for the Sustainable Development: Higher in India 1 Pradeep Pandey, 2 Sangya Shrivastava 1 Rai University, Jharkhand, Ranchi (Jharkhand) 2 Manav Sampada & Associates, Raipur (CG) Abstract : Ecomics of higher educati will must base up providing good incentives to the teachers, professors as well as to the students in the form of return over his investments. It is not about arbitrarily providing free of cast educati to all the students and bring nothing to the student except a paper degree which has altogether no value in market. Power of the ecomics lies in discriminati and differentiati, rather than in treating all units indiscriminately and uniformity, and in instructing the power of proper incentives for the sustainable development strategy. Key Words : Ecomic Reforms, low enrolment rate, regialism balance, GER, Gross Enrolment, Public expenditure, natial Income, FDI I. INTRODUCTION Our biggest challenge in this new century is to take an idea that sounds abstract sustainable development & turn it into reality - Kofi Annan (2001, p 1) Indian educati system, especially after the introducti of Ecomic Reforms in 1991, and opening of the ecomy to the whole world, marked with incidence of a informati Technology boom, is looking to compete for the global standards in higher educati. The drive is welcome but with a little precauti. First the 11 th plan seeks to increase the enrolment ratio in the higher educati csiderably in comparis to the world average and averages prevailing in the developed State countries. Undoubtedly higher educati needs to attract higher and qualitative investments. No e would disagree from the fact but e should look up the reality, not the ideals ly. 11th Plan recognized the dual problem of higher educati, namely of low enrolment rate and the regialism balance. It recognized that the 11 % enrolment rate is too low compared to 23% of world average or 36.5 %for countries in transitis or more than 55% for developed countries. To accomplish the target of 15 % GER in 11 th Plan, a sustained increase of 8.9 % per annum in Gross Enrolment is required (Duraiswamy). Thus a matching expansi in institutial capacity( 378 university assuming thirty thousand students per university and 2602 college assuming 10 college for e lakh populati of students between 18 to 24 yrs. (Sudhanshu Bhushan, chapter 10,page 6, UGC Report). Steps for Increasing the New Institutis To realize the same, the 11th Plan thus proposed the following steps to increase the new institutis: (a)30 new Central Universities, under the initiative of the Prime Minister, Dr. Manmohan Singh, have been proposed. It also includes setting up of 30 medical and engineering colleges in Central Universities. In additi a Tribal University is also to be set up. TABLE 1: Number of University & University Level Institutis Central Universit y State University Private University Deemed University Instituti Established Under State legislature Act Instituti of Natial Importance Andhra 3 20 0 4 2 2 31 Arunachal 1 0 0 1 0 0 2 Assam 2 4 0 0 0 2 8 Bihar 1 13 1 1 2 2 20 Chhattisgarh 1 7 0 0 0 1 9 Goa 0 1 0 0 0 0 1 Gujarat 1 16 5 2 0 2 26 Haryana 1 7 0 3 0 1 12 1 Total
Himachal 1 3 1 0 0 2 7 Jammu & 2 6 0 0 1 1 10 Kashmir Jharkhand 1 4 0 2 0 1 8 Karnataka 1 16 0 11 0 1 29 Kerala 1 7 0 1 0 2 11 Madhya 2 15 0 2 0 2 21 Maharashtra 1 19 0 20 0 2 42 Manipur 1 0 0 0 0 0 1 Meghalaya 1 0 1 0 0 0 2 Mizoram 1 0 0 0 0 0 1 Nagaland 1 0 0 0 0 0 1 Orissa 1 10 0 2 0 2 15 Punjab 1 7 1 2 0 3 14 Rajasthan 1 14 0 7 0 2 24 Sikkim 1 0 2 0 0 0 3 Tamil Nadu 1 18 0 21 0 3 43 Tripura 1 0 1 0 0 1 3 Uttar 4 19 2 8 1 2 36 Uttarakhand 1 3 4 3 0 1 12 West Bengal 1 15 0 1 0 3 20 Andaman & 0 0 0 0 0 0 0 Nicobar Isl Chandigarh 0 1 0 1 0 1 3 Delhi 4 2 0 11 0 2 19 Panducherry 1 0 0 1 0 0 2 Grand Total 40 227 18 105 5 41 436 Source: University Grants Commissi (UGC) b) On technical educati side 8 new IITs, 20 NITs, 20 IIITs, 3 IISERs, 7 IIMs, and 2 SPAs have been proposed. c) Again the initiative of Prime Minister 373 new colleges in districts with less than all India GERs with Central assistance a matching basis from the States have been proposed; d) New Polytechnics in un-served districts, 500 new community Polytechnics, &210 new community colleges have been proposed. State Arts, Fine Arts, Social Work, Science & Commerce Andhra Arunachal TABLE 2: Number of Colleges & Polytechnics Engineering/ Technology/ Architecture Medical / Teacher Training Others Total Colleges 1970 698 415 615 775 4473 213 17 3 1 1 1 23 3* Assam 337^ 9 7* 40** 153^ 546 10 Bihar 817 10 37 33 134 1031 17 Chhattisgarh 365 131 42 4* 42 584 15 Goa 22 2 2 0 13 39 4 Gujarat 577 29 114 254 244 1218 104 Haryana 238 154 ^ 50* 447 113 1002 32** Himachal 377 14 23 82 86 582 26 Jammu & 92 4 15 147 45 303 0 Kashmir Jharkhand 110^ 4^ 12^ 9^ 26** 161 19** Polytechnics 2
Karnataka 369 174 423** 0 13* 979 273 Kerala 192 98** 125** 21 12 448 59** Madhya 896 208 102 102** 3 1311 49 Maharashtra 2074 312 141 471 448 3446 227^ Manipur 59 3 1 5 5 73 3** Meghalaya 88 2 3 4 21 118 3 Mizoram 23 0 2 2 2 29 2 Nagaland 45 0 0 3 26 74 0 Odisha 634 82 69 14 75 874 24 Punjab 234^ 82 37 48 177 578 89 Rajasthan 1135 96* 54** 111** 214^ 1610 71 Sikkim 5 2 3 2 6 18 2 Tamil Nadu 589 440 198** 645 64 1936 363 Tripura 16 2 4 1 6 29 1 Uttar 2361^ 212^ 104^ 128** 299^ 3104 163 Uttarakhand 107 14** 20** 24 60** 225 0 West 434 73 51 103 180 841 57 Bengal Andaman & 2 0 1 1 1 5 2 Nicobar Chandigarh 8 7 4 3 2 24 3 Delhi 89* 15* 8^ 2^ 41* 155 79^ Puducherry 35 14 5 31 5 90 0 Grand Total 14321 2894 2074 3357 3292 25938 1914 ** repeated from 2006 07, * repeated from 2007 08, ^ repeated from 2008 09, repeated from 2009 10, repeated from 2010 11 up to 15 While we look at the ecomic side of the sincerity of state and central government, we find that Per student public expenditure has registered a negative rate of growth both for Central as well as State expenditure. Year G D P at current prices (at factor cost) (Rs. in TABLE :3,Statement indicating the Public Total all Sectors (Rs in Department (Rs. in & Other Deptts. (Rs. in & Other Deptts. as % age of Public Department as %age of GDP 1951 52 10080 814.14 64.46 64.46 7.92 0.64 0.64 1961 62 17116 2225.4 260.30 260.30 11.70 1.52 1.52 1971 72 44923 10610.89 994.82 1011.07 9.53 2.21 2.25 1981 82 152056 41715.71 3790.15 4298.29 10.30 2.49 2.83 1991 92 589086 170370.38 18757.61 22393.69 13.14 3.18 3.80 2001 02 2097726 619713.14 64847.70 79865.70 12.89 3.09 3.81 2007 08 4320892 q 1211461.81 (RE) 2008 09 4933183 a 1368209.74 2009-7256322 1467404.74 2010 a (BE 130557.79 (RE) 154409.85 183400.25 161419.92 (RE) 186498.58 21493.08 13.32 3.02 3.74 p 13.63 3.13 3.78 15.76 5.02 5.21 & Other Deptts. as %age of GDP RE = Revised Estimates BE = Budgeted 3
Note: G D P for the years from 1979 80-1998 99 are the base year 1993 94 series &from 1999 00-2008 09 are the base year 1999 00 series. Source: (1) GDP are taken from Natial Accounts Statistics published CS O. (2) Figures are taken from Budgeted published D/o Higher. Overall, per student expenditure has declined at a rate of 2.4 percent since 1992-93. The average real expenditure higher educati per enrolled student declined from Rs 8322 in the period 1981-82 to 1991-92 to Rs. 6790 in the period 1992-93 to 2003-04..as going If we have to csistently reform the same trend in the future also, what would happen to quality educati, and eradicating the regial and inter-sartorial imbalances, ensuring inclusive growth in educati. So the things are very clear. Either we will have to change the strategies of realizing these goals or we shall have to revaluate the relevance of these objectives. Public expenditure higher educati grew at a very rapid rate till the early 1970s but ctinued to exceed the rate of growth of natial income till the mid-1980s. As a result, the share of public expenditure in higher educati to GDP rose in this period. Thereafter, the trend is towards stagnancy or decline. The most noticeable feature is a decline in per student real expenditure higher educati in the period after 1992-93. (RaviShrivastav, UGC Report, Chapter 11) Planning & Development of Quality in India While we look at the planning and development of higher educati in our country, what is apparently noticed is that everything is being planned in a very unplanned way. Infusi of the private investment in higher educati is such an example. Private sector has developed itself indiscriminately without any effective regulati of quality and quantity of the product which they produce. In fact, since the initiati of the ecomic reform process and an correspding opening of the ecomy, a lot of FDI has come into different sectors of the ecomy and that FDI demands quality skilled professials to support itself. A correspding demand of MBAs, MCAs, Engineers, Doctors, Account Professials and other high skilled labors, has boosted the mushroom growth of the private institutis who are ly looking for the profits and margins therein, and correspdingly the industry is getting degree holders of sub graded quality, and the aspirants are earning degrees which has some value in the job market but at a comparatively high price. That mopolistic competiti due to absence of a healthy competiti from well established world class educatial institutes can t be left to run for ever. Opening up the higher educati sector for foreign direct investment would be, thus, very important for future of higher educati in governance and development of higher educati institutes according to global norms, and would set the globally appreciated standards of performance for rest of the industry. It would also set the standards for the rest of the industry and will induce for cost apprehensi of the quality educati which would check for the growth of tiny and cottage deemed universities. In the same reference, the recommendatis of the Yashpal Committee reports are also likely to be implemented to ensure quality educati in the higher educati sector. in fact, the vested policies of the central and state governments are ever more respsible than the any other factor in the higher educati sector in the India and this factor is now must to be curbed to facilitate the flourishing of the quality standards in higher educati, in the upcoming years. Then what we are heading for. Is it a simple growth in the allotment and realisati of the funds for higher educati? If we look at the draft of the 11 th five year plan s draft, UGC Draft Higher Reforms, and Yashpal Committee Draft, e should get an insight that the upcoming focus is all round overhauling of the educati system. But is there sufficient scope for that? Draft has emphasized attaining 15 % GER in higher educati and has suggested measures, therefore, to expand institutial capacity and to extensively use the existing e, in the higher educati sector. Correspding policies have to be designed for ensuring enlarged quantum of net investments in higher educati sector, private as well as public sector e hand, but the other hand, what is much required is that the extensive and ratial utilizati of funds for quality up gradati of the higher educati institutes. If we keep apart the fix investments like building, electricity, internet and cable cnecti network, the investment teachers and students are minimal. Specific internatial and natial journals as well as text books should be made compulsory for all institutes in every subject, and that list should be finalized a panel of professors of internatial fame. It should be ensured that library grants are strictly used according to that list and the list should be renewed every third year. Until we ensure supply of the correct and good reading material in a regular and competent manner to our higher educati institutes, talking of quality improvement would just be futile. Limitatis of Higher in India Our educati institutes are lacking staff. Sub graded cstructi, sub graded library and teaching material, poor maintenances and service delivery mechanism, n technical and n scientific approach towards the educatial administrati, etc all these factors are pulling us back since lg and our politicians and officers all are getting mey for every loophole in the system. Everybody is greasing their palm and administrators, politicians, supplier, ctractors, n teaching staff; clerical staffs etc. all have become India. It would provide for an alternative system of 4
important and all sufficient. Teacher s participati is limited to formati of committees ly which are the rubber stamps of the principal mainly because he has the authority to forward e s CR, Promoti Reports, Grant leave, relieve him for doing up gradati course etc. So where is the Teachers Participati in Financial and Administrative policy formati? Without paying any heed to what is happening with them, right or wrg, they are engaged with the students ly and the others are left to plunder them and their students. Lakhs and crores of grants come to big colleges and universities. How much of that teacher and students get really. How much benefit do they get actually? It is ly marginal benefit. One can remember Rajiv Gandhi for his famous and pinching argument that ly 15 paisa out of e rupees reach to the end user. In educati, it is even worsening day day. So there is an apparent need of reverse marking of college administrati teachers, students, and the society as well. At present, teacher is thought to be root cause of all the problems relating to school assuming that he has not playing his role sincerely. But often the role of college administrati is ignored as well as that of the government and the policy makers. So what is the remedy to improve service cditi in this sector or to throw the public sector too, in those dirty hands that are getting fatty the blood of the innocent students, guardian and the poor labor teacher? If we allow the private hands to suck the blood in same manner and would let it ignore all quality standards for sake of profit and margins ly, any drastic change in the system would be ly a dream. After ensuring supply of standard study materials and good working cditis for the teachers, proper teaching should be insured. We are not America or England. If all the time teachers and students, and principal will have to care about these ly, how shall e would be able to take classes regularly and to minute examine the problems of students also. Thanks to UGC which has now published the new PBAS (Performance Based Appraisal System) for promoti the teachers in higher. Who needs to care that in remote area where teachers d t get even news daily regularly, how would they be able to write up an article which will be published in an internatial journal after the review of a panel of internatial peer groups in the subject? And who need to care that how many natial and standard journals come into the college library regularly. Who need to care whether how much the grants come in library and how it is utilized for sake of maximum persal commissi. Thanks to the UGC that it has ignored all such Disparities and has passed a uniform system for all nati. At least if e cannot remove these disparities, he can do it ignore. This is best de UGC. No e needs to care that teacher residences with proper facilities should be developed compulsively in all institutes, especially in remote and distant areas. No e need to care that institute of higher educati should be developed in good places, with hostels of students, and teachers who are the central leaders of the process of disseminating knowledge should be provided proper facilitati of life. Alas! Who cares? UGC is Developing Norms of Oxford and Cambridge to develop the teachers without looking into real time problems of teachers, especially in the remote areas, and without ensuring that at the same time if college is not developed the other criteri as well in the same time, how just it would be to ly clutch the teacher. Will it work really or the results would be suffering of the teachers ly in terms of promotis and pay loss. Why the ly teacher be punished for all the vices. Will u hang the principal, managers, and other authorities also if the teachers of a college/ university does not perform appropriately and doesn t get a promoti in due time. Will u hang them up? Then why the teacher ly? CONCLUSION Actually the system is a rotten e. Everybody is interested in himself and nobody needs to care about what is happening. Until the proper facilities are developed in the institutis, and the teacher and students get its real benefit, any drive to mere increase the investment to increase the intake capacity or to expand the institutial capacity will be ly an insufficient effort. In higher educati it is the Quality which matters, not the quantity. One has to come out of this dilemma and must ensure that quality up gradati should be the forefrt while expanding investments in higher educati. Ecomics of higher educati base up providing good incentives to the teacher as well as to the students in the form of return over his investments. It is not about arbitrarily providing free of cast educati to all the students which bring heavy financial burden to the government but bring nothing to the student except a paper degree which has altogether no value in market. Neither it is about providing scholarships to all the class and caste without mitoring how it is being utilized. Power of the ecomics lies in discriminati and differentiati, rather than in treating all units indiscriminately and uniformity, and in instructing the power of proper incentives for the sustainable development strategy. REFERENCES: [1] Higher In India - Issues related to Expansi, Inclusiveness, Quality and Finance UNIVERSITY GRANT COMMISSION (chapter 1, 10, 11) [2] Yashpal Committee Report On Higher Reform, New Delhi. [3] 11 th Five Year Plan Draft [4] DeveshKapur, Ajay., S. Mehta, R Mo Dutt, Indian Diasporic Philanthropy, in Peter Geithner, Lincoln Chen, and Paula D. Johns, eds., Diaspora Philanthropy and Equitable 5
Development: Perspectives China and India, Harvard University Press, forthcoming. [5] Kaul, Rekha.1993. Caste, Class and : Politics of Capitati Fee Colleges in Karnataka(New Delhi: Sage Publicatis) [6] 1998., Development and Under development (New Delhi: Sage Publicatis) [7] Mukherjee, Aditya. 2002 The Making of the Indian Bourgeiousie (New Delhi: Sage Publicatis) [8] Modi, H. and Mukhopadhya A. 2002. An Analysis of Tax Ccessis of Charitable Organizatis NIFP Delhi [9] Tilak, J.B. G. 1983. Voluntary Ctributis to in India, Punjab School of Ecomics and Business, Vol 4, No.2,. [10] 1997. The Dilemma of Reforms in Financing Higher in India, Higher Policy, Vol 10. No 1. pp.7-21 [11] 2000. Higher in Developing Countries, Minerva. Vol 38, p..233-240 [12] 2003. Public in India, in Financing in India(New Delhi: NIEPA: Ravi Books) Reports: [1] NIEPA Report Csultative Meeting for Funding Higher [2] UGC Annual Reports, 1990-2001 [3] University News [4] Government of India Report Tax Exemptis (Kelkar Committee Report) [5] UGC Committee Reports (Punayya, Pylee, Anand Krishnan, Rehman) [6] Kumarmangalm Birla Report Higher, Prime Minister s Task Force [7] Directory of Dor Organizatis: Indian Center for Philanthropy 6