-India Survey on Higher Education (AISHE) 2022, less than 40,000 PhDs are awarded annually across all disciplines but the quality of these degrees varies widely due to disparities in faculty expertise, funding availability, and research infrastructure across institutions. Many are produced by institutions where research culture is weak, leading to degrees that may not necessarily indicate deep academic expertise. If universities are compelled to maintain a 15:1 student-teacher ratio without a sufficient pool of well-trained Ph.D. holders, they may end up hiring suboptimal candidates, many of whom might lack strong research capabilities or effective teaching skills. Globally, top universities do not adhere rigidly to a 15:1 student-teacher ratio. Many leading institutions in the U.S. and Europe operate effectively with ratios between 25:1 and 30:1, depending on the field of study. A smaller class size does not automatically translate to better learning outcomes. For instance, student engagement in many Science and Engineering disciplines depends not just on faculty headcount but on infrastructure, lab access, mentorship quality, and research opportunities. A well-structured programme with 30 students per teacher can be equally effective, provided faculty members are well-qualified, and teaching methods are interactive. The pedagogical approach, faculty training, and institutional support make a difference. Institutions scrambling to meet the 15:1 ratio without an adequate supply of high-quality PhDs will inevitably lower their hiring standards. Candidates with questionable academic backgrounds from less known or non-research-intensive institutions will get hired. Faculty members with weak research profiles and limited classroom experience will be given teaching responsibilities. Universities will focus on quantity over quality, leading to the dilution of academic standards. In the long run, this will only degrade India's higher education ecosystem rather than improve it. Moreover, an influx of low-quality PhDs will directly impact students. Faculty members who are unprepared, uninspiring, and underqualified will struggle to engage students in meaningful learning. Weak conceptual clarity among teachers will lead to poor classroom delivery. Superficial research guidance will hinder innovation and original thinking among students. Just as poor faculty recruitment affects teaching, it also harms research quality. A faculty member with a poor research record is unlikely to contribute meaningfully to India's research ecosystem. Shift in focus Instead of artificially forcing universities to recruit more faculty members, India's higher education policy should focus on the following priorities. Encourage rigorous Ph.D. programmes: Emphasise original research, teacher training, and publication ethics rather than simply increasing the number of degree holders. Faculty development: Invest in training faculty members in effective pedagogy, student engagement, and research skills. Increase research funding: The government must increase research grants, provide better stipends for Ph.D. students, and ensure that universities have the financial capacity to attract top talent. Flexible student-teacher ratio: Allow institutions to maintain a 25:1 or 30:1 ratio based on the field of study, research focus, and student needs. In conclusion, the insistence on a 15:1 student-teacher ratio will not improve education quality. Instead, it will lower the standard of teaching and research in India. Our focus should not be on hiring more faculty members just to meet an arbitrary metric but on ensuring that faculty members — regardless of their number — are truly qualified, passionate, and effective educators and researchers. Views are personal The writer is the Director of Thapar Institute of Engineering and Technology and Dean of LM Thapar School of Management and Thapar School of Liberal Arts and Sciences.
Time of India
14-05-2025
- Politics
- Time of India
BM Education: India's global influence in higher education continues to rise
India's higher education sector is undergoing a profound transformation, with statistical evidence pointing toward consistent and inclusive growth across the country. From a modest start in 1947, when the nation had only 17 universities and 636 colleges catering to just 2.38 lakh students, India now boasts a vibrant academic landscape. According to the All India Survey on Higher Education (AISHE) 2021-22, the country has 1,168 universities, 45,473 colleges, and 12,002 stand-alone institutions. State Public Universities (SPUs), in particular, have emerged as pivotal players, accounting for 81% of student enrollment and catering to over 3.25 crore to education experts, this remarkable expansion is reflected in India's global academic standing as well. Over the past decade, the country witnessed a staggering 318% increase in its representation in international higher education rankings—the highest among G20 nations. The release of NITI Aayog's recent report, Expanding Quality Higher Education through States and State Public Universities, underscores the vital role SPUs play in democratising education, especially in underserved and remote regions.'India's Gross Enrollment Ratio (GER) surged from a mere 0.4% in 1950-51 to 28.4% in 2021-22—a 71-fold increase. The National Education Policy (NEP) 2020 aims to take this further, targeting a GER of 50% by 2035. Enrollment across disadvantaged groups has also seen commendable growth. Between 2011 and 2022, enrollment among OBCs rose by 80.9%, SCs by 76.3%, and STs by 106.8%. Muslim student enrollment increased by 60.6%, while other minorities saw a 53.2% of students with disabilities in SPUs grew by 6.6% over the same period',said an education department teaching departments and constituent units saw a rise in enrollment from 24.5 lakh in 2011-12 to nearly 29.8 lakh in 2021-22, marking a 21.8% decadal increase. Meanwhile, State Private Universities experienced explosive growth, with enrollment skyrocketing by 497%—from 2.7 lakh in 2011-12 to 16.2 lakh in 2021-22. Central Universities reported a more modest growth of 26.4% over the same inclusivity has also improved significantly. India's Gender Parity Index (GPI) in higher education rose from 0.87 in 2011-12 to 1.01 in 2021-22, indicating that female enrollment now slightly exceeds that of males—an encouraging step toward gender-balanced education, according to the data from the education terms of faculty, India has around 16 lakh teachers in Higher Education Institutions (HEIs). Lecturers and Assistant Professors form the largest share at 68%, followed by Associate Professors (10%), Professors (9.5%), and other categories such as Demonstrators, Temporary, and Visiting global academic impact is further highlighted by its rising contribution to research. The country's share in global research publications grew from 3.5% in 2017 to 5.2% in 2024. According to the NIRF 2024 rankings, the IITs collectively account for 24% of the total publications, followed closely by Private Deemed Universities, which contribute 23.5%.
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Business Standard
08-05-2025
- Business
- Business Standard
India's co-living sector to see 1 mn beds by 2030, says Colliers India
The co-living segment inventory is set to reach one million beds by 2030 in India, up from around 300,000 beds, on rising demand and rapid migration to cities, according to a report by Colliers India. This comes after the segment faced a temporary lull in demand during the Covid pandemic. 'The resurgence of the sector is being fuelled by rapid urbanisation and migration to cities, especially amongst students and young professionals who continue to seek flexible, relatively affordable, and hassle-free housing options,' the report added. According to the report, the current demand for co-living beds is estimated to be 6.6 million and is forecast to reach 9.1 million by 2030. It adds that the Rs 40 billion Indian co-living market can grow over five times and reach close to Rs 200 billion by 2030. Commenting on the same, Badal Yagnik, chief executive officer at Colliers India, said that with rapid urbanisation and a high proportion of migrant population such as students and young working professionals, the demand for organised rental housing, especially co-living, is likely to witness strong growth. Also Read 'Significant upside potential is anticipated to provide thrust to investor participation and operator expansion in the co-living sector,' he added. With the inventory set to reach close to one million beds by 2030, co-living penetration rates are expected to improve from 5 per cent to over 10 per cent by the end of the decade. While leading operators continue to consolidate their presence in the tier-1 cities, the report suggests that the segment is also witnessing a steady expansion into select tier-2 markets such as Indore, Coimbatore, Chandigarh, Jaipur, Visakhapatnam, and Dehradun. A significant opportunity for the segment remains tapping the demand–supply gap in student housing. 'While co-living facilities are targeted at both students and migrant working professionals alike, student housing is more nuanced and is an important sub-segment within the sector,' the report stated. A significant proportion of higher education students enrolled in India are outstation students who require accommodation facilities near their institutions, presenting opportunities for student housing-focused operators to foray into the market with housing solutions that can alleviate supply-side constraints and support the evolving needs of India's student population. According to the All-India Survey on Higher Education (AISHE), during FY22, accommodation facilities provided by colleges and universities could cater to approximately four million students—around 33 per cent of the current estimated student living accommodation demand at 12 million. 'The acute demand–supply gap necessitates the need for quality, affordable accommodation, especially as more students migrate to cities for higher education,' the report added.
Time of India
07-05-2025
- Business
- Time of India
How Nasscom and tech firms are empowering women in STEM
NEW DELHI: Across India, thousands of young women remain jobless despite having university India emerges as a global technology hub, many of its women are still struggling to find a place in the digital economy due to lack of digital skills, mentorship, and exposure to tech women made up 43% of all STEM graduates in India in 2023, the highest globally, only 27% of them were part of the actual STEM workforce, as per the All India Survey on Higher Education (AISHE). Experts say the gap is not just about employment numbers but stems from deep-rooted challenges such as societal bias, lack of access to quality education, and limited role models in science and bridge this divide, Nasscom Foundation has launched its Skilling and Employability Programme , in collaboration with major technology organisations. The initiative is designed to not only skill women but also support their long-term participation in the tech sector.'At Nasscom Foundation, our vision is to create a more inclusive and equitable future by making marginalised youth employable and job-ready, especially in today's rapidly evolving digital economy. With this commitment at our core, we collaborate with several forward-thinking tech organisations that share our goal of building a diverse and skilled workforce,' said Jyoti Sharma, CEO of Nasscom such initiative, launched in partnership with engineering firm Quest Global, focuses on underserved women students. So far, 100 marginalised women in Bengaluru have been trained under the programme, with over 60% set to be placed in relevant job roles.'At Quest Global, we aim to be a catalyst for both innovation and inclusive growth—leveraging our engineering expertise to drive meaningful, sustainable societal impact,' said Sonia Kutty, Senior Vice President, Global Head – People & Culture, Quest collaboration, with First American (India), a leading Global Capability Centre, has trained over 140 women in digital skills like data analytics, cloud computing, BPM, and BFSI, along with soft skills. More than 70 of them have already secured employment. Volunteers from FAI also mentor the students, deliver guest lectures, and conduct mock interview sessions.'At FAI, we firmly believe that technology should be an enabler for everyone—not just a privileged few,' said Mary Thomas, Vice President and Head – HR, First American (India).In addition, Nasscom Foundation has partnered with global cybersecurity firm Gen to run a placement-linked cybersecurity course for 90 women, with the goal of placing at least 60 of them in leading IT and ITeS companies.'Our partnership with Nasscom Foundation is driven by a shared mission to equip women with industry-relevant skills and open doors to meaningful careers in tech,' said Kim Allman, Head of Corporate Responsibility and Government Affairs at collaborative efforts are beginning to address the imbalance between the number of female STEM graduates and those actually working in STEM.
