Higher Education in India – Issues and Challenges

*Dr.Varun Chhachhar
**Aakash Raj Chauhan

Abstract

Inspite of the challenges to the higher education in the past many years, call for the reform
might provoke a very fundamental change in the higher education of India. This change may
not happen as a direct response to call for the reform for greater accountability and
transparency, but rather because of the opportunity to reflect on the purpose of higher
education, the role of colleges and the universities in the new era, and evolution of scientific
research on how people learn. Now the time has arrived to establish the new era of
institutional building and of achieving excellence in the field of education, capability building
and research.

It is evident that the economic success of the country is directly determined by their
education systems. Education is considered to be a Nation’s Strength. A developed nation is
ofcourse an educated nation. India’s higher education system is the third largest in the world,
after the United States and China. Since the independence, India as a developing nation is
contentiously progressing in the in every field. Though there have been lot of challenges to
higher education system but equally have lot of opportunities to overcome these challenges
and to make higher education system much better. We need more educated and skilled people
who can take the economy of the country forward. When India can export skilled people to
the outside world then we can shift the status of India from developing nation to the
developed nation very efficiently.

Introduction

The vision of higher education in India is to utilize India’s human resource potential to its
maximum with equity and inclusion, The nation has initiated a number of development linked
strategies to promote higher education in the country as a result of which higher education
sector, in recent years has witnessed a tremendous growths in number of factors such as
institutional capacity, enrolment, teacher-student ratio, etc. The rapid development of higher
education has a whole has brought up number of pertinent issues related to equity, efficiency,
excellence and access to higher education in our country also the contributions of private
unaided colleges in meeting the growing demands of higher education in the country are
really appreciable, the mushrooming growth of these private institutions has resulted in a very
vast system of higher education with the weakest quality.

During the colonial era, education was kept away from the development agenda also the
universities established at the time were on the concept of University of London and they
were basically examining, affiliation and regulating bodies. The structure of higher education
system in Indian was not capable of building potential human resource in the country
required for self-reliant socio-economic development. In an attempt to eliminate the
infirmities in the inherited education system, Radhakrishnan Commission (1947-49) and
Kothari commission (1964-66) were appointed for the reform in the system and their reports
formed n new base for the Education Policy (1986) and Programme of Action (1992) with
broad goals such as provision of equal access to all, enhancement of student enrolment,
quality education and also the promotion of relevant education.

However, the basic problems facing higher education in India includes inadequate
infrastructure and facilities, low student enrolment, large vacancy in faculty position,
outdated teaching methods, unmotivated students, declining research standards, overcrowded
classrooms and socio-economic imbalances

In retaliation to the social need of empowerment and capacity building through higher
education, the number of higher education has multiplied with an increase in students intake
but the growth in terms of qualitative improvement is yet to be witnessed in the country.
After all, many institutions in the country have turned into examinations centers instead of
imparting skills. Moreover, configurational adjustment in the education policies of the
Government pressurized the higher education institutions to become economically viable.
It reshaped higher education as a means to meet growing demand in the midst of cultural,
socio-economic, geographical barriers for the people who aspire to pursue higher studies

Higher Education System in India

India’s higher education is the third largest in the world after China and United States. Unlike
China, India has an edge, English being the primary language of higher education and
research. India educates approximately 11 percent of its youth as compared to 20percent of
china. At the apex level, University Grants Commission (UGC) is the main governing body
in India, which advises the government, enforces its standard and also help coordinate
between the centre and the state. Universities and it’s constituent colleges are the main
foundation of higher education in India. At present there are 903 universities, the type-wise
data for universities is given below.
 Source: UGC ANNUAL REPORTS

Apart from this, Distance learning is also a feature of Indian higher education.

Structure of Higher Education in India

In India, Organizational framework of higher education consists of Universities established

by Act of Parliament (Central Universities) or State Legislature (State Universities), Deemed
Universities (institution which have been awarded the status of universities to award their
own degree by means of central government notification), institute of national importance,
institution established by the state legislative act and college affiliated with the University.
The education maybe of the nature of Professional, General, Vocational or Technical
Education. Technical education includes 65 centrally funded institutions like Indian Institute
of Technology (IITs), National Institute of Technology (NITs), Indian Institute of Science
(IISc), etc. along with many other engineering colleges setup by the state government. All
India council for technical education (AICTE) regulates and approves these institution in
engineering, hotel management, architecture and applied arts and crafts.

India has also established one of its kind university, an open Open University System to
encourage distance learning. Indira Gandhi National Open University (IGNOU) was the
pioneer in the arena of open universities in India, Distance learning universities in India are
regulated by The Distance Education Council (DEC), New Delhi. It maintains the standards,
organizes and encourages the activities of open and distance learning in the country. Higher
education sector has witnessed rapid expansion due the distance mode which is now
supported by new information and communication technology as it cost 66% less which is
economical and also students need not leave their profession or home.

The higher education sector safeguard the quality of education process with the help of some
accreditation agencies established for this specific purpose. The main agency which accredits
colleges and universities in higher education is National Assessment and Accreditation
Council (NAAC) set-up by UGC in 1194, a similar process is done for technical education by
the agency called as Accreditation Board (AB) established by ICAR in 1996.
Today, the ranking of universities and colleges in India is done by the National Institute of
Ranking Framework (NIRF), The National Institutional Ranking Framework is a
methodology adopted by the Ministry of Human Resource Development, Government of
India, to rank institutions of higher education in India. The Framework was approved by the
MHRD and launched by Minister of Human Resource Development on 29 September 2015.

As India aims to compete in a globalised frontier in the areas which demand highly trained
professionals, the quality higher education becomes very important. Till now, India’s large
and educated population base of at least moderately well- trained university graduates have
facilitated the country in moving ahead in the direction of development, but the competition
is fierce; from China in particular. Other countries are also upgrading higher education
standards with the aim of building world class universities. Many IIT/NIT graduates, well
trained in technology, have chosen not to contribute their skills to the burgeoning technology
sector in the country; perhaps half of them leave of the country upon graduation to go after
advanced studies abroad, and most do not return. A stunning 86 per cent of Indian students in
the fields of technology and science who acquire degrees in the United States do not return
home immediately following their graduation. A body of dedicated and able teachers work at
the IITs and IIMs, but the tempt of jobs abroad and in the private sector makes it increasingly
difficult to attract brightest and also the best to the academic profession.

The present system of higher education of India does not facilitate the purpose for which it
has been established. In general education itself has become so profitable a business that
quality of education is lost in the increase of quantity of institutions and politicization, adding
fuel to the fire of spoil system, increasing thereby unemployment of graduates without quick
relief to mitigate their sufferings in the job market of the country.

So, the drawbacks of the higher education system underscore the need for reforms to make it
worthwhile and beneficial to all concerned.

Most experts agree that Indian higher education, the significant and impressive developments
of the past few years notwithstanding, faces major challenges in both qualitative and
quantitative terms. Perhaps the boldest statement of this issue can be found in the “Report to
the Nation 2006” of the National Knowledge Commission which states that there is ‘a quiet
crisis in higher education in India that runs deep’, and that it is related with both the quantity
and the quality of higher education in India. Recognizing both the challenges, the Indian
Prime Minister, Manmohan Singh, severely criticized in a speech the serious qualitative
deficiencies in Indian higher education simultaneously announcing plans for a major
expansion of the system. Reflecting on the findings of a confidential report by the National
Assessment and Accreditation Council, which is affiliated to the University Grants
Commission (UGC), he expressed his concern over the fact that two thirds (68%) of the
country’s universities and 90 percent of its colleges are “of middling or poor quality” and that
well over half of the faculty in India’s colleges do not have the appropriate degree
qualifications. Knowledge is the base for overall development and if the nation has to be
competitive in every sector and to be at par with the globalization pace, we will have to
respond to the market forces.

According to a study only 25% of engineering graduates are directly employable (Infosys, an
IT giant, last year sorted through 1.3 million applicants only to find that around two percent
were qualified for jobs.) Quality of education delivered in most institutions is very poor.
While India has some institutions of global repute delivering quality education, such as
(Indian Institute of Management) IIMs and (Indian Institute of Technology) IITs, we do not
have enough of them. It has very narrow range of course options that are offered and
education is a seller’s market, where is no scope of incentive to provide quality education.
There is clearly a lack of educated educators and teaching is not an attractive profession. It’s
a last choice in terms of career. Number of Ph.D.s produced each year is very low and those
required by academia is far higher. In fact, at many institutions fresh graduates are employed
to teach, leading to poor quality of classroom instruction. Most of the education institutions
esp. in states such as Maharashtra and states in South India are owned by politicians. This
Education system which is highly regulated by the government has been set up to benefit
politicians.

The growth of higher education in India has been largely guided by the serviceable
prerequisite of the economy. After independence, the role of the state in planning out a
development path and also in building higher education institutions was guided by mutuality

of purpose. Most observers of higher education in India feel that performance of higher
education institutions has been less than satisfactory in terms of access, equity and quality.
Now there is an urgent need to work for the development of the educational sector to meet
the need of the emerging opportunities, increasing younger generation population and
challenges of the 21st century.

Opportunities in Higher Education

India is a very large country, with an estimated total population of young people aged
between 18 to 23 years to be approximately 150 million. The sheer size of the market offers
great opportunities for development of the higher education sector in the country. India now
boasts of having more than 39,701 colleges and 799 universities, which has been quite a
remarkable growth during the last six decades. The country's Gross Enrolment Ratio or GER
in higher education has registered an increase from 24.5% in 2015-16 to 25.2% in 2016-17,
according to the latest edition of the All India Higher Education Survey (AIHES), which
makes India the 3rd largest educational system in the world. Unfortunately, the educational
infrastructure of India is inadequate to handle such high volumes. In spite of all the
government expenditures in the educational sector, it is just too insufficient to meet the
growing requirements of today’s era. Therefore, higher Education sector has now been
recognized as one of the promising areas for foreign as well as private investments. It offers
huge investment opportunities in both non-regulated and regulated segments.

Indian higher education system is growing very fast irrespective of various challenges but
there is no reason that these Challenges cannot be overcome. With the help of new-age
learning tools, it is easy for country like India to overcome these problems and bring a
paradigm shift in the country’s higher education sector. With such a vibrant country with
huge population properly educated, the possibilities are endless. If knowledge is imparted
using advanced digital teaching and learning tools, and society is made aware of where we
are currently lagging behind, our country can easily emerge as one of the most developed
nations in the world.

There are opportunities for strategic engagement and capacity building in higher education
leadership and management at the state level. There are opportunities for India to
collaboration at national and international level on areas of systemic reform, including quality
assurance, international credit recognition, and unified national qualifications framework.
Equality of educational opportunity in higher education is considered essential because
higher education is a powerful tool for reducing or eliminating income and wealth disparities.
The idea of equalising educational opportunities also lies in the fact that “the ability to profit
by higher education is spread among all classes of people. There are great reserves of
untapped ability in the society; if offered the chance they can rise to the top. A great deal of
talent of the highest level is, in fact, lost by an inegalitarian system of education.

The need to enhance the employability of graduates is presenting entry points for
collaboration in enterprise education and entrepreneurship, links with industry, research skills
and the wide range of transferable skills, including English. The emerging interest in Indian
higher education institutions in the vocational skills market provides areas for potential
engagement with international partners. There is a need to build stronger relationships and
increase mutual understanding in higher education by increasing support and participation in
platforms (conferences, workshops, seminars) which enable debate and dialogue with other
countries of the world.

Critical Challenges in the Higher Education System

Low enrolment Ratio

Gross enrolment ratio is statistical measure for determining no.of students enrolled in
undergraduate, postgraduate and research-level studies in the country and expressed as a
percentage of total population. Gross enrolment Ratio has increased from 21.5 in 2012- 13 to
25.8 in 2017-18. The increase is more under Scheduled Caste (SC) Category which has
increased from 16.0% in 2012-13 to 21.8% in 2017-18. In case of ST Category, the GER has
increased from 11.1% in 2012-13 to 15.9% in 2017-18. India is targeting to attain GER of
30% by 2020, but it is still behind countries like China with GER of 43.39% and United
States with 85.8%. The proportion of total students pursuing higher education in India has not
increased dramatically from 2015-16 to 2016-17. It was in range of 23% to 25% since 2013-
14. Tamil Nadu has highest GER in India at 46.9%

Six states have registered GER higher than national average (25.2%), with their share of
students entering higher education is growing twice as fast as overall rate. These states are
Tamil Nadu (46.9%), Himachal Pradesh (36.7%), Kerala (34.2%), Andhra Pradesh (32.4%),
Haryana (29%) and Punjab (28.6%).

However, eight states UP (24.9%), Madhya Pradesh (20%), Odisha (21%), Bihar (14.4%),
Gujarat (20.2%), Rajasthan (20.5%), Mizoram (24.5%) and West Bengal (18.5%) had GER
ratio far less than the national average. Bihar has lowest GER with just 14.4% of its eligible
population (in age group of 18 to 23 years) pursuing higher education.

Gross Enrolment Ratio in Higher Education during 2012-13 to 2017-18

Lack of research centric approach 

Most of the Indian higher education system lacks strong teaching-learning process and
research. That is the reason why no higher education institution of India figures in the global
top 200 higher education institutes around the world. Indian Institute of Science (IISc)
Bangalore, which was in the 201-250 band in 2016, has slipped into the 251-300 band.
According to World University Rankings– which ranks the top 1,000 universities from 77
countries – performance of Indian centres of learning has deeply deteriorated. Apart from
IISc, The Indian Institute of Technology Delhi, Indian Institute of Technology Kanpur and
Indian Institute of Technology Madras have also dropped by at least one band. 
there are very nominal scholars in our country whose writing is cited by famous western
authors. There is inadequate focus on research in higher education institutes. There are
insufficient resources and facilities, as well as, limited numbers of quality faculty to advice
students. Most of the research scholars are without fellowships or not getting their
fellowships on time which directly or indirectly affects their research. Moreover, Indian
Higher education institutions are poorly connected to research centers. So, this is another area
of challenge to the higher education in India.

Lack of good faculty

Faculty shortages and the inability of the educational system to attract and retain well-
qualified and skilled teachers have been posing as a great challenge to quality education for
many years, Shortage of quality faculty is proving to be a setback in the transformation of
higher education in the country. According to a government report, there is a massive need
for expansion in higher education; but there is also a lack of deserving Ph.D. candidates for
faculty positions in the higher education. This has created a shortage of almost 54 percent in
the faculty talent pool in higher education, such a deficiency will greatly prove to be a
stumbling block

The problem of faculty shortages and large numbers of part-time faculty is nothing new.
They have been there at least since the 1980s, whether due to financial, legal,
technical/administrative or other reasons. However, faculty shortages have certainly become
worse over time with the exponential growth – especially since the 2000s – in the number of
higher education institutions and the college-going population which successive Indian
governments did not adequately anticipate and prepare for. The numbers of institutions
increased manifold in the 2000s, by about 1,000 colleges each year since 2003. Of course,
several colleges, notably engineering and management institutions close down every year, but
in sum, there has been a large increase in the total number of higher education institutions.
Regarding the growth in the numbers of students, according to All India Survey of Higher
Education (AISHE) reports, they have gone up from 27.5 million in 2010 to 35.2 million in
2016.

Lack of new teaching methods and global collaboration 

The Indian higher education system has been following lecture drive method for many
decades. This has turned ineffective and not sufficient in many sectors of education. There
are no approaches like spot visits, mentoring, practical educational tours, spot visits and
involvement in research projects with peer group. Finally, one need to change the teacher’s
training curriculum along with content and way of teaching, methodology . Teachers must be
encouraged take short duration professional training courses, which could help to strengthen
their learning and development areas. there is no syllabus for integration of development
concepts like emotional competencies, and info-savvy skills, life skills etc. Education
institutions often lack the emphasis for pointing out on the learning results than content
teaching. Many institutions never take the initiative to collaborate or participate with
international institutes in order to get the more exposure of digital learning methods or
technologies.

Apart from these parameters, there is an issue of ensuring the access of Indian education
to global frontier. In this, a popular perspective is to allow global universities to set up
campuses in India. However, this is countered by some people who argue that the presence of
a few quality institutions is hardly the solution as far as the majority of rural and poor
students and institutions are concerned. The alternative to this problem is to allow foreign
educational institutions to collaborate with Indian institutions on a large scale. In turn, this
will help in enhancing capabilities as far as pedagogical and curricular practices, and student-
faculty exchanges go.
For quality institutions, autonomy as far as administrative and academic aspects are involved
is a must. This would also involve the appointment of heads of institutional and executive
bodies. It must be remembered that a UGC committee had once suggested the independence
of institutions from the government as the bottom line for autonomy.

Relevant and quality education

The quality of higher education is a very serious problem. In this area, the 11th Plan
recognised basically three areas for interventions —academic reform, physical infrastructure,
and ensuring adequate faculty. Infrastructure can be improved with an increase in financial
allocation to the intuitions. Academic reform — which includes and credit systems and
semester, and examination reform, courses by choice — is a process which should only be
advanced only after the pre-requisites are totally met. In the case of faculty, which is an issue
that has assumed serious proportions, several steps were effected in the 11th Plan. However,
it still persists. A solution demands joint efforts being put up by the Centre and States. One
way, and as a one time effort, is to enforce the University Grant Commission’s (UGC)
teacher-student ratio for each State, and make certain that the financial requirement of
additional faculty is shared by the both - Centre and States.
Ensuring quality textbooks is another point which should be taken into consideration. Now
that teaching in most undergraduate and State universities is in the regional languages, good
quality textbooks and translations from the original English books are a must if a student is to
make progress. The three-language formula needs to be cohere to. Teaching in the regional
languages would make understanding relatively very easy while minimum language
competence in English should facilitate student access to English books. An example that can
be cited is in Japan where translations have enabled substantial educational access for the
student all over the country.
Enabling an education that is relevant to the society and economy is another great challenge.
The development of human resources for the economy has been transversed into action by the
means of vocational and professional education. The last government took the initiative by
setting up a National Skill Development Corporation (it brought the government and
corporate sector together to frame a demand based curriculum), which the present
government has taken to greater heights by creating a Ministry of Skill Development and
Entrepreneurship. But similar efforts are lacking in social education. The 1986 policy
required that: “In our culturally plural society, education should foster universal and eternal
values, oriented towards the unity and integration of our people. Such value education should
eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.” This
requires youth and children to be sensitised about the problem of our countries such as
inequities, poverty, undemocratic practices and reiterating commitment to upholding equality,
justice, freedom and fraternity. The American educationist, Professor, James A. Banks, said:
“the role of education in the 21st Century is to prepare students to know, to care and to act in
ways that will develop and foster knowledge and skill needed to participate in effective
action.”

Equalising Access to Higher Education in India

Even as more and more student are opting to go in for higher or professional education, many
continue to be left behind and inequalities persist, inequalities persist in access to higher
education, in subject areas and also in admission to elite universities, the higher education
system offers a “stratified structure of opportunities”, with the dominance of hierarchy in
institutional prestige and filed of study, which in turn determine earning and social outcomes.
It has been observed that those from privileged background have greater access to select
institutions and programmes of study.

The total estimated student enrolment is 3,66,42,378 out of which nearly 52.4% are male and
rest 47.6% are female students. State-wise and Category-wise estimated enrolment is given in
Table 14. SC student enrolment is 14.4% of the total enrolment and the male-female ratio is
more or less similar to the All Category. On the other hand, students belonging to ST
category constitute only 5.2% of the total student enrolment and male female ratio is similar
to All Category. 35% of the total students belong to OBC with 52% of male OBC students
Expansion of the Indian Higher Education Sector in terms of student enrolment over the last
two decades is commendable. However despite an improvement in overall GER, disparities
persist in many forms including economic, regional, locational and social group disparities,
adversely affecting students from the poor families, marginalized group and rural areas. It is
evident that family income, medium of instruction in schools, parental education and
urban/local are important determinant of access to higher education

Achieving Academic Integration in Higher Education in India

The lack of academic integration of disadvantaged students in the higher education system is
reflected in various forms. It is manifested in through the academic challenges faced by
students starting at their very outset of their entry to colleges and continuing till the
completion of their courses. Since the pre-college academic credentials of students belonging
to different social strata vary from each other, student from disadvantaged socio economic
group fails to meet the academic requirement at the higher education level. This is more for
first-generation learners those graduating from either government school or school where the
vernacular language is the medium of instruction. Such students initially face difficulties in
understanding the core subjects.

The perception that diversity is the liability obscures and nullifies the larger goal of equity
and national development. Institution of higher learning must therefore recognise and adapt
to the academic demands of the respective diverse student bodies that exist in massified
system. Thus providing thoughtful and systematic academic support is crucial for insuring
academic success of student who are at risk of exhibiting academic under-performance.
Higher education institutions can play a direct role in fostering the learning and development
of academic competencies among diverse learner in higher education space.

Developing socially exclusive higher education campuses in India

The higher education system in India is increasingly serving a more diverse group of
students. However, student from the disadvantaged group do not feel welcome in the
campuses, such student are likely to be first generation learners hailing from the rural areas
and belonging to poor families from ‘lower’ castes, who have studied in schools where the
regional language is the medium of instruction. The prevalence of prejudice along caste and
ethnic lines, and differentiated academic grounding, result in the discrimination and social
isolation of student from socially-excluded groups, both within and outside classrooms.

The discrimination faced by the students from the socially excluded group is manifested in
the form of low teacher-student interactions, social division in friendship, and exclusionary
behaviour perpetrated by the administration. Indirect forms of discrimination are more
dominant as compared to direct forms.
The massification of higher education, accompanied with changing demographics usher in
new challenges for higher education institution and social reproduction of inequalities. The
prevalence of discrimination is a manifestation of the non-inclusive nature of higher
education campuses.
There is thus a need for institution leaders to be aware of various forms of discrimination on
their campuses and to develop strategies for cultivating an inclusive campus culture in Higher
Education Institutions across India.

Conclusion

Apart from the government initiatives more is needed to be done to improve the eduation
system in India. It includes promising greater autonomy to universities and colleges of the
country, developing new regulatory environment for upgrading institutions into the world-
class category. Besides, one has to re-look at the entire range of regulations, that impact
higher education which includes —, recruitment system, funding system, credit scoring
system, , quality control of private institutions, teacher qualifications, procedures for
financing central/state universities, methodology, teacher progression (API) or schemes for
grant of autonomy.

Re-study the old system to find the best regulations, which can help us in a number of ways,
like whether the regulations have achieved the objective for which they were conceived;
whether, in the current situation and the vision which holds for the future. Moreover, one
needs to understand that whether these regulations are necessary in the present form or are
they acting as hurdles in the path to reform. 

Finally, there is must be a broad based academic development plan which includes
professors, researchers, students and teachers for all kinds of consultations. Since most of the
educational institutions are run by either big private players or the government.

The above discussed issue should also be overcome only then the true spirit of higher
education in India will be achieved. Hence it can be concluded that all be it – teacher,
students, government, universities etc. have to work together in a very progressive and
efficient manner in order to achieve and bring out true spirit of higher education in the
country.

*Assistant Professor, Faculty of Law, University of Lucknow.

**B.A.LL.B (Hons.) 2nd Year, Ram Manohar Lohia National Law
University, Lucknow.

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