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Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE

AN EMPIRICAL ANALYSIS OF DEVELOPMENT HIGHER EDUCATION INSTITUTIONS AND IN INDIA

Dr. PREETI R GOTMARE Assistant Professor Department Of Management

Central University Of Tamil Nadu, Thiruvarur.

Keywords:- Higher Education. Transformation, Ministry of Human Resource Development (MHRD), Human Rights, Right to Education, University Grant Commission(UGC), Central Universities, State Universities, Institutions of National Importance, Private and Deemed to be Universities.

1. INTRODUCTION

It is well said that Education can unlock all doors for a progress in the individual’s life. The World Conference on Higher Education (UNESCO 1998) had rightly stated that each higher education institution should define its mission to provide access to quality education the basis of human rights and democracy.

India is a developing Nation and going on the new high day by day, reaching on the mars and leading the top most companies around the world are the instances of new achievement of Indian people.

It is only possible through transformation and regenerative power of education system. For the development of the society and the nation to become powerful, knowledge is the foundation and basis of development and growth of the nation. Education is now a days playing vital role in the socio- economic culture of India.

Education for sustainable development is the process of engaging and developing students with the knowledge and understanding, requited skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in the present and for future generations.

2. EDUCATION AS A HUMAN RIGHT International human rights law guarantees the right to education. The Universal Declaration on Human Rights, adopted in 1948, proclaims in Article 26:

'everyone has the right to education'.

Since then, the right to education has been widely recognized and developed by a number of international normative instruments elaborated by the United

Nations, including the International Covenant on Economic, Social and Cultural Rights (1966, CESCR), the Convention on the Rights of the Child (1989, CRC), and the UNESCO Convention against Discrimination in Education (1960, CADE).

The right to education has also been reaffirmed in other treaties covering specific groups (women and girls, persons with disabilities, migrants, refugees, Indigenous Peoples, etc.) and contexts (education during armed conflicts). It has also been incorporated into various regional treaties and enshrined as a right in the vast majority of national constitutions.

3. QUALITY FROM ACADEMIC PERSPECTIVE

Quality may be defined in terms of excellence, perfection, standards and value for money, competencies for work, consistency and relevance. On the quality of education, a policy perspective (1985) entitled ‘Challenges of Education’, it is said that “a quality-conscious system could produce people who have the attributes of functional and social relevance, mental ability and physical dexterity, efficacy and reliability, and exercise initiative and make innovation and experimentation with new situations.

To provide Quality Education in India, Many apex and controlling institutions have been established in India. University Grant commission (UGC) was established to maintain the standards of Higher Education, to promote and maintain standards of Central, State, Private and Deemed University and also to prepare, review and

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Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE education in India, AICTE is also

established to maintain the higher technical education standards, NCTE to maintain quality in teachers education.

All the institutions controlled and maintained by the Government of India, Ministry of Human Resource Development.

MHRD is now concentration in reforms in current higher education system to provide quality education among Indian people, so that they can meet the global requirement.Various provisions for the educational reforms are to be implemented in different affiliated colleges and universities. Now a days Higher Educational institutions are giving more focus on the research activities of the faculties and students as well.

4. QUALITY EDUCATION

The development of quality education first and foremost will depend upon the quality Academic leadership provided within an institution. It is the quality of leadership determines the quality of an organization.

To build a culture of excellence and full potential, all those agencies involved directly or indirectly in higher education should commitourselves to a paradigm shift in favor of excellence through

internal, self-initiated, logicallyplanned and morally rooted committed decisions.

Institutions are also focusing on providing the quality education to their students through using various and innovative tool of teaching and learning methods. These are in the combination of Audio and video teaching and learning material and proving online lecture series to their students. Mentoring is becoming one of the common and crucial points of education where each facultyare allotted the students under them and they have to maintain mentor-mentee relationship for the overall development of the student allotted.

5. EDUCATIONAL INSTITUTIONAL STATISTICS

As a result of quantitative expansion in higher education Institutions, the educational institutions in India generating number of students every year.

However, the economic situation of our country is not in a position to generation employment opportunities to absorb the graduates passing out from the educational institutions. This is leading to increase in educated unemployed and underemployment. A Review of data uploaded on the MHRD website regarding higher education is presented here.

Table 1. State & Type - Wise Number of Universities

State

Central University Central Open University Instituteof National Importance Others State Public University Instituteunder State Legislature Act State Open University State Private University StatePrivate Open University Deemed University- Government Deemed University- Government Aided Deemed University- Private Grand Total

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Andhra

Pradesh 1 1 20 1 1 4 28

Arunachal

Pradesh 1 1 5 1 1 9

Assam 2 2 1 11 1 4 21

Bihar 2 3 14 1 1 1 22

Chandigarh 1 1 1 3 Chhatisgarh 1 2 11 1 7 22

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Delhi 4 1 4 1 6 7 2 1 26

Goa 1 1 2

Gujarat 1 2 1 28 1 22 1 1 57 Haryana 1 1 1 14 17 2 3 39 Himachal Pradesh 1 2 1 4 17 25

Jammu and Kashmir 2 1 7 1 11

Jharkhand 1 1 7 3 1 1 14 Karnataka 1 1 1 25 1 8 4 11 52 Kerala 1 3 1 13 2 20

Madhya Pradesh 2 7 18 1 14 1 43

Maharashtra 1 3 19 1 7 2 12 45 Manipur 2 1 1 4

Meghalaya 1 1 8 10

Mizoram 1 1 1 3

Nagaland 1 1 2 4

Odisha 1 3 12 3 2 21 Puducherry 1 2 1 4 Punjab 1 4 9 10 1 1 26 Rajasthan 1 3 1 22 1 34 8 70 Sikkim 1 1 5 7

Tamil Nadu 2 6 1 20 1 2 26 58 Telangana 3 2 12 1 1 2 21 Tripura 1 1 1 3 Uttar

Pradesh 4 5 1 23 1 1 23 2 3 4 67 Uttrakhand 1 3 9 1 11 1 1 1 28 West Bengal 1 5 1 23 1 2 1 34 All India 43 1 75 13 329 5 13 197 1 32 11 79 799 In UTs of, Andaman & Nicobar Islands, Dadra& Nagar Haveli, Daman & Diu and Lakshadweep, there are no Universities.

Source: http://mhrd.gov.in/statist# AISHE Report 2015-2016 As shown in the above table we can see

that Indian state have established itincludes central universities, Central Open University, Institute of National

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Vol.03, Issue 04, April 2018, Available Online: www.ajeee.co.in/index.php/AJEEE looking forward to the state university it

has also been categorized among public private and Institute under state legislature Act. UGC has established some Deemed universities which are further classified under Aided and Private universities.

Central Universities: As per the current data of 2017-18, there are 47 Central Universities are in India. When we look upon the data of MHRD, it can be seen that the Delhi and Uttar Pradesh is having height number of central universities whereas at least one central university is established in each state except Chandigarh and Andhra Pradesh.

Some institution has also been established of having National Institution.

State Public Universities: It can be seen that Chandigarh, Delhi, Goa, Himachal Pradesh, Jammu and Kashmir, Jharkhand Punjab and Uttarakhand is having less than 10 State Public Universities. Whereas Andhra Pradesh, Assam, Bihar, Chhattisgarh, Haryana,

Kerala, Madhya Pradesh, Odisha, Tamil Nadu and Telangana has established more than 10 but less than 20 state public university. States like Gujarat, Karnataka, Rajasthan, Uttar Pradesh and West Bengal is having more than 20 but less than 30 State Public University.

State Private Universities: we can see that out of 197 State Private universities, Gujarat, Haryana, Himachal Pradesh, Rajasthan, Uttar Pradesh and Uttarakhand have more than 20 State Public Universities. Whereas Arunachal Pradesh, Assam, Chhattisgarh, Jharkhand, Karnataka, Meghalaya, Mizoram, Nagaland, Odisha, Punjab, Sikkim, Tripura and West Bengal is established less than 10 State Private Universities. It can be also seen that there are 32 Deemed Universities which are funded by the government in all over the India and 11 Deemed University- Government Aided. Total 79 universities which are established under Deemed University-Private sector.

Table 2. Number of College per Lakh Population (18-23 YEARS), Average Enrolment per College

Sl.

No. STATES/UTs No. of College College per lakh

population

Average

Enrolment per College

1 2 3 4 5

1 Andaman & Nicobar Islands 7 15 888

2 Andhra Pradesh 2532 45 494

3 Arunachal Pradesh 28 17 1356

4 Assam 539 15 942

5 Bihar 744 7 2142

6 Chandigarh 25 14 1871

7 Chhatisgarh 706 23 527

8 Dadra & Nagar Haveli 8 13 747

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9 Daman & Diu 8 15 382

10 Delhi 191 9 1527

11 Goa 55 32 560

12 Gujarat 2019 28 585

13 Haryana 1113 35 646

14 Himachal Pradesh 348 47 520

15 Jammu and Kashmir 329 25 644

16 Jharkhand 328 9 1716

17 Karnataka 3555 50 438

18 Kerala 1302 43 521

19 Lakshadweep 0 0 0

20 Madhya Pradesh 2260 26 589

21 Maharashtra 4569 34 628

22 Manipur 87 30 1070

23 Meghalaya 63 18 1087

24 Mizoram 29 22 653

25 Nagaland 65 26 416

26 Odisha 1076 23 661

27 Puducherry 84 55 542

28 Punjab 1050 32 633

29 Rajasthan 3050 35 551

30 Sikkim 16 20 580

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31 Tamil Nadu 2368 32 895

32 Telangana 2454 60 574

33 Tripura 51 12 1097

34 Uttar Pradesh 6491 26 920

35 Uttrakhand 439 36 684

36 West Bengal 1082 10 1427

All India 39071 28 721

Source: http://mhrd.gov.in/statist#AISHE Report 2015-2016

In the above table it can be seen than Uttar Pradesh is having highest number of colleges i.e. 6491, in that population (18 to 23 years) for per lakh is 26 and the average enrollment per college is 920. This state is having highest average enrolment and the highest number of colleges Number of College, Per Lakh Population (18 to 23 years),in India.

Chart 1: Average enrollment per college state wise 888

494

1356942 2142

1871 527

747382 1527

560 585

646 520644

1716 438

521

0 589

628

10701087 653416

661 542

633 551

580 895574

1097 920

684 1427

0 1000 2000 3000 4000 5000 6000 7000 8000

Avereage enrollment per college state wise

7 888

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Rajasthan is having Second highest number of colleges i.e. 3050, in that population for per lakh (18 to 23 years) is 35 and the average enrollment per college is 551. Whereas Maharashtra is having Third highest number of colleges i.e. 4569, in that population for per lakh (18 to 23 years) is 34 and the average enrollment per college is 628.

Chart:2 College per lakh Population wise We can see that Sikkim is having least

number of colleges i.e. 16 on per lakh(18 to 23 years) population, in that population for per lakh is 20 and the average enrollment per college is 580.

6. CONCLUSION

Education is part of the economic, social and cultural rights defined in the Universal Declaration of Human Rights There are still Stateswhere most of the children and adults who do not fully enjoy the right to education belong to the most deprived and marginalized groups of society which are often left behind in national policies. To overcome this situation government interference and effective implementation of educational policies can bring change in the society.

Whereas more focus has to be given on the higher education including the MPHIL and PhDs.

REFERENCES

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education.org/page/understanding- education-right

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6. Kurien, C.T., Indian Economic Reforms in the Context of Emerging Global Economy, Economic and Political Weekly, 10 April 1993.

7. Khanna, Pratibal, Changing Scenario of Higher Education Challenges to Quality Assurance and Sustenance,University News, Vol. 43, No.7.

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abstract_id=2859615

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12. http://www.frdavis.in/search?updated- max=2013-12-13T14:36:00-08:00&max- results=1&start=1&by-date=false&m=0 15

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1020 3040 5060 70

Andaman & … Andhra Pradesh Arunachal … Assam Bihar Chandigarh Chhatisgarh Dadra & Nagar … Daman & Diu Delhi Goa Gujarat Haryana Himachal … Jammu and … Jharkhand Karnataka Kerala Lakshadweep Madhya … Maharashtra Manipur Meghalaya Mizoram Nagaland Odisha Puducherry Punjab Rajasthan Sikkim Tamil Nadu Telangana Tripura Uttar Pradesh Uttrakhand West Bengal

College Per Lakh Population Statewise

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