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Hans India
09-07-2025
- Politics
- Hans India
Rejuvenating state public universities
It is a matter of gratification that the State Public Universities (SPUs), which are fighting for their survival from the onslaught of deemed and private universities, received the attention of the NITI Aayog and prepared a policy report (February 2025) titled 'Expanding Quality Higher Education Through States and State Public Universities'. The report listed 57 key challenges in the four major areas of quality funding, governance and employability. It duly acknowledged the significant role played by the SSPUs. SPUs are predominant in the university system of higher education. According to the All India Survey of Higher Education report, there are 445 SPUs as against only 53 central universities. By virtue of a policy shift at the Central and state levels, a new breed of institutions classified as deemed and private universities have mushroomed. As per the AISHE report there are 81 private deemed Universities and 391 state private universities, forcing the pendulum to lean towards private participation. It is no secret that both the central and state governments have dumped the idea that education shall be a 'merit good' in precept and practice. It appears that it is the policy of the state governments to reduce the investment in higher education. Despite the lukewarm treatment meted out to them, the mark of SPUs in the higher education sector remains indelible in terms of access to higher education, low-fee structure and supervision of the system. As per the AISHE report 2021-22, SPUs account for 81 per cent of student enrolment, thereby shooting up the Gross Enrolment Ratio (GER) to the present level of 28.4 per cent. SPUs are also prime movers in maintaining Gender Parity Index (GPI) and enhancing the same from 0.87 in 2011-12 to 1.01 in 2021-22 for the entire nation. However, despite such significance, SPUs are beset with insurmountable challenges and deep-rooted problems like acute shortage of faculty, inadequate infrastructure, comparatively inferior laboratories, insufficient grants and to cap it all n overwhelming political pressure. The policy recommendations of NITI Aayog centred around four major challenges, including quality, funding, governance and employability. The implementation roadmap is categorised into three time periods-short term (up to two years), medium term (2-5 years) and long term (over five years). It is quite laudable that Aayog has tried to identify the players responsible for implementing the roadmap. The irony of the situation is that none of the identified individuals is new to the system but integral to it. Even then, they could not arrest the downfall of the PSUs. The ills besetting PSUs require a major surgery and not a 'pain balm treatment'. An attempt is being made here to detail the major and serious issues faced by them and how infeasible are the recommendations of NITI Aayog team in this regard. I am also trying to offer a more direct and realistic implementation process towards ameliorating the plight of SPUs. The first and foremost issue pertains to the acute shortage of faculty. As per one estimate, almost 50 per cent of the faculty positions in SPUs remain vacant. The entire activity is operated according to the whims and fancies of the state governments and mostly to the disadvantage of universities. We have come across instances wherein some state governments did not sanction a single faculty position, although new courses and programmes were incorporated into the curriculum. The common refrain of the authorities is 'budget' constraints. The recruitment processes of such institutes face litigation one too many, making it near impossible for the incumbent Vice-Chancellor to fill the vacancies during his three-year tenure. The teaching deficiency is made good by the appointment of part-time, contract and guest faculty. The irony of the situation is that the average service of these temporary faculty is anywhere around 10-15 years; and many of them become ineligible, if the universities apply a cap on the age of entry into service. NITI Aayog puts the responsibility on the shoulders of the state government, but precious little progress is made on this front. The second relates to lack of a sound base of research in terms of good quality infrastructure and trained faculty. Spending on research projects is miniscule, while the capability of these institutions to mobilise funds from agencies like DST, DBT, UGC, AICTE, other departments and ministries is dismal. This is exacerbated by the limited access to high-ranking quality journals. To set the things right, the NITI Aayog called for formulation of a clear policy for research, allocation of funds for establishing research labs, boosting collaborations and the need to have more centres of excellence. But the sorry state-of-affairs is that those entrusted with this responsibility are in deep slumber. The third factor relates to the complete absence of institution-industry interface in most SPUs. This needs to be stepped up to recognisable levels like the private institutions, which provide pre-placement training and long-term internships. Alternatively, SPUs can avail the opportunities provided through platforms like 'National Career Service' and AICTE's internship facility. The fourth dimension relates to funding of SPUs. Compared to central universities, IITs and NITs, SPUs are totally dependent on block grants extended by the respective state governments or through self-finance courses. Projects and consultancy are quite unthinkable. The final and fifth issue pertains to governance. At a time when universities were founded by princely states, the governing structures and funding were exemplary. The best example is the establishment of Osmania University by Nawab Osman Ali Khan in 1917. The iconic Arts College building remains a timeless architectural marvel. In the given circumstances, it is the considered opinion of the author that measures be taken to categorise SPUs into teaching and research outfits with designated objectives and targets. As a matter of fact, this is also the prescription of the NEP, 2020. The central government should take the lead by providing the necessary funding. It is time every HEI is allowed and provided with a congenial atmosphere to emerge as institutions of distinctive character and capable of creating their own USP and 'Brand Image'. (The writer is a former Vice-Chancellor of Acharya Nagarjuna University)
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
01-05-2025
- Science
- Time of India
PU VC proposes overhaul of state higher education at national workshop in Delhi
Chandigarh: A two-day national workshop on multi-disciplinary education and research universities (MERU) concluded in New Delhi on Thursday with a strong call for reforms in state higher education, led by Panjab University vice-chancellor Prof Renu Vig, who unveiled a 10-point roadmap to transform state public universities (SPUs). Tired of too many ads? go ad free now The workshop was inaugurated by Union minister of state for education Dr Sukanta Majumdar at the Indian Council of Agricultural Research (ICAR), New Delhi. Addressing the concluding session on 'Providing Quality Education: Accreditation and Ranking', Prof Vig unveiled a 10-point roadmap to enhance the academic and research standards of SPUs. She emphasised the need for mandatory accreditation by 2030 and advocated a shift from compliance-based evaluation to outcome-driven assessment models aligned with the National Education Policy (NEP) 2020 and global standards. The workshop, held under the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), was attended by VCs of 64 state universities and state project directors of RUSA 2.0. Panjab University coordinated a consortium including Himachal Pradesh University, GJU, Hisar, Gondwana University, Gadchiroli, and Kannur University, under the guidance of Chandigarh's director of higher education Rubinderjit Singh Brar. Prof Vig's plan called for academic flexibility, research infrastructure, digital libraries, innovation hubs, and stronger governance frameworks. She urged institutions to pursue international partnerships and adopt performance monitoring systems. The session was chaired by NBA member secretary Prof Anil Kumar Nassa and NAAC director Prof Ganesan Kannabiran. Prof Nassa discussed the expansion of NBA accreditation to tier 2 institutions, while Prof Kannabiran spoke of NAAC's push for a 'Light but Tight' accreditation model and the upcoming maturity-based graded levels system. Tired of too many ads? go ad free now Senior education officials including Dr Vineet Joshi, Sunil Kumar Barnwal, Prof T G Sitharam, and Prof M Jagadesh Kumar also participated. The workshop addressed themes such as digital governance, university clustering, faculty development, and access to higher education. Concern raised over alleged irregularities in PU law entrance exam Chandigarh: Allegations of irregularities have surfaced in the entrance exam for Panjab University's five-year BA LLB programme, with student representatives calling for an investigation. According to a letter submitted to the university registrar, candidates reported that the legal aptitude section contained 50 questions — more than double the 20 stated in the official prospectus. Some of these were allegedly of postgraduate-level difficulty, raising concerns about fairness. Archit Garg, vice-president of the Panjab University Campus Students' Council (PUCSC), submitted the complaint after receiving grievances from students. He also alleged that some coaching institutes may have had prior information about the exam pattern, potentially giving their students an undue advantage. Garg has urged university authorities to look into the matter and ensure transparency in the examination process. He said restoring students' trust is essential for the credibility of admissions in the future.
