AUTONOMY IN EDUCATION

Col. H.R. Ruhil

Pro Vice Chancellor, Singhania University
1. Introduction
1.1 On 30TH March 2016, The Prime Minister took a series of decisions regarding education
state of the nation, in a meeting with Niti Ayog and HRD top brass. The meeting emphasised
on outcomes, be it school or higher education. Emphasis was also laid on equality and quality
in education. The prime minister was said to be unhappy with the functioning of UGC, AICTE
etc. Later, the Minister of HRD gave out the national objectives of Education which will ensure
“inclusiveness, quality, accessibility and affordability”. Working in this direction, in the first
week of June, this year, the government came out with the proposal of abolishing UGC, AICTE
etc. and creating a new body tentatively named Higher Education Empowerment Regulation
Agency (HEERA).

1.2 National objective of education, as stated by the hon’ble minister, is a noble objective.
In fact, such objective is universal. Tomorrow, HEERA may turnout to be real ‘heera’
(diamond) in the field of education if its powers and functions are properly defined. Since the
contours of the body as well as the draft law to back it are currently being worked out by the
government and the NITI Aayog, it will be well worth the effort to go into the history of various
commissions and their recommendation (despite the fact that many of the recommendations
were ignored due to vested interests.)

2. Points that Merit Consideration

2.1 Autonomy in education

2.1.1. A University Education Commission was appointed on 4th November, 1948, having
Dr. S. Radhakrishnan as its Chairman and nine other renowned educationists as its
members. The terms of reference, inter alia, included matters relating to means and
objects of university education and research in India and maintenance of higher
standards of teaching and examining in universities and colleges under their control. In
the report submitted by this Commission, in paras 29 and 31, it referred to autonomy
in education which reads as follows:-

"University Autonomy. -- Freedom of individual development is the basis of democracy.

Exclusive control of education by the State has been an important factor in facilitating the
maintenance of totalitarian tyrannies. In such States institutions of higher learning
controlled and managed by governmental agencies act like mercenaries, promote the
political purposes of the State, make them
acceptable to an increasing number of their populations and supply then with the weapons
they need. We must resist, in the interests of our own democracy, the trend towards the
governmental domination of the educational process.

Higher education is, undoubtedly, an obligation of the State but State aid is not to be
confused with State control over academic policies and practices. Intellectual progress
demands the maintenance of the spirit of free inquiry. The pursuit and practice of truth
regardless of consequences has been the ambition of universities. Their prayer is that of the
dying Goethe: "More light," or that Ajax in the mist "Light, though I perish in the light.

xxxxx xxx xxx The respect in which the universities of Great Britain are held is due to the
freedom from governmental interference which they enjoy constitutionally and actually. Our
universities should be released from the control of politics.Liberal Education. -- All
education is expected to be liberal. It should free us from the shackles of ignorance, prejudice
and unfounded belief. If we are incapable of achieving the good life, it is due to faults in our
inward being, to the darkness in us. The process of education is the slow conquering of this
darkness. To lead us from darkness to light, to free us from every kind of domination except
that of reason, is the aim of education."

2.1.2 There cannot be a better exposition than what has been observed by these renowned
educationists with regard to autonomy in education. The aforesaid passage clearly
shows that the governmental domination of the educational process must be resisted.
Another pithy observation of the Commission was that state aid was not to be confused
with state control over academic policies and practices. The observations referred to
herein above clearly contemplate educational institutions soaring to great heights in
pursuit of intellectual excellence and being free from unnecessary governmental
controls.

2.1.3 The above stand regarding autonomy in education has been accepted as the
Fundamental Policy of law in the famous TMA Pai Foundation case by the
constitutional bench of the Supreme Court of India.

2.1.4 From examination of Acts of various education related bodies/ councils, it appears that
the parliament places strong reliance upon the report of Kothari Commission (1964-
1966). which shows that such bodies created only for non-university education. The
report emphasizes upon the importance of education and autonomy of the university.
 Various such councils have assumed powers to grant licence/ permit / quota and created
inspector raj in educational institutions.

2.1.5 The national objective of education system is to provide inclusive quality education and
learning opportunities for all at affordable cost which ensures that a learner eventually
turns out as good human being imbibed with moral and ethical values and is equipped
with adequate employment skills (self employment or job) - thus ready to contribute to
Gross National Income through any sector- agriculture, manufacturing, service or the
education sector itself.

2.1.6 In any education system there are only four stake holders:-

(a) The learner who wishes to acquire knowledge/ skill in accordance with his/ her
aptitude and capability.

(b) The parents who have to spare the child from domestic chores and finance the
expenses of the learner.

(c) The teacher who has to guide the learner.

(d) The employer who would provide employment to the learner if he/ she has
acquired the skill/ knowledge required for the job.

2.1.5. It is the above stake holders alone who should decide what to study and how long/ how
much to study to acquire a particular level of skill. There is no room for anybody else
to dictate what to study and how long to study and what level of knowledge/ skill is
required for a particular job. Let the learner decide what to study in accordance with
his/ her aptitude, and let the learner decide, depending upon her capability and time
available, as to how long he/ she will take to acquire the required level of skill/
knowledge.

2.2. Abolition of all so called “Regulatory bodies”

2.2.1. After the UGC was established for the limited purpose of co-ordination and
determination of standards in institutions for higher education or research and scientific
and technical institutions, over the next few decades, a number of bodies were set up
with the pious intention of guiding and helping the universities in their role of seekers
 of truth. However, each regulator, instead of assisting the universities or educational
institutions, assumed the role of “Inspectors” on their own and started dictating their
whims and fancies. This resulted in a peculiar situation where on one hand, university
passouts are not found suitable for employment by the industry while on the other hand,
industry suffers from shortage of trained main power.

2.2.2. It is known to all that on putting an end to licence, permit, quota and inspector
raj in the industry, resulted in excellent growth with better quality of products.
Market forces and competition are the most effective natural regulators free
from any type of corruption. This will help in expansion of quality education
and achieve the objective of making education inclusive.

2.2.3. It may not be out of place to refer to the corrupt practices brought out in the
Ninety-second Report of the Committee on the Functioning of Medical Council
of India by Department-related Parliamentary Standing Committee on Health
and Family Welfare.

2.2.4. Latest glaring example of ill effects of regulators is the recent national
Eligibility cum Entrance Test (NEET) conducted for medical education. More
than 11 lakh aspirants appeared for the test. Out of these, over six and half lakh
candidates have qualified for admission in various institutions providing
medical education. However, due to regulatory hurdles only about 60 thousand
students can get admission. Rest will not be able to get medical education only
because of the licence raj that has “sanctioned” only 60 thousand seats. Is it fair
to the young aspirants? If all restrictions are removed, each aspirant of medical
education will find a place to get such education ensuring accessibility and
equality. This will not only satisfy the aspirations on the youth but also help in
reducing the acute shortage of doctors in the country.

2.2.5. It is, therefore suggested that, as a first step, all bodies like UGC, ACTE, NCTE,
MCI, BCI, PCI etc should be scrapped immediately. HEERA or the proposed
National Education Commission should function as a one point promoter for
education. Thereafter, let educational institutions, especially, the universities
have complete autonomy as envisaged in the constitution of India. Entry 44 of
List 1 (Union List) in seventh Schedule of Article 246 of the constitution has
not empowered even the parliament to interfere in the autonomy of the
 universities. The best regulator in any field is the market. Let the market
forces decide who is good, who is bad and who is indifferent. Eventually, it will
be the survival of the fittest. Therefore, the tendency of interfering with /
restricting autonomy of educational institutions should be desisted.

2.3. Miscellaneous Recommendations

2.3.1. Use of latest modes of learning like Information and Communication
Technology, elearning, ebooks, Massive Online Open Courses etc should be
encouraged.
2.3.2. In order to let the learner move at his/ her pace, On-Demand- Examinations
should be encouraged. It is prevalent in most developed countries.
2.3.3. Mobility of learners from one institution to another or from one region to
another should be made simpler by doing away the requirement of transfer
certificates or migration certificates etc.
3. CONCLUSION

The National education objective of achieving inclusiveness, quality, accessibility and

affordability is a very noble objective. Autonomy of educational institutions, especially
of universities (which are fountain of knowledge, research and seekers of truth) is
necessary to let these institutions function freely and fearlessly. After all, quality can be
ensured and delivered only if stake holders are given freedom to function. Putting an
end to licence, permit, quota and inspector raj will provide adequate accessibility while
market forces will ensure quality and affordability by ensuring survival of the fittest.