HIGHER EDUCATION

AND SOCIETY
Dr. T Sharon Raju
Associate Professor cum HOD
Department of Education
Andhra University
Visakhapatnam
 INTRODUCTION
Education is an essential
cornerstone of any progressive
society. It plays a pivotal role in
shaping individuals, empowering
communities, and driving societal
progress. The benefits of education
extend far beyond the acquisition of
knowledge and skills; it fosters critical
thinking, cultivates social cohesion,
and unlocks the doors to countless
opportunities.
 INTRODUCTION
Education in India is seen as one of the
ways to upward social mobility. Good education
is seen as a stepping stone to a high flying
career. India possesses a highly developed
higher education system which offers facility of
education and training in almost all aspects of
human creative and intellectual endeavors.
Indian higher education system has undergone
massive expansion in post-independent India
with a national resolve to establish several
universities, technical institutes, research
institutions and professional / non-professional
colleges all over the country to generate and
disseminate knowledge.
 IMPORTANCE OF EDUCATION IN
SOCIETY

Education has a manifold impact

on society, from raising the quality of
life, to creating conditions conducive
to the development of talented
individuals capable of changing
society. The importance of education
in society lies in the fact that it
creates opportunities for acquiring
knowledge and skills that are literally
changing the world.
 WHAT IS HIGHER
EDUCATION?
Among the various categories
of education such as primary education,
secondary education, senior secondary
education, graduation, etc. there is a
category of higher education. The higher
education system originated in Europe
where the universities were first
established. The present times have
witnessed higher education globally with a
large number of institutes in countries such
as the USA, UK, France, Germany, China,
Japan, India, Australia, etc.
 Higher education begins post-secondary
education in learning institutions. The
completion of higher education results in a
degree, diploma, or certificate. The
institutions that provide education in higher
studies are universities, colleges, and various
professional schools.
 It includes the fields of Law, Medicine,
Business, Music, Art, Social Sciences,
Theology, and many more. Higher education
also comprises teacher training schools, junior
colleges, technology institutes. The minimum
eligibility to gain higher education is the
completion of secondary education and an
entrance age above 18 years.
HISTORY OF HIGHER EDUCATION IN
INDIA
India is set to forge a bright future and
to contribute significantly to the higher
goals of world peace, human unity and
universal welfare even though it is riddled
with explosion in the growth of population, a
large illiterate population and problems of
economic poverty affecting one-third of the
people. Much credit for this goes to the
ancient but ever-young spirit of the nation.
India has a long history of organized
education. We will now have a very brief
view of the history of higher education in
India.
 ANCIENT TIMES
The theme of higher knowledge and higher
education was fashioned in India by the ancient
rishis and sages in the Vedic Age. The Gurukul
system of education flourished in the Vedic and
Upnashidic periods. Huge universities such as
Takshashila, Nalanda and Vikramshila were
established in the 4th and 5th centuries
respectively. Art, Architecture, Painting, Logic,
Grammar, Philosophy, Astronomy, Literature,
Buddhism, Hinduism, Arthashastra (Economics and
Politics), Law and Medicine were among the
subjects taught and each university specialized in a
particular field of study.
EDUCATION UNDER BRITISH
RULE
British records show that indigenous
education was widespread in the 18th
century. The current system of education
with its western style and content was
introduced and funded by the British in the
19th century, following the
recommendations by Macaulay and Wood‟s
Dispatch (1854). In the beginning, colleges
set up in India were affiliated to British
Universities. In 1857, for the first time,
universities were set up in India.
AFTER INDEPENDENCE & AFTER
1976
 After Independence, education became the
responsibility of the states. The Central Government’s
only obligation was to co-ordinate in technical and
higher education and specify standards. This
continued till 1976, when education became a joint
responsibility of the State and the Centre, through a
constitutional amendment.
 The Centre is represented by the Ministry of Human

Resource Development’s, Department of Education

and together with the states, it is jointly responsible
for the formulation of education policy and planning.
The National Policy of Education (NPE) 1986,
envisioned that free and compulsory education
should be provided for all children up to 14 years of
age.
 RECENT DEVELOPMENTS
The Indian Education System is generally
marks-based. However, some experiments have
been made to do away with the marks-based
system, which has led to cases of depression and
suicides among students. The government is
thinking of introducing new systems in the hope
that it will help students to move away from the
cut-throat competition and rote-learning and will be
able to focus on creative aspects and personality
development.
 “The highest education is that
which does not merely give us
information but makes our life in
harmony with all existence.”
–
Rabindranath Tagore
WHAT IS THE IMPORTANCE OF HIGHER EDUCATION IN SOCIETY?

 Letus try to understand why higher

education is so important in society. Given
below are a number of reasons that satisfy
the need for higher education in society:

 Necessity

 Job Market Demands

 Critical Thinking Ability
 IMPORTANCE OF QUALITY
ASSURANCE IN HIGHER EDUCATION
 Educational institutions must also focus on the
importance of quality assurance In Higher Education.
Having highly qualified professors, well-built
infrastructure, books, libraries, access to computer
systems, and similar other educational needs are
compulsory for quality assurance. The higher studies
should also offer lessons on morality, ethics, good
conduct, behaviour, coexistence, and more.
 Quality assurance assessments in higher
education conducted in universities help in knowing the
strengths, weaknesses, opportunities, and other
relevant aspects. It helps in the identification of
planning areas. Funding agencies are provided with the
objectives. The institutes update innovative methods of
studies and teaching.
 IMPORTANCE OF NAAC IN
HIGHER EDUCATION
 NAAC is an autonomous institute established by UGC in
1994 with the primary agenda to improve the quality of
education in higher learning institutions. It assesses the
institutions on the basis of teaching-learning and
evaluation, curricular aspects, infrastructure, learning
resources, student support, organisation, and
management.
 This process of assessment is very essential for quality
assurance in higher education. The universities prepare a
report based on the para metres by NAAC. The report is
validated by a team through an on-site visit. The
executive committee of NAAC takes the final decision on
the assessment. An in-depth analysis of the college such
as the strengths, weaknesses, opportunities, and areas of
concern is made. The accreditation is valid for five years.
 IMPORTANCE OF THE
INTERNET IN HIGHER
EDUCATION
The Importance of Higher Education In
Today’s Society is unprecedented. The world
is gradually changing and so is technology.
The Internet has become a platform for
many students who cannot afford to study in
our regular one. There are many sources
that help non-regular students to educate
themselves. The online websites offer full-
time courses in different fields of study.
 IMPORTANCE OF ICT IN
HIGHER EDUCATION
 ICT stands for information and communication technology.
It simply means the involvement of technology in
communication and information exchange. It plays an
important role in higher education also. Online learning or
e-learning is one such great example of ICT inclusion in
higher studies. It has become very popular in the present
scenario when live classes are not possible. It also
promotes higher-order thinking skills in students, enhances
their subject learning, encourages collaboration, improves
knowledge retention, engages in discussion, and many
more.
 Today Artificial Intelligence, Data Science, Machine
Learning, and similar other techniques are playing a
major role in almost every domain. The present challenges
can be met when students understand the Importance of
Leadership In Higher Education.
 WHAT ARE THE VARIOUS GOVERNMENT
INITIATIVES FOR HIGHER EDUCATION IN INDIA?
 The Indian government has taken several initiatives to improve
the higher education system in the country. Some of the major
initiatives are:
 Education Quality Upgradation and Inclusion Program (EQUIP)
 Technical Education Quality Improvement Programme of
Government of India (TEQIP)
 Institute of Eminence (IoE)
 Funding and Financing
 Higher Education Financing Agency
 Rashtriya Uchchatar Shiksha Abhiyan (RUSA)
 Research and Development
 Prime Minister's Research Fellows (PMRF)
 The Scheme for Promotion of Academic and Research Collaboration
(SPARC)
 Impacting Research Innovation and Technology (IMPRINT)
 Impactful Research in Social Sciences (IMPRESS)
Cont…
 Technology and E-Governance
 National Educational Alliance for Technology
 National Academic Depository
 e-PG Pathshala
 Surveys and Ranking
 National Institutional Ranking Framework (NIRF)
 All India Survey on Higher Education ( AISHE)
 Vocational Education
 National Apprenticeship Training Scheme (NATS)
 SHREYAS Programme
 International outreach
 Study in India Programme
 Holding the IIT-Joint Entrance Exam (IIT-JEE) in 25 countries.
 Setting up of branches of IITs in other countries
 Scholarships
 Central Sector Scheme of Scholarship for College and University
Students.
 National Fellowship and Scholarship for Higher Education of ST Students.
 Merit Cum Means Scholarship For Professional and Technical Courses CS
(Minorities).
 Pragati Scholarship for Girls.
 Special Scholarship Scheme for North Eastern Region.
WHAT ARE THE CHALLENGES FACED BY HIGHER
EDUCATIONAL INSTITUTIONS (HEIS) IN INDIA?
 Inadequate investments in higher education: The
government’s expenditure on higher education is a mere 2.7%
of the GDP against the recommended 6% by the Kothari
Commission.
 Disparities in access to higher education: Empirical
evidence points towards the persistence of economic, social,
locational, and regional disparities in access to higher
education.
 Limitations in accreditation: NAAC and NBA are currently
reeling under the issue of inadequate capacity to bring all HEIs
into the accreditation framework.
 Learning outcomes and teaching outcomes: Deficiency of
prerequisites amongst students to take up programs and the
subsequent failure to achieve desired outcomes is much
prevalent.
Cont…
 Research and innovation: India lags behind other
countries in terms of research output, innovation, and patent
registrations. Also there is a lack of adequate funding in
research and innovation.
 Lack of global standards of excellence: This has a direct
impact on India’s capacity to reap its demographic dividend
and acts as an impediment for HEIs to feature in top global
rankings of institutions.
 Limitations in attracting students from abroad: India
ranks third in the world in terms of having students pursuing
higher education from abroad. However, globally, India
occupies the 26th position among the top destinations for
international student mobility.
 Absence of convergence between higher education
and the skill ecosystem: Higher education contributes
only 4% in offering skill training while the Ministry of Skill
Development and Employment (MSDE) contributes 58%. The
MSDE hasn’t been involved in the higher education system
either.
 WHAT ARE THE VARIOUS RECOMMENDATIONS
FOR A BETTER HIGHER EDUCATION ECOSYSTEM
IN INDIA?
 Regulation and Accreditation
 Consolidating the regulatory structure of this sector by eliminating the overlapping
regulations.
 Widening the accreditation network and acknowledging the diversity of standards
during the assessment.
 Expanding access
 Enhancing access to vulnerable communities by providing scholarships, fee
reimbursement, etc.
 Expanding access to cater to geographically underserved areas through Massive
Online Open Courses (MOOC) and Open and Distance Learning (ODL).
 Financing higher education
 Generating funds via new modes such as opening up of sophisticated research
equipment to industry and other external users which will improve their utilization
and also earn revenues.
 Providing financial incentives like One-time financial grants to support filling up
existing vacancies of faculty and One-time Catch-up grant to facilitate infrastructural
upgradation.
 Effective pedagogies and assessment practices
 Formulating a National Higher Education Qualifications Framework and Learning
Outcome-based Curriculum Framework.
 Create institutional mechanisms for periodic review of curricula by formulating
guidelines for implementation of the revised curriculum. Cont…
 Promotion of research and innovation
 Building a robust ecosystem of research networks by reaching out to local
higher education institutions.
 Setting up a research funding body at the national level, which aims at
achieving excellence in knowledge creation, people, and Research &
Innovation infrastructure.
 Skills, Employability, and Entrepreneurship
 Incorporating a formal vocational education structure into the college
system with a credit structure that applies to both vocational and non-
vocational education.
 Revamping the curriculum for vocational education to incorporate skill
courses with credits.
 Technology for better reachability
 Promoting Research in Edu Tech by setting up Centers of Excellence (CoE)
in premier Institutions along with Incubation support facility for startups.
 Developing platforms using AI that could offer personalized learning paths,
adaptive assessments, and real-time progress tracking to enhance the
learning experience and outcomes.
 Internationalization of higher education
 Expanding academic collaboration with Higher Education Institutions
abroad for knowledge sharing and research collaboration.
 Promoting program mobility and cross-border delivery of higher education
programs.
 SOME OF THE MAJOR PROBLEMS CURRENTLY
FACED BY THE HIGHER EDUCATION SYSTEM IN
INDIA INCLUDE
 (a) a severely fragmented higher educational
ecosystem;
 (b) less emphasis on the development of

cognitive skills and learning outcomes;

 (c) a rigid separation of disciplines, with early

specialization and streaming of students into

narrow areas of study;
 (d) limited access particularly in socio-
economically disadvantaged areas, with few
HEIs that teach in local languages
 (e) limited teacher and institutional autonomy.
 (f) inadequate mechanisms for merit-based
career management and progression of
faculty and institutional leaders.
 (g) lesser emphasis on research at most

universities and colleges, and lack of

competitive peer reviewed research funding
across disciplines;
 (h) suboptimal governance and leadership

of HEIs
 (i) an ineffective regulatory system; and

 (j) large affiliating universities resulting in

low standards of undergraduate education.

THE POLICY’S VISION INCLUDES THE FOLLOWING
KEY CHANGES TO THE CURRENT SYSTEM:
 (a) moving towards a higher educational system
consisting of large, multidisciplinary universities
and colleges, with at least one in or near every
district, and with more HEIs across India that offer
medium of instruction or programms in
local/Indian languages;
 (b) moving towards a more multidisciplinary

undergraduate education;
 (c) moving towards faculty and institutional
autonomy;
 (d) revamping curriculum, pedagogy, assessment,

and student support for enhanced student

experiences;
 (e) reaffirming the integrity of faculty and institutional
leadership positions through merit appointments and
career progression based on teaching, research, and
service;
 (f) Establishment of a National Research Foundation to
fund outstanding peer-reviewed research and to actively
seed research in universities and colleges;
 (g) governance of HEIs by high qualified independent
boards having academic and administrative autonomy;
 (h) “light but tight” regulation by a single regulator for
higher education;
 (i) increased access, equity, and inclusion through a range
of measures, including greater opportunities for
outstanding public education; scholarships by
private/philanthropic universities for disadvantaged and
underprivileged students; online education, and Open
Distance Learning (ODL); and all infrastructure and
learning materials accessible and available to learners
with disabilities
 NEW INSTITUTIONAL ARCHITECTURE
 The main thrust of this policy in higher education is to end the
fragmentation of higher education by transforming higher
education institutions into large multidisciplinary universities,
colleges, and HEI clusters, each of which will aim to have 3,000
or more students.
 It is envisioned that over a period of time all existing HEIs and

new HEIs will evolve into research-intensive universities (RUs),

teaching universities (TUs), and autonomous degree-granting
colleges (ACs).
 This would require mapping existing HEIs in a rationalised

manner to achieve the new institutional architecture for higher

education.
ABC
THE CENTRE AND THE STATES WILL WORK
TOGETHER TO INCREASE THE PUBLIC
INVESTMENT IN EDUCATION SECTOR TO REACH
6 PER CENT OF GDP AT THE EARLIEST.
Thank you