Towards the Quality of Higher Education Essay Example

British arrived in India. The British, however, were not eager to take on the responsibility of educating the Indian population. Instead, they established schools and colleges to train Indians for menial positions within their own company offices. The charter act of 1813 allocated a mere one lakh of rupees for education improvement. Consequently, numerous government and private colleges were established by the British rulers, resulting in a disorganized state of higher education during that era.

During a certain period, the British rulers recognized the need to organize and improve the quality of education. To address this, they appointed Wood's Despatch of 1854. Following the recommendations of Wood's Despatch, the Universities of Culcutta, Bombay, and Madras were established in 1857, based on the model of London University. Additionally, Allahabad University was established in 1882, following the same model. However, these universities only conducted examinations and affiliated bodies, without engaging in teaching or research activities. The Government of India appointed various Indian Education Commissions and selected renowned educationists as members to assess the standard of Indian education and provide recommendations.

Within a span of one hundred years, six Education Commissions were appointed in India. The recommendations of these commissions can be analyzed as follows:

1. Indian Education Commission or Hunter Commission, 1882: The Hunter Commission, established in 1882, played a major role in enhancing college education in India. As a result, numerous colleges were established during 1901-1902.
2. Indian Universities Commission, 1902: Under the leadership of Lord Curzon, University Education in India experienced significant progress. Lord Curzon implemented policies aimed at the control and improvement of University Education in various fields.

In 1902, he

established the Indian Universities Commission to investigate the state and operations of Indian universities and offer recommendations as needed. Subsequently, in 1904, the Indian University Act was enacted, resulting in significant alterations to the universities' structure, reach, authority, and management. Despite these changes, the growth of university education was temporarily hindered due to the absence of revolutionary reforms within the university system.

Later on, it was acknowledged that improvements and reforms were necessary for the conditions and standards of contemporary universities and colleges. The establishment of Allahabad University in 1882 marked the last new university until 1917, although the number of colleges increased. To handle the additional workload, the British Government appointed the Culcutta University Commission or Sadler Commission.

Despite primarily focusing on the issues of Culcutta University, the commission brought about significant reforms and changes in higher education throughout India. This resulted in universities not just serving as examining bodies, but also as centers for teaching and learning. The Commission's recommendations from 1917 led to the establishment of over 16 universities in various locations across India by 1947. The expansion of higher education received a major boost after Independence with the Indian University Education Commission, also known as the Radhakrishnan Commission, in 1948.

Every year, there is a growing number of institutions in higher education and an increase in student enrollment in these study centers. Higher education is offered through various colleges, including arts, science, commerce, and professional colleges, as well as research institutions. These institutions are categorized as universities according to the University Grants Commission Act of 1956.

In addition to central universities and state universities with their affiliated colleges, Indira Gandhi Open University and other

Open Universities also play a significant role in higher education.

To address both current and future needs of the country, the Indian Education Commission (also known as the Radhakrishnan Commission) was established by the Government of India in 1948 to provide recommendations for improvements and expansions in Indian universities.

The commission had a broad scope of duties, which included different aspects of university education in India. Its objective was to improve and reorganize university education, which involved research and standards, teacher issues, curriculum development, language used for teaching, religious education, discipline problems, student health and housing, as well as other related challenges within both national and global contexts. The report generated by the commission is considered the most comprehensive on education with significant long-lasting effects.

The Mudaliar Commission, also known as the Secondary Education Commission or the M.C. Mudaliar Commission, was established in 1952.

In India, the Kothari Commission, officially known as the National Education Commission, was set up from 1964 to 1966. Despite an increase in education quantity since independence, there remains a lack of quality. The implementation of free and compulsory education for children below 14 has not been fully achieved as per constitutional directive principles.

Other pressing issues include low literacy rates, subpar primary and secondary education standards, curriculum diversification, and educated unemployment. To address these concerns and establish a national education system, the Indian government appointed the Kothari Commission on July 14, 1964. In June 1966, this commission presented its report and recommendations that raised high expectations among the population.

Despite the passage of time, there has been little progress in achieving the commission's proposed targets. While the commission made useful funding recommendations for implementing these suggestions,

managing finances was not their responsibility. However, we must acknowledge the reality. The Kothari Commission presented significant suggestions for various educational institutions. The government has already implemented some of these suggestions and continues to work towards implementing the rest.

In summary, the Education Commission's report aims to enhance the education system at all levels. Its implementation would tackle existing shortcomings. In higher education, there has been notable growth since independence; however, emphasis has been placed on quantity rather than quality by the government in terms of increasing institutions. Furthermore, several concerns have been disregarded and insufficient actions have been taken to address these problems.

Since the Kothari Commission made recommendations, the government introduced the National Educational Policy of 1986. It is beneficial that emphasis is being placed on specialization in higher education. The challenges faced in higher and university education in India are essentially a reflection of the broader problems prevalent in Indian society. If we aim to create a society based on democratic socialism principles, we must overhaul the entire educational system. Democracy cannot sustain itself without a high standard of general, vocational, and professional education.

The current reality does not meet our ideal expectations. Our universities are overwhelmed with a strong focus on theoretical knowledge. The decline in the standard and quality of higher education in India can be attributed to several factors, including:

1. Lack of clear goals among higher education students: A major issue that negatively impacts the standard of higher education is the absence of specific objectives. Many students pursue higher education without a clear aim or purpose. It is crucial for students to have a definite

goal before entering higher education. To improve the standard of higher education, universities should revise their aims and objectives accordingly. In 1952, Newman emphasized the importance of training individuals through university education who would make positive contributions to society.

The solution to this problem proposes creating a healthy environment in institutions and society by revising the curriculum and examination systems, elevating teaching standards, and providing grants and loans for student studies. One issue is the lack of interesting subjects in college curriculum, which are often outdated and do not align with student interests. The Radhakrishnan Commission emphasizes that a curriculum valid in previous eras cannot remain unchanged in the 20th century. To address this, the curriculum should be revised and reformed to cater to the interests of advanced young students.

Another problem lies in the emphasis on specialization in education, leading to narrow perspectives and imbalanced knowledge. To overcome this, there should be a balance between general education and specialization, nurturing students' personal growth and their sense of civic duty.

issue, educational institutions should provide experienced and trained individuals to offer proper guidance and counseling to students from the beginning to the end.

The University Education Commission of 1949 emphasizes the importance of examination reforms, asserting that "the most crucial reform in universities should be in examinations." The commission suggests that these reforms can be achieved through the use of scientific methods. To reform the examination system, the commission recommends implementing continuous comprehensive internal evaluation, adopting a semester system, and introducing a grading system. Additionally, the commission suggests developing question banks, demarcating syllabus, setting and moderating questions, evaluating answer scripts, and conducting examinations.

is excessive interference from student societies in college affairs.

The excessive interference in institutional affairs proved to be a scourge. To address this issue, the university implemented legislation to maintain control over student societies. In order to enhance students' intellectual capabilities and foster a welcoming environment, student societies should also arrange programs like leadership training, life skills training, seminars, workshops, etc.

The University Grants Commission warns that if the number of students admitted to our universities continues to increase without a corresponding expansion of facilities, there is a great risk of further deterioration in academic standards. In order to address this issue, it has been suggested that a new and modern selective system of admission should be implemented.

The Government of India, the State Government, non-governmental organisations, and wealthy individuals should provide necessary funds and donations in order to improve the quality of higher education.

salaries and allowances for teachers at different stages, a proposal that should be implemented by the Government.

The Education commission has made significant provisions to improve the work and services of teachers, which should be implemented by the Government.

Additionally, educational institutions should organize more interaction programs such as debates, discussions, seminars, workshops, etc., which help students increase their knowledge with the guidance of their teachers. The University Education Commission has taken notice of all these problems and has made several suggestions to address them.

Most of these suggestions have been accepted by the government and many of them have already been implemented. As a result, it is hopeful that after resolving our current issues, higher education will fully develop the personalities of young individuals and equip them

with intellectual and physical abilities to become capable citizens of the country.