Latest news with #AllIndiaSurveyonHigherEducation
Hans India
01-06-2025
- 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.
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%.
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.
The Print
02-05-2025
- General
- The Print
Disability inclusion isn't charity. Indian universities and faculty must act
Retention tells another grim story . Despite legal mandates and scholarships, the Indian education system continues to fall short on the basics —from reasonable accommodations, accessible infrastructure, to support services. As a result, many students either opt not to enrol in higher education institutions or find themselves navigating unwelcoming terrain. Higher education becomes an exhausting obstacle course for them—driven not by academic inability but by lack of institutional readiness and empathy. Universities are society's laboratories for progress, yet often replicate its deepest biases. Despite the Rights of Persons with Disabilities Act 2016 mandating five per cent reservation for PwDs in higher educational institutions, the reality differs sharply. According to the 2021-22 All India Survey on Higher Education, students with disabilities account for only 0.2 per cent of enrolment – a figure barely budging despite policy interventions. The issue extends beyond admission; students with disabilities remain absent from universities not due to a lack of ability, but because we've failed to create environments where they can thrive. Discussions about disability in India tend to revolve only around legal frameworks and infrastructure. While essential, these address only visible manifestations of a deeper challenge—persistent stigma permeating society and educational institutions. As someone who has navigated life with disabilities in both India and the United States, I've seen how exclusion often operates through unconscious biases, even in progressive environments. These entrenched attitudes often seem more difficult to dismantle than physical barriers. Sensitisation matters Disability sensitisation is crucial at the university level, where young adults shape their professional identities, build relationships, and prepare for careers. These formative years matter—if universities ignore bias, they teach exclusion that follows students long after graduation. Consider your last injury or illness as part of your daily life. That's disability. Society, largely desensitised to the struggles of disabled individuals, tends to respond with pity and charity, rather than equity and respect. Therefore, it is crucial to confront hidden biases and recognise disability as simply another way of being human. Even as many campuses struggle to move beyond token gestures, some institutions are beginning to lead by example. The Office of Accessible Education at IIT-Delhi, the Office of Learning Support at Ashoka University, and the Office of Diversity and Inclusion at IIM-Bangalore have taken a thoughtful, campus-wide approach to accessibility. Accessibility is treated not as an add-on, but as fundamental to how education is delivered. Faculty is encouraged to reimagine how they design exams and lectures, so that students with disabilities aren't left to fend for themselves and accommodations aren't handed out as exceptions but recognised as rights. The spirit of inclusion, for these institutions, goes beyond the classroom. SANGAM, IIT-Delhi's intercollege sports competition, brought together 110 students with disabilities from 25 colleges across Delhi-NCR in March. Events included blind cricket, 100m race, 400m relay, as well as carom and table tennis. Similarly, Ashoka University's Special Olympics Bharat – Ashoka Chapter engages students with intellectual disabilities in sports and recreational activities. Watching able-bodied and disabled students play side-by-side often challenges people's assumptions about who gets to participate and what athleticism looks like. IIM-Bangalore conducts disability sensitisation sessions during orientation, and again annually, for faculty and staff. Instead of treating accommodations as a one-off response, IIM-Bangalore systematically integrates accessibility into academics, infrastructure, and policy, ensuring that inclusion becomes everyone's responsibility. What truly stands out, however, is IIT-Delhi's assistive technology lab, where students with disabilities help create the tools they actually need—from braille printers to smart canes for the visually impaired. Also read: DPDP Act offers no special protection for disability data. It leaves PwDs vulnerable Steps to ensure inclusivity Mandatory sensitisation workshops: Sensitisation workshops shouldn't stop at accommodations—they must also help educators rethink how they see their students. Imagine a workshop where a professor no longer views a request for extra time in exams as 'special treatment,' but as a sign of resilience in the face of unique challenges. These workshops should be grounded in real stories and lived experiences—for instance, by encouraging faculty to deliver lectures via screen readers, or attempt group work while managing sensory overload. The goal isn't theatrics, after all—it's empathy. These exercises challenge the unconscious divide between 'us' and 'them,' showing how easily roles can be reversed. Peer mentorship programmes: Matching students with and without disabilities for hands-on collaboration—in designing assistive tech, auditing campus spaces, or organising art exhibits—can shift the dynamic from sympathy to solidarity. When a student without disabilities sees their visually impaired classmates debug code with text-to-speech software, old beliefs about 'capability' begin to fade. At IIM-Bangalore, for one, the Buddy Programme pairs incoming students with peers to help them navigate campus life, fostering mutual respect from day one. Transparent reporting on enrolment and retention: Both the government and private institutions must track how many students with disabilities join, stay, or leave. It can reveal where the system is falling short by exposing gaps and highlighting the support structures that need strengthening. Keeping an eye on STEM enrolment rates can help higher education institutes identify and fix problem areas, such as inaccessible labs or a lack of supportive faculty. Exit interviews, on the other hand, can shed light on issues such as unreadable course materials and missing accommodations. Appointing inclusion leads—ideally, individuals with disabilities—can help ensure that the issues of PwDs are both heard and resolved. Change is possible when inclusion becomes a lived practice, not a policy footnote. As India aims to lead the subcontinent in education, it must recognise this truth: a nation cannot achieve greatness while systematically sidelining over two per cent of its population. Teachers must now stop asking, 'How can I handle this student?' and start asking, 'How can I help this student succeed? Inclusion begins with a change in mindset. Tarini Mohan is Manager, Disability Inclusion in Higher Education at 9.9 Education. Views are personal. (Edited by Zoya Bhatti)
Time of India
28-04-2025
- Politics
- Time of India
At 36% gross enrolment ratio, Goa long way from NEP's 50% target
Representative Image Panaji: Goa's gross enrolment ratio (GER) at the higher education level is 35.8% — 36% for males and 35.5% for females — according to the latest All India Survey on Higher Education, 2021-22. There has been an increase of only around one per cent in the 18-24 age group over the previous year. Though this is much higher than the national average of 28.4%, the state still has a big gap to fill. The National Education Policy (NEP), 2020, mandates that the state has to achieve 50% GER in higher education by 2035. In states like Tamil Nadu, the ratio is already as high as 47%. Former Goa University registrar, Vijayendra Kamat, said Goa is yet to carry out a detailed study on the dropout rate at the secondary and higher secondary level, which will be crucial to bringing more students to the higher education sector. Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Her body cannot endure this level of pain; please help her. Donate For Health Learn More Undo 'Goa is a small state with a limited number of students. There is a huge drop in students who manage to transition from the primary level to the secondary level and thereon to the higher secondary level. Though it is improving as per govt, it is not sufficient to fill the gap. Whatever planning they have followed so far does not seem to be realistic to catch up to the 50% GER target,' said Kamat. Unless Goa strengthens the base, it will not be able to cover the gap in the GER, he said. 'Those in the administration only try to paint a rosy picture. What steps have been taken to understand the dropout rate? Is there any serious document prepared in last 15-20 years? Even the courses being introduced are those where there is opportunity for college to make money. Programmes are coming up in branches that are economically attractive,' Kamat said. Former state director of higher education, Bhaskar Nayak, said Goa has different sociological realities that cannot be understood only statistically. 'In Goa, many students prefer to do courses like hotel management after Class X and go abroad and onboard cruise ships to work. They find employment and add to Goa's foreign remittances. So it is not so bad if they are not upping the GER. If you do a degree programme and your GER goes up, but if the students do not find employment here, what is there to be proud of that GER?' said Nayak. He said around 500 engineering seats in Goa go vacant annually, while some general stream seats too do not get filled. Pointing to a recent TOI report, Nayak said that school mathematics teachers were seen scoring as low as four marks in a test taken by a Class X student. 'These are the issues that need to be looked into rather than the GER alone. Many private universities are going to start in Goa. We have to see if they will go in for disruption by offering the same courses as colleges in the state by giving local students a fee subsidy. Then, the GER will not go up but students will only be shifting around. If they manage to attract students from outside in large numbers, our GER will go up. Again, it will not be a proud moment for Goa as these will not be local students,' said Nayak. He said that in states like Tamil Nadu, the GER is partly higher due to many institutes, like Vellore Institute of Technology (VIT), that attract a large number of students from outside the state.
