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A study on contemporary issues in higher education nil
- 1. A Study onContemporary Issues in Higher Education System in India Dr.S.Palani Associate Professor and Head, Department of Economics, Mannar Thirumalai Naicker College, Madurai – 4.
- 2. INTRODUCTION • “Ability Teachesus how we do Motivation determines why we do and Attitude decides how well we do” • Higher education in India, like in other countries, has a university component and a non-university component. The universities have the authority to award degrees and offer courses at the undergraduate and post-graduate levels. • The non-university institutions in India, in general, offer courses, especially in technical and professional subject areas.
- 3. IMPORTANCE OFHIGHER EDUCATION • Tolive with happiness &Prosperity • Education empowers minds that will able to conceive good thought and ideas. • It helps to analyse and making life decisions • For social and economic development of the nation • But education guide human to fight with failure and et success in life. • How you can live with your own feet
- 4. Revolutionary Changes inHigher Education • Changes in production method • Changes in industrial revolution • Knowledge changes
- 5. Disparities in accessto higher education • Gender disparity • Geographical inequity • Minority – majority based inequity • Equity based on economic class are prevailing in higher education
- 6. Current status ofhigher education • “Education the most powerful weapon which you can use to changes the world”. - Nelson Mandela. • India is hurrying quickly toward monetary achievement and modernization, depending on cutting edge ventures, for example, data innovation and biotechnology to impel the country to thriving. • Lamentably, its feeble advanced education division establishes the Achilles impact point of this system. • Its deliberate disinvestment in advanced education as of late has yielded neither world-class explore nor a lot of exceptionally prepared researchers, researchers, or administrators to support cutting edge improvement. • India's principle rivals — particularly China yet additionally Singapore, Taiwan, and South Korea — are putting resources into substantial and separated advanced education frameworks. • They are giving access to expansive quantities of understudies at the base of the scholastic framework while in the meantime constructing some examination based colleges that can rival the world's best organizations.
- 7. The Kothari commission •The commission underlined instruction as the most dominant instrument of national improvement and spread out the targets of training as expanded efficiency, more prominent social and national coordination, modernization, and the advancement of social, good and profound qualities. For expanded profitability, the commission prescribed that work-experience ought to be presented as an essential piece of all training, be it general or professional. For more prominent social and national mix the proposal was the Common School System (CSS) of state funded training that would bring the diverse social classes and gatherings together and in this manner advance the development of a libertarian and incorporated society.
- 8. Objectives 1. To estimateApproved Higher Education Institutions & Its Growth with AGR 2. To analyse higher education expend trend value of GDP.
- 9. Objective 1To estimate Approved Higher Education Institutions & Its Growth with AGR Year Number of Colleges AGR Number of Universities AGR 2000-01 10249 - 244 - 2001-02 11146 8.75 254 4.10 2002-03 11776 5.65 272 7.09 2003-04 12178 3.41 304 11.76 2004-05 13578 11.50 343 12.83 2005-06 16982 25.07 350 2.04 2006-07 19812 16.66 371 6.00 2007-08 23099 16.59 406 9.43 2008-09 27882 20.71 440 8.37 2009-10 25938 -6.97 436 -0.91 2010-11 32974 27.13 621 42.43 2011-12 34852 5.70 642 3.38 2012-13 35525 1.93 667 3.89 2013-14 36634 3.12 723 8.40 2014-15 38498 5.09 760 5.12
- 10. Diagram -1 11146 1177612178 13578 16982 19812 23099 27882 25938 32974 34852 35525 36634 38498 8.75 5.65 3.41 11.5 25.07 16.66 16.59 20.71 -6.97 27.13 5.7 1.93 3.12 5.09 -5000 0 5000 10000 15000 20000 25000 30000 35000 40000 45000 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Number of Colleges and AGR in 2000-01 to 2014-15 Number of Colleges 10249 AGR -
- 11. Diagram -2 -100 0 100 200 300 400 500 600 700 800 2001-02 2002-032003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 254 272 304 343 350 371 406 440 436 621 642 667 723 760 4.1 7.09 11.76 12.83 2.04 6 9.43 8.37 -0.91 42.43 3.38 3.89 8.4 5.12 Number of Universities and AGR in 2000-01 to 2014-15 Number of Universities 244 AGR -
- 12. objective 2To analyse higher education expend trend value of GDP. Year Expenditure on Higher Level Education (Rs.in Crores) GDP (Rs.in Crores) Percentage to GDP 2000-01 61281.46 1925017.00 3.18 2001-02 64847.70 2097726.00 3.09 2002-03 68561.54 2261415.00 3.03 2003-04 73044.93 2538170.00 2.88 2004-05 81280.85 2971464.00 2.74 2005-06 94483.70 3390503.00 2.79 2006-07 110340.36 3953276.00 2.79 2007-08 125379.63 4582086.00 2.74 2008-09 152822.40 5303567.00 2.88 2009-10 190136.08 6108903.00 3.11 2010-11 233510.11 7248860.00 3.22 2011-12 270091.78 8736039.00 3.09 2012-13 270091.78 9951344.00 2.71 2013-14 365965.23 11272764.00 3.25 2014-15 433640.59 12433749.00 4.04
- 13. Diagram-3 61281.46 64847.7 68561.5473044.93 81280.85 94483.7 110340.36125379.63 152822.4 190136.08 233510.11 270091.78270091.78 365965.23 433640.59 3.18 3.09 3.03 2.88 2.74 2.79 2.79 2.74 2.88 3.11 3.22 3.09 2.71 3.25 4.04 0 50000 100000 150000 200000 250000 300000 350000 400000 450000 500000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Higher Education Expenditure and Percentage of GDP Expenditure on Higher Level Education (Rs.in Crores) Percentage to GDP
- 14. SCOPE OF EDUCATIONPOLICY The government of India would like to bring out a nation education policy to meet the changing dynamics of the population’s requirement with regards to quality education Innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and To eliminate the shortage of manpower in science ,technology , academics and industry.
- 15. SIGNIFICANCE OF NEWEDUCATION POLICY Fundamental rights Non discrimination in workshop Rights of minorities Education for weaker sections Right to education
- 16. FEATURES OF NEWEDUCATION POLICY • The government’s intention to overturn nearly twenty year of academic and political consensus and allow for a return to academically selective secondary education. • 2017 is shaping up to be a year when education policy hits the headlines for more reasons than one. Free childcare entitlement Teacher recruitment Fairer funding
- 17. Merits & Demeritsof New Education Policy
- 18. Challenges Of NewEducation Policy 2017 In India The main issues and challenges of contemporary Indian education are as follows dissatisfaction of youth disciplines unemployment education is for knowledge and that should be our target poverty political unwillingness casteism dearness corruption, privatization, unawareness, character of teachers.
- 19. Govt. Approved HigherEducation Institutions in India. • The progress of the education sector in a country depends largely upon the growth of education institutions. • The education institutions are considered as the basic infrastructure in the process of development. • Education for this repose government has established large number of institutions of various levels on the other hand, private institutions are developed. • Such institutions come under the realtors of government are called recognized education institution ‘An educational institution does not refer to a school building or facility. • A new educational institution is established, an educational institution is abolished or merged with another educational institution at the decision of the organizer of education (maintainer of the educational institution) or a public authority.
- 20. Suggestions For ImprovingQuality Of Higher Education Towards a learning society Industry and academia connection Incentives to teachers & Researchers Innovative practice Coming to information age Student centered education Public private partnership To provide need based job-oriented course International co-operation
- 21. • Towards anew vision • cross cultural programme • Action plan for improving quality • Individuality • Privatization of higher education • World class education • Personality development • Status of academic research studies • stipend to research fellow • Fair quality assurance system • To increase quantity of university • Examination reforms • High tech libraries
- 22. CONCLUSION • The analysisshows that higher education in India has been expanding very fast. While expansion of the sector till the 1980s depended largely on public funding and fiscal capacities of the state, in the present context it does not rely heavily on public funding. • It is the private institutions which are 28 enrolling a larger share of students than public institutions. • Therefore it is argued in the paper that unlike in the developed countries where massification was facilitated through public institutions, in India this process is market mediated and the non-state actors play an important role.
- 23. CON…. • The compulsionsto expand the sector will continue in India for various reasons. • The graduates from secondary schools are on the increase. • The mean scores of the secondary school graduates are increasingly inflated making many more eligible to be enrolled in higher education institutions. More importantly India has a demographic dividend. • By 2020 India will have one of the youngest populations in the world and in the 2020s India will have the largest tertiary-age population in the world. • Many of them will be belonging to the middle classes with paying capacities to finance their higher education. • This will relieve the policy makers from resource constraint decision making in higher education. • We may also expect an increasing role of the market in (higher education decision making) this domain.